Marietta City Schools has approved a new set of guidelines aimed at balancing classroom technology use with student well-being, establishing updated policies surrounding both screen time and the use of artificial intelligence in education.
District leaders say the new measures are designed to help students benefit from technology while minimizing distractions and encouraging healthier learning habits both inside and outside the classroom.
Under the updated guidelines, schools will introduce age-appropriate recommendations for daily screen use during instructional hours, with an emphasis on maintaining a balance between digital learning, face-to-face interaction, and traditional teaching methods.
The district is also implementing policies governing the use of artificial intelligence tools by students and staff. Officials say AI technologies can provide valuable educational support when used responsibly but stressed that the tools should complement learning rather than replace critical thinking, creativity, or original student work.
The new AI guidance outlines expectations for transparency and academic integrity, including when students may use AI-assisted tools for research, brainstorming, or editing assignments and when such use may violate school policies.
Educators will also receive training on integrating artificial intelligence into classroom instruction while helping students understand both the opportunities and limitations of rapidly evolving technologies.
School leaders noted that concerns about excessive screen time, social media use, and the growing presence of AI in education have prompted districts across the country to reevaluate how technology is incorporated into learning environments.
Parents and community members largely welcomed the changes, with many expressing support for efforts to promote responsible technology use while preparing students for a future increasingly shaped by artificial intelligence.
Marietta City Schools officials say the guidelines will continue to evolve as new technologies emerge and as educators gather feedback from teachers, students, and families during implementation.
