ORLANDO — From QR codes replacing printed menus to social media platforms shaping how people communicate and consume information, digital technology is being woven into nearly every aspect of daily life. In K-12 education, that reality is prompting district leaders to rethink not just what technology students use, but how they use it, and placing digital wellness at the center of conversations about learning, policy and long-term technology planning.
According to Dr. Matthew Joseph, assistant superintendent of technology and learning in New Bedford, Mass., navigating students’ online well-being requires schools to prioritize tech that has a distinct purpose and nurtures active learning.
“There’s active brain activity and dormant. So, if students are creating using technology, they’re curious, they’re designing,” Joseph said, speaking from over two decades of experience in elementary education. “Passive is doing just rote digital worksheets or watching YouTube … the active is where technology enhances learning.”
During a session today at the Future of Education Technology Conference (FETC), Joseph emphasized that people of all ages, not just students, need to learn how to balance technology use and develop healthy digital habits. He began by asking audience members rapid-fire questions to demonstrate adult dependence on technology, like: “Do you think screen-time limits help people develop healthy habits, or should people learn self-regulation on their own?”
Educators and administrators, he stressed, play a critical role in modeling healthy digital behaviors. If adults are constantly multitasking, checking devices or relying on technology without intention, it becomes difficult to expect students to develop healthy digital habits on their own.
In schools, Joseph said that means shifting conversations away from how much technology students use toward how technology is being used instructionally, where tools are selected because they serve a clear learning purpose, rather than because they are novel or readily available.
“What is the problem you are trying to solve?” Joseph asked, addressing ed-tech vendors who promote the use of their tools in classrooms. “How are you enhancing the current day-to-day of a student?”
For district leaders, that approach has implications beyond the classroom. Decisions about device deployment, curriculum tools and emerging technologies like artificial intelligence all shape students’ digital experiences, Joseph said, making digital wellness a systems-level responsibility rather than an isolated classroom issue handled by teachers and administrators.
If the government put parameters on what districts spend their budgets on, Joseph said, that would support districts’ mindful procurement of ed-tech tools.
“Education is the largest nonprofit business out there … we spend so much money on tools and subscriptions and testing software,” he stated. “The state and federal government can have an influence on vendors and tech companies in promoting digital wellness.”
Julia Gilban-Cohen is a staff writer for the Center for Digital Education. Prior to joining the e.Republic team, she spent six years teaching special education in New York City public schools. Julia also continues to freelance as a reporter and social video producer. She is currently based in Los Angeles, California.
