Requires guidelines on use of instructional technology to be developed by DOE and policy to be adopted by governing body of public school.

A5292

ASSEMBLY, No. 5292

STATE OF NEW JERSEY

222nd LEGISLATURE

�

INTRODUCED JUNE 18, 2026

Sponsored by:

.Assemblyman� ALEX SAUICKIE

District 12 (Burlington, Middlesex, Monmouth and Ocean)

SYNOPSIS

���� Requires guidelines on use of instructional
technology to be developed by DOE and policy to be adopted by governing body of
public school.

CURRENT VERSION OF TEXT

���� As introduced.

��

An Act

concerning use of instructional technology in
public schools and supplementing chapter 6 of Title 18A of the New Jersey
Statutes.

����
Be It
Enacted
by the Senate and General Assembly of
the State of New Jersey:

���� 1.��� This act shall be known
as may be cited as the �Developmentally Appropriate Use of Technology in
Schools Act.�

���� 2.��� The Legislature finds
and declares that:

���� a.� Technology and digital
learning tools can support instruction, increase access to educational
resources, and help students develop the skills necessary for participation in
a digital society.

���� b.� A growing body of research
indicates that excessive, passive, or developmentally inappropriate screen use
may negatively impact student attention, academic engagement, mental health,
social interaction, physical well-being, and cognitive development,
particularly among younger students.

���� c.� Instructional technology
is most effective when intentionally integrated into instruction and used to
supplement, not replace, teacher-led instruction, discussion, hands-on
learning, collaborative learning, literacy instruction, and other
evidence-based instructional practices.

���� d.� Families and educators
benefit from transparency regarding how instructional technology, digital
platforms, artificial intelligence tools, and online applications are used
during the school day.

���� e.� Public schools should
retain flexibility to develop technology policies responsive to the needs of
their students, educators, and communities while promoting balanced and
developmentally appropriate instructional practices.

���� 3.��� As used in this act:

���� �Board of education� means a
board of education as defined in N.J.S.18A:18A-2, the board of trustees of a
charter school, the board of trustees of a renaissance school project, and the
governing body of an approved private school for students with disabilities.

���� �Developmentally appropriate�
means aligned with the cognitive, social, emotional, behavioral, and academic
needs of students based on age, grade level, and individual learning needs.

���� �Instructional technology�
means any school-issued or school-approved digital device, software program,
online platform, application, artificial intelligence tool, or technology-based
educational resource used during the instructional day.

���� �Passive screen use� means
screen exposure that does not involve active student engagement, teacher
interaction, discussion, creation, collaboration, or instructional
participation.

���� �Public school� means and
includes a school under college grade, which is operated by the governing body
of a school district, charter school, renaissance school project, and an
approved private school for students with disabilities.

���� 4.��� a.� To assist boards of
education in developing policies concerning the use of instructional technology
during regular school hours, the Commissioner of Education shall develop
guidelines applicable to students enrolled in grades kindergarten through 12.�
The guidelines shall be issued no later than 90 days after the effective date
of this act.

���� b.� The guidelines shall, at a
minimum:

���� (1) provide age-appropriate
and grade-level differentiated guidelines concerning the use of developmentally
appropriate instructional technology in ways that preserve educator
professional judgment and academic responsibility, academic integrity, and student
privacy;

���� (2) prioritize teacher-led
instruction and identify practices whereby instructional technology
supplements, rather than replaces, direct instruction, discussion, collaborative
learning, independent reading, writing instruction, hands-on learning, play-based
learning where appropriate, outdoor learning experiences, and other
evidence-based instructional practices;

���� (3) require instructional
technology to be integrated into instruction for clearly defined educational
purposes and implemented in a manner that supports instructional quality,
student learning outcomes, and meaningful student engagement, rather than for
convenience, entertainment, or passive engagement;

���� (4) include processes and
considerations for evaluating instructional technology for instructional
accuracy, developmental appropriateness, usability, effectiveness, and
alignment with educational goals;

���� (5) address the potential
impact of instructional technology and screen use on student attention, cognitive
load, mental health, social interaction, physical wellbeing, academic
engagement, digital safety, healthy technology habits, and opportunities for
sustained focus, reading, writing, discussion, and problem solving;

���� (6) promote student learning
and well-being;

���� (7) complement the commissioner�s
guidelines to boards of education on student use of internet-enabled devices
pursuant to P.L.2025, c.195 (C.18A:36-40a et seq.);

���� (8) be consistent with State
and federal law, including accommodations provided in the student�s individualized
education program established pursuant to the federal �Individuals with
Disabilities Education Act,� 20 U.S.C. s.1400 et seq., or educational plan
established pursuant to section 504 of the federal �Rehabilitation Act of
1973,� 29 U.S.C. s.794;

���� (9) provide for professional
development or training opportunities related to balanced and developmentally
appropriate technology use, digital citizenship, and instructional best
practices; and

���� (10) detail protocols for
communicating the board of education�s policies concerning the use of
instructional technology to students, their families, and teaching staff
members, including procedures to obtain parental consent or opt-outs where
permitted by law.

���� c.� The guidelines may additionally
include, but not be limited to, the following:

���� (1) research-based best
practices on developmentally appropriate instructional technology use;

���� (2) examples of
age-appropriate instructional technology practices and considerations by grade
level, including developmental considerations related to student screen
exposure during regular school hours;

���� (3) strategies for balancing
digital and non-digital instructional practices;

���� (4) recommendations for
promoting student attention, engagement, wellness, and healthy technology
habits during regular school hours;

���� (5) digital citizenship,
internet safety, and media literacy resources;

���� (6) guidance on responsible
and developmentally appropriate use of emerging technologies in schools;

���� (7) parent and family
communication resources regarding instructional technology use and student
digital wellness; and

���� (8) sample frameworks,
considerations, or model policies that boards of education may voluntarily
adopt or modify based on local needs.

���� d.� A board of education shall
adopt a policy concerning the use of instructional technology during regular
school hours.� The policy shall be consistent with the guidelines developed by
the commissioner pursuant to this section and be developed and regularly revised
based upon input from interested stakeholders in the education community,
including, but not limited to, teachers, school leaders, instructional support
staff, technology staff, school counselors, parents and guardians, and where
appropriate, students.

���� e.� Nothing in this section
shall be construed to:

���� (1) prohibit the use of
instructional technology;

���� (2) require a board of
education to adopt screen-time limits;

���� (3) require the use of any
specific instructional technology platform or curriculum;

���� (4) prohibit instructional
technology that is required by a student�s individualized education program,
504 plan, or other accommodation provided pursuant to law;

���� (5) prohibit the use of
instructional technology in virtual, hybrid, career and technical, computer
science, or specialized instructional programs; or

���� (6) prohibit the use of
instructional technology required for the administration of Statewide
assessments.

���� f.� Each board of education
shall retain discretion in developing policies on the use of instructional
technology during regular school hours that are responsive to the needs of its
students, staff, and community.� The guidelines developed by the commissioner
pursuant to this section shall not preclude a board of education from
exercising discretion in making reasonable accommodations for the use of
instructional technology for education purposes.

���� 5. This act shall take effect
immediately and shall first apply to the second full school year next following
the date of enactment.

STATEMENT

���� This bill requires the
Commissioner of Education to develop guidelines concerning the use of
instructional technology during regular school hours for students enrolled in
grades kindergarten through 12 and requires boards of education to adopt a
policy that is consistent with the guidelines developed by the commissioner.

���� The guidelines are to, at a
minimum: (1) provide age-appropriate and grade-level differentiated guidelines
concerning the use of developmentally appropriate instructional technology; (2)
prioritize teacher-led instruction and identify practices whereby instructional
technology supplements, rather than replaces, direct instruction, discussion,
collaborative learning, independent reading, writing instruction, hands-on
learning, play-based learning where appropriate, outdoor learning experiences,
and other evidence-based instructional practices; (3) require instructional
technology to be integrated into instruction for clearly defined educational
purposes and implemented in a manner that supports instructional quality,
student learning outcomes, and meaningful student engagement; (4) include
processes and considerations for evaluating instructional technology; (5)
address the potential impacts of instructional technology and screen use on
students; (6) promote student learning and well-being; (7) complement the
commissioner�s guidelines to boards of education under current law concerning student
use of internet-enabled devices; (8) be consistent with State and federal laws,
including accommodations provided in the student�s individualized education program
and 504 plan; (9) provide for professional development or training
opportunities related to balanced and developmentally appropriate technology
use, digital citizenship, and instructional best practices; and (10) detail
protocols for communicating the board of education�s policies concerning the
use of instructional technology to students, their families, and teaching staff
members.

���� The bill also requires each
board of education to adopt a policy concerning the use of instructional
technology during regular school hours. �The policy is to be consistent with
the guidelines developed by the commissioner and developed and periodically
updated based upon input from various education stakeholders.

���� Under the bill, the guidelines
developed by the commissioner are not to: (1) prohibit the use of instructional
technology; (2) require a board of education to adopt screen-time limits; (3)
require the use of any specific instructional technology platform or
curriculum; (4) prohibit instructional technology that is required by the
student�s individualized education program, 504 plan, or other accommodation
provided pursuant to law; (5) prohibit the use of instructional technology in
virtual, hybrid, career and technical, computer science, or specialized
instructional programs; or (6) prohibit the use of instructional technology
required for the administration of Statewide assessments.