As a School Committee member and a parent, I hear often from families about the role of technology in our schools, especially for our youngest students. The concern is understandable. In a world where students already spend so much time on screens, we need to be thoughtful about what belongs in the classroom and what doesn’t.

Moreover, as someone with 25+ years studying the evolution of “education technology” in K-12, I’ve had a front row seat to the promise and perils, where it is working for our students, teachers, and schools, and where it isn’t.

This conversation is especially timely. In March, the School Committee completed a districtwide review of digital literacy and computer science. One of the clearest takeaways was that while our students are comfortable using technology, they are less confident creating with it or understanding how it actually works.

That distinction matters. The goal isn’t simply to use more technology or less; it’s to use it in ways that actually support learning and prepare our students for a technology-infused world.

When I think about how we make those decisions, I’m guided by several principles.

Moving from use to creation

Students today are fluent in apps and platforms, but that’s not the same as understanding how technology works. We should be prioritizing tools and experiences that move students from consumption to creation, whether that’s coding, designing, or building something of their own.

At the same time, we should carefully evaluate tools and experiences that simply replicate traditional tasks on a screen without adding meaningful value. What is the “why” of technology use in these situations? If we don’t have a good answer, we probably don’t need to be doing it.

Approaching AI with care

Artificial intelligence is evolving quickly, and use by students, teachers, and administrators is highly variable. Our schools need to respond thoughtfully and proactively communicate expectations. In a recent survey, a large majority of families supported including AI in the curriculum—but with clear guardrails.

The first step is focusing on AI literacy: helping students (and teachers) understand how these tools work, how to question the information they produce, and how to use them responsibly. AI — and technology more broadly — should support learning, not replace the thinking that learning requires.

Keeping the focus on learning

The majority of our classroom experiences should be hands-on, face-to-face learning opportunities. This is especially important in the early grades, where students are developing foundational academic and social skills.

Activities like writing by hand, conducting experiments, and participating in discussion remain essential parts of a strong education community. Weston’s teaching and learning environments should remain human-centered and experiential.

As a result, technology should support instruction—not compete with it. If a tool is confusing, distracting, or designed in a way that pulls attention away from the lesson or authentic experiences, it works against learning rather than enhancing it.

The best classroom technology is often the least noticeable. It helps teachers teach and students stay focused without becoming the center of attention.

Building independence and judgment

Ultimately, the goal is not just to help students use technology, but to help them use it well. This includes knowing when and why a technology tool can be a helpful resource – and when it isn’t.

Developing this judgment and confidence is an important part of preparing students for the world they’re entering, where technology will be a constant presence.

Closing thoughts

Technology will continue to evolve rapidly, and Weston’s schools need to implement an approach this can evolve with it. The recent digital literacy review helped identify both strengths and areas for growth, and it provides a clearer foundation for the work ahead. At the same time, it remains a start, but not our end.

My goal is to ensure that our district decisions remain thoughtful and grounded in what supports learning best. We want to prepare students for a changing world, while preserving the elements of a Weston education that matter most: strong teaching, meaningful relationships, and a focus on how students learn best.

I look forward to hearing your perspective as this work continues.