American Psychological Association urges better metrics for educational technology

The American Psychological Association (APA) has released a report urging school leaders and policymakers to evaluate educational technology based on actual learning outcomes rather than mere engagement or screen time. The APA emphasizes that metrics such as time spent, participation, and completion rates are often mistaken for true learning, noting that “the real test of learning happens after the app is closed.”

The recommendations come as major U.S. school districts implement new restrictions on artificial intelligence. New York City Public Schools has announced a moratorium on student-facing generative AI through eighth grade, while allowing limited supervised use for high schoolers. Similarly, the Los Angeles Unified School District has temporarily blocked student access to generative AI on district-issued devices while developing long-term regulations.

While many parents support the use of technology in classrooms—with polls showing 80% favor laptops—there is growing concern regarding data security and the potential for digital tools to distract from meaningful instruction. The APA’s guidance aims to help districts distinguish between evidence of usage and evidence of actual knowledge retention.