The Push for Stronger Oversight of Educational Technology in Schools

As concerns over screen time escalate, a new focal point has emerged: the vetting process for educational software used in classrooms. Parents and teachers, who have long fought to limit personal devices, are now turning their attention to school-issued laptops and the digital tools that come with them. They argue that these tools can introduce similar distractions and privacy risks as smartphones. In response, three states—Rhode Island, Utah, and Vermont—have proposed legislation to overhaul how edtech products are reviewed and approved. This Q&A breaks down the key issues and what the proposed changes mean for schools, students, and edtech providers.

Why are parents and teachers concerned about school-issued devices and software?

While much of the debate around screen time has centered on personal cellphones, many educators and parents now recognize that school-issued devices like Chromebooks come with their own set of problems. Kim Whitman, co-lead of Smartphone Free Childhood US, notes that even without phones, students can use messaging features on their school laptops or collaborate via Google Docs, leading to distractions. Moreover, the vetting process for educational software often relies on vendors' own claims about safety and efficacy, with little independent oversight. This raises concerns about data privacy, the use of AI, geotracking, and targeted advertising—all of which can appear in software touted as educational. The result is a growing backlash demanding stricter controls on the digital tools schools adopt.

What is the current vetting process for edtech software in most school districts?

Typically, school boards, IT personnel, and administrators choose which educational technology products to use. They often rely on information provided by the vendors themselves, including claims about safety, effectiveness, and compliance with laws. There is no independent third-party confirmation that these products are safe, effective, or legal. As Whitman put it, expecting a district’s IT director to vet every product is impossible, and letting companies self-certify is like letting tobacco companies evaluate their own cigarettes. This lack of oversight means that potentially problematic features—such as AI-driven data collection or hidden advertising—can slip through, putting student privacy and focus at risk.

Which states are proposing changes to edtech vetting, and what do the proposals have in common?

Three states—Vermont, Rhode Island, and Utah—have introduced bills this year to create a more rigorous certification process for educational technology. All three aim to move beyond vendor self-reporting and establish state-level review mechanisms. The shared goal is to ensure that products used in schools meet clear standards for safety, educational value, and legal compliance. While each bill has unique details, they collectively signal a shift toward treating edtech like other regulated products, with government oversight rather than market trust. If enacted, these laws could serve as models for other states grappling with similar screen time and privacy concerns.

What would the Vermont bill require of edtech providers?

The Vermont bill, An act relating to educational technology products, has already passed the House and is now before the Senate Education Committee. It would mandate annual registration for any provider of student-facing educational technology products used in schools. Providers must register with the Secretary of State, pay a $100 fee, and submit their most current terms of service and privacy policies. The Secretary of State, in collaboration with the Vermont Agency of Education, would review each registration against criteria such as compliance with state curriculum standards, the educational advantage over non-digital methods, whether the tool was designed specifically for education, and any features involving AI, geotracking, or targeted advertising. Notably, an earlier provision imposing fines of $50 per day (up to $10,000) for non-certified providers was removed from the final House version.

What are the potential impacts of these new laws on schools and edtech companies?

If enacted, these laws would create a more structured and transparent process for adopting educational technology. Schools would have clearer guidelines and could feel more confident that the tools they use meet safety and educational standards. For edtech companies, the changes mean an additional layer of compliance—registration fees, documentation, and potential scrutiny of their products' features. Smaller companies might find this burdensome, but it could also level the playing field by weeding out low-quality or risky products. Ultimately, the goal is to reduce screen time distractions and protect student data, while still allowing beneficial digital tools to be used effectively in classrooms. The outcomes in Vermont, Rhode Island, and Utah will be closely watched by other states considering similar measures.

How can parents and teachers get involved in shaping edtech policy?

Parents and teachers can advocate for stronger oversight by attending school board meetings, joining organizations like Smartphone Free Childhood US, and contacting their state legislators. They can also push for district-level policies that go beyond state laws, such as requiring transparent data practices or limiting the use of AI in classroom software. Engaging in the legislative process—by testifying at hearings or submitting comments—can influence how bills are shaped. As the debate over screen time continues, the voice of those directly affected by edtech decisions is crucial. By staying informed and active, families and educators can help ensure that digital tools enhance learning without compromising privacy or focus.