Baltimore City Public Schools is redesigning technology access for young students after research and equity concerns raised questions about excessive screen time in early grades. The district plans to impose daily time limits in grades K–2 and end 1-to-1 device access, citing long-term concerns for academic and social-emotional development—particularly for Black and brown students. District leaders said the policy responds to how screen exposure affects students differently and to the gap between equity goals and actual technology experiences. The move reflects what educators report from classroom practice and aligns with national research cited by the district and others showing lower-income children often spend more time with screens. For higher education educators preparing future teachers and for education technology providers, the policy signals a shift away from blanket device distribution toward targeted, time-bounded instructional use—especially in early childhood development settings.