Department of Education Issues New Guidance on Education Technology and Screen Time
In an Aug. 20 Dear Colleague Letter from Kirsten Baesler, assistant secretary of the United States Department of Education's Office of Elementary and Secondary Education, ED outlines new guidance to frame the national conversation around the educational value of technology in schools. The letter argues that "screen time" should not be the primary measure of whether ed tech is good or bad; rather, the central question should be whether technology measurably improves teaching, learning, and student outcomes.
Education technology has expanded learning opportunities for rural communities, transformed assessment, increased access for students requiring additional supports, and more, the letter argues, noting that recreational technology and education technology should not be viewed as synonymous. "While excessive recreational screen use has raised important concerns that deserve attention, education technology can strengthen teaching, deepen learning, and expand education opportunity when aligned with clear instructional goals and implemented effectively," Baesler writes.
The letter emphasizes that investments in education technology "should be guided by evidence of effectiveness alongside considerations such as cost, usability, accessibility, interoperability, implementation support, and educator experience." As districts and schools evaluate ed tech tools, the letter says, they should expect providers to:
- Publish rigorous, independent evaluations of product impact on student learning whenever feasible;
- Share implementation guidance grounded in effective classroom practice;
- Provide transparent information about product capabilities, limitations, and performance; and
- Continuously improve products using evidence from implementation and student outcomes.
Decisions on how to best use education technology should be made by states and local communities, with input from parents and teachers, the letter asserts.
To guide policy- and decision-making, ED offers the following considerations for states and ed tech providers. States and school districts should:
- Distinguish between policies addressing recreational technology use and those governing instructional technology.
- Evaluate education technology based on demonstrated learning outcomes and instructional value rather than screen time alone.
- Incorporate evidence of effectiveness into procurement and renewal decisions, looking for products that have conducted RCTs and demonstrated positive outcomes.
- Establish processes for reviewing implementation and outcomes to ensure technology investments continue meeting instructional goals.
- Support professional learning that helps educators integrate technology effectively into instruction.
Education technology providers should:
- Design products that support high-quality instruction and meaningful student engagement with teacher and parent input.
- Incorporate evidence of effectiveness and demonstrate success through independent evaluation, RCTs, and transparent reporting.
- Minimize unnecessary screen exposure while maximizing instructional value in design.
- Support educators with implementation resources and professional learning.
- Continuously improve products using evidence from classroom implementation, parent feedback, and student academic outcomes.
"The Department encourages states, school districts, educators, and education technology providers to keep student academic outcomes at the center of every decision," the letter concludes. "Technology should expand learning, strengthen instruction, and demonstrate educational value. By focusing on outcomes rather than inputs, states can continue fostering innovation while maintaining the confidence of parents, educators, and communities."
In a statement released by CoSN, the professional association for K-12 education technology leaders, CoSN CEO Keith Kruger commented: "CoSN welcomes the Department of Education's thoughtful guidance on education technology and screen time. The Department rightly recognizes that decisions about school use of technology are best made locally, with input from educators and families. Just as importantly, the guidance distinguishes between recreational screen time and purposeful uses of technology for teaching and learning. Rather than focusing solely on screen time, policymakers should consider whether technology is being used purposefully to strengthen instruction, expand learning opportunities, support diverse learners, and improve student outcomes."
Sara Kloek, vice president, Education and Youth Policy, for the Software & Information Industry Association, echoed Kruger's sentiment: "The Department gets a crucial distinction right: Recreational technology and education technology should not be viewed as synonymous. Excessive recreational screen use raises real concerns that deserve attention, but education technology â when aligned with clear instructional goals and implemented effectively â can strengthen teaching, deepen learning, and expand educational opportunity. We appreciate the Department's leadership in drawing that line clearly and in keeping the focus where it belongs: on educational value, student outcomes, and sound policy decisions."
The full letter is available here on the ED site.