District presentation urges ‘intentional’ use of educational technology while cautioning against passive screen time

At a June 18 meeting, Dr. Susan Dunette delivered a detailed briefing on educational technology, arguing that digital tools can accelerate learning when used intentionally and paired with evidence-based instruction but can harm outcomes if used passively.

Dr. Dunette described categories of edtech (adaptive software, collaboration tools, gamification, and learning-management systems) and said the district uses examples such as I-Ready and Google Classroom. She stressed the distinction between passive screen consumption (for example, unguided video viewing) and purposeful instructional technology and said, "The threat isn't our screen, it's the task." She recommended three vetting criteria for any platform: a clear purpose, a documented evidence base, and one district owner who understands the tool's intended use and limitations.

Board members asked how the district would evaluate products and measure whether they work. Dr. Dunette cited the What Works Clearinghouse as a resource and an operational plan to use data systems (the district’s data warehouse) to track student outcomes before and after adoption. She emphasized that most edtech is supplemental to core curricula: "EdTech helps us pinpoint that sweet spot" in the zone of proximal development, she said, but it does not replace teachers.

Concerns raised included state guidance and assessment alignment; administrators said state assessments (PSSAs, Keystones) are administered on computers and that the state has been pushing evidence-based curricular materials. Board members discussed the costs of going 'screen-free' (textbook purchases, breaking vendor contracts, and retraining staff) and asked about the balance between screen and non-screen instructional strategies.

The administration said it would continue to vet vendors, protect student data privacy, and require product owners to own implementation fidelity and evidence review.