Details
The screen time conversation isn’t slowing down. Teachers are pushing back. Parents are concerned. Legislators are writing policy. And the districts leading the conversation have one thing in common: they’re using data. National data shows the problem isn’t screen time itself — it’s that most of that time isn’t broken down by what’s instructional and what isn’t.
In this session, we’ll cut through the noise with real aggregate data from K-12 districts and a practical playbook for turning that data into decisions. You’ll leave with language that holds up in a board meeting, a parent town hall, and a conversation with your teaching staff. More importantly, you’ll leave knowing exactly what questions to ask and how to answer them.
In this session:
- What district screen time data actually shows — and why it’s probably not what your community thinks
- The instructional vs. non-instructional distinction and why it changes the conversation
- How to communicate screen time data to teachers, parents, school boards, and the press
- What balanced technology use looks like in practice — from policy guardrails to classroom norms
- How districts are getting ahead of legislative pressure before it becomes a crisis
-For district leaders who want to lead the screen time conversation with their board, parents, and teachers instead of reacting to it-
