Ed Tech Reform Priorities

California’s schools have rapidly adopted 1:1 device programs and edtech platforms, often without meaningful parental input, teacher autonomy, or clear safety standards for children. As districts increasingly mandate these devices to access core curriculum, parents, educators, and childhood development experts are raising concerns about distraction, attention fragmentation, dysregulation, loss of handwriting and deep-reading skills, privacy risks, and the erosion of essential human-to-human learning.

For the 2026 session, we urge action on three high-priority ed tech reforms:

1. Ed Tech and 1:1 Device Transparency and Reporting

Families have long been able to see and review the physical materials used in classrooms. Yet the shift to digital curricula and 1:1 device programs have created a significant transparency gap. Parents have little visibility into which programs students use, the data collected, or how much time is spent on screens during the school day.

We urge legislation that:

Requires districts to provide clear information on all digital tools used during the school day, including data collection practices and time spent on screens
Guarantees a parent’s or student’s right to opt out of 1:1 device programs without penalty
Allows teachers to decline the use of ed tech tools they find developmentally inappropriate or pedagogically unsound

2. Two-Year Ban on AI Tools in Grades K–8

Young learners need to develop foundational reading, writing and problem-solving skills without the interference of algorithmic tools which threaten the development of these very skills. Given the lack of safety and efficacy research, and mounting evidence of harm, we support a temporary ban on generative AI use in grades K-8.

We urge legislation that would:

Require districts to block all generative AI systems including AI writing tools, adaptive AI programs and AI tutors on school-issued devices
Direct the California State Board of Education to conduct opt-in pilot studies to inform decision making at the end of two years

3. Paper-Based State Standardized Testing for Elementary Students

State standardized testing is currently delivered via online and adaptive platforms. Many districts, some of which now issue 1:1 devices to students as young as four years old, feel pressured to maintain early and continuous device use in order to prepare students for online testing. This dynamic drives unnecessary and developmentally-inappropriate screen exposure in the earliest grades and accelerates digital dependence.

We urge legislation that would:

Require the California Department of Education to provide paper-based testing materials for elementary school state assessments.
Allow an online option by request for students with special needs and accommodations