One of the most common concerns I hear from teachers and families is this:
“How do we teach technology skills without adding more screen time?”
It’s a fair question — especially in elementary schools, where students are still developing focus, self-regulation, and executive functioning skills. As a School Library Media Specialist, I’ve felt this tension myself.
What has grounded my practice is this understanding:
technology education does not have to mean more screens or longer screen sessions.
In fact, research and professional guidance consistently show that in grades K–5, the most meaningful technology learning happens when screens are used intentionally, briefly, and with purpose.
What Technology Skills Do Elementary Students Actually Need?
When we talk about “technology skills,” it’s easy to imagine advanced coding, strict typing benchmarks, or even artificial intelligence. But current research and elementary technology frameworks emphasize that the most important skills at this age are foundational, not advanced.
For elementary students, those foundational skills include:
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Recognizing letters and symbols on a keyboard
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Opening, closing, and navigating programs or apps
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Using simple recording or creation tools to share ideas
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Understanding how technology helps communicate thinking
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Collaborating and communicating responsibly in shared digital spaces
Recent research on technology use in elementary education shows that technology is most effective when it supports communication, literacy, and meaning-making, rather than functioning as an isolated technical skill. A 2024 meta-analysis published in Educational Technology Research and Development reinforces that purposeful integration — not tool complexity — is what supports learning in early grades.
In other words, students don’t need more technology.
They need clear reasons for using it.
Navigating the Pressure Around Coding, Typing, and AI
Many educators feel increasing pressure to introduce coding early, track typing speed, or prepare students for emerging technologies like AI. At the same time, some schools and states are reducing screen time altogether.
These conversations can feel conflicting.
What anchors my approach is this: before students can code, type quickly, or evaluate AI-generated content, they need to understand how technology works, why it’s used, and how to use it responsibly.
Foundational technology skills build confidence and flexibility — preparing students to adapt to any future tool, digital or otherwise.
The Library’s Unique Role in Teaching Tech Skills
The library is one of the few spaces in a school where technology naturally supports learning rather than driving it. In the library, tech tools are used to:
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Communicate ideas
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Create something meaningful
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Support inquiry and exploration
This makes the library an ideal place to model balanced technology use — showing students that screens are tools, not the focus.
Executive Functioning, Focus, and the Library Space
Executive functioning skills — such as focus, planning, self-control, and task persistence — are still developing throughout elementary school.
The library offers a unique environment where students can practice these skills in a calm, structured way.
Library lessons naturally support executive functioning when students:
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Listen and follow multi-step directions
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Plan before creating
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Manage short periods of screen use
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Reflect on their work
By intentionally limiting screen time during projects, librarians help students strengthen their focus muscles rather than overload it.
Teaching Technology Through Media Projects
One of the most effective ways to teach technology skills without screen overload is through short, project-based media experiences.
Student Commercials
When students create short commercials, they practice:
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Speaking clearly
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Planning a message
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Understanding persuasion
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Using simple recording tools
The screen is only used briefly — the real learning happens during discussion, rehearsal, and reflection.
Student Newscasts
Newscasts help students:
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Organize information
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Collaborate with peers
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Practice basic filming skills
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Understand how media communicates information
Again, technology supports the project — it doesn’t dominate it.
Book Trailers and Storytelling
Book trailers and digital storytelling allow students to:
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Summarize and reflect
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Make creative choices
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Learn basic editing or recording skills
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Connect reading and technology
These projects reinforce literacy while introducing essential tech concepts.
Teaching Tech Skills Without a Device in Every Hand
Not every student needs a screen to learn technology skills.
Some of the most important learning happens before a device is ever turned on:
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Planning a message
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Deciding what images or words to use
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Practicing speaking and listening
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Learning to collaborate and take turns
This approach reduces screen fatigue and keeps students engaged.
Modeling Balanced Screen Time Matters
Students learn how to use technology not just from what we say — but from what we model.
When librarians:
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Limit unnecessary screen time
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Build in discussion and reflection
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Show that devices are tools, not entertainment
Students learn that balance is an essential life skill.
Modeling healthy technology habits in our own classrooms and library spaces helps students develop the self-awareness they need to manage screens responsibly.
An Invitation to Rethink Technology Time
Teaching technology skills doesn’t require more screens — it requires intentional choices.
Start small:
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A short recording instead of a long session
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One shared device instead of many
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Planning and discussion before pressing record
When technology is used with purpose, students learn more — and screens don’t take over.
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