Parents, teachers, and community members working toward evidence-based, pedagogically purposeful use of technology in schools.
We aspire to create a learning environment for children that prioritizes human interaction for the social, emotional, and academic well-being of our students. We support a paradigm shift to human-centered learning models, evidence-based curricula, increased movement and outdoor time, and improved digital literacy for all students and staff.
We're not anti-technology. We're pro-evidence. Technology in schools should be pedagogically necessary, research-based, and developmentally appropriate — not the default for every lesson, every grade, every day.
Since the widespread adoption of one-to-one devices in classrooms, student academic performance and well-being have declined. International PISA data shows a clear pattern: as daily school screen time increases, average test scores fall. Students using screens between zero and one hour per day at school score the highest; performance drops sharply at two hours and above.
The harms aren't only academic. Heavy daily screen use is increasingly linked to anxiety, depression, sleep disruption, and attention difficulties in children. Schools are a major source of children's daily screen exposure — and we believe classroom policy should reflect a commitment to students' social and emotional well-being, as well as their academic success.
Pedagogically necessary technology use — digital tools should be chosen because they're the best way to teach a concept, not because they're available.
Transparency in EdTech contracts, costs, and student privacy agreements.
Clear limits on daily screen time at every grade level.
Meaningful opt-outs for families who want analog alternatives, with real curricular support for the educators who provide them.
Protection for teachers from evaluations tied to technology use.
Human-centered learning — recognizing that some of the most dynamic and creative teaching happens off-screen.
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