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District outlines digital learning vision, filtering and opt-out process for school-issued devices
Summary
Technology leaders described the district’s digital learning vision (path, place, pace), said device filtering applies 24/7 and that opt-outs are handled at the school/building level rather than through district proactive outreach; board members requested more outcome data and pedagogy-aligned evaluation.
District technology and digital learning leaders presented the board with the district’s digital learning vision and operational details on May 5, emphasizing that technology should support instruction rather than be the primary goal. The team defined educational technology as tools intentionally used to support curriculum and described core instructional platforms (Schoology, Google Workspace, Seesaw and others), while distinguishing general screen use such as social media.
On device management, the technology director said filtering settings and rules apply 24 hours a day on district-issued devices and that families may request to opt their child out of particular curricular tools through building leadership; he said the opt-out process is not proactively communicated at district enrollment but is available through each school. "I would say it's not necessarily proactively communicated," a district technology leader said of the opt-out process, and urged building-level conversations with families to agree alternative supports.
Board members asked for follow-up evidence linking intentional tech use to student outcomes, whether learning walks and teacher surveys capture classroom practice, and how device availability after school affects student behavior. Staff said the district ran a promising-practices study in 2021 showing positive outcomes when technology accompanied intentional pedagogy, has run annual digital learning surveys in prior years, and uses relay and filtering tools to limit or monitor activity when needed. Members asked staff to return with targeted outcome data and more detail on classroom-level instructional alignment.
