PA Unplugged

The Issue

1:1 Devices & EdTech

More technology in the classroom isn't necessarily better.

The Big Picture

Intentional use, not default use

A young boy seen from behind, hand on the back of his neck, watching a class on a laptop screen
Photo by Thomas Park on Unsplash.

Schools today are full of screens. Chromebooks, tablets, and an ever-growing catalog of apps and platforms have become standard in most classrooms. But more tech doesn't automatically mean more learning. A growing body of evidence suggests that it can actually negatively impact learning outcomes.

80%of districts now issue devices to children in kindergarten through second grade.Washington Post ↗

What the Research Shows

The evidence is mounting

A girl stretched out on the couch, absorbed in a paperback chapter book
Physical books will always beat a screen when it comes to reading comprehension.

A growing body of research raises serious questions about the increasing role of technology in the classroom:

  • The OECD's 2024 analysis of PISA data found that leisure use of digital devices at school, and being distracted by classmates' devices, is negatively associated with performance. Students distracted by devices in maths class scored significantly lower, even after adjusting for socioeconomic factors. OECD, Students, digital devices and success (2024) ↗
  • Students who take notes by hand do better on conceptual questions than those who type, because typing invites verbatim transcription instead of processing an idea in your own words. Mueller & Oppenheimer, Psychological Science (2014) ↗
  • Reading comprehension is measurably higher on paper than on screens, especially for longer or more complex texts. Delgado et al., Educational Research Review (2018) ↗
  • The 2026 U.S. Surgeon General's advisory finds that in classroom settings, multitasking with digital media interfered with attention and negatively affected grades, test scores, recall, and reading. It recommends more paper-based materials and limiting individually assigned devices outside computer labs. U.S. Surgeon General's Advisory (2026) ↗

A Framework for Evaluating Classroom Tech

The EdTech Triangle

Think of it like a food pyramid for classroom technology. Not all tech use is equal: some enhances learning, some undermines it. The EdTech Triangle was created by Blythe Winslow and Amy Tyson of Everyschool, the first research-based model of healthy classroom tech use. It's free and open-source for educators and districts.

TRANSFORMATIVESUPPORTIVERESTRICTIVEDISRUPTIVE
Framework by Blythe Winslow and Amy Tyson, Everyschool. Illustration ours; their free poster has the full version.

Everyschool's site has the examples for each tier and a poster you can bring to your district. See the full framework ↗

Right Now

What PA parents are saying

78%
say there is too much screen time on school-issued devices
81%
report concerns about how school-issued devices are used
1,759
responses from 142 PA school districts, updated daily

These numbers come from PA Unplugged's own statewide parent survey. Explore the full dashboard, including results filtered to your school district.

For Parents

Questions to ask your school

A full room of parents seated for a community talk about screens and childhood
Parents turning out for a community talk on screens and childhood. You won't be the only one asking.

You don't need to be a tech expert to ask the right questions. Here are some good places to start:

  1. 1How many hours per day is my child spending on a screen at school?
  2. 2What evidence-based research did the school use to determine that using a tablet/laptop for this class is a) developmentally appropriate and b) better than non-digital learning methods?
  3. 3What problem is this tool solving, and what is the educational rationale for using it?
Five more questions worth asking +
  1. 4How is student data being collected, stored, and shared by these tools?
  2. 5Are there non-digital alternatives being used alongside or instead of screens?
  3. 6Has the school evaluated whether these tools actually improve learning outcomes?
  4. 7During school hours, are children allowed to use school-issued devices outside the classroom (e.g., lunch, free time, recess)? Who monitors their use?
  5. 8How do teachers feel about the amount of screen time in their classrooms?

Position Statement

Our point of view on EdTech & AI

PA Unplugged stands for an educational environment where children can develop fully — physically, socially, and intellectually — before they are handed a screen. Our ten-point position covers K–12, with grade-level distinctions where developmental readiness matters: no devices in K–3, no screen-based homework in elementary school, no generative AI for students, and a parent seat at the table when districts choose their tools.

Download the one-page PDF to share with your school board.

First page of the PA Unplugged position statement on EdTech and AIRead the position statement ↗

We are not anti-technology. We are pro-childhood, pro-learning, and pro-partnership with the educators who shape our children's futures.

Go Deeper

Key Resources

Take Action

Build your action plan

Answer a few questions about how technology is used at your school and get a personalized advocacy plan with clear next steps.

EdTech Advocacy Guide

Take the parent survey

Five minutes. Your response feeds the public dashboard showing how parents across Pennsylvania feel about school technology.

Parent Survey

Don't do it alone

Join PA Unplugged and connect with parents already asking these questions in your district. Members organize together in our space on Four Norms.

Join us