Technology With Purpose

Technology is an important part of preparing students for today’s world. In Somers, our goal is not to use technology simply because it is available. Digital tools should be used intentionally, at the appropriate time, and when they add meaningful value to learning.

We also recognize that students need opportunities to collaborate, create, read, write, move, problem-solve, and connect with others without always relying on a screen. As part of this work, the District supports the development of skills outlined in the New York State Computer Science and Digital Fluency Learning Standards, helping students become thoughtful users and creators of technology who can communicate, collaborate, solve problems, and participate responsibly in an increasingly digital world.

Purposeful Use

Teachers select technology based on the learning goal. Devices may be used to support creativity, collaboration, research, accessibility, communication, and active learning.

Age-Appropriate Use

Technology use is developmentally appropriate and varies by grade level, subject area, and learning activity. Younger students generally experience shorter and more closely guided periods of device use, while older students gradually develop greater independence and responsibility.

Balance Matters

Technology is one of many tools used in our classrooms. Students also participate in hands-on learning, class discussions, lab work and investigations, independent reading, writing, outdoor activities, and face-to-face collaboration.

People Come First

Strong relationships remain at the center of learning. Technology should support, not replace, the connection between students, teachers, classmates, and families.

Access and Individual Student Needs

Technology use may be adjusted to support students with disabilities, individualized learning plans, language needs, or other instructional accommodations. Digital tools can provide important support through features such as translation, text-to-speech, differentiated materials, and other accessibility resources. When appropriate, students may also use specific instructional or assistive technologies identified through the IEP process, a Section 504 Plan, or an assistive technology evaluation to support access, participation, communication, and learning.

Somers recognizes the potential of artificial intelligence to support teaching and learning. Our goal is to prepare students at the secondary level to use AI responsibly, critically, and ethically while protecting academic integrity, privacy, and original thinking.

AI should support and strengthen creativity, critical thinking, and teacher expertise, not replace them. Expectations for AI use will vary based on a student’s age, subject area, and assignment. Secondary students will be taught to evaluate AI-generated information for accuracy, bias, and relevance and to be transparent when AI has supported their work.

Only District-approved AI tools that meet student privacy and data-security requirements will be used.

Technology use may look different across schools, grade bands, classrooms, and subject areas, as well as based on a student's learning needs or specific assignment. Younger students generally experience more structured and limited device use, while older students may use technology more independently and for a wider range of learning tasks. There may also be times when devices are used more frequently for assessments, research, creative projects, or specialized instructional support.

Across our schools, the District will continue to:

• Use technology for clear instructional purposes.
• Provide age-appropriate opportunities for students to work both on and off screens.
• Limit unnecessary or unsupervised device use.
• Maintain internet filtering, classroom monitoring, and student safety protections.
• Review digital and AI tools for instructional value, privacy, and security.
• Teach digital citizenship, media literacy, and responsible AI use.
• Provide staff with professional learning on effective technology use.
• Listen to feedback from students, staff, and families.

Somers will continue reviewing how technology and artificial intelligence are used throughout the school day. This work includes:

• Developing clear digital literacy and AI learning expectations by grade level bands.
• Reviewing instructional applications and AI tools.
• Strengthening filtering, monitoring, and family resources.
• Establishing consistent expectations for student technology use.
• Supporting staff through ongoing professional learning.
• Gathering feedback from students, staff, and families.

These priorities reflect the District’s commitment to purposeful use, digital literacy, equity, privacy, and ongoing evaluation.

Healthy technology habits require a partnership between school and home. Families are encouraged to talk with children about balancing screen use with sleep, physical activity, reading, hobbies, family time, and in-person relationships.

Parents or caregivers with questions about technology or AI use for a particular class or assignment should begin by contacting their child’s teacher.

Our goal is simple: the right technology, used intentionally, at the right time, and for the right purpose.