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Pickerington board hears technology update, discusses AI pilots and digital-equity steps
Summary
At the Pickerington Local School District board meeting, the academic innovation team reviewed classroom technology, assistive-device usage and a staged AI pilot; board members pressed officials on student data protections and digital-equity supports such as parent tutorials and in‑person registration access.
The Pickerington Local School District on (date not specified) received an update from its academic innovation and instructional technology team on the district's approach to classroom software, student-data protections and a phased introduction of artificial intelligence tools.
The presentation, led by Angie from the academic innovation and instructional technology team, said every digital tool in the district is reviewed for curriculum alignment and compliance with student-data privacy laws, citing Ohio Senate Bill 29 and guidance from the Ohio Department of Education and Workforce. Angie said the district maintains more than 150 approved tools under executed data privacy agreements and is developing an AI policy and guardrails for teacher-led use.
Why it matters: the district is balancing classroom innovation with concerns about student privacy, academic integrity and unequal access to devices. Trustees pressed staff for clarity on how pilots were evaluated and how the district will support families who lack home internet or device familiarity.
Angie described the district's AI rollout as phased: an initial pilot with roughly 40 teachers, followed by measured, teacher‑controlled student access. "Students cannot independently access AI tools. Teacher controls when and how it is used," she said. The presenter also described assistive-technology supports: staff reported supporting about 30 students with sensory needs, 17 students with vision needs and 13 students who are hard of hearing; the team conducted about 95 screenings this year and recommended roughly 70 curriculum-accessibility iPads and 22 communication devices.
Board members asked for more transparency and community-facing materials. Brooke, a board member, noted mixed student feedback from the pilot and asked how feedback was captured; Angie said teacher and student feedback from pilot sessions shaped limited classroom access. Kathy, another board member, urged the district to address technology equity: she asked how families without computers would register for kindergarten and suggested offering parent-facing sessions to demonstrate district tools and guardian portals. Staff pointed to existing resources such as Infinite Campus tutorials and I-Ready handouts and said the team will consider an in-person parent session early next year.
The presentation also previewed district professional learning and the annual innovation conference, which offered more than 160 sessions this year. Staff emphasized that technology is intended to engage and enhance instruction, not to replace direct teaching.
The board did not take formal action on technology beyond approving AI-related policy language later in the agenda. The board thanked Angie and the team and asked staff to return with clearer public-facing guidance about overall technology strategy, levels of student exposure to digital tools, and practical supports for families who lack devices or connectivity.
