A new survey from Savvas Learning Company, an educational materials company, reveals there should be a shift in focus from the quantity of screen time to the instructional value of classroom technology. The findings were revealed in the company’s “2026 Savvas Educator Index,” which found nearly a third of educators feel the current public narrative does not reflect the realities of the classroom. At the same time, an overwhelming 92 percent distinguish between passive and instructional technology use.
“Rather than simply imposing one-size-fits-all, blanket limits on screen time use in K-12 classrooms, we must take into consideration the quality and pedagogical intent of the specific digital content and edtech tools being used,” said Bethlam Forsa, CEO of Savvas Learning Company, a next-generation K-12 learning solutions leader. “Finding the right balance and the right use of technology for the classroom should be an objective we all share. Our goal should be to equip educators with digital solutions and data-driven insights that help strengthen instruction, make learning more meaningful and personalized, and improve student outcomes.”
Most educators surveyed believe classroom screen time should be limited, but nearly all distinguish between passive screen use and instructional use. Overall, 82 percent of educators believe screen time in the classroom should be limited, with 59 percent saying it should be limited but used purposefully with pedagogically sound content.
Despite concerns about screen time, 63 percent of educators said school-provided technology increases student engagement in their classroom or district. The report noted this is especially significant given that 66 percent identified lack of engagement and motivation as top challenges students will face in the 2026-27 school year.
The report reveals educators’ views on appropriate classroom screen time per school day shift by grade level, with 76 percent of K-2 teachers and 61 percent of 3-5 teachers believing students should spend less than one hour using screens.
Especially for young learners, educators emphasized short bursts of technology use, with 25 percent of K-2 teachers preferring screen time to be limited to 15-20 minute spans. Meanwhile, more than 40 percent of middle and high school teachers believe one to two hours is the right amount of screen time, while approximately a third believe students should spend less than an hour on screens.
Educators also drew clear distinctions between the appropriate amount of screen time for different types of classroom technology, with 92 percent agreeing personal smartphones and smartwatches have no place in the classroom. A further 70 percent indicated educational games and apps should be used in 15-20 minute intervals, while more than half favored the same amount of time for adaptive and digital instructional materials.
Educators consistently prioritized technology that improves learning outcomes while expressing concern that some tools are too often used for convenience rather than educational value. Overall, 56 percent of teachers selected practice and skills-building tools as one of the most valuable types of technology for student learning, followed by interactive or adaptive learning tools at 50 percent.
More than 50 percent of teachers described the current level of students’ technology use in their classroom as “just right,” driven by 62 percent of K-5 teachers. Meanwhile, 40 percent of teachers overall reported that technology use is “too much,” a number that rises to 52 percent among high school teachers.
Nearly 90 percent of educators believe school-provided technology is sometimes used when it isn’t necessary, with 56 percent of those respondents saying it is used unnecessarily to fill time or keep students occupied, including 71 percent of school and district educators.
“Educators are drawing an important distinction between technology that advances learning and technology that merely adds more screen time to the school day,” said Forsa. “Their message is clear: Digital tools, including AI, have a valuable place in the classroom when they are thoughtfully designed, purposefully used, and guided by teachers. Listening to educators’ perspectives is essential as we continue developing high-quality learning solutions that strengthen instruction, deepen engagement, and support student success.”
