Not all screen time is equal: rethinking device use in education

Screen time and distracted students

You may have seen increasing conversations lately in the media around screen time in education — often raising valid concerns from parents and communities about device use and its impact on learners.

And these conversations are intensifying across the globe.

It's enough of a concern that at least one state government is getting involved. For instance, passed this March: Indiana's Public Law 107: "Wireless Communication Device Policy," which requires schools to have:

• Either "a no device policy under which students are not permitted to bring wireless communication devices to school"
• Or "a storage policy under which wireless communication devices may be brought to school, but must be stored away, powered off and inaccessible to a student throughout the school day."

The new law does allow school-owned and school-managed wireless devices in classrooms as learning aids.

School administrators and parents who value technology-enabled modern and flexible learning models in Indiana might be relieved on that score.

The problem isn’t screen time; it’s unstructured screen time

When people talk about “too much screen time,” they’re often reacting to:

• Constant notifications and distractions
• Passive consumption (scrolling, watching, gaming)
• Lack of boundaries between school and home use

And legislation like Indiana’s new law reflects a growing belief that uncontrolled device use is impacting focus, well-being and learning outcomes.

But here’s the risk: if we reduce the conversation to simply repeating “less screen time," we miss an important opportunity.

Not all screen time is equal

At Jamf, we believe technology in education should be:

• Intentional: used where it enhances learning
• Managed: guided by educators in the moment and IT behind the scenes
• Balanced: extending beyond the classroom into healthy use at home

You see, there’s a fundamental difference between passive screen time (distraction-driven and unstructured) and purposeful screen time (guided, curriculum-aligned and outcome-driven.)

Devices used with intention enable:

• Creativity (video, music, design, coding)
• Accessibility and inclusion
• Real-time collaboration and feedback
• Immediate access to learning resources

The research on technology in K-12 schools

Technology integration can enhance student engagement and performance.

A 2025 multi-school study from Ladoke Akintola University of Technology, entitled "Exploring the Impact of Technology Integration on Student Engagement and Academic Performance in K-12 Classrooms," found that "effective technology integration can enhance student engagement and improve academic outcomes, particularly when implemented with pedagogical intent and adequate teacher training."

Learning on digital devices can enhance test scores.

The Organisation for Economic Co-operation and Development (OECD) stated in its OECD Digital Education Outlook 2023 report that "students who spent up to one hour per day on learning on digital devices outperformed those who did not by 14 points [on the Programme for International Student Assessment (PISA) test], even after accounting for socio-economic status."

Intentional use of online tech increases math skills.

The Institute of Education Sciences requested and funded independent researchers at WestEd, SRI International, NC State University and Worcester Polytechnic Institute to investigate technology-assisted learning (specifically, ASSISTments: a free, web-based math skills tech-based intervention) over a two-year span per teacher.

The findings were:

Maine: "Investigating Efficacy, Moderators and Mediators for an Online Mathematics Homework Intervention"

• Students learned 60% more math concepts than control
• ASSISTments narrowed the achievement gap
• Teachers reliably engaged in more data-driven instructional practices

North Carolina: Technology-Based Support Shows Promising Long-Term Impact on Math Learning

• Students experienced significant long-term math gains
• ASSISTments narrowed the achievement gap
• Non-white and low-income students particularly benefited

Research from Apple

A 2025 study of Apple Distinguished Schools, entitled "Engaged Teaching: Engaged Learning," revealed that teachers and students use Apple devices in a myriad of ways to foster:

• Critical thinking
• Self-directed learning
• Complex problem solving
• Peer teaching
• Student collaboration

The study also showed a positive correlation between Apple devices and student engagement in class. Students were most engaged when they themselves used Apple devices to create content.

How schools can use this data

Clearly, the goal for schools shouldn’t be to eliminate screens. It should be to design environments where screen time has purpose.

From restriction to intention: what schools actually need

Legislation like Indiana’s Public Law 107 signals a shift away from "any device, anytime" practices toward structured, school-managed learning environments.

This creates a new requirement for schools:

If personal devices are restricted, school-provided devices must deliver a better, more focused experience. That means:

• Devices that are instantly ready for learning
• Experiences that are free from distraction

How Jamf enables purposeful screen time

In the classroom: focus and control

Jamf supports educators with tools that allow them to keep students focused during lessons, guide app and web usage in real time and create structured, distraction-free learning environments.

Together, Jamf Teacher and Apple Classroom can:

• Lock devices into specific apps at established times
• Guide attention during lessons
• Reduce off-task behavior

In addition, Jamf's seamless access with identity-driven login means that students can start the lesson immediately, without wasting time on complex logins.

At home: parental involvement

Jamf doesn't stop at the school gate; we support the whole learning ecosystem.

For parents, the conversation about screen time often feels different — and more personal.

That’s where Jamf Parent plays a critical role by supporting healthy boundaries outside of school hours.

The app enables parents and guardians to:

• View details of their students' device usage
• Control app access
• Create device restrictions

Anywhere students learn: cybersecurity

One of the major concerns with children having unfettered access to internet-enabled devices is security.

Parents and schools understand how vital cybersecurity is — not only to protect devices and school data, but to protect the students themselves.

Jamf Safe Internet offers consistent, comprehensive protection for students without violating their privacy by filtering and threat protection both in and outside of school. This security:

• Is designed with privacy first
• Offers powerful on-device protection and filtering
• Allows schools the flexibility to meet safeguarding and policy needs

We’re not about surveillance; we’re about supporting safe, effective use of technology wherever learning happens.

The balance: powerful limits but unbounded potential

The challenge schools face isn't choosing between open access or total restriction. It's in finding balance.

The ideal is controlled, intentional device and internet access that supports learning without distraction. That’s the difference between devices that compete for attention and devices that focus and enhance attention.

The future for screen time and learning

Legislation like Indiana’s is an important signal — but it’s only part of the solution.

Ultimately, you can’t regulate your way to better learning outcomes. You can, however:

• Design purposeful device experiences
• Provide structured, distraction-free environments
• Enable technology that supports — not competes with — teaching

When schools combine the right devices, the right controls and a clear educational purpose, they don’t just reduce distraction. They unlock the full potential of digital learning.