.jpg)
Yesterday, an article about technology use in elementary schools that included references to the Croton-Harmon School District was picked up by The New York Times from The Hechinger Report, a nonprofit newsroom that covers education. While the piece raises questions about screen use in schools, it does not fully reflect the broader work our district has been engaged in for some time or the leadership Croton-Harmon has taken in examining this important issue.
When contacted by the reporter at The Hechinger Report, I provided a detailed written response outlining the district’s philosophy and approach to technology in our schools. Because the article did not include the full context of that response, I am sharing it in its entirety below and encourage you to review it. It reflects the message I also delivered in my recent Community Update and Superintendent’s Video on this same topic.
I want to reiterate that the role of technology in education is a complex and evolving topic, and one that extends far beyond any single device or classroom moment. Across the country, families, educators, researchers, and policymakers are grappling with how to balance the opportunities technology offers with the human interaction, hands-on experiences, and intellectual engagement that define strong classrooms. In Croton-Harmon, we believe this conversation deserves that broader context. In addition to working with our faculty and administrative team, we have met on multiple occasions with members of the Croton Community Collective, and we have also engaged with members of our parent community who want us to prioritize equitable and varied access to technology for all students. We have facilitated conversations with High School students to elevate their voices and perspectives in this important conversation. You can view the communication and recording of that conversation here.
In fact, our district has been actively examining this issue for some time. Over the past year in particular, Croton-Harmon has taken a leadership role in assessing how technology is used in our classrooms and making meaningful adjustments where appropriate. These steps include:
Reducing district spending on educational technology software purchases by nearly 33 percent. For context, our per pupil spending on educational technology software is lower than most districts in our region this year, and will be even lower relative to other regional districts next year.
Ending the regular practice of sending devices home with students in grades K–5. Our thinking in this regard is that when school-issueddevices are sent home with students, it should be for a specific purpose or assignment, and not part of a daily routine.
Engaging faculty in ongoing discussions about purposeful technology use and reflecting on our use of technology as a means of enhancing learning, rather than replacing it. We believe that technology can be a valuable tool, but it does not replace hands-on learning and interpersonal discussion.
It is also important to be clear about something that can get lost in public conversations about education: our teachers are deeply committed and highly-qualified professionals who work tirelessly to create thoughtful, engaging learning experiences for their students. Any suggestion that classroom technology is being used instead of meaningful instruction is inaccurate and unfair to the educators who dedicate themselves every day to helping Croton-Harmon students grow and succeed. The way that we most effectively and impactfully improve schools is through ongoing, constructive conversation between the faculty and staff members involved in educating our children, and with our community.
The conversation about technology in education will continue to evolve, and Croton-Harmon intends to remain at the forefront of that work by thoughtfully examining our practices, learning alongside our community, and ensuring that our students are prepared to thrive in a world shaped by technology while still experiencing rich, human-centered learning.
As with all topics that arise regarding the work of our schools, the Board of Education and administrative team remain committed to listening and engaging in thoughtful dialogue. We welcome questions and perspectives from members of our community as we continue this important work together.
Sincerely,
Stephen Walker
Shared with The Hechinger Report
Philosophy on Screen Time in the Croton-Harmon School District
In Croton-Harmon Schools, we value face-to-face dialogue, hands-on experiences, outdoor activity, reading physical texts, and collaborative problem-solving without devices. Aligned with our District Technology Vision, Croton-Harmon Schools are committed to ensuring that technology use is active, intentional, and used to create learning experiences that wouldn’t have been possible without technology. Devices in our classrooms are tools for producing, creating, researching, designing, collaborating, coding, modeling, analyzing data, and communicating ideas. Students are not simply consuming content; they are using technology to deepen understanding, remove barriers to learning, and demonstrate knowledge in ways that would not otherwise be possible.
In Croton-Harmon, we recognize that not all “screen time” is the same. The term often suggests a single, uniform experience; however, research and classroom practice clearly demonstrate that the quality, purpose, and context of screen use matter far more than the number of minutes spent on a device.
As our society continues to grapple with the impacts of how ubiquitous screen time and technology use have become in our lives, in our schools we view this as an opportunity to lead on this topic, and have already engaged in some noteworthy actions toward the goal of finding a healthy balance for our students in terms of their technology use, both in and outside of our schools:
Reducing investment in educational technology purchases across our District by nearly 33%
Ending the practice of sending devices home with students in Grades K–5
Leading faculty conversations about student screen time and supporting technology use when used for the purpose of enhancing learning
Our goal is to be intentional with the time students spend on screens by improving the quality, intentionality, and impact of this time. While we are proud of the work that we are doing toward this goal, we recognize that this is a gradual, important process, and we look forward to continuing our growth. Together, we aim to prepare Croton-Harmon students to be adaptable, ethical communicators and learners who actively shape their world, using technology with purpose, confidence, discernment, and responsibility.
When contacted by the reporter at The Hechinger Report, I provided a detailed written response outlining the district’s philosophy and approach to technology in our schools. Because the article did not include the full context of that response, I am sharing it in its entirety below and encourage you to review it. It reflects the message I also delivered in my recent Community Update and Superintendent’s Video on this same topic.
I want to reiterate that the role of technology in education is a complex and evolving topic, and one that extends far beyond any single device or classroom moment. Across the country, families, educators, researchers, and policymakers are grappling with how to balance the opportunities technology offers with the human interaction, hands-on experiences, and intellectual engagement that define strong classrooms. In Croton-Harmon, we believe this conversation deserves that broader context. In addition to working with our faculty and administrative team, we have met on multiple occasions with members of the Croton Community Collective, and we have also engaged with members of our parent community who want us to prioritize equitable and varied access to technology for all students. We have facilitated conversations with High School students to elevate their voices and perspectives in this important conversation. You can view the communication and recording of that conversation here.
In fact, our district has been actively examining this issue for some time. Over the past year in particular, Croton-Harmon has taken a leadership role in assessing how technology is used in our classrooms and making meaningful adjustments where appropriate. These steps include:
Reducing district spending on educational technology software purchases by nearly 33 percent. For context, our per pupil spending on educational technology software is lower than most districts in our region this year, and will be even lower relative to other regional districts next year.
Ending the regular practice of sending devices home with students in grades K–5. Our thinking in this regard is that when school-issueddevices are sent home with students, it should be for a specific purpose or assignment, and not part of a daily routine.
Engaging faculty in ongoing discussions about purposeful technology use and reflecting on our use of technology as a means of enhancing learning, rather than replacing it. We believe that technology can be a valuable tool, but it does not replace hands-on learning and interpersonal discussion.
It is also important to be clear about something that can get lost in public conversations about education: our teachers are deeply committed and highly-qualified professionals who work tirelessly to create thoughtful, engaging learning experiences for their students. Any suggestion that classroom technology is being used instead of meaningful instruction is inaccurate and unfair to the educators who dedicate themselves every day to helping Croton-Harmon students grow and succeed. The way that we most effectively and impactfully improve schools is through ongoing, constructive conversation between the faculty and staff members involved in educating our children, and with our community.
The conversation about technology in education will continue to evolve, and Croton-Harmon intends to remain at the forefront of that work by thoughtfully examining our practices, learning alongside our community, and ensuring that our students are prepared to thrive in a world shaped by technology while still experiencing rich, human-centered learning.
As with all topics that arise regarding the work of our schools, the Board of Education and administrative team remain committed to listening and engaging in thoughtful dialogue. We welcome questions and perspectives from members of our community as we continue this important work together.
Sincerely,
Stephen Walker
Shared with The Hechinger Report
Philosophy on Screen Time in the Croton-Harmon School District
In Croton-Harmon Schools, we value face-to-face dialogue, hands-on experiences, outdoor activity, reading physical texts, and collaborative problem-solving without devices. Aligned with our District Technology Vision, Croton-Harmon Schools are committed to ensuring that technology use is active, intentional, and used to create learning experiences that wouldn’t have been possible without technology. Devices in our classrooms are tools for producing, creating, researching, designing, collaborating, coding, modeling, analyzing data, and communicating ideas. Students are not simply consuming content; they are using technology to deepen understanding, remove barriers to learning, and demonstrate knowledge in ways that would not otherwise be possible.
In Croton-Harmon, we recognize that not all “screen time” is the same. The term often suggests a single, uniform experience; however, research and classroom practice clearly demonstrate that the quality, purpose, and context of screen use matter far more than the number of minutes spent on a device.
As our society continues to grapple with the impacts of how ubiquitous screen time and technology use have become in our lives, in our schools we view this as an opportunity to lead on this topic, and have already engaged in some noteworthy actions toward the goal of finding a healthy balance for our students in terms of their technology use, both in and outside of our schools:
Reducing investment in educational technology purchases across our District by nearly 33%
Ending the practice of sending devices home with students in Grades K–5
Leading faculty conversations about student screen time and supporting technology use when used for the purpose of enhancing learning
Our goal is to be intentional with the time students spend on screens by improving the quality, intentionality, and impact of this time. While we are proud of the work that we are doing toward this goal, we recognize that this is a gradual, important process, and we look forward to continuing our growth. Together, we aim to prepare Croton-Harmon students to be adaptable, ethical communicators and learners who actively shape their world, using technology with purpose, confidence, discernment, and responsibility.
No comments:
Post a Comment