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Screen time no longer means just the amount of time one spends in front of the television. Now it is an aggregate amount of time spent on smartphones, computers as well as multitasking with different devices. How much are the glowing rectangles taking away from adolescent social and emotional health? How is it changing how students learn and how they communicate with the world? How much is too much? The purpose of this study is to determine whether the 1-1 student-to-iPad pilot at an affluent public school in the greater San Francisco Bay Area is helping students succeed in their education and critical thinking skills or if it is hindering their progress and attention span. Whether adding technology at school is allowing students to be more connected, or if they feel forced to use technology. How is the additional technology affecting their brains? How is it affecting their social and emotional wellbeing? Students from a local high school in two small learning communities (SLC) were given iPads as part of a pilot program within the New Tech Network. Two general education art classes were given a survey to find the emotional and social factors of this added technology in their lives. Of the forty-one students surveyed, thirty-one were part of the iPad pilot programs. Nine teachers both within the SLCs and without were interviewed about their technology use in the classroom as well as their opinions on the effects of technology on adolescents outside of the classroom. One school counselor was also interviewed. The findings indicated that all students surveyed have access to the Internet and only one student of the forty-one students surveyed does not own a cell phone. All students who own a cell phone send and receive texts. Students are constantly using some form of technology in and

Screen Time, How Much is Too Much? The Social and Emotional Costs of Technology on the Adolescent Brain