WEXFORD COUNTY — Mesick Consolidated Schools is implementing a “No Screens” Literacy Initiative that replaces classroom technology with physical books and paper. The district aims to improve student literacy and comprehension by reducing reliance on digital devices during the school day.
The program involves removing Chromebooks from classrooms and prioritizing handwriting over typing. This shift follows an earlier decision by the district to ban cell phone use in its elementary school as part of an effort to address falling literacy scores and declining fine motor skills.
The initiative focuses on returning to foundational learning methods. Instead of using computer games or Chromebooks during free time, students are encouraged to participate in designated free reading periods. Teachers announced the start of the program to students in kindergarten through fifth grade on Monday.
Superintendent Jack Ledford oversees the district and has advocated for the return to traditional materials to encourage independent learning. “If we can get kids passionate about reading and that and get them involved in that, then as they go home, they continue to learn,” Ledford said.
Ledford explained that the transition involves a significant shift in daily student activities. “We’re also taking away the Chromebooks and not using those we’re using, going back to pencil and paper,” Ledford said. “Any free time that happens is not going to be on a Chromebook or computer game, but time to, choose books, have free reading time.”
Educators in the district report seeing a decline in student literary performance over the last several years. Angie Elliott, a sophomore English teacher who has been with the school for eight years, noted that students often struggle to understand what they read.
Elliott described a lack of focus and comprehension among her students. “I will frequently have students read a page or two, whatever I assign them and tell me, yeah, I read it, but I have absolutely no idea what it says or what it means,” Elliott said. “And so the focus and the comprehension isn’t there.”
Beyond reading comprehension, teachers are concerned about the physical development of younger students. Elliott said constant keyboard use and voice-to-text technology have prevented students from developing the fine motor skills necessary for legible handwriting. She noted that poor handwriting affects a student’s ability to communicate with future employers.
To address these issues, Elliott began a silent sustained reading program in her own classroom last year. “Kids pick their own book and they just have quiet time to read and enjoy what they’re reading,” Elliott said. “To kind of find a love of literacy again.”
District leadership acknowledged that moving away from screens will be a gradual process for students accustomed to digital stimulation. Ledford noted that while feedback from parents and teachers has been positive, he informed staff that the initiative is not a quick fix because students are used to the instant gratification provided by screens.
“Getting kids to, change their their brain patterns to books is going to be a little bit different,” Ledford said. He compared the stimulation from digital devices to a dopamine hit.
While the district is reducing technology use, teachers recognize its role in modern society. Elliott noted the importance of preparing students for a future that includes artificial intelligence and other digital tools. “That is what they are going to have to use and learn to function in society,” Elliott said. “But to me, it’s all about having those foundational skills first.”
The school district is currently accepting book donations from the community to bolster its library collection. Further implementation of the initiative will continue throughout the school year.