We believe that technology has a role in teaching and learning and can benefit learning development, however it should not be used for the sake of technology. Explicit purposes, goals, and uses should be clearly defined when using technology for learning. When used as a part of instruction, technology tools should meet the instructional objectives, which can also include being used as a tool during play (NAEYC).
Digital Proficiencies
We believe learners should develop the ability to operate, navigate, and work with technology to enhance their productivity and technological competencies. We believe learners should have the ability to move between different technologies, media, contexts and genres. In turn, these lifelong skills will help students communicate effectively and professionally, organize information, produce high-quality products, and enhance thinking skills.
Awareness & Digital Literacy
We believe technology can be used as information and communication tools that help learners consume, find, evaluate, create, and communicate information, which requires both cognitive and technical skills (ALA, 2018). With media literate youth, understanding how information is presented on the screen and online provides learners with a framework to find and evaluate best sources. Further, we strive to help create critical awareness in our students that supports recognizing the effect of technology on self and others (such as influence, bias, and addictive nature) and being able to make responsible choices in media usage and consumption.
We also believe in formal Digital Citizenship education for our students. This teaches the responsible use of technology to learn, create, and participate (CSM, 2021). Areas of digital citizenship education include:
- News & Media Literacy
- Digital Footprint & Identity
- Privacy & Security
- Cyberbullying, Digital Drama, & Hate Speech
- Media Balance and Well-being
- Relationship & Communication
Whereas technology-enabled searching can yield immediate gratification and immediate answers, it is this immediacy that might not produce the best results, both in search results as well as personal dispositional results. We believe students should hold strong academic thinking skills that produce creative struggle, delayed gratification, and the satisfaction of discovery.
Regulation & Self-Regulation
Finding the right balance between any set of activities is important as adolescents develop and engage in the world in multiple ways. Having the ability to metacognitively recognize this balance in one’s own life is equally important. We believe that any screen time or technology use should be balanced with activities that do not involve a screen and that offline activities can be rich and rewarding experiences. We strive to help ensure we make regular time for face-to-face interaction.
Our goal is for adults to help regulate this balance and for younger learners helping them to begin to recognize the balance, or imbalance, in their own usage and lives.