Time:  May 17, 2022 - May 20, 2022
Location:  8:00 AM
Location:  Virtual

On May 17-20, 2022, Children and Screens hosted Education Technology and Virtual Learning, a groundbreaking, four-day, virtual research retreat designed to address compelling and critical questions about education technology use both inside and outside of the classroom, focusing on what has been learned and what still needs to be known about technology-based learning in light of the COVID-19 pandemic. Over 75 international, interdisciplinary researchers, educators, school administrators, clinicians, and nonprofit and government agency representatives convened for collaborative discussions on the uses, impacts, and future of education technology and virtual learning in the K-12 education system, with special considerations for future research and policy recommendations. The group spent each day focusing on major sectors of education technology, including: recent experiences of virtual learning among students, educators, and administrators; impacts to both learning efficacy and developmental outcomes; best practices for when and how to integrate technology into education; and key policy needs and considerations.

The retreat featured facilitated small group breakout sessions, which yielded rich discussion on key themes and topics:

  • Evaluation Tools and Metrics
    In order to properly evaluate education technology tools, uniform metrics and consideration of design are critical to ensure effectiveness, quality, and safety moving forward. In this future research, the harms and benefits of utilizing technology in education and virtual learning must be investigated.
  • Balancing Teaching and Learning Needs with Whole Child Development and Well-being
    Research must look beyond current, standardized academic outcomes when examining education technology and digital learning. There is ample evidence that excessive screen time has negative cognitive, psychosocial, emotional, and physical health impacts on the developing child. Research and practice alike must consider how to balance the well-being of the whole child with teaching and learning practices. To do so may require looking beyond the “one size fits all” industrialized model of education. Future research should explore how technology could be utilized to benefit the individual needs and goals of each student (and teacher), instead of solely fitting these tools into existing educational models.
  • Training and Access
    The experiences of teachers, administrators, and students around the country (and the world) are widely varied; some have excelled in a transition to digital learning tools and will continue to do so, while others have stalled or regressed due to challenges of access or knowledge. For technological tools and systems to be implemented effectively, it is essential that they are paired with early and consistent training, for both teachers and students. Educator training should include not only how to use the tools but also how to assess the effectiveness of the tools in relation to specific pedagogical goals. Even students, who may be more familiar with the tools from previous experience, should be informed on the learning uses of devices they may otherwise view as entertainment
  • Policy
    Policies and regulations are integral to ensuring the privacy and safety of children using education technology tools, and independent auditing systems should be considered when developing these regulations. Transparency and accountability of edtech providers regarding the data they collect and how it is used is lacking, and must be addressed.

Full Presentation Videos

Speaker presentations for all days of the retreat are available for viewing.

Robert Aguilar, PhD, Western Reserve Academy

June Ahn, PhD, University of California, Irvine

Elizabeth Albro, PhD, Institute of Education Sciences

Alan Arkatov, University of Southern California

Ayca Atabey, LLM, LLB, Digital Futures Commission, 5Rights Foundation

Andrew Bacher-Hicks, PhD, Boston University

Michael Barbour, PhD, Touro University California

Naomi Baron, PhD, American University *

Abigail Barnes, student

Kaylie Barnes, student

Mason Barnes, student

Michael Bazemore, PhD, Northcoast Preparatory and Performing Arts Academy

Criscillia Benford, PhD, Frameworks Institute *

Bill Bernhard, Ward Melville High School

Caroline Bird, student

Chandler Bird, student

Fran Blumberg, PhD, Fordham University

Faith Boninger, PhD, University of Colorado, Boulder

Kelley Brill, MA, WIFI Teens and Tech

Jill Bronfman, JD, MA, Common Sense Media

Katherine Carroll, teacher

Todd Cherner, PhD, University of North Carolina at Chapel Chill

Christina Chhin, PhD, U.S. Department of Education

Dimitri Christakis, MD, MPH, University of Washington Medicine, Seattle Children’s *

Joe Clement, MA, Teacher and author of Screen Schooled

Brian Cohen, teacher

Cory Cohen, teacher

Liz Cohen, MA, Whiteboard Advisors +

Christina Conolly-Chester, PsyD, NCSP, Montgomery County Public Schools

Jared Cooney Horvath, PhD, MEd, LME Global

Larry Cuban, PhD, Stanford Graduate School of Education

Jennifer Darling-Aduana, PhD, Georgia State University

Mei Dedini, student

Stefanie DiLorenzo, teacher, Ward Melville High School

Joseph DiNapoli, PhD, Montclair State University +

Chip Donohue, PhD, Donohue & Associates

Rebecca Dore, PhD, The Ohio State University

Victoria Dunckley, MD, Psychologist, Author, Screentime Expert

Alison Drain, MA, MSW, North Carolina Problem Gambling Program

Elizabeth Englander, PhD, Bridgewater State University

Molly Esquivel, teacher

John Ewing, PhD, Math for America *

Lara Faust, PhD, National Center for Education Research, Institute of Education Sciences

Amina Fazlullah, JD, Common Sense Media

Colter Feldman, student

Vivian Figures, BA, Alabama Senate

Carmen Gill Bailey, MD, City of Fairfax

Rebecca Griffiths, EdD, SRI International

Shayl Griffith, PhD, Florida International University

Lauren Hale, PhD, Stony Brook University

Monika Hanley, LLM, Center for Media Literacy

Brenna Hassinger-Das, PhD, Pace University

Marie Heath, EdD, Loyola University, Maryland

Carolyn Heinrich, PhD, Vanderbilt University *

Jenna Herdzina, MS, TEC Center at Erikson Institute

Troy Hicks, PhD, Central Michigan University

Erin Higgins, PhD, Institute of Education Sciences

David L. Hill, MD, Goldsboro Pediatrics, UNC School of Medicine

Velislava Hillman, PhD, London School of Economics and Political Science

Kathy Hirsh-Pasek, PhD, Temple University, Brookings Institution

Beth Holland, EdD, The Learning Accelerator

Mia Hower, student

Alice Huguet, PhD, RAND Corporation

Ford Hummel, student

Naomi Hupert, MEd, Center for Children and Technology at EDC

Pam Hurst-Della Pietra, DO, Children and Screens: Institute of Digital Media and Child Development *

John Hutton, MD, MS, FAAP, Cincinnati Children’s Hospital Medical Center

Preston Illman, student

Kristina Ishmael, MA, MS, Department of Education

Greg Jacobs, MS, Woodberry Forest School

Carrie James, PhD, Harvard Graduate School of Education

Christina Johnson, MEd, Dothan City Virtual School

Sara Johnson-Ward, MA, Virginia Public Education Partners

Samantha-Kaye Johnston, PhD, University of Oxford

Tessa Jolls, PhD, Center for Media Literacy

Kimberly Kelly, PhD,
California State University, Long Beach

Lynne Kenney, PsyD, Wellington-Alexander Center

Helyn Kim, PhD, Institute of Education Sciences

Heather Kirkorian, PhD, University of Wisconsin-Madison *

Colleen Kraft, MD, University of Southern California

Natalia Kucirkova, PhD, University of Stavanger *

Randy Kulman, PhD, LearningWorks for Kids +

Tara Lacey, student

Robin Lake, MPA, Center on Reinventing Public Education (CRPE)

Alexis Lauricella, PhD, MPP, TEC Center at Erikson Institute

Catherine Lecuyer, JD, MBA, PhD, Mind-Brain Group, University of Navarra

LeeAnn Lindsey, ED, Edvolve +

Temple Lovelace, PhD, AERDF

Lucia Magis-Weinberg, MD, PhD, University of California, Berkeley

Cheryl Mahoney, MEd, LSW, OCPS, CHES, iWise Living +

Tracy Markle, MA, Collegiate Coaching Services, Digital Media Treatment and Education Center

Lance Mason, PhD, Indiana University Kokomo

Kristen Mattson, EdD, University of Illinois

Camillia Matuk, PhD, New York University

Sharon Maxwell, PhD, Maxwell Education

Chelsea Maxwell, MEd, Maxwell Education

Cherise McBride, PhD, University of California, Berkeley +

Alison McDowell, Independent Researcher 

Martina Meijer, PS 310 Elementary School

Matt Miles, MEd, Teacher and author of Screen Schooled

Michael Milham, MD, PhD, Child Mind Institute

Libby Milkovich, MD, University of Missouri-Kansas City

Jessica Mislevy, PhD, SRI International

Alex Molnar, PhD, National Education Policy Center, University of Colorado, Boulder

Chrystalla Mouza, EdD, University of Delaware +

Lisa Nielsen, MA, NYC Department of Education

Meghan Owenz, PhD, Kutztown University

Martin Paulus, MD, Laureate Institute for Brain Research

Kris Perry, MSW, Children and Screens: Institute of Digital Media and Child Development

Sarah Prestridge, PhD, Griffith University

Detra Price-Dennis, PhD, Teachers College, Columbia University

Hannah Quay-de la Vallee, PhD, Center for Democracy and Technology

Jeff Raatz, BA, Indiana State Senate

Beth Rabbit, EdLD, The Learning Accelerator

Martina Rau, PhD, University of Wisconsin, Madison

Kecia Ray, EdD, K20Connect, LLC +

Justin Reich, EdD, Massachusetts Institutes of Technology *

Andy Ribner, PhD, University of Pittsburgh

Margaret Roscoe, student

Mark Rosenfield, PhD, SUNY College of Optometry

Anna Scattone, Middle School Teacher, New York City

Shilpa Sahay, PhD, Hunter College, CUNY

Travis Saunders, PhD, University of Prince Edward Island

Erin Scholes, MA, Beman Middle School and Vice Chair of AMLE (Association for Middle Level Education)

Sourav Sengupta, MD, MPH, University at Buffalo Jacobs School of Medicine and Biomedical Sciences +

Bzu Shiferaw, Fairplay

Office of Congresswoman Schrier, MD, Washington’s 8th Congressional District

Miri Shonfeld, PhD, Kibbutzim College of Education

Kelly Shrein, MEd, Northwood Elementary

James Siegener, student

Megan Silander, PhD, Center for Children and Technology at EDC +

Bill Softky, PhD, co-author, Sensory Metrics of Neuromechanical Trust

Jeffrey Solan, Cheshire Public Schools

Louise Starkey, PhD, Victoria University of Wellington

Rebecca Stephenson, PhD, Loyola Marymount University

Kristen Turner, PhD, Caspersen School of Graduate Studies, Drew University *

Amelia Vance, JD, Penn State Law and William & Mary Law School

Cody Venzke, JD, Center for Democracy and Technology

Jon Wargo, PhD, Boston College

Ellen Wartella, PhD, Northwestern University *+

Paul Weigle, MD, Hartford Hospital

Cortney Weisman, teacher, Ward Melville High School

Emily Weinstein, EdD, Harvard Graduate School of Education +

Blythe Winslow, BA, MFA, Everyschool.org

Charles Xie, PhD, Institute for Future Intelligence

Michael Young, PhD, University of Connecticut

Jennifer Zosh, PhD, Penn State University (Brandywine)

* Education Technology and Virtual Learning Retreat Planning Committee Member

+ Self-declared Conflict of Interest (through funding or roles as an advisor, consultant, or other role for an Education Technology or other tech-industry organization or their associated philanthropies)