The U.S. education sector is seeing a noteworthy new trend. After the rapid entry of artificial intelligence and digital devices into campuses in recent years, the American Federation of Teachers (AFT), the nation’s second‑largest teachers' union, recently called for stricter limits on young students’ use of AI and electronic devices and reiterated the central role of human teachers in elementary education.
On May 27, 2026, AFT president Randi Weingarten delivered a speech titled "Devices Down, Eyes Up, Hands‑On" at the National Press Club, proposing a "10‑point action plan" for the AI era. The plan argues that as generative AI and digital terminals rapidly penetrate school education, U.S. elementary education faces risks such as reduced attention, weakened social skills and excessive dependence on technology.
Specifically, the AFT recommends a complete ban on classroom screen devices from preschool through Grade 2, including school‑issued iPads, tablets and similar terminals. The union also suggests that during elementary school students should not have direct access to AI chatbots such as ChatGPT, Gemini or Khanmigo, and that instruction should rely more on teacher‑led activities and face‑to‑face interaction.
In her speech, Weingarten said many young students are "drowning in tech," and schools need to refocus on hands‑on practice, reading, discussion and interpersonal communication instead of shifting an increasing share of learning activities to screens and algorithms.
This stance contrasts with the direction of edtech development in the U.S. in recent years. During the pandemic, many U.S. schools used federal funds to purchase laptops, Chromebooks and iPads and promoted one‑to‑one device programs. Numerous edtech companies also actively promoted digital teaching platforms and AI‑assisted learning tools to schools.
However, as implementation has deepened, more educators have begun to question whether digital devices actually improve learning outcomes. Some schools have found students are frequently distracted by devices in class, their attention spans have shortened, and skills in paper‑and‑pen reading and deep thinking have been affected. Some districts have even begun to reinstate printed textbooks and traditional classroom models.
Notably, the AFT is not outright opposed to artificial intelligence. In fact, the union published a 2024 report titled "Commonsense Guardrails for Using Advanced Technology in Schools," setting guidelines for school use of AI, and has participated in teacher AI training programs supported by organizations including OpenAI and Microsoft.
Therefore, the AFT's current position is closer to "cautious regulation" rather than a total ban. The union believes AI has potential in lesson planning, administrative tasks and personalized tutoring, but warns that premature reliance on AI could hinder the development of reading, writing, critical thinking and problem‑solving abilities in children whose cognitive capacities are not yet mature.
From a broader viewpoint, the U.S. education sector is undergoing a debate over the boundaries between technology and education. Over the past decade digitalization was widely seen as a key path to improving education quality; now, more researchers and educators are focusing on the side effects of excessive technology use.
As generative AI continues to enter classrooms, this debate is expected to intensify. How schools will balance technological innovation with child development may become a major challenge for education systems worldwide.
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