Documents › Board of Education, 2026-05-07

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Technology Department Update: 2025-26 Dr. Ellen Moskowitz Our Current State What we all believe. . . The Nature of Learning ● Learning is active ● Learning happens by doing ● We value hands on experiences Social & Collaboration ● Collaboration ● Social Interactions ● Social skills through play & problem solving Subject Mastery ● Read by reading books ● Write by writing ● Math by doing & building District Technology Department Vision What technology tools students are using and how much? Tech Website Updates Frequently Used Apps (Data from April) Grades K-2 • XtraMath • Fast ForWord • Flocabulary • BrainPop Jr. • PebbleGo • Learning A-Z • Attainment Co. Grades 3-4 • Fast ForWord • Google Forms • ReadWorks • Canva • BrainPop • Mystery Writing Grades 5-6 • MET Museum • ABCya • Library of Congress • Chess • Lincoln Library • TinkerCad Grades 7-8 • Fast ForWord • NotebookLM • Google Scholar • Xello • DeltaMath • Canva (In order of usage) Screen Use (K-8) https://www.lightspeedsystems.com/lightspeed-leadership-dashboard/ Vetting of Tools Software Evaluation Process What does the research say? International guidelines and recommendations on digital media and screen time usage for children and adolescents. Tiffany Munzer, Joanna Parga-Belinkie, Libby Matile Milkovich, Suzy Tomopoulos, Taiwo Ajumobi, Corinn Cross, Roslyn Gerwin, Sheri Madigan, R. Psych, Council on Communications and Media; Digital Ecosystems, Children, and Adolescents: Policy Statement. Pediatrics February 2026; 157 (2): e2025075320. 10.1542/peds.2025-075320 American Academy of Pediatrics (AAP) John Hattie Barometers of Influence d = 0.0 - 0.15 What students Could achieve without schooling d = 0.15 - 0.4 Typical effects of teachers on students that can be accomplished in a year of teaching d > 0.4 Zone of desired effects Below d = 0.0 Decrease achievement Teacher Action Effect Size Computer-Assisted Instruction (CAI) .47 Feedback via Tech: One of Hattie's highest-ranked influences is feedback. Tech tools that provide instant, corrective feedback shift the student from passive receiver to active problem-solver. .7–>.75 Interactive Video Methods: When they require the student to engage and respond rather than just watch. .52 Creativity Programs .62 Problem-Solving Teaching: When tech is used to pose complex, creative problems. .67 Peer Tutoring & Collaboration: Technology that allows students to co-create (like shared docs or collaborative whiteboards) increases the "social" nature of learning, which Hattie argues is vital for deeper processing .51 Passive Web Browsing <.18 Standards & Skills For New York State students to lead productive and successful lives upon graduation, they must understand and know how to use digital technologies. Technology knowledge and skills are vital for full participation in 21st Century life, work, and citizenship. - NYSED https://www.nysed.gov/sites/default/files/programs/standards-instruction/computer-science-digital-fluency-standards-k-12.pdf K-12 Areas of Focus Impacts of Computing: The study of how computing technologies influence culture, ethics, and equity, and the responsibility of individuals to design and use these tools in ways that are accessible and socially responsible. Computational Thinking: A problem-solving process that involves breaking down complex challenges, identifying essential patterns, and creating logical models or data-driven solutions that can be executed by a computer. Algorithms and Programming: The practice of designing step-by-step logic (algorithms) and translating that logic into a formal language (programming) to create functional, reliable, and well-documented software. Networks and Systems Design: The understanding of how physical hardware, software instructions, and communication protocols (networks) integrate to allow devices to collect, process, and share data globally. Cybersecurity: The collective physical, digital, and behavioral strategies used to protect the confidentiality and integrity of data by identifying risks, implementing safeguards, and responding to security breaches. NYS Standards NYS Standards NYS standards define the overarching concepts. This "Progression of Digital Skills" outlines the specific skills necessary for students to demonstrate mastery of the standards. Standards→ Skills Skills→Standards Crosswalk CET/PVC Skills Progression serves as the instructional roadmap for meeting the NYS Standards for Computer Science and Digital Fluency. The state standards define the concepts, the skills progression provides the skills necessary to demonstrate mastery. Ensuring that by Grade 5, students move from basic exposure to independent application in all five NYS pillars. III.B.1: Learners participate in social and intellectual networks by using a variety of communication tools and digital resources. I.B.3: Learners generate products that illustrate learning by using digital platforms to communicate their findings to an audience. IV.A.2: Learners identify and evaluate resources based on their digital format and the accuracy/validity of the information provided. IV.C.1: Learners use digital tools to organize and share their curated collections with others. IV.B.1: Learners select and use appropriate technology to systematically organize resources for personal use and for the benefit of others. VI.A.1-3: Learners follow ethical and legal guidelines by responsibly applying technology and evaluating information for accuracy and social context. VI.B.1-3: Learners use valid information to make ethical decisions, specifically acknowledging authorship and respecting intellectual property. VI.C.1-2: Learners share information with a global community in accordance with reuse and remix policies (Creative Commons, etc.). VI.D.1-3: Learners personalize their use of technology and reflect on their digital footprint and the ethical generation of knowledge. National School Library Standards https://www.ala.org/aasl Where we are now? Pendulum Swinging Crossroad AI R ⊡ Watching TikTok ⊡ Writing a novel ⊡ Video-calling grandma ⊡ Learning physics simulations ⊡ Coding a game Is the Issue: Screen Use Is the Issue: Screen Time O ●Active, Intentional Learning ●Critical & Discerning Users ●Innovation & Creativity ●Ethical & Responsible Participation ●Purposeful Integration ●Equitable Access & Opportunity ●Balanced & Healthy Habits Not All Screen Time is the Same 7th Grade World Language 2nd Grade Communities Iron Chef: 4th Grade Iron Chef: 4th Grade Iron Chef: 4th Grade Top Chef: 4th Grade Internet Enabled Device Policy Cell Phone Implementation • Established a Technology Committee • Technology Vision • Goals for Technology • Improved Infrastructure • Improved A/V in common spaces for whole school assemblies & performances • Added 3D printers, a Poster Printer & a Laser Cutter (Thank you, CHEF!) • Drafted a K-5 Skills Progression • Enhanced Cybersecurity & Data Privacy Practices • Eliminated software tools based on impact and usage What we have done (this year) • Engaged in conversations around Active vs. Passive Technology use • Drafted AI Policy & Guidelines • Reduced the number of devices deployed district wide • Shifted student devices K-5 to stay in school • Professional development on enhanced instructional practices as well as intentional use of technology • Drafted an AI Policy with input from students, teachers, admin, Tech Committee and BOE • Drafted AI Guidelines for teachers What we have done (cont.) Professional Learning Professional Learning The Professional Learning program is organized around the district’s "Vision Map," focusing on four goals: ● Innovative Professional Culture ● Genuine Interdisciplinary Learning ● Faculty-to-Faculty Collaboration ● Assessment & Feedback Professional Development 25-26 CET Literacy Planning & Coaching: Teachers have engaged in PD focused on the "Science of Reading" and literacy framework updates, supported by the dedicated Literacy Coach. Social-Emotional Learning (SEL): Development sessions on implementing the new Social-Emotional Curriculum, coordinated by the SEL Curriculum Coordinator. Interdisciplinary Arts (ITAD): Professional learning focused on the "ITAD" (Interdisciplinary Technology, Art, and Design) approach, including rhythm and beat integration in general classroom settings. Multisensory Instruction: Training for K-4 teachers on multisensory techniques for foundational reading and math. Literacy & Vocabulary: "Beyond the Word Wall," which provided strategies for effective vocabulary instruction that leads to stronger language skills across subjects. Personalized Learning: "IXL: Maximize the Impact," a session focused on using student data and the "Jam" feature to customize online learning experiences. Creative Design: "Canva 101," introducing teachers to designing engaging visuals, assignments, and presentations for the classroom. PVC Master Schedule & Collaboration: PD sessions focused on maximizing the new master schedule to allow for increased co-planning and faculty-to-faculty collaboration. Co-Teaching Models: Training on the six core co-teaching models to support inclusive classrooms and differentiated instruction. Interdisciplinary Project Design: Workshops on developing "Pioneer" projects—units that bridge multiple subjects (e.g., combining ELA and Social Studies or Science). Formative Assessment: PD on "Assessment and Feedback," moving toward more descriptive, growth-oriented feedback for middle schoolers. Promethean ActivPanel 9: An introduction to the "Essential Three" (Sign-In, Navigation, Interactivity) and using built-in screen recording for flipped learning. "Springtime Stretch": Focusing on engaging starts, seamless transitions, and increasing individual participation. "Boost Engagement & Motivation": Using games to encourage a growth mindset and reinforce core concepts. Humanities Collaboration: "Middle School Humanities Planning," where 7th and 8th-grade ELA and Social Studies teachers aligned curriculum goals and historical thinking skills. CHHS Interdisciplinary Humanities & Research: Development for the expansion of courses like Conservation Civics, BioEthics, and Storytelling. AI & Future-Focused Learning: Training for faculty on the ethical use of Artificial Intelligence and integrating AI tools into the classroom to support research and writing. Intersession Elective Planning: Collaborative time for teachers to design short-term, high-interest elective offerings that deviate from standard curricula. Advanced Placement (AP) Support: Professional learning for AP teachers to maintain high achievement levels (leading to the AP Platinum Award) and expanding access to advanced coursework for all students. NotebookLM: Exploring how to use this tool for high-stakes collaborative activities like "mock trials" and source analysis. BriskAI: A session on using this Chrome extension to inspect student work, provide feedback, and generate interactive learning content. Tactile Engagement: "Make it Playful! Hands-On Tools for Learning," demonstrating how to use tactile objects like Jenga, playing cards, and fly swatters to promote student accountability. District Wide The "What School Can Be" Initiative: District-wide retreats and workshops exploring innovative approaches to education and redefining success beyond standardized testing. Mental Health & Safety: Training on creating a safe school environment and responding to hurtful language/fostering a sense of belonging. ENL & Multilingual Support: PD for general education teachers on integrating ENL (English as a New Language) strategies and supporting multilingual learners in all classrooms. Algebra for All: Collaborative planning for math teachers to support the implementation of the "Algebra for All" initiative across levels. The "Engage · Explore · Empower" Series: A multi-part workshop series focused on active learning strategies, including podcast projects, student discussions, and "hexagonal thinking". Design & Communication: "Canva Creativity Corner," which moved beyond basics into "Magic Studio" AI features and maintaining classroom brand consistency. Counseling & Safety: "School Counseling Advisory Committee" meetings focused on K-12 vertical alignment for mental health and student support services. PE & Science Alignment: Specialized sessions for PE teachers to discuss K-12 skill development and for Science teachers to check in on new curriculum implementation. District Tech Committee ● Review, Refine & Revise Software Evaluation ● Student Data Privacy ● Effectiveness of Tech Tools data collection Software & Instruction ● Continuous evaluation for efficacy & impact ● PD on instruction best practices & tech integration Security & Policy ● Overall network security improvement ● Implementation of NYS Internet Device Policy Classroom Access ● Shift away from 1:1 model to an access-based model in K-4 classrooms Next Level of Work Orben, A., Przybylski, A.K., Blakemore, SJ. et al. Windows of developmental sensitivity to social media. Nat Commun 13, 1649 (2022). https://doi.org/10.1038/s41467-022-29296-3 Samantha Tang, Aliza Werner-Seidler, Michelle Torok, Andrew J. Mackinnon, Helen Christensen, The relationship between screen time and mental health in young people: A systematic review of longitudinal studies, Clinical Psychology Review,Volume 86, 2021,102021, ISSN 0272-7358, https://doi.org/10.1016/j.cpr.2021.102021. Li L, Zhang Q, Zhu L, Zeng G, Huang H, Zhuge J, Kuang X, Yang S, Yang D, Chen Z, Gan Y, Lu Z and Wu C (2022) Screen time and depression risk: A meta-analysis of cohort studies. Front. Psychiatry 13:1058572. doi: 10.3389/fpsyt.2022.1058572 Moreno MA, Uhls YT. Applying an affordances approach and a developmental lens to approach adolescent social media use. DIGITAL HEALTH. 2019;5. doi:10.1177/2055207619826678 Tiffany Munzer, Joanna Parga-Belinkie, Libby Matile Milkovich, Suzy Tomopoulos, Taiwo Ajumobi, Corinn Cross, Roslyn Gerwin, Sheri Madigan, R. Psych, Council on Communications and Media; Digital Ecosystems, Children, and Adolescents: Policy Statement. Pediatrics February 2026; 157 (2): e2025075320. 10.1542/peds.2025-075320 Hattie, J., & Zierer, K. (2018). 10 mindframes for visible learning: Teaching for success. Routledge. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge. References