Responsible Use of Technology in the Classroom
Learning is, at its core, a human endeavor.
Families, educators, policymakers, and community leaders are asking important questions about how screen time affects learning in schools. How much technology is too much? And how can we protect student well-being while helping every child thrive?
At Curriculum Associates, these are our questions too. Since launching i-Ready in 2010, we have continually examined how technology can best support teacher-led instruction.
We believe real and lasting student growth is driven by skilled educators. Teaching is personal. It is human. And it shapes lives. When used purposefully, responsibly, and with clear guidance, technology can strengthen that work.
We are committed to thoughtful, transparent partnership with families and schools. Together, we can make informed decisions about how technology supports learning while keeping students at the center of every choice.
Our Perspective on Responsible Technology Use
Learning Is Driven by People
Skilled educators lead instruction, build relationships, and create the conditions for deep student engagement. Technology should reinforce this work, not replace it. Our programs are designed to support teachers as decision makers, helping them understand what students know, what they are ready to learn next, and how to respond instructionally.
Concerns about Screen Time Are Real
Families, educators, policymakers, and publishers all share responsibility for being thoughtful and cautious about student screen time. Unstructured or distracting device use is very different from intentional, well-designed digital learning experiences that are guided by teachers and bound by clear expectations.
Quality and Purpose Matter
Research from respected organizations, including the American Academy of Pediatrics and the Joan Ganz Cooney Center, shows that high-quality digital learning experiences can support academic growth when used intentionally, in structured ways, and alongside strong instruction.
We deliver high-quality content across a range of formats—from hands-on to digital—with technology thoughtfully integrated to support teaching and learning when and where it is most effective.
Students Remain at the Center
Teachers shape the instructional experience, deciding when to use data, how to group students, and how to blend print, discussion, hands-on learning, and digital tools.
Purposeful Technology Supports Better Teaching and Learning
Evidence-based digital resources help teachers personalize instruction and use their time more efficiently.
What Our Customers Say
Read the Case Studyi‑Ready has equipped us with the insights and strategies needed to narrow the achievement gap and ensure that all students have the opportunity to thrive.
Read the Case Study
Read the Case Study
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How Our Programs Support Learning
- Short, adaptive lessons designed to deliver to each student’s needs
- Focuses on the skills students are ready to learn next
- Recommended use: 30–49 minutes per subject per week
- Teachers integrate lessons into small group instruction and classroom learning.
- The goal is better learning, not more time online.
- An adaptive assessment given up to three times per year
- Administered in focused, device-based sessions
- Typically takes 30–60 minutes per subject, often split into shorter sessions
- Adapts to student responses for deeper insight
- Results inform teacher-led instruction throughout the year.
- Our curricular programs—including i-Ready Classroom Mathematics 2024 and Magnetic Literacy—are anchored in print materials and classroom interaction.
- Math curriculum emphasizes reasoning, explanation, and collaboration.
- Literacy curriculum centers on reading, writing, discussion, and analysis.
- Digital tools support planning, differentiation, and instructional insight.
- Many intervention resources require no student screen time.
The Impact of Teacher-Directed Technology
Our programs are backed by rigorous evidence and real-world results. Independent and internal research consistently shows that structured, intentional use of i-Ready supports meaningful academic growth.
- Students using i-Ready Personalized Instruction demonstrate greater average gains in reading and mathematics than students who do not use the program.
- Students who use i-Ready as recommended show significantly stronger learning outcomes than those who do not.
These gains reinforce that purposeful implementation—not unlimited screen time—drives results.
When used responsibly, high-quality education technology can strengthen learning while preserving the human connections that matter most.
Studies show that purposeful use ofSee the Research
i-Ready, grounded in strong teacher-led instruction, supports measurable academic gains.
Guidance for Responsible Technology Use in the Classroom
We provide clear guidance to help educators and families use our programs as intended. Our goal is purposeful, balanced use of technology that strengthens teacher-led instruction and supports student learning.
Guidance for Educators
We equip educators with professional learning and practical tools to ensure effective implementation.
- Follow recommended time guidelines.
- Monitor progress and engagement.
- Use data to inform small group instruction.
- Plan meaningful learning beyond screens.
- Technology supports instruction, it doesn’t replace it.
Guidance for Families
We believe families deserve clarity about screen use and how to support learning at home.
- Confirm what your child should work on.
- Check progress and lesson completion weekly.
- Encourage short sessions and balanced routines.
- Celebrate effort and growth.
Responsible Use of Technology and Screen Time in Schools: FAQs
Responsible technology use means digital tools are used purposefully, within clear limits, and in support of teacher-led instruction.
Dedicated teachers, strong relationships, and thoughtful instructional design drive student growth. Technology will never replace that, but when used intentionally, it can strengthen and support great teaching.
The goal is better learning, not more time online.
No.
Leading child development and education research organizations distinguish between passive screen use (such as entertainment or distraction) and structured, adult-guided digital learning.
In schools, screen time that is:
- Short and purposeful
- Aligned to learning goals
- Guided by a teacher
- Integrated into broader instruction
is fundamentally different from unstructured or unsupervised device use.
The question is not simply how much screen time students have, but how and why that time is used.
Screen time in i-Ready is structured and limited.
Assessment (i-Ready Inform):
Administered up to three times per year in focused sessions. Students typically spend 30–60 minutes per subject, often split into shorter sittings. The purpose is to provide clear insights that inform teacher-led instruction throughout the year.
Personalized Instruction (if used):
Not all districts use Personalized Instruction. Some use i-Ready exclusively for assessment, resulting in less student screen time overall.
For districts that do use Personalized Instruction, recommended use is 30–49 minutes per subject per week.
Recommended usage is designed to support learning, not increase time on devices.
i-Ready is designed to support teacher-led instruction by providing the right information at the right time. It gives educators clear, actionable insights into each student’s strengths and areas for growth.
Teachers use these insights to:
- Identify skill gaps
- Plan focused whole class instruction
- Target small group support
- Monitor progress and adjust instruction throughout the year
Most learning happens off screen, where teachers lead instruction, guide discussion, and support students directly. Educators are always in control of when and how digital tools are used, and many of our instructional resources are print-based and require no student screen time.
We design for balance, and we train for it.
Our implementation guidance includes:
- Clear recommended time ranges (not open-ended use)
- Lesson pass rate goals tied to learning, not time accumulation
- Built-in usage monitoring tools
- Professional learning on integrating digital lessons into small group instruction
- Planning protocols that emphasize off-screen learning
In our professional learning sessions, we reinforce these expectations clearly and consistently. Educators are trained to stay within recommended limits and transition back to teacher-led instruction efficiently.
Technology is a support tool, not the centerpiece of instruction.
Transparency is built into i-Ready.
Educators can see:
- Time on task
- Lesson completion
- Pass rates
- Overall engagement
Students and families can also view lesson progress and time spent through the secure student portal. This visibility helps ensure usage remains productive and aligned with recommended guidelines.
Families deserve clarity. The i-Ready Family Center provides information on supporting and encouraging student success with i-Ready, including FAQs and technical support. The Family Center is available in more than 15 languages.
- Starting with teacher guidance
- Reviewing progress weekly
- Encouraging short, focused sessions
- Balancing screen time with reading, play, and family activities
- Celebrating effort and growth
Healthy routines are important.
Yes, when it is structured and used as recommended.
Independent and internal research across hundreds of US districts shows a consistent pattern:
- Students who use i-Ready Personalized Instruction demonstrate greater gains in reading and mathematics than students who do not use the program.
- Stronger outcomes are associated with recommended usage.
This evidence reinforces what research consistently shows: quality and purpose matter.
Responsible implementation supports academic growth. Excessive or unfocused screen time does not.
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