Administrative Regulation 3220
Instructionally Appropriate Screen Time for OCS Students
How Onslow County Schools ensures technology is a purposeful learning tool — not a digital babysitter.
OCS supports active, engaged screen time that drives learning. Passive or low-value computer use is not the standard in our classrooms.
Our Core Commitment
Active Learning vs. Passive Screen Use
Not all screen time is equal. OCS policy draws a clear line between technology that drives learning and technology that simply fills time.
✓ Encouraged by OCS
Active, Purposeful Screen Use
- Technology advancing clear lesson goals
- Tools aligned to NC Standard Course of Study
- Activities requiring critical thinking
- Interactive assessments and skill practice
- Collaborative digital projects
- Approved digital curriculum and accessibility tools
✗ Not the OCS Standard
Passive or Low-Value Screen Use
- Screens used for convenience, not instruction
- Technology as a substitute for quality teaching
- Activities with no clear learning objective
- Excessive screens without balance for young learners
- Device “quiet time” unconnected to standards
- Novelty-driven tech with no instructional value
Policy Highlights
Six Guiding Principles
AR Code 3220 establishes these principles to guide every instructional technology decision across all OCS school sites.
Instructional Value First
Screen-based activities are used only when they meaningfully advance lesson goals. If a digital tool adds no clear value, it should not be used.
Aligned to Standards and Curriculum
All screen use must connect directly to the NC Standard Course of Study and the approved curriculum for that course or grade level.
Age-Appropriate Use
The amount and type of screen use must match students’ developmental level, especially for younger learners.
Balance and Intentionality
Technology is balanced with non-digital strategies such as print reading, handwriting, discussion, and collaboration.
Meaningful Engagement
Screen-based activities should promote active learning and critical thinking while minimizing passive, low-impact use.
Student Well-Being
Decisions consider students’ cognitive, physical, and social well-being, including parent and guardian perspectives.
Teachers Drive Instructional Decisions
AR 3220 does not set a fixed number of screen minutes or mandate eliminating any tool. OCS trusts educators’ professional judgment to make the right call for each classroom, each day.
Teachers continuously assess whether screen-based activities are working, adjusting based on student engagement, learning outcomes, and developmental needs. Administrators and Digital Learning Technology Facilitators support teachers through instructional coaching.
What This Means for Your Child
- 1When your child uses a device at school, it should be connected to a clear learning activity — not free browsing, entertainment, or idle time.
- 2Teachers balance digital and non-digital instruction. Expect to see both in your child’s daily learning experience.
- 3Younger students will experience more hands-on, non-screen learning alongside any technology use.
- 4Your perspective matters. OCS policy recognizes the role of parents and guardians in decisions related to student well-being, including screen time.
- 5This policy applies throughout the instructional day — in classrooms, intervention periods, and other school learning environments.
Questions or Concerns?
If you have questions about technology use in your child’s classroom or about OCS instructional technology policies, our team is here to help.