Parents Urge Montgomery Schools to Reassess Screen Use in Classrooms

Nicholas Mistretta

Two Montgomery Township School District parents urged the Board of Education on May 14 to take a closer look at how often students, particularly younger children, are using screens as part of daily classroom instruction.

The comments focused not on rejecting technology outright, but on whether the district has the right balance between digital tools and more traditional learning methods, including paper, books, handwriting, teacher-led instruction and hands-on activities.

Joanna Malecka, who identified herself as the parent of a third grader and sixth grader in the district, told the board she has become increasingly concerned about the amount of screen-based learning in Montgomery schools, especially in the lower grades.

“I want to be very clear. I’m not anti-technology,” Malecka said. She said she understands the value of digital literacy, particularly from her perspective as an engineer, but is also concerned, as a psychologist, about the possible effects of heavy screen use on children’s development, mental health and physical health.

Malecka said she helped initiate a parent-led effort called Screens With Purpose to better understand how other district parents feel about the issue. According to her comments, an informal parent poll had received nearly 200 responses as of the May 14 meeting. She said about 90 percent of respondents indicated they would prefer less screen-based learning, either across all grade levels or specifically in the lower grades.

Malecka acknowledged that the poll was informal and not a scientific study. Still, she said the volume of responses and the strength of the feedback show that many families want a broader district conversation about classroom technology use.

She asked the district to consider three steps: clearer age-appropriate guidelines for screen use by grade level; greater prioritization of paper, books, handwriting, teacher-led instruction and hands-on learning when technology is not necessary; and the creation of a working group that includes parents, teachers, administrators and experts.

Malecka said the rise of artificial intelligence makes it even more important for schools to protect what she called “the most human skills,” including attention, patience, creativity, problem solving, handwriting, face-to-face communication and deep thinking.

“I hope we can work together as a district to make sure technology is used with purpose, not simply because it’s available,” she said.

In additional comments to Headline News Montgomery, Malecka said she continues to question whether heavy technology use is truly helping young children learn.

“I’m not anti-technology. I know our kids need digital skills,” she said. “But there is a big difference between teaching digital literacy and relying on screens for everyday learning, especially for young children.”

She said the issue became more personal when her daughter was asked to complete math homework on a computer and struggled with tasks she could do more easily on paper. That experience, Malecka said, raised questions about whether foundational skills are best taught through screens at young ages.

A second parent, Caroline Verdickt, who described herself as a mother of four and a medical doctor specializing in dyslexia, ADHD and education, also addressed the board. She similarly emphasized that her comments were not anti-technology, noting that technology can support accessibility and create opportunities for students, including children with dyslexia.

Her concern, she said, is whether technology is still being used primarily as a tool or whether students are increasingly being expected to adapt themselves to the technology.

She pointed to the mixed messages parents may receive: families are often told to limit screen exposure, reduce video games, avoid overstimulation and protect children’s sleep and attention, while screens are becoming more common in school assignments and activities.

She questioned whether screens are being introduced too heavily during years when children are still developing attention, self-regulation, reading comprehension and deep-thinking skills.

“The issue is not whether screens are efficient,” she said. “They are.” But she added that efficiency does not necessarily mean better learning.

The comments came during the public comment portion of the meeting and drew a response from Superintendent Mary McLoughlin, who said the issue has been an ongoing district topic and is part of the district’s strategic plan.

McLoughlin said she has been discussing the matter with Jeff Brooks, the district’s director of technology, and with Fiona Borland, the district’s director of curriculum and instruction. She said district officials have collected data from teachers about current practices and are “seriously looking at” the issue.

McLoughlin also said she had received Malecka’s email and data and appreciated the suggestion of creating a working group that would include staff, administrators and parents.

“I love the idea of having the working group with staff, administrators and parents,” McLoughlin said. “So just stay tuned.”

The parent-led Screens With Purpose website, includes poll results, research and resources related to classroom technology use. The discussion is expected to continue as the district reviews its technology practices and considers how best to balance digital literacy with developmental needs, classroom instruction and family concerns.

Photo Credit: Ground Picture/shutterstock.com