As a K–3 educator, I’ve witnessed how digital tools can genuinely empower students, allowing them to take ownership of their learning experiences. During a professional learning community (PLC) meeting, I once proposed integrating educational apps into our lessons to increase engagement and give students a platform where they felt confident. My suggestion was quickly met with resistance, citing pediatric guidelines against prolonged screen time. Even though, according to the American Academy of Pediatrics website, the emphasis is on content quality—not total screen-time hours—for children and teens.
Later, at a different school, I was instructed by a supervisor to limit classroom screen use to two hours per day. This directive came without consideration for how technology was being used—despite the fact that essential assessments and even some group reading activities were assigned digitally due to limited physical materials. I complied, but I couldn’t shake the feeling that this policy overlooked how screen-based instruction could support both academic success and social growth, especially when used intentionally and in context.
In contrast, my alternative certification cohort largely embraced screen time, viewing it as necessary in today’s world. Several colleagues pointed out that children now grow up surrounded by digital technology—smart homes, smart appliances, even smart toys. Their view was that it made more sense to help students become competent and comfortable with the tools they are already exposed to.
This idea reminded me of a student in one of my kindergarten classrooms—a reserved, quiet child who rarely spoke up during in-person activities. It wasn’t until I reviewed his digital assignments that I realized how articulate and capable he was. Providing opportunities to engage through tech-based platforms boosted his confidence. He began participating more often and even initiated conversations with classmates during recess. In this case, screen time didn’t create a barrier; it opened a door.
Curious to deepen my understanding of expert viewpoints, I turned to two authors with opposing yet thoughtful perspectives. Katherine Johnson Martinko (2023) offers grounded guidance for families looking to reduce their dependence on screens. With her background in digital media and personal parenting experiences, she doesn’t reject technology outright. Instead, she advocates for restoring balance and encouraging more hands-on, real-world interaction.
On the other hand, Jordan Shapiro (2018) recommends shared digital experiences between parents and children. Following his divorce, he bonded with his sons through video games, using them as a springboard for meaningful discussions about broader life themes. Though a strong proponent of digital engagement, he still maintains screen-free rituals—like tech-free dinners—to encourage face-to-face reflection.
Ultimately, my stance on screen time is grounded in the importance of balance—at school and at home. When used with intention, technology can enhance learning, foster connection, and build confidence. Still, boundaries are essential. As Dr. Anya Griffin wisely puts it, “Establishing healthy screen habits is about creating balance while respecting that technology is always going to be part of our lives” (Children’s Hospital Los Angeles [CHLA], 2024). Finding that balance is the real work for today’s educators and families.
References
Children’s Hospital Los Angeles. (2024, July 11). Screen time guidelines for kids of every age: CHLA experts weigh in. A pediatrician-approved guide for navigating your child’s screen time, from infancy to adolescence. https://www.chla.org/blog/advice-experts/screen-time-guidelines-kids-every-age-chla-experts-weigh
Martinko, K. J. (2023). Childhood unplugged: Practical advice to get kids off screens and find balance. New Society Publishers.
Shapiro, J. (2018). The new childhood: Raising kids to thrive in a connected world. Hachette Audio.
