WORCESTER—Parents concerned about the growing role of technology in elementary classrooms are pressing Worcester school officials to reconsider how young students use digital devices, with the issue scheduled for discussion at Thursday’s school committee meeting.
The debate follows a Nov. 4 community forum at the Worcester Public Library, where members of Worcester for Safe Student Technology urged families to take a more active role in decisions about screen time, artificial intelligence and student data privacy.
The parent-led organization says it has helped gather 550 signatures supporting the removal of individually assigned, internet-connected devices from preschool through second-grade classrooms, while preserving access to assistive technology and other necessary instructional tools.
The school committee is slated to take up the administration’s response to the proposal Thursday, Nov. 12. Members of the group are also encouraging parents to raise their concerns during public comment.
For Kate Johnson, a Worcester resident and mother of three who spoke at the forum, the immediate goal is to make sure parents know they have a voice.
“I hope they [parents] walk away feeling like their voice matters, that they have important information to share, and that we are listening to them and can advocate for them,” Johnson told the Worcester Guardian.
Dozens of attendees discussed their experiences with school technology, including uncertainty about how artificial intelligence is being used in classrooms and how much time children spend on school-issued devices.
Concerns ranged from student data privacy and AI-powered tutoring tools to whether frequent device use could affect children’s attention spans and development of foundational learning skills.
Johnson questioned the use of technology-based math instruction for her kindergartner, particularly programs that present lessons through games and puzzles.
One example discussed was ST Math, a web-based visual learning program developed by MIND Research Institute for students in prekindergarten through eighth grade. The program uses interactive puzzles to teach mathematical concepts.
“When my kindergartner sits down to do this puzzle, is he actually thinking about the math…or is he thinking about how to get around it,” Johnson said. “I think also it gives them that little happy boost when they win and then learning becomes about the happy boost.”
Johnson said she wants her children to develop perseverance and the ability to work through problems without relying heavily on digital tools. She also believes teachers should have greater freedom to deliver instruction without technology becoming a central part of every lesson.
Research into children’s screen use has raised questions about potential effects on learning and development, although findings vary depending on the type of screen activity, its duration and the circumstances in which technology is used.
A national survey released in September by Gallup and the Walton Family Foundation found that 61% of public school teachers believe students should spend less time using learning devices in class. Among elementary teachers, 27% said the devices do more harm than good, while 54% said they do equal amounts of harm and good. The survey also found strong support for investing in print-based and hands-on learning materials.
The concerns extend beyond academic performance. Parents at the forum also questioned whether technology is replacing opportunities for social interaction, hands-on learning and other classroom experiences.
Cat Holmes, a founder of Worcester for Safe Student Technology, said she worries about how much importance children place on their devices. She recalled asking children about their favorite parts of school and hearing answers centered on iPads rather than activities such as recess or spending time with friends.
“Why aren’t these kids saying friends?” Holmes asked. “Why aren’t these kids saying recess? Why aren’t these kids saying the things we would say when we were kids?”
Holmes encouraged parents to speak with teachers, principals and district administrators about how technology is incorporated into classroom instruction.
School committee member Sue Mailman attended the forum and acknowledged that districts across the country are grappling with similar questions.
“The entire world is wrestling with this topic right now and districts across the nation, across our state. I think parents are definitely leading the charge in Worcester,” Mailman said. “It’s going to make all of the difference.”
Another concern raised by the group involves parents’ ability to decline certain technology-based activities for their children.
District administrators told the Worcester Guardian in January that parents did not have the option to opt their children out of using technology tools in school. Johnson said that policy has not changed and expressed concern about the collection of student data through educational platforms. She believes parents should have greater control over which technologies their children use and how their information is handled.
Dan O’Brien, chief communications officer for Worcester Public Schools, confirmed in an email to the Guardian that the district’s opt-out policy has not changed.
Asked how the district is addressing parents’ concerns, O’Brien said officials are continuously monitoring technology use “to ensure best practices, safety, and academic integrity for students.”
Worcester Public Schools established the Future Ready Technology Committee at the beginning of the 2025-26 school year to involve parents and community members in discussions about student technology use. Leaders of Worcester for Safe Student Technology serve on the committee and meet quarterly with district officials.
Despite their concerns, organizers stressed that they are not opposed to technology altogether. Holmes said the goal is to promote technological literacy while ensuring children learn to use digital tools thoughtfully rather than becoming dependent on them.
Johnson similarly acknowledged that artificial intelligence will likely play a role in her children’s futures but questioned whether it belongs in elementary classrooms.
“When you put tech in, you have taken something else out,” Johnson said. “What have we lost by putting this piece of the puzzle in?”
For Johnson and other parents involved, the debate is not simply about whether technology belongs in schools, but how much of a child’s education should depend on it.
