The Greenville County School District aims to scale back dependency on screen time and artificial intelligence through a new restrictive policy, set to go into effect in the fall.
The new rules are the product of research that started shortly after remote learning and instruction became the brunt of the COVID-19 pandemic, according to Assistant Superintendent for Academics Dr. Susan Stevens.
“What I think we could have done a better job of was more closely monitoring the range of resources being used in a district of our size, serving 80,000 students,” Stevens said.
The use of devices and screen time will be monitored and limited based on grade level.
Primary school students, between K4 and first grade, will be granted access to between three and five devices per classroom, with small group rotations.
Elementary school students, between second and fifth grade, will receive their own devices, targeted for learning and assessments only. They will only be allowed to use approved applications on those devices and screen time will be monitored.
Secondary students, between sixth and 12th grade, will also have independent devices, but the district aims to ensure students are not on the devices for the majority of class periods. The goal is to reduce reliance on digital worksheets and online submission tools.
Generative AI, which creates entirely new content, is prohibited for students in K4 through fourth grade and restricted for grades 6 through 12. Teachers are prohibited from assigning any AI platform not included in district approval, and students may only use district-vetted software or tools.
The policy includes support for educators, faculty and staff.
There are also considerations set aside for E-Learning, where instruction must be provided in the form of online meetings and videos. Packets with take-home learning materials may not be used instead of instruction.
“This is not a war on technology. We firmly believe that our graduates have to have technology proficiency to be successful in the workforce, to being college- and career-ready. But this is really about finding balance,” Stevens said.
Reading and math scores have dropped across the nation, according to data from Education Scorecard. Some are dubbing the shift a “reading recession.”
“Lack of ability to focus, lack of stamina. I think that’s one of the biggest challenges we’re seeing. Making smart choices around technology that are right for your family are the most important thing that we can do to partner with our education system so that the outcomes improve,” Public Education Partners CEO Catherine Schumacher said.
Tavia Young, a tutor in the Greenville area, has watched firsthand as children get placed into higher academics before they are ready, and as a result, fall further behind.
“The child might be right here academically, but the teachers are teaching right here. If they don’t have every pre-literacy skill mastered, if there’s any holes or gaps in their learning, it’s not going to get filled,” Young said.
The numbers raise alarm bells in Young’s head, urging her to instill balanced learning from the beginning: before a child ever learns their ABCs or 123s.
“We want to encourage getting your hands dirty in the dirt, you know, playing with toys, not always being entertained by a screen,” Young said.
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