Dawson's commitment to academic excellence and thoughtful teaching make it especially important that the school’s technology policies reflect the best available evidence about how children learn and develop.

Technology can expand access to information, foster collaboration, and help students develop digital skills. At the same time, a growing body of research in cognitive science, educational psychology, and child development raises important questions about how it should be used to support learning.

Many parents are concerned that technology has become the default rather than the exception—not only in the classroom, but also at home through computer-based homework. Digital tools should be employed only when they meaningfully enhance learning, not simply because they are available or convenient for teachers.

We believe Dawson’s technology policies should be guided by the best available evidence and periodically reevaluated as that evidence evolves. In particular, the school should consider:

• The effects of routine device use on student attention, focus, memory, and deep learning
• The developmental appropriateness of the 1:1 laptop model in middle school
• The expansion of school-mandated device use into the home through computer-based homework
• The educational value of paper-based and other non-digital instructional in many learning environments

In light of these considerations, we respectfully ask Dawson to adopt the following policy changes:

1. Establish clear, developmentally appropriate limits on required device use in the lower, middle, and upper schools.
2. Make paper-based and non-digital instruction the default, using technology only when it provides a clear educational benefit.
3. Block non-educational distractions from devices used by students.
4. Develop a plan to reduce reliance on the 1:1 device model in middle school by evaluating alternatives such as shared device carts and technology labs.

Our goal is not to reduce technology for its own sake but to ensure that Dawson’s technology policies are aligned with the best available evidence on how to place student learning, healthy development, and academic excellence first.

David and Nikki Barnett, Dawson Parents 

Resources:

Dr. Horvath, PhD, Written Senate Testimony​​  / Dr. Horvath Oral Senate Testimony (YouTube)​

Dr. Horvath--The Digital Delusion: How Classroom Tech Harms our Kids' Learning--and how to Help Them Thrive Again (podcast)​

Dr. Horvath YouTube channel​​

School and non-school day screen time profiles and their differences in health and educational indicators in adolescents​​

Negative impact of daily screen use on inhibitory control network in preadolescence: A two-year follow-up study​​

HOW DOES TECHNOLOGY AFFECT THE ATTENTION SPANS OF DIFFERENT AGE GROUPS?​

The U.S. spent $30 billion to ditch textbooks for laptops and tablets: The result is the first generation less cognitively capable than their parents​

EdTech is Big Tech: Schools, Screens & the Law (podcast)​