Key Takeaways
- The Williamsburg‑James City County (WJCC) school system is committed to using technology purposefully to prepare students for a digital world while ensuring responsible and ethical use.
- A new Virginia law, effective July 1, will require schools to teach students about the addictive potential of screen time.
- In March, WJCC analyzed more than 10,500 student devices; elementary students averaged under 90 minutes of in‑school screen time per day, whereas middle and high school students averaged less than two hours daily.
- Canvas was the most‑visited website across all grades, with IXL learning also widely used for feedback and practice.
- Classroom walk‑throughs showed technology was employed in 82 % of observed lessons, most often as a whole‑class activity.
- The district provides Securly Classroom for teachers and Securly Home for parents; only 34 % of parents have activated the home‑monitoring tool so far.
- Superintendent Daniel Keever emphasized that technology itself is neutral—its value depends on intentional, appropriate integration that supports student learning and well‑being.
Superintendent’s Vision for Digital Readiness
Superintendent Daniel Keever opened the school board’s Tuesday work session by reiterating the division’s dual focus: leveraging technology to equip students for today’s digital‑based society and safeguarding its appropriate use. He framed the goal as preparing “life‑ready” learners who can research, collaborate, and navigate an increasingly connected world. Keever stressed that fostering responsible, ethical, and informed digital citizenship is now an essential component of the district’s mission, especially as technology becomes more pervasive in students’ daily lives.
State Mandate on Screen‑Time Education
Following the recent General Assembly session, Virginia law will require all school divisions to provide instruction on the addictive potential of screen time beginning July 1. This legislative change adds a formal curriculum component that WJCC must integrate into its existing digital‑citizenship efforts. The mandate underscores growing concerns about excessive screen exposure and positions the district to proactively address both the educational benefits and possible harms of technology use.
Methodology Behind the Screen‑Time Study
To inform its approach, WJCC conducted a district‑wide analysis of student device usage during the month of March. Kristin Barr, the instructional technology supervisor, reported that the division examined more than 10,500 student devices, capturing daily school‑browser activity data. The software‑based tracking provided a quantitative snapshot of how long students spent on screens while on campus, offering a baseline for evaluating compliance with both internal goals and the upcoming state requirement.
Elementary Students’ In‑School Screen Time
The data revealed that kindergarteners and first‑graders averaged roughly 27 to 28 minutes of screen time per school day. Across all elementary grades, the average remained under 90 minutes, with usage gradually increasing as students advanced through the grades. This pattern suggests that younger learners engage with digital tools sparingly, likely reflecting a balance between screen‑based activities and traditional, hands‑on instruction emphasized at the elementary level.
Middle and High School Usage Trends
In contrast, middle and high school students displayed more consistent screen‑time habits across grade levels, with averages staying below two hours per day. The lack of significant variation among these older students indicates a plateau in device usage once they reach secondary education, where technology becomes a more integral—but still moderated—part of the learning environment.
Dominant Digital Platforms in the Division
Canvas emerged as the most‑visited website for students from kindergarten through 12th grade, serving as the central hub for organizing digital resources, assignments, and communication between teachers and learners. Additionally, IXL learning was frequently utilized to deliver targeted practice and immediate feedback, particularly in mathematics and language arts. These platforms illustrate how WJCC leans on established, curriculum‑aligned tools to support both instruction and student organization.
Variability in Daily Computer Use by Grade and Subject
Barr noted that fourth‑through‑12th‑grade students reported using computers daily, but the exact duration depended on several factors: the teacher’s comfort with technology, the subject matter, and the time of year. Some students preferred devices for organizational tasks such as note‑taking and calendar management, while others found that handwriting aided retention and opted for analog methods in certain classes. Consequently, digital work was unevenly distributed—some classes rarely incorporated devices, whereas others relied on them for the majority of instructional time.
Classroom Observation Findings on Technology Integration
The division conducted walk‑through observations across all three school levels, concentrating primarily on middle schools. Of the 101 lessons observed, technology was present in 82 %. Within those tech‑enhanced lessons, 76 % involved whole‑class use, while 16 % occurred in small‑group settings. This high prevalence demonstrates that technology is not an occasional add‑on but a regular component of instructional delivery, especially when employed to engage entire cohorts simultaneously.
Securly Program: Safeguarding and Parental Involvement
To promote safe online experiences, WJCC offers Securly, a student internet safety suite. Securly Classroom empowers teachers to monitor live screens, block distracting or inappropriate websites, and minimize off‑task behavior during school hours. Securly Home extends similar controls to parents, allowing them to manage school‑issued devices after school by blocking sites, pausing internet access during designated times, and receiving weekly browser‑activity reports. Despite its availability, only 34 % of parents have activated their Securly Home accounts, indicating a gap between resource provision and parental uptake that the district may seek to address through outreach and education.
Closing Remarks on Purposeful Technology Use
Superintendent Keever concluded the discussion by reaffirming that technology itself is neither inherently good nor bad; its impact hinges on intentional, appropriate application that aligns with learning objectives. He pledged that the division will continue to listen, learn, and refine its practices to ensure every decision supports student success and well‑being. As WJCC navigates new state requirements and evolving digital landscapes, the emphasis remains on cultivating responsible digital citizens who can harness technology’s advantages while mitigating its risks.