The incorporation of Chromebooks in grades K-2 has become a controversial topic of debate throughout Virginia Beach City Public Schools. Some claim that technology use in lower grades provides a foundation for digital literacy and media skills, while others argue that excessive Chromebook use prevents traditional learning and peer interaction.
The district currently operates under a 1:1 technology model with over 65,000 Chromebooks in circulation, meaning each student, regardless of age, engages with his or her device individually. As the group of kids born during the pandemic, K-2 students’ deprivation of face-to-face interaction is already apparent through their exposure to screens at home, causing some to argue that this model isn’t beneficial.
“We’re talking about a student population right now that was at home during COVID [and] did not have as much social interaction for that age group,” said School Board Chair Kathleen Brown. “That social interaction is important. Pencil to paper is important. Taking that distraction away, for me, is important.”
By talking to teachers and peers, students learn how to properly express their emotions, build empathy, and resolve conflict, all of which is difficult to do in front of a screen. Being kind and able to connect with others are the most valuable skills a person can have, and limiting Chromebooks could further this development.
“Technology’s negative impacts on kids are addictiveness, lower self-esteem, and the potential for bullying,” said AP Psychology teacher Beaurelle Ferguson. “It also affects cognitive development and poses the potential for behavior problems, because of the things that kids observe and copy that may be dangerous.”
Additionally, many teachers and parents believe that math and literacy can only be taught through direct instruction, which Chromebooks hinder during the school day. According to results of a districtwide survey given to second grade teachers, 47% reported their students spending over 45 minutes per day on devices, accounting for more than 17% of daily instructional time.
“As an early childhood educator, I don’t believe [Chromebooks are] necessary for positive interactions in our classrooms,” said School Board Member Melinda Rogers. “Pre-K and Kindergarten classes don’t need the technology introduced when they’re just learning letters. They’re just learning numbers. They’re just learning how to write and hold a pencil.”
While Brown and Rogers have advocated for limited Chromebook use with the School Board, some members have explained that technology is already limited. The board states that Chromebooks in lower elementary should only be used for targeted skill development, while core instruction remains hands-on and led by the teacher. They also want to ensure that school-issued devices remain at school, as Chromebooks are only taken home on virtual learning days for students K-2.
“My spouse and I are very much opposed to screens,” said Ferguson, who has an infant daughter. “Even when I went on my spring break trip to Colorado, and we were flying for 11 hours, we thought about screens but didn’t want to get her one. I don’t want her to feel left out by her peers when she’s older, so I want to balance technology with what we feel comfortable with. I’ll probably introduce her to screens in later elementary school.”
In my opinion, while lessons may include technological components, the power of traditional education has long been lurking in the shadows of the digital age. Policymakers are too consumed by the ever-expanding media landscape to focus on the people they actually aim to serve: kids, and not the multi-billion tech giants. Limiting Chromebooks in Virginia Beach is the only way to ensure that the futures of K-2 students are promising.
