Frequently Asked Questions

About Tech in Schools

  • No. We believe in intentional use of technology where it serves student learning and safety. We're against:

    • Replacing effective teaching with screens

    • Collecting and sharing student data without transparency

    • Rolling out new tech (like AI) without proper vetting or teacher preparation

    • Assuming that more tech equals better learning

    When technology is used thoughtfully and in moderation, with student privacy protected and teacher agency maintained, it can be a tool. We want the default to be low-tech, with technology added where it's actually beneficial.

  • The scale has changed dramatically. What was once a supplemental tool is now the core of instruction in many classrooms. Data collection by ed tech vendors has expanded. AI is being rolled out rapidly with minimal teacher training or transparent policies.

  • Thoughtful application of technology can make some learning tasks more efficient. However, most peer-reviewed research suggests that ed tech impairs learning rather than supports it. Technology also frequently exposes children to inappropriate content, encourages distraction and addiction, and collects student data without transparency.

    The research gap is real: There's far less evidence that ed tech helps students learn than there is evidence of harm from distraction, overuse, and data privacy risks.

  • Studies show correlations between heavy screen use and increases in anxiety, depression, sleep disruption, and attention difficulties in children.

  • New York banned AI use through middle school. LAUSD implemented a one-year moratorium. Seattle released SAIL (Seattle AI Literacy) guidance in August without a pause, despite teacher concerns about implementation support and training.

    Family feedback to district leadership can influence this direction.

About Opting Out

  • Yes. Many families in SPS schools are successfully opting out of 1:1 devices.

    Older grades present more challenges due to curriculum design and testing logistics, but opt-outs are still possible. Partnership with your teacher is key.

  • Have a conversation with your teacher first. Many are open to alternatives: printing worksheets and readings, using floater devices for specific projects, collaborating with peers, doing presentations on poster board instead of PowerPoint.

    Teachers appreciate when families offer support (supplies, books, printing) to make alternatives work.

  • Yes. Devices usually aren't distributed the first few days of school, but even if your child receives one, you can opt out during the school year.

  • It depends. According to Washington State law (OSPI), paper tests are available for students whose IEP or 504 plan states paper. You can also request paper tests; reference this precedent in your email to the principal.

  • No. You can opt out of signing it. Include this in your opt-out email to make it clear.

About Making Changes at Your School

  • Talk to your child's teacher first. A casual conversation at pickup, dropoff, or curriculum night works well. Ask what they're seeing with tech, what would help your child learn better, and whether they've heard from other families about this.

    You're not alone. More families are asking these questions every year.

  • Come to the conversation as a partner. Ask what would help: printed worksheets, books, art supplies, or support for alternatives. Teachers often lack resources for non-tech instruction; PTA/PTO support can help bridge that gap.

    If your teacher remains resistant, escalate to your principal with documentation of what you've discussed, or find an ally at the school, like a counselor.

  • Start an Intentional Tech group at your school using Google Groups, WhatsApp, or other platforms. Invite families via PTA/PTO channels, school newsletters, or in-person conversations. Create an opt-out directory spreadsheet to see who's exploring this and build community.

    Hosting a grade-level conversation or casual meetup helps families learn together and feel less alone.

  • Start with your classroom and teacher. Once you understand what's happening at your school, you can decide whether to pursue broader changes through school leadership or the district.

    Some schools are more open to shifting tech practices than others. Working through your PTA/PTO and building a parent group gives you more influence.

About Advocating at the District Level

  • Yes. Board members track constituent feedback on specific issues. Short, personal emails with real examples are most effective.

    Keep it brief: one to two paragraphs with your child's grade and a specific concern. Copy the superintendent. Many families sending similar messages creates pressure for policy change.

  • Be specific and personal. Example:

    • "My 3rd grader is on a screen three hours daily and is struggling to focus. I'd like the district to consider an AI moratorium while you develop safer implementation practices."

    • "Our family opted out of the 1:1 device. My child is thriving with paper and books. Please support more device-free classrooms."

    • "I'm concerned about student data privacy. Please audit what data is being collected and shared with ed tech vendors."

    • Check the SPS website for meeting dates and public comment registration

    • Register ahead of time (usually a form on the district website)

    • Plan for three to five minutes of speaking time

    • Keep it short, specific, and personal

    • Read from notes if you're nervous

    The April 22, 2026 board meeting featured SFIT testimony on tech policies, showing that public comment influences district decisions.

  • Change is slow. Policy shifts take months or years. But momentum is building nationally. LAUSD's screen time limits, LA's gen AI ban, then LAUSD’s gen AI moratorium show that large districts can move.

    Keep showing up, keep sending emails, keep testifying. Districts respond to sustained community pressure.

About Your Child's Learning

  • No evidence suggests this. In fact, research shows that reducing screen time and increasing hands-on learning, reading, and social interaction supports academic growth.

    SPS students who opt out use the same curriculum; they just access it differently. Many teachers report that these students are more engaged and focused.

  • Learning to use technology is important. But there's a difference between learning to use technology intentionally and spending six hours a day on a school-issued device.

    Your child will learn technology. They'll have computers at home, at libraries, and throughout their lives. The question is whether school needs to be where they learn it during critical developmental years.

  • Work with your child's IEP or 504 team to find the right tech solution. You can opt out of general 1:1 devices while using specific assistive technology your child needs.

    Talk to your principal about tailoring tech use to your child's actual needs rather than adopting a one-size-fits-all approach.