Key Takeaways
- The Williamsburg‑James City County (WJCC) school system seeks to integrate technology purposefully to prepare students for a digital‑centric world while guarding against overuse.
- Superintendent Daniel Keever stresses that responsible, ethical digital citizenship is essential and that technology should support, not replace, learning and physical activity.
- A new Virginia mandate, effective July 1, will require instruction on the addictive potential of screen time, prompting the division to gather baseline data.
- In March, the division analyzed browser activity from more than 10,500 student devices to quantify in‑school screen time across grade levels.
- Elementary students averaged 27‑28 minutes of screen time in kindergarten and first grade, with overall elementary use staying under 90 minutes and rising modestly with grade progression.
- Middle and high school students showed consistent usage that did not exceed two hours per day, indicating a plateau after elementary school.
- Canvas emerged as the most‑visited website district‑wide, while IXL Learning was frequently used for feedback and skill practice.
- Students reported daily computer use, but the extent varied by teacher tech proficiency, subject matter, and time of year; some favored devices for organization, others preferred handwriting for retention.
- Classroom walk‑throughs found technology employed in 82 % of observed lessons, with 76 % of those instances involving whole‑class instruction and 16 % occurring in small‑group settings.
- The Securly platform provides screen‑monitoring, website‑blocking, and reporting tools for teachers (Securly Classroom) and parents (Securly Home); currently, 34 % of parents have activated their Securly Home accounts.
- Keever affirms that technology is a neutral tool whose value depends on intentional, appropriate use, and pledges ongoing listening, learning, and refinement to support student success and well‑being.
WJCC’s Vision for Purposeful Technology Use
The Williamsburg‑James City County school system is committed to leveraging technology as a means to equip students for today’s digital‑based society. During the school board’s Tuesday work session, staff emphasized that while technology offers powerful learning opportunities, it must be employed responsibly and intentionally. The overarching aim is to balance digital engagement with other essential aspects of student development, such as physical activity and face‑to‑face interaction.
Superintendent Keever’s Goals for Life‑Ready Students
Superintendent Daniel Keever articulated that preparing students to be “life ready” involves cultivating the ability to research, collaborate, and navigate an increasingly digital world. He highlighted that fostering responsible, ethical, and informed digital citizenship is a core component of the division’s mission. Keever also noted the importance of maintaining physical activity opportunities throughout the day, especially for elementary learners, to ensure a well‑rounded educational experience.
State Mandate on Screen‑Time Education
Following the recent General Assembly session, Virginia law will require school divisions to provide instruction on the addictive potential of screen time beginning July 1. This legislative change prompted WJCC to initiate a study of current student screen‑time habits, establishing a baseline from which to develop compliant curriculum and guidance for teachers, students, and families.
Methodology of the March Screen‑Time Study
To quantify in‑school device usage, the division employed tracking software that analyzed browser activity on more than 10,500 student devices throughout March. Kristin Barr, the instructional technology supervisor, explained that the data captured daily school‑related web interactions, providing a comprehensive picture of how technology is integrated into classroom routines across all grade levels.
Elementary‑Level Screen‑Time Findings
For kindergarten and first‑grade students, average in‑school screen time hovered around 27 to 28 minutes per day. Across the entire elementary spectrum, usage remained below 90 minutes daily, with a gradual increase as students advanced through higher grades. These figures suggest that younger learners are spending relatively limited time on devices during school hours, leaving ample room for other instructional and physical activities.
Middle and High School Usage Patterns
In contrast, middle and high school students displayed a more consistent pattern of technology use that did not surpass two hours per day, regardless of grade level. This stability indicates that after the elementary years, screen time plateaus at a moderate level, reflecting perhaps a balance between digital coursework, research, and traditional instructional methods.
Dominant Digital Tools and Platforms
The analysis revealed that Canvas, an online learning management system, was the most frequently visited website across kindergarten through 12th grade. Teachers and students rely on Canvas to organize assignments, resources, and communication. Additionally, IXL Learning was widely used for providing targeted feedback and skill practice, underscoring the division’s focus on platforms that support both organization and individualized learning.
Student Perspectives on Computer Use
Surveyed students reported using computers daily, but noted that the frequency and duration varied according to factors such as teacher technology proficiency, subject area, and time of year. Some learners expressed a preference for devices to aid in organization and task management, while others believed that handwriting enhanced memory retention. The feedback also highlighted variability: certain classes incorporated little to no digital work, whereas others relied heavily on devices for instruction and assessment.
Classroom Observations of Technology Integration
Walk‑through observations conducted at all three school levels—concentrating mostly at middle schools—showed that technology was present in 82 % of the 101 lessons examined. Of those technology‑enhanced lessons, 76 % involved whole‑class instruction, while 16 % occurred in small‑group settings. This data suggests that while digital tools are frequently employed, they are most often used to support broad‑class activities rather than exclusively individualized or niche applications.
Safety and Monitoring with Securly
To promote responsible use, the division provides the Securly internet safety suite. Securly Classroom enables teachers to monitor student screens in real time, block distracting or inappropriate websites, and minimize off‑task behavior. Securly Home empowers parents to manage school‑issued devices after hours by pausing internet access, blocking specific sites, and receiving weekly browser‑activity reports. Currently, 34 % of parents have activated their Securly Home accounts, indicating room for greater engagement in home‑based digital oversight.
Closing Remarks on Intentional Technology Use
Superintendent Keever concluded by reiterating that technology itself is neither inherently good nor bad; its impact depends on how intentionally and appropriately it is applied. He emphasized the division’s commitment to continual listening, learning, and refinement of practices to ensure that every technological decision advances student success and well‑being. By balancing innovation with mindful oversight, WJCC aims to prepare learners who are not only proficient with digital tools but also capable of using them wisely in all aspects of life.
Contact Information
For further inquiries, James W. Robinson can be reached at 757‑799‑0621 or via email at [email protected].