How Classroom Technology Became a Community Issue in Lake Forest Schools: What’s Happened So Far
- Parents Care
- 2 hours ago
- 4 min read
Over the past several months, classroom technology use in Lake Forest and Lake Bluff schools has moved from a quiet concern to a community-wide conversation.
Many families are just now hearing about the issue. Here is a clear timeline explaining how it began, what has changed, and what questions remain.
How the Issue Began: Parent Concerns Raised Without Response
In late 2025, a parent addressed the school board to raise concerns about unrestricted student device use and classroom technology practices.
The parent did not receive a substantive response, and no formal review or public discussion followed.
Other parents had previously voiced similar concerns, circulated a petition, and raised questions about iPad use and screen exposure — but the issue remained largely unaddressed.
This lack of response prompted increased community attention.
Community Engagement Through Parents Care Brings New Focus
As concerns continued, Parents Care began broader outreach across Lake Forest and Lake Bluff to understand whether families felt their concerns were being heard.
Efforts included:
community outreach
a short parent survey documenting concerns
renewed public attention to student device use
Nearly 300 parents participated, signaling strong interest in the topic, in addition to numerous emails received.
Parents Care emphasized that this engagement built on earlier efforts by parents who spoke publicly and organized around the issue.
December 15, 2025: District Blocks Open YouTube Access
On December 15, District 67 announced that beginning December 19:
open YouTube access would be blocked on K–8 student devices
students could view only teacher-approved videos through restricted links
The change aims to:
reduce distraction
limit exposure to inappropriate content
create clearer guardrails for device use
While Parents Care feels the move is a meaningful step forward, we would have preferred that individual parents had been heard prior to our involvement in helping achieve this change.
January 2026: Research Raises Questions About Screen-Based Learning
In January, Parents Care shared research and expert perspectives suggesting heavy classroom screen use may affect learning.
Researchers cited include neuroscientists and education leaders who highlight:
Lower academic outcomes
Heavy screen-based instruction is increasingly associated with reduced comprehension and retention.
Attention and memory impacts
Screens may interfere with sustained attention and deep learning.
Illusion of masteryDigital tools can create a sense of understanding without the cognitive effort real learning requires.
National achievement trends
Reading and math performance began declining before the pandemic, during rapid expansion of classroom technology.
Disproportionate impact
Lower-performing students and girls appear most affected.
Parents Care emphasized that instructional tools should be evaluated based on academic outcomes and evidence.
January 2026: Surveys Show Strong Support for Broader Engagement
On January 20, Parents Care released results from two voluntary surveys totaling approximately 300 responses.
The surveys asked whether classroom technology use deserves broader district engagement.
Survey results
80–90% supported a formal review and broader feedback on cellphone use
80–90% supported gathering feedback on high school device use
Respondents included parents, grandparents, and community residents.
85–90% supported community input on elementary iPad use
Parents Care clarified the surveys were not scientific and did not advocate policy changes. They indicate strong interest in transparency and engagement.
January 20, 2026: Request for District Response on Lake Forest Schools Technology
Parents Care formally emailed Superintendent Matthew Montgomery, requesting clarity on whether the district would solicit broader community feedback.
The request did not ask for policy changes, bans, or predetermined outcomes.
It asked whether the district would:
conduct a district-led survey of parents and community members
provide opportunities for feedback and dialogue
explain how input would be considered
A response was requested by February 3.
Parents Care also asked school board members to review our survey and discuss the results.
February 2026: No Written Response Received
As of February 25, Parents Care has not received a response from Dr. Montgomery.
During this period, District 115 announced a Parent and Guardian Technology Working Group to review technology planning and AI use at LFHS.
Parents Care welcomed the working group but noted it does not replace a broader feedback process open to the community.
What Parents Care Is Asking For
Our request is limited and procedural:
a district-led survey gathering parent and community input
opportunities for open dialogue
clear communication of existing technology policies
transparency about how input will be summarized and reported
No policy changes are being requested at this time.
Why This Matters
Technology decisions influence:
student attention and learning
academic outcomes
classroom environments
parent trust and transparency
Our goal is neither to reject technology nor accept it uncritically, but to ensure decisions are grounded in evidence and community engagement.
What Happens Next
Parents Care plans to:
continue sharing updates
collect community feedback
summarize themes for district leadership
Enroll in the district tech committee
Continue outreach to the superintendent and board
Community participation remains essential as the conversation continues.
Stay Informed and Participate
Community engagement has already brought attention and change.
Families and residents are encouraged to stay informed, share perspectives, and participate in future opportunities for feedback.
