Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Edtech topic
No spam. Unsubscribe anytime.
Board hears K–3 Chromebook usage update; GoGuardian data shows limited daily active time
Summary
District leaders presented K–3 Chromebook usage, explaining the GoGuardian data method and that Chromebooks are typically used in short, targeted blocks for differentiated instruction and supports; questions focused on measurement limits and equity for students who struggle with digital platforms.
Suffolk Public Schools leaders presented a K–3 Chromebook usage update Thursday, showing Chromebooks are used in targeted instructional blocks and that GoGuardian browser data is the district’s primary method to estimate device time.
Nut graf: Chief Academic Officer Dr. Akima Branch, Dr. Stannette Byrd, Dr. Catherine Pishon and IT specialist Will Hallwig described purposes for early‑grade devices (differentiation, enrichment, remediation, small‑group instruction and assistive technology) and explained data collection: GoGuardian’s browser extension records hours when Chrome is launched; district averages were computed by summing building‑level hours and dividing by student counts and instructional days.
Will Hallwig said the sample used one elementary school’s March data and a fall window (Oct 27–Nov 21) to illustrate the method; district figures were aggregated from each building. He noted limitations: GoGuardian captures browser activity and therefore may count open but idle sessions as device time. Dr. Pishon and Dr. Byrd emphasized that Chromebooks are not left at student desks all day — devices are stored in carts and brought out during small‑group rotations or interventions.
Board members pressed on measurement precision and equity. Member Slinglove asked whether GoGuardian distinguishes active work from merely opened browsers; Hallwig explained that recording begins when the Chrome browser launches. Members also asked how teachers support students who do not function well in digital environments; presenters said teachers and paraprofessionals provide non‑device instruction as needed and that special education students with IEP‑driven device needs were counted (the team reported seven students in grades 2–3 and one in grade 1 required assistive Chromebook use for communication/support).
The presentation noted digital citizenship expectations, state digital learning integration standards, and recommended daily minutes for adaptive platforms (e.g., Lexia and DreamBox unit recommendations). The administration said trained teachers monitor student sessions through GoGuardian and plan small‑group rotations informed by digital assessment platforms such as STAR, Lexia and DreamBox.
Ending: The board asked the administration to refine data pull windows and continue monitoring to ensure Chromebooks are used for instructionally targeted purposes; members stressed the need to preserve non‑digital options for students who require them.
