Lexington Two has implemented new guidelines for the use of instructional technology in the classroom. The goal is to ensure a balance between learning and social experiences gained through personal interactions, and working with and understanding the digital tools that are essential for success in college and career.
The centerpiece of the guidance sets expectations for independent student technology by grade level, Pre-K through grade 12. However, rather than setting arbitrary screen time limits by grade, a district committee – consisting of 40 Lexington Two educators and parents – crafted the new guidelines focusing on five benchmarks: purpose, balance, interaction, duration, and development.
Putting Purpose Before Screen Time
While recognizing that technology plays an important role in supporting instruction, it is critical that any technology use in the classroom aligns with a clear instructional purpose.
Technology use is appropriate when teachers use it to deliver instruction, and when students use it as part of these teacher-guided activities. However, it’s the area of independent student technology use, in which students work individually on a device, that prompted the new guidance.
"Technology is an important part of preparing our students for the future, but a device should never become a substitute for great teaching," said Deputy Superintendent Dr. David McDonald. "These guidelines are about balance and intentionality. We want students using technology when it enhances learning, while ensuring they continue to have meaningful opportunities to talk, collaborate, read, write, create, think, problem-solve, and engage directly with their teachers and classmates."
The district’s guidelines set limits on independent technology use vary by grade level and developmental needs, with the goal being minimal, short, and primarily teacher-directed uses:
Pre-K-grade 2: Most learning activities should remain screen-free and teacher-directed.
Grades 3–5: Students may have up to 45 minutes of independent technology use during the school day, spread across short segments, with technology supporting clearly identified learning objectives.
Grades 6–8: In core content areas, independent technology use should average no more than 15 minutes per class, while non-technology-based related arts courses should average no more than 10 minutes per class.
Grades 9–12: For non-technology-based courses, independent technology use should average no more than one-third of the instructional block. Technology-based courses may use technology as appropriate to the curriculum. These parameters apply to planned, scheduled courses and do not apply to the Lex 2.5 after-school program, enrichment, or content recovery.
The guidelines do not include independent technology use required by district or state mandated assessments or other required instructional programs. Examples identified in the guidance include MAP testing, Mastery Manager, Zearn, MathNation, and online textbook applications.
A Special Focus on Young Learners
The district's guidance places particular emphasis on developmentally appropriate experiences for the district’s youngest learners.
In Pre-K–grade 2, students learn best through hands-on experiences and interaction with classmates. The guidance notes that excessive independent technology use can limit opportunities for communication skills and social-emotional growth that is critical for these early learners.
"Young children need to experience school with all of their senses," Dr. McDonald said. "They need to talk with their teachers and friends, manipulate materials, write, read, create, move, investigate, and solve problems. Technology can support those experiences, but it should not replace them."
Technology: Not a Classroom Management Tool
The district guidelines make clear that technology should not be used simply to occupy students or as an unstructured reward.
Technology use must be intentional and purposeful and connected to a specific learning goal. The guidance specifically states that free, unstructured, and unguided technology use should not be used as a classroom reward system, except when technology is part of an IEP/504 accommodation.
Building a Balanced Learning Environment
The new guidelines reinforce Lexington Two's commitment to preparing students for a digital world while maintaining the importance of human connection and high-quality instruction.
"Digital literacy is critical for our students' futures," Dr. McDonald said. "At the same time, students need opportunities to develop the skills that technology cannot replace — communication, collaboration, creativity, critical thinking, independence, and meaningful relationships.
“Our goal is a classroom where technology is a tool for learning,” Dr. McDonald added, “and not the learning itself."