Screen Time and Responsible Technology Use in Schools

• When used intentionally, even small amounts of quality education technology tools can provide valuable insights and personalization without requiring extended screen time.

Responsible technology use means digital tools are used purposefully, within clear limits, and in support of teacher-led instruction—and that screen time is justified by meaningful impact on learning.

• Skilled teaching and strong relationships always drive student growth: technology supports, never replaces that.
• When used intentionally, edtech can extend teachers’ reach: timely insights, targeted instruction and practice, and differentiated support at scale.
• Digital tools must be held to a high bar: credible evidence, measurable gains, and positive impact on student outcomes.

The most effective use of adaptive educational technology is purposeful, time-limited, and tightly connected to instruction. Not as a replacement for teaching, but as a meaningful support for it. Best practices include:

• Use in short, structured sessions—Keep digital learning sessions focused and time-bound to support learning without distracting students or dominating the day.
• Connect directly to instruction—Use insights from assessment to guide whole class, small group, and intervention teaching.
• Prioritize quality over quantity—Research-based programs are effective when used intentionally—not more screen time, but the right screen time.
• Keep teachers at the center—Digital tools should support—not replace—teacher-led instruction, discussion, and hands-on learning.
• Use personalized learning to support whole class success—Students work on targeted, standards-aligned online lessons as teachers lead small groups, rotating so all students get focused instruction and return better prepared to access grade-level work.
• Monitor use and progress—Track time, lesson completion, and performance to ensure students stay engaged and within recommended limits.

When used this way, classroom-proven adaptive platforms remain a small but powerful part of a balanced instructional approach.

No. Research consistently distinguishes between passive screen use (like entertainment or social media) and purposeful, teacher-guided learning. The key differentiator is whether that time is instructionally meaningful:

• Purposeful and time-limited use aligned to clear learning goals
• Guided by a teacher and connected to classroom instruction
• Designed to provide feedback, instruction, practice, enrichment, or insight into student learning

Screen time in i‑Ready is purposeful, structured, and limited—designed to support, not replace, teacher-led instruction.

• i‑Ready Inform (assessment): Up to three times per year, typically about 30–60 minutes per subject (often split into shorter sessions) to provide clear, actionable insights that help teachers tailor instruction throughout the year.
• Personalized Instruction (if used): Recommended for 30–49 minutes per subject per week to provide differentiated skills development, instruction, and practice that complements classroom learning.
• Not all schools use Personalized Instruction. Some use i‑Ready for assessment only.
• Not all schools use i‑Ready for both subjects—reading and mathematics.

i-Ready makes student learning more visible and actionable, helping teachers plan targeted instruction with even more context and precision.

• Identify specific skills gaps and unfinished learning.
• Plan targeted whole class and small group instruction. Group students flexibly based on need and monitor progress over time.
• i‑Ready supports teacher judgment—it doesn’t dictate instruction.

Most learning still happens off-screen through teacher-led lessons, discussion, and hands-on work.

We design for balance, provide clear guardrails, and partner with educators to ensure technology is used intentionally and not excessively. 

• Clear usage recommendations: Defined time ranges (not open-ended use), aligned to classroom practice and research on effective implementation
• Learning-focused goals: Progress and pass-rate expectations tied to learning, not more time spent on the platform
• Visibility and monitoring: Tools that help educators and leaders track usage and ensure it stays within recommended limits
• Professional learning: Training on how to integrate digital lessons into small group and teacher-led instruction
• Planning protocols: Guidance that prioritizes off-screen learning and seamless transitions back to instruction

The i-Ready Resources for Families page provides information on supporting and encouraging student success with i‑Ready. 

Yes. When i‑Ready Personalized Instruction is used as recommended, students consistently show stronger reading and mathematics outcomes than comparable peers.

• ESSA Level 2 and Level 3 study designs with statistical controls
• Positive outcomes across student groups, including English learners, students with disabilities, and students with socioeconomic disadvantages
• Independent validation by third-party research organizations, including HumRRO and Johns Hopkins CRRE
• Reviews by Evidence for ESSA and What Works Clearinghouse

Results reflect implementation in real classrooms, with real teachers, across a broad range of districts nationwide.