In Part 2 of this special CoSN podcast series, the conversation moves beyond policy and research into the realities of implementation. Building on the foundation established in Part 1, education leaders, practitioners, and policy experts explore what happens when screen time legislation and technology policies reach classrooms, schools, and communities.

Drawing from CoSN's webinar, Screen Time in Schools: A Policy Briefing for State Leaders, this episode examines the challenges of balancing student well-being with meaningful learning opportunities while ensuring students remain prepared for a digital world.

Listeners will hear perspectives from state education leaders, classroom practitioners, accessibility experts, and digital citizenship advocates as they discuss teacher voice, student agency, accessibility, implementation challenges, and the unintended consequences that can emerge when broad policies fail to account for the diverse ways technology supports teaching and learning.

The discussion highlights why thoughtful technology policies must consider local context, instructional purpose, accessibility needs, and the realities educators face every day in classrooms.

Participants Featured in Part 2

• Stacy Hawthorne, Chair, CoSN
• Sydnee Dickson, Former Utah State Superintendent
• Alyssa Moore, Delaware Department of Education
• Michelle Soriano, Professional Learning and Implementation Specialist, CAST
• Cooper Sved, Elementary Educator, Education Policy Analyst, and 2025 CoSN Blaschke Fellow
• Julia Fallon, Executive Director, SETDA

Key Talking Points

• Moving from policy discussions to real-world implementation
• Why balanced technology policies begin with clearly defining the problem being solved
• The importance of teacher voice and educator involvement in policy decisions
• Accessibility considerations for students with IEPs and 504 Plans
• Universal Design for Learning (UDL) and creating flexible learning environments
• Digital citizenship as a critical component of student preparation and workforce readiness
• Student agency and helping learners make informed technology choices
• Distinguishing instructional technology from consumer technology and social media platforms
• The unintended consequences of broad technology restrictions and device bans
• Building trust through transparency, communication, and local flexibility

Key Takeaways

• Student well-being and meaningful learning are not competing priorities—they are interconnected.
• Technology policies should focus on intentional use rather than elimination.
• Accessibility tools are essential learning supports for many students and must be considered in policy decisions.
• Digital citizenship education is critical to preparing students for an increasingly connected world.
• Teachers must be included in conversations about technology implementation and classroom practice.
• Effective policy recognizes that not all technology use serves the same purpose or produces the same outcomes.
• Schools must balance safety, engagement, accessibility, and future readiness when developing technology policies.

Referenced Resources

• ⁠CoSN's webinar, Screen Time in Schools: A Policy Briefing for State Leaders⁠,

• ⁠⁠CoSN Screen Time Resource Center⁠

• ⁠Digital Promise: The Digital Learning Gap⁠

• ⁠SETDA: State EdTech Trends 2026

⁠• ⁠Whiteboard Advisors: Youth Tech Policy Track

Produced in partnership with⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠edCircuit⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠.⁠⁠⁠⁠⁠⁠⁠⁠⁠

CoSN is vendor-neutral and does not endorse products or services. Any mention of a specific solution is for contextual purposes.

This episode was generated in part using AI tools. All content was reviewed and approved by CoSN and the edCircuit editorial team before publication.