College of Education and Human Development faculty member Shana Levi-Nielsen discusses why some parents are opting out of school-issued devices and the growing debate over screen time in classrooms.

As laptops and tablets become standard in K–12 classrooms, a growing number of parents are questioning whether more technology and more screen time is actually helping students learn. A recent NBC News report highlighted families opting out of school-issued devices over concerns about student development, attention and digital distractions. 

To explore the issue further, Temple Now spoke with Shana Levi-Nielsen, assistant professor of instruction in the School Psychology and Human Development and Community Engagement programs in Temple University’s College of Education and Human Development. 

In the conversation below, Levi-Nielsen draws on her expertise in behavioral science and evidence-based instructional practices, along with her perspective as a parent, to discuss the benefits and drawbacks of classroom technology, the importance of foundational skills like reading and handwriting, and how Temple is preparing future educators to use digital tools thoughtfully. 

Temple Now: Recently, some parents across the U.S. have begun opting their children out of school-issued laptops and tablets in favor of pen and paper. What do you make of this trend, and why do you think it’s gaining traction now? 

Shana Levi-Nielsen: This is a huge topic right now because technology has taken over education since the pandemic. In many ways, it has completely reshaped how classrooms operate. 

There are definitely potential benefits to that. Technology can give students more opportunities to practice skills, and it can help teachers manage classrooms with a lot of different learning needs. But there are also real drawbacks, and parents are starting to notice those much more clearly. 

Part of the original promise of technology in schools was that it would help teachers offer more individualized practice opportunities to students. The challenge is that it can be very hard to monitor how that time is actually being used. From a parent’s perspective, it can sometimes look like students are spending a lot of time on devices in ways that aren’t especially productive or closely connected to learning. That disconnect is one reason this movement is gaining traction. 

TN: Many parents say they are concerned about screen time and digital distractions in the classroom. Are those concerns supported by what we know about student behavior and learning? 

SLN: I think those concerns are very real. Screen time plays a big role in both how children behave and how they learn. 

Parents are often worried about mental health challenges like anxiety and depression, especially among teenagers. But with younger children, I think many parents are also noticing the behavioral effects of too much screen time. 

Screens can look really helpful from the outside. You can put an iPad in front of a child and it keeps them occupied. But over time, that can make it harder for kids to engage in other important activities, such as playing outside, doing chores or interacting with other people. 

From a behavioral perspective, screen time can be extremely stimulating. It provides a level of constant engagement that kids don’t get in everyday interactions. When children get used to that level of stimulation, everything else can start to feel boring by comparison. 

Parents are noticing that when they take the device away, their child becomes emotional, irritable or resistant. That’s because nothing else in their environment provides that same level of satisfaction. 

In schools, there’s also a broader conversation to be had about foundational skills. Research generally shows that writing by hand can support memory and learning, especially for younger students. Typing can remove some of the demands that help children develop fine motor control and other basic skills. The bigger question is what skills do we want students to build and whether technology is helping them develop those skills or replacing them. 

TN: Some students rely on digital tools for things like speech-to-text, translation or other learning supports. If schools move away from devices, how should educators make sure all students still have the support they need to succeed? 

SLN: I think it’s really important to separate assistive technology from overreliance on technology. 

For students who truly need support because of a disability, those tools absolutely should be available. If a student has low vision, for example, a screen reader is essential. That’s a very different situation from using technology as a substitute for teaching a skill that a student is capable of learning with the right instruction. 

Sometimes, I worry that we use technology to accommodate students in ways that actually lower expectations for them. Instead of giving students evidence-based instruction that helps them build a skill, we rely on technology to compensate for it. Over time, that can really limit a child’s potential. 

The goal isn’t to eliminate technology. The goal is to use it intentionally. It should be available for students who truly need it, but it shouldn’t become an excuse to avoid teaching critical skills like reading, writing and comprehension. 

TN: In your experience at Temple, how are future educators being prepared to think about technology in thoughtful and effective ways? 

SLN: In my classes, I try to model what thoughtful technology use actually looks like. 

I teach graduate students in the school psychology program, and my goal is to help them understand both the benefits and the limitations of technology because they’re going to encounter it throughout their careers. That includes things like using the internet to find reliable resources, evaluating whether information is trustworthy and understanding the limits of emerging tools like AI. 

What I emphasize is that technology is a tool that can enhance professional practice, but it shouldn’t replace the job of a well-trained practitioner. Teachers and school psychologists still need the skills to assess information, make decisions and apply evidence-based practices. Technology can support that work, but it’s not a substitute for professional judgment. 

TN: Looking ahead, what should parents and educators keep in mind as they think about the role of technology in students’ learning experiences? 

SLN: I would emphasize that technology should enhance teaching, not replace it. 

Where schools can get into trouble is when technology becomes a shortcut for critical parts of teaching and assessing what students know or delivering foundational instruction. Those are moments where the teacher’s relationship with the student is incredibly important. 

Technology can be useful for practice and reinforcement once students have already mastered a skill. But it shouldn’t replace the teacher’s role in understanding where students are and helping them grow. 

For parents, I also think it’s important to be intentional about screen use at home. With very young children especially, limiting screen time can make a big difference. If screens are already a big part of a child’s routine, it may be more realistic to reduce that time gradually and replace it with other activities like outdoor play, social interaction and hands-on learning. 

I don’t mean to sound cliché, but I really do believe that children are our future and represent the best of humanity. Education is where we can equip young people with the skills they need to succeed and build meaningful lives. That’s one of the reasons I’m so proud to work at Temple, because I see that mission reflected in the university’s commitment to equity, critical thinking and life-changing education as it prepares the next generation of educators to support students.