BEGIN:VCALENDAR VERSION:2.0 PRODID:-//Lightspeed Systems - ECPv6.15.20//NONSGML v1.0//EN CALSCALE:GREGORIAN METHOD:PUBLISH X-WR-CALNAME:Lightspeed Systems X-ORIGINAL-URL:https://www.lightspeedsystems.com/pt X-WR-CALDESC:Eventos para Lightspeed Systems REFRESH-INTERVAL;VALUE=DURATION:PT1H X-Robots-Tag:noindex X-PUBLISHED-TTL:PT1H BEGIN:VTIMEZONE TZID:America/New_York BEGIN:DAYLIGHT TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:EDT DTSTART:20250309T070000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:EST DTSTART:20251102T060000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:EDT DTSTART:20260308T070000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:EST DTSTART:20261101T060000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:EDT DTSTART:20270314T070000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:EST DTSTART:20271107T060000 END:STANDARD END:VTIMEZONE BEGIN:VTIMEZONE TZID:America/Chicago BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20250309T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:20251102T070000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20260308T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:20261101T070000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20270314T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:20271107T070000 END:STANDARD END:VTIMEZONE BEGIN:VTIMEZONE TZID:Europe/London BEGIN:DAYLIGHT TZOFFSETFROM:+0000 TZOFFSETTO:+0100 TZNAME:BST DTSTART:20250330T010000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+0100 TZOFFSETTO:+0000 TZNAME:GMT DTSTART:20251026T010000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+0000 TZOFFSETTO:+0100 TZNAME:BST DTSTART:20260329T010000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+0100 TZOFFSETTO:+0000 TZNAME:GMT DTSTART:20261025T010000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+0000 TZOFFSETTO:+0100 TZNAME:BST DTSTART:20270328T010000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+0100 TZOFFSETTO:+0000 TZNAME:GMT DTSTART:20271031T010000 END:STANDARD END:VTIMEZONE BEGIN:VTIMEZONE TZID:Europe/Stockholm BEGIN:DAYLIGHT TZOFFSETFROM:+0100 TZOFFSETTO:+0200 TZNAME:CEST DTSTART:20250330T010000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+0200 TZOFFSETTO:+0100 TZNAME:CET DTSTART:20251026T010000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+0100 TZOFFSETTO:+0200 TZNAME:CEST DTSTART:20260329T010000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+0200 TZOFFSETTO:+0100 TZNAME:CET DTSTART:20261025T010000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+0100 TZOFFSETTO:+0200 TZNAME:CEST DTSTART:20270328T010000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+0200 TZOFFSETTO:+0100 TZNAME:CET DTSTART:20271031T010000 END:STANDARD END:VTIMEZONE BEGIN:VEVENT DTSTART;TZID=America/New_York:20260423T080000 DTEND;TZID=America/New_York:20260423T120000 DTSTAMP:20260421T113155 CREATED:20260408T010444Z LAST-MODIFIED:20260416T094309Z UID:42695-1776931200-1776945600@www.lightspeedsystems.com SUMMARY:AI in Education: Governance and Guardrails — Atlanta DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/ai-in-education-governance-and-guardrails-atlanta/ LOCATION:Google Atlanta\, 1105 W Peachtree St NW\, Atlanta\, GA\, 30309\, United States CATEGORIES:AI in Education Roadshow ATTACH;FMTTYPE=image/png:https://www.lightspeedsystems.com/wp-content/uploads/2026/04/2026-Ai-for-Education-Roadshow_1500x460-Pendo-Ad-Background-scaled.png END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260424T120000 DTEND;TZID=America/New_York:20260424T160000 DTSTAMP:20260421T113155 CREATED:20260408T013940Z LAST-MODIFIED:20260414T105540Z UID:42689-1777032000-1777046400@www.lightspeedsystems.com SUMMARY:AI in Education: Governance and Guardrails — Charlotte DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/ai-in-education-charlotte/ LOCATION:Hilton Charlotte Uptown\, 222 E 3rd St\, Charlotte\, NC\, United States CATEGORIES:AI in Education Roadshow ATTACH;FMTTYPE=image/png:https://www.lightspeedsystems.com/wp-content/uploads/2026/04/2026-Ai-for-Education-Roadshow_1500x460-Pendo-Ad-Background-scaled.png END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20260504 DTEND;VALUE=DATE:20260507 DTSTAMP:20260421T113155 CREATED:20260223T044446Z LAST-MODIFIED:20260223T044446Z UID:40943-1777852800-1778111999@www.lightspeedsystems.com SUMMARY:Tech Talk Live DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/tech-talk-live/ LOCATION:Lancaster Lebanon IU13 Conference and Training Center\, 1020 New Holland Ave Lancaster\, PA 17601\, Lanacaster\, United States CATEGORIES:Conference END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/New_York:20260505T080000 DTEND;TZID=America/New_York:20260505T120000 DTSTAMP:20260421T113155 CREATED:20260408T015821Z LAST-MODIFIED:20260416T094338Z UID:42701-1777968000-1777982400@www.lightspeedsystems.com SUMMARY:AI in Education: Governance and Guardrails — DC DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/ai-in-education-governance-and-guardrails-dc/ LOCATION:Google DC\, 655 New York Avenue\, Washington\, DC\, 20001\, United States CATEGORIES:AI in Education Roadshow ATTACH;FMTTYPE=image/png:https://www.lightspeedsystems.com/wp-content/uploads/2026/04/2026-Ai-for-Education-Roadshow_1500x460-Pendo-Ad-Background-scaled.png END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20260506 DTEND;VALUE=DATE:20260508 DTSTAMP:20260421T113155 CREATED:20260223T044446Z LAST-MODIFIED:20260223T044446Z UID:40945-1778025600-1778198399@www.lightspeedsystems.com SUMMARY:CEN (Connecticut Education Network) Connect 2026 Annual Member Conference DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/cen-connecticut-education-network-connect-2026-annual-member-conference/ LOCATION:Connecticut Convention Center\, 100 Columbus Blvd\, Hartford\, CT 06103\, Hartford\, United States CATEGORIES:Conference END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20260506 DTEND;VALUE=DATE:20260509 DTSTAMP:20260421T113155 CREATED:20260223T044545Z LAST-MODIFIED:20260223T044545Z UID:40949-1778025600-1778284799@www.lightspeedsystems.com SUMMARY:ACPE (Association for Computer Professionals in Education) Northwest 2026 Conference DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/acpe-association-for-computer-professionals-in-education-northwest-2026-conference/ LOCATION:Skamania Lodge\, 1131 SW Skamania Lodge Way\, Stevenson\, WA 98648\, Stevenson\, United States CATEGORIES:Conference END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260506T120000 DTEND;TZID=America/Chicago:20260506T160000 DTSTAMP:20260421T113155 CREATED:20260408T012922Z LAST-MODIFIED:20260408T094826Z UID:42706-1778068800-1778083200@www.lightspeedsystems.com SUMMARY:AI in Education: Governance and Guardrails — Nashville DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/ai-in-education-governance-and-guardrails-nashville/ LOCATION:The Westin Nashville\, 807 Clark Place\, Nashville\, TN\, United States CATEGORIES:AI in Education Roadshow ATTACH;FMTTYPE=image/png:https://www.lightspeedsystems.com/wp-content/uploads/2026/04/2026-Ai-for-Education-Roadshow_1500x460-Pendo-Ad-Background-scaled.png END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20260507 DTEND;VALUE=DATE:20260508 DTSTAMP:20260421T113155 CREATED:20260330T140334Z LAST-MODIFIED:20260330T140334Z UID:42350-1778112000-1778198399@www.lightspeedsystems.com SUMMARY:Schools And Academies Show DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/schools-and-academies-show-london-2026/ LOCATION:Excel London One Western Gateway\, Royal Victoria Dock\, 1 Western Gateway\, London E16 1XL\, Excel London One Western Gateway\, Royal Victoria Dock\, 1 Western Gateway\, London\, E16 1XL\, United Kingdom CATEGORIES:Conference END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20260507 DTEND;VALUE=DATE:20260509 DTSTAMP:20260421T113156 CREATED:20260223T044544Z LAST-MODIFIED:20260223T044544Z UID:40947-1778112000-1778284799@www.lightspeedsystems.com SUMMARY:Indiana CTO Clinic DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/indiana-cto-clinic/ LOCATION:Embassy Suites Noblesville\, 13700 Conference Center Dr\, Noblesville\, IN 46060\, Noblesville\, United States CATEGORIES:Conference END:VEVENT BEGIN:VEVENT DTSTART;TZID=Europe/London:20260507T170000 DTEND;TZID=Europe/London:20260507T200000 DTSTAMP:20260421T113156 CREATED:20260414T152755Z LAST-MODIFIED:20260414T173250Z UID:43020-1778173200-1778184000@www.lightspeedsystems.com SUMMARY:Smart Horizons: São Paulo DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/smart-horizons-sao-paulo/ LOCATION:Expo Center Norte\, Rua José Bernardo Pinto\, 333 – Vila Guilherme\, São Paulo - SP\, CEP: 02055-000 - 1o andar - sala Vila Maria\, Sao Paulo\, Brazil CATEGORIES:Global Summit Series ATTACH;FMTTYPE=image/jpeg:https://www.lightspeedsystems.com/wp-content/uploads/2026/04/Sao-Paulo-189131577_l-scaled.jpg END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20260508 DTEND;VALUE=DATE:20260510 DTSTAMP:20260421T113156 CREATED:20260223T044545Z LAST-MODIFIED:20260223T044545Z UID:40951-1778198400-1778371199@www.lightspeedsystems.com SUMMARY:Bett Brasil DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/bett-brasil/ LOCATION:Expo Center Norte\, Rua José Bernardo Pinto\, 333 – Vila Guilherme\, São Paulo - SP\, CEP: 02055-000 - 1o andar - sala Vila Maria\, Sao Paulo\, Brazil CATEGORIES:Conference END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260512T100000 DTEND;TZID=America/Chicago:20260512T110000 DTSTAMP:20260421T113156 CREATED:20260420T201425Z LAST-MODIFIED:20260420T201425Z UID:43438-1778580000-1778583600@www.lightspeedsystems.com SUMMARY:Stopping Student Bypass: The Methods\, The Gaps\, The Fix DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/stopping-student-bypass-the-methods-the-gaps-the-fix/ CATEGORIES:Webinar END:VEVENT BEGIN:VEVENT DTSTART;TZID=Europe/London:20260512T100000 DTEND;TZID=Europe/London:20260512T140000 DTSTAMP:20260421T113156 CREATED:20260317T181340Z LAST-MODIFIED:20260416T171011Z UID:41902-1778580000-1778594400@www.lightspeedsystems.com SUMMARY:Smart Horizons: London DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/smart-horizons-london/ LOCATION:1 America Square\, One\, 17 Crosswall\, America Square\, London\, EC3N 2LB\, United Kingdom CATEGORIES:Global Summit Series ATTACH;FMTTYPE=image/jpeg:https://www.lightspeedsystems.com/wp-content/uploads/2026/03/London-291380026_l-scaled.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=Europe/London:20260513T100000 DTEND;TZID=Europe/London:20260513T140000 DTSTAMP:20260421T113156 CREATED:20260317T183221Z LAST-MODIFIED:20260416T171055Z UID:41905-1778666400-1778680800@www.lightspeedsystems.com SUMMARY:Smart Horizons: Manchester DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/smart-horizons-manchester/ LOCATION:Garden Court at Manchester Hall\, 36 Bridge Street\, Manchester\, M3 3BT\, United Kingdom CATEGORIES:Global Summit Series ATTACH;FMTTYPE=image/jpeg:https://www.lightspeedsystems.com/wp-content/uploads/2026/03/244616875_l-scaled.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=Europe/London:20260514T130000 DTEND;TZID=Europe/London:20260514T180000 DTSTAMP:20260421T113156 CREATED:20260313T145632Z LAST-MODIFIED:20260414T110828Z UID:41634-1778763600-1778781600@www.lightspeedsystems.com SUMMARY:Smart Horizons: Glasgow DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/smart-horizons-glasgow/ LOCATION:Everyman Glasgow\, Unit 3 - 5\, Princes square\, Buchanan Street\, Glasgow\, G13JN\, United Kingdom CATEGORIES:Global Summit Series ATTACH;FMTTYPE=image/jpeg:https://www.lightspeedsystems.com/wp-content/uploads/2026/03/Glasgow-243347621_l-scaled.jpg END:VEVENT BEGIN:VEVENT DTSTART;TZID=Europe/Stockholm:20260520T100000 DTEND;TZID=Europe/Stockholm:20260520T130000 DTSTAMP:20260421T113156 CREATED:20260409T132322Z LAST-MODIFIED:20260417T105109Z UID:42811-1779271200-1779282000@www.lightspeedsystems.com SUMMARY:Smart Horizons: Gothenburg DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/smart-horizons-gothenburg/ LOCATION:Foxway\, Pumpgatan 1\, 417 55\, Göteborg\, Sweden CATEGORIES:Global Summit Series ATTACH;FMTTYPE=image/jpeg:https://www.lightspeedsystems.com/wp-content/uploads/2026/04/Gothenburg.jpg END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20260521 DTEND;VALUE=DATE:20260522 DTSTAMP:20260421T113156 CREATED:20260330T141536Z LAST-MODIFIED:20260330T141536Z UID:42372-1779321600-1779407999@www.lightspeedsystems.com SUMMARY:MATPN Digital DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/matpn-digital-2026/ LOCATION:DoubleTree Hilton\, Tower of London\, London\, Double Tree Hilton\, London\, EC3N 4AF\, United Kingdom CATEGORIES:Conference END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20260602 DTEND;VALUE=DATE:20260603 DTSTAMP:20260421T113156 CREATED:20260223T044546Z LAST-MODIFIED:20260223T044546Z UID:40953-1780358400-1780444799@www.lightspeedsystems.com SUMMARY:Region 16 Education Service Center (ESC) School Safety Summit DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/region-16-education-service-center-esc-school-safety-summit/ LOCATION:Region 16 Education Service Center\, 5800 Bell Street\, Amarillo\, TX 79109\, Amarillo\, United States CATEGORIES:Conference END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20260608 DTEND;VALUE=DATE:20260610 DTSTAMP:20260421T113156 CREATED:20260223T044546Z LAST-MODIFIED:20260223T044546Z UID:40955-1780876800-1781049599@www.lightspeedsystems.com SUMMARY:Georgia School Safety and Homeland Security Conference DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/georgia-school-safety-and-homeland-security-conference/ LOCATION:Savannah Convention Center\, 1 International Drive\, Savannah\, GA 31421\, Savannah\, United States CATEGORIES:Conference END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20260608 DTEND;VALUE=DATE:20260612 DTSTAMP:20260421T113156 CREATED:20260223T044644Z LAST-MODIFIED:20260223T044644Z UID:40957-1780876800-1781222399@www.lightspeedsystems.com SUMMARY:Florida School Safety Summit & Expo DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/florida-school-safety-summit-expo/ LOCATION:Hyatt Regency Grand Cypress\, 1 Grand Cypress Blvd\, Orlando\, FL 32836\, Orlando\, United States CATEGORIES:Conference END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20260609 DTEND;VALUE=DATE:20260613 DTSTAMP:20260421T113156 CREATED:20260223T044646Z LAST-MODIFIED:20260223T044646Z UID:40962-1780963200-1781308799@www.lightspeedsystems.com SUMMARY:CGCS 2026 CIO (Chief Information Officers) Annual Conference DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/cgcs-2026-cio-chief-information-officers-annual-conference/ LOCATION:Hyatt Regency Indianapolis\, One South Capitol Ave\, Indianapolis\, IN 46204\, Indianapolis\, United States CATEGORIES:Conference END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20260610 DTEND;VALUE=DATE:20260612 DTSTAMP:20260421T113156 CREATED:20260223T044645Z LAST-MODIFIED:20260223T044645Z UID:40960-1781049600-1781222399@www.lightspeedsystems.com SUMMARY:Utah State School Safety Conference DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/utah-state-school-safety-conference/ LOCATION:TBD CATEGORIES:Conference END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20260611 DTEND;VALUE=DATE:20260612 DTSTAMP:20260421T113156 CREATED:20260223T044645Z LAST-MODIFIED:20260223T044645Z UID:40959-1781136000-1781222399@www.lightspeedsystems.com SUMMARY:Region 15 Education Service Center (ESC) School Safety Summit DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/region-15-education-service-center-esc-school-safety-summit/ LOCATION:Region 15 Education Service Center\, 5800 Bell St\, Odessa\, TX 79762\, Odessa\, United States CATEGORIES:Conference END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20260615 DTEND;VALUE=DATE:20260620 DTSTAMP:20260421T113156 CREATED:20260330T152740Z LAST-MODIFIED:20260330T160207Z UID:42375-1781481600-1781913599@www.lightspeedsystems.com SUMMARY:London EdTech Week DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/london-edtech-week-2026/ LOCATION:County Hall\, Belvedere Rd\, London SE1 7GP\, County Hall\, Belvedere Rd\, London SE1 7GP\, London\, SE17GP CATEGORIES:Conference END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20260617 DTEND;VALUE=DATE:20260620 DTSTAMP:20260421T113156 CREATED:20260223T044646Z LAST-MODIFIED:20260223T044646Z UID:40964-1781654400-1781913599@www.lightspeedsystems.com SUMMARY:Indiana School Safety Conference 2026 DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/indiana-school-safety-conference-2026/ LOCATION:Blue Chip Casino\, 777 Blue Chip Drive\, Michigan City\, IN 46360\, Michigan City\, United States CATEGORIES:Conference END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20260623 DTEND;VALUE=DATE:20260626 DTSTAMP:20260421T113156 CREATED:20260223T044744Z LAST-MODIFIED:20260223T044744Z UID:40966-1782172800-1782431999@www.lightspeedsystems.com SUMMARY:FAMIS (Florida Association of MIS) 2026 Conference DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/famis-florida-association-of-mis-2026-conference/ LOCATION:Caribe Royale Resort\, 8101 World Center Drive\, Orlando\, FL 32821\, Orlando\, United States CATEGORIES:Conference END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20260623 DTEND;VALUE=DATE:20260626 DTSTAMP:20260421T113156 CREATED:20260223T044745Z LAST-MODIFIED:20260223T044745Z UID:40967-1782172800-1782431999@www.lightspeedsystems.com SUMMARY:TETL (Texas Education Technology Leaders) Summer Conference 2026 DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/tetl-texas-education-technology-leaders-summer-conference-2026/ LOCATION:TBD CATEGORIES:Conference END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20260625 DTEND;VALUE=DATE:20260627 DTSTAMP:20260421T113156 CREATED:20260223T044745Z LAST-MODIFIED:20260223T044745Z UID:40969-1782345600-1782518399@www.lightspeedsystems.com SUMMARY:Multi Academy Trust Partnership Network (MATPN) Midlands DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/multi-academy-trust-partnership-network-matpn-midlands/ LOCATION:East Midlands Conference Centre\, Beeston Lane\, University of Nottingham\, Nottingham\, NG7 2RJ\, Nottingham\, Nottinghamshire CATEGORIES:Conference END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20260625 DTEND;VALUE=DATE:20260627 DTSTAMP:20260421T113156 CREATED:20260330T160745Z LAST-MODIFIED:20260330T160745Z UID:42385-1782345600-1782518399@www.lightspeedsystems.com SUMMARY:MATPN Midlands DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/matpn-midlands-2026/ LOCATION:University of Nottingham’s University Park Campus\, Nottingham\, NG7 2RJ\, University Park Campus\, Nottingham\, NG72RJ\, United Kingdom CATEGORIES:Conference END:VEVENT BEGIN:VEVENT DTSTART;VALUE=DATE:20260625 DTEND;VALUE=DATE:20260628 DTSTAMP:20260421T113156 CREATED:20260331T084952Z LAST-MODIFIED:20260331T084952Z UID:42410-1782345600-1782604799@www.lightspeedsystems.com SUMMARY:Learning & Teaching Expo\, Hong Kong DESCRIPTION:When we hosted this conversation\, I knew we were stepping into some big\, very real challenges district leaders are facing right now—but seeing how quickly the chat filled up and where the poll results landed really reinforced it. \n \nScreen time. AI. Student safety. Device accountability. Budgets. \n \nThese aren’t abstract ideas—they’re showing up in board meetings\, parent conversations\, and day-to-day decisions across districts. So lets walk through what we talked about. \n \nStarting with what’s actually happening in districts\n \nWe kicked things off the same way we often do: by grounding the conversation in reality\, not assumptions. \n \nWe asked attendees: what’s creating the most pressure in your district right now? The answer came back clearly: screen time and digital balance. \n \nThat wasn’t surprising. It’s something we’re hearing everywhere—at COSN\, in district conversations\, and even in the media. There’s this growing tension between parents and schools around how much time students are spending on devices. \n \nBut here’s the thing: it’s not as simple as “more screens” vs. “less screens.” \n \nDistricts are balancing: \n \n\n\n\n\n\n\nDigital curriculum\nOnline assessments\nCollege and career readiness\nEquity and access\n\n \n \nSo\, the real question becomes: how do you make informed decisions about screen time\, not reactive ones? \n \nWhy data has to lead the conversation\n \nOne of the first points (and one we’ll keep coming back to) is this: data isn’t the answer\, but it’s where the conversation starts. \n \nFrom Lightspeed Insight™ data\, we’re seeing an average of about 79 minutes per day spent on district devices. \n \nNow\, that number alone doesn’t tell you if something is “good” or “bad.” But it does give you a starting point: \n \n\n\n\n\n\n\nWhat are students actually doing during that time?\nIs it instructionally meaningful?\nAre there patterns across grade levels or campuses?\n\n \n \nWithout that visibility\, districts are left reacting to perceptions instead of making informed decisions. \n \nWhat this looks like in real districts\n \nThat’s why I was so glad to have Nicholas Crapo and Casey Kaiser join the conversation. \n \nNicholas Crapo\, Director of Information Technology at Bakersfield City School District\, and Casey Kaiser\, Director of Information Technology\, at Moon Area School District\, brought two distinct district perspectives to the table\, representing different sizes and community contexts\, but very similar challenges. \n \nWhat stood out in their insights is that: \n \n\n\n\n\n\n\nThese issues cut across district size and geography\nThe pressure points are shared\, even if the solutions look different\nAnd most importantly\, there’s no one-size-fits-all answer\n\n \n \nWhether it’s managing device use\, responding to parent concerns\, or navigating new technologies like AI\, district leaders are constantly making trade-offs. \n \nScreen time isn’t a yes-or-no decision\n \nOne of the biggest misconceptions we addressed is the idea that districts can simply “reduce screen time” as a blanket solution. \n \nIn reality: \n \n\n\n\n\n\n\nSome screen time is essential\nSome is beneficial\nSome needs to be better understood or adjusted\n\n \n \nAnd increasingly\, this conversation is moving beyond districts and into policy and legislation\, especially at the elementary level. \n \nThat’s why having clear\, defensible data matters more than ever. It gives district leaders the ability to: \n \n\n\n\n\n\n\nCommunicate with parents confidently\nSupport board-level decisions\nAlign technology use with learning outcomes\n\n \n \nThis is bigger than screen time\n \nWhile screen time led the conversation\, it quickly became clear that it’s deeply connected to other priorities: \n \n\n\n\n\n\n\nStudent safety and well-being\nAI usage and oversight\nDevice accountability and misuse\nBudget constraints and resource allocation\n\n \n \nThese aren’t separate conversations—they’re all part of the same ecosystem. \n \nAnd what we’re seeing across districts is a shift toward more intentional\, data-informed decision-making in all of these areas. \n \nWhy these conversations matter right now\n \nIf there’s one thing I took away from this discussion\, it’s this: district leaders aren’t just managing technology—they’re navigating expectations from every direction. \n \nParents\, boards\, legislators\, staff\, and students all have a stake in these decisions. \n \nAnd the only way to move forward effectively is to: \n \n\n\n\n\n\n\nStay grounded in real data\nLearn from peer districts\nKeep the conversation open and evolving\n\n\n \n\n \n \n \n \n \n \n \n \n \n Q&A Section \n \n \n \n \n \n \n What is the average student screen time on district devices? \n \n \n \n \n\n \n \n \n \n Based on Lightspeed Insight™ data shared in the webinar\, students spend an average of 79 minutes per day on district-issued devices. This varies by grade level\, usage type\, and district policies. \n \n \n \n \n \n How can districts reduce screen time without impacting learning? \n \n \n \n \n\n \n \n \n \n Rather than eliminating screen time\, districts should analyze usage data to understand how devices are being used. This allows leaders to distinguish between instructional use and non-essential activity\, enabling more targeted adjustments. \n \n \n \n \n \n Why is screen time becoming a legislative issue? \n \n \n \n \n\n \n \n \n \n Concerns from parents and communities have pushed screen time discussions beyond districts into state-level legislation\, particularly for younger students (K–5). Lawmakers are exploring limits and guidelines for device usage in schools. \n \n \n \n \n \n How should districts respond to parent concerns about screen time? \n \n \n \n \n\n \n \n \n \n Districts should lead with transparency and data. Sharing actual usage insights and explaining how technology supports learning can help build trust and shift conversations from perception to reality. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What does student screen time actually look like? \n \n \n \n Support screen time decisions and conversations across your district with our free\, no-obligation screen time audit. \n \n \n \n \n \n \n Learn more URL:https://www.lightspeedsystems.com/pt/event/learning-teaching-expo-hong-kong-2026/ LOCATION:Hong Kong Convention and Exhibition Centre\, 1 Expo Drive\, Wan Chai\, Hong Kong\, Hong Kong Convention and Exhibition Centre\, 1 Expo Drive\, Wan Chai\, Hong Kong CATEGORIES:Conference END:VEVENT END:VCALENDAR