Post you DC elementary school’s tech usage!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Pp. Just to clarify I said iready was a higher quality form of screen time than videos, not a high quality form of education.

Videos on a screen are used for whole group, is iReady whole group? No. So you are comparing apples to oranges, it’s also not a great form of ‘differentiation.’ It’s lazy, and kids do not deserve for that to be more than a tiny slice of the differentiation pie.

As was mentioned above, kids have always finished early and needed work to fill the time until the class was done. When I was a kid, that often meant word problems on flash cards, reading in the back of the room, or extra print outs of worksheets. So in that scenario, I think iReady (or programs like it) are better. Obviously small groups and time with a teacher or other activities are great, but there will always be time when that isn't an option.

There are other things to do besides iReady if you have an early finisher. Also if the child already knows everything you have just taught what should be happening is they should be working on something a little different in the first place, then often times there’s no need for such a task.
I am a younger millennial and my teacher wouldn’t just give me sheets in the back of the room, I’d get pulled out with other kids who were ahead, among other things.

I feel parents in higher achieving schools should expect that from the school. That is why we lose kids to charter schools, who I get play by another set of rules despite being ‘public’ schools. We don’t want to focus just on the students who need the most support, we have to support them all.
And note, I’m not saying iReady is trash but it doesn’t help me differentiate.

My kids' school (Title 1) did pull kids out for enrichment as well as support, and sometimes let groups go into older classrooms as well. But with classrooms of +/-25 kids, those type of groups cannot be happening all of the time, so there will be some down time where independent work is necessary. It sounds like you are an educator, and I agree that iReady should not be the only way you differentiate, but if it isn't being used to give your higher kids more challenging problems and your kids who are struggling more remedial practice, then you are probably using it wrong?
I hope in the future kids will be grouped based on what content they are learning instead of by age, but that won't happen anytime in the near future.

No, I’m not using iReady incorrectly, it’s idiot proof. I am saying I utilize other tools and methods that have proven to show more results.
Also we tried to group by skill but DCPS considers this a ‘bad practice’ to use outside of it seems special education.

I am hoping we are utilizing tech for teachers to support students, not using tech as a crutch to teach skills because we don’t know how to make time.

To note I’m not blaming other teachers or parents. DCPS needs to do a better job leading and supporting, instead of buying every boxed SEL and tech program it thinks is going to fill the gaps.

I'm actually pretty pleased with iReady's differentiation and curious what more you think DCPS schools could/would possibly offer to kids who are solidly ahead. Your posts have a lot of buzzwords but are totally light on specifics ("other tools and methods"... like?). It's just not realistic that high achievers are getting pullouts more often than once a week per subject at current staffing levels.

+1
Was a teacher for 10+ years and I agree

You weren’t a DCPS teacher though, I assume from your response. Or maybe it’s because you’re now out of touch with DCPS.

I am purposely being vague, to keep it short basically some admin like to use interviews to get free information from teachers -without hiring them. I had a school that had 3 step process to interview, tentatively offered the job and my bitter supervisor lied about me. The school still took ‘my’ ideas from our 2 hour interview and my 30 minute demo (I have 3 friends working at this school).
I know some admin frequent this site and I am not telling them anything that they aren’t innovative enough to figure out. The truth is also DCPS is getting more competitive, these ideas always land me the job -except this one case.

So again, nothing wrong with iReady but that is not the best method.

What? Tell us again why you have a bitter admin and weren’t hired at a new school.

You misunderstood, that was one school. I was selected at 5 others and stopped interviewing because the 4th one was my 2nd choice and I got it.

I am not obligated to tell you what your school is missing. Jeez, celebrating someone not getting a job just because they do not want to share something…how bitter and nasty you must be.

How bitter and nasty you must be to keep some million dollar secret to better differentiation from hundreds of children who could benefit! (Spoiler, you don’t have a plan?)

I posted asking because I couldn’t understand a think your post was about other than clearly you didn’t get a job offer. But your post kind of explained why.

You cannot even think of your own basic adjectives. You could not understand ’a think?’ Ma’am try this silly tactic on someone more susceptible, I do not care what you think.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Pp. Just to clarify I said iready was a higher quality form of screen time than videos, not a high quality form of education.

Videos on a screen are used for whole group, is iReady whole group? No. So you are comparing apples to oranges, it’s also not a great form of ‘differentiation.’ It’s lazy, and kids do not deserve for that to be more than a tiny slice of the differentiation pie.

As was mentioned above, kids have always finished early and needed work to fill the time until the class was done. When I was a kid, that often meant word problems on flash cards, reading in the back of the room, or extra print outs of worksheets. So in that scenario, I think iReady (or programs like it) are better. Obviously small groups and time with a teacher or other activities are great, but there will always be time when that isn't an option.

There are other things to do besides iReady if you have an early finisher. Also if the child already knows everything you have just taught what should be happening is they should be working on something a little different in the first place, then often times there’s no need for such a task.
I am a younger millennial and my teacher wouldn’t just give me sheets in the back of the room, I’d get pulled out with other kids who were ahead, among other things.

I feel parents in higher achieving schools should expect that from the school. That is why we lose kids to charter schools, who I get play by another set of rules despite being ‘public’ schools. We don’t want to focus just on the students who need the most support, we have to support them all.
And note, I’m not saying iReady is trash but it doesn’t help me differentiate.

My kids' school (Title 1) did pull kids out for enrichment as well as support, and sometimes let groups go into older classrooms as well. But with classrooms of +/-25 kids, those type of groups cannot be happening all of the time, so there will be some down time where independent work is necessary. It sounds like you are an educator, and I agree that iReady should not be the only way you differentiate, but if it isn't being used to give your higher kids more challenging problems and your kids who are struggling more remedial practice, then you are probably using it wrong?
I hope in the future kids will be grouped based on what content they are learning instead of by age, but that won't happen anytime in the near future.

No, I’m not using iReady incorrectly, it’s idiot proof. I am saying I utilize other tools and methods that have proven to show more results.
Also we tried to group by skill but DCPS considers this a ‘bad practice’ to use outside of it seems special education.

I am hoping we are utilizing tech for teachers to support students, not using tech as a crutch to teach skills because we don’t know how to make time.

To note I’m not blaming other teachers or parents. DCPS needs to do a better job leading and supporting, instead of buying every boxed SEL and tech program it thinks is going to fill the gaps.

I'm actually pretty pleased with iReady's differentiation and curious what more you think DCPS schools could/would possibly offer to kids who are solidly ahead. Your posts have a lot of buzzwords but are totally light on specifics ("other tools and methods"... like?). It's just not realistic that high achievers are getting pullouts more often than once a week per subject at current staffing levels.

+1
Was a teacher for 10+ years and I agree

You weren’t a DCPS teacher though, I assume from your response. Or maybe it’s because you’re now out of touch with DCPS.

I am purposely being vague, to keep it short basically some admin like to use interviews to get free information from teachers -without hiring them. I had a school that had 3 step process to interview, tentatively offered the job and my bitter supervisor lied about me. The school still took ‘my’ ideas from our 2 hour interview and my 30 minute demo (I have 3 friends working at this school).
I know some admin frequent this site and I am not telling them anything that they aren’t innovative enough to figure out. The truth is also DCPS is getting more competitive, these ideas always land me the job -except this one case.

So again, nothing wrong with iReady but that is not the best method.

You have differentiation ideas you believe are objectively better for students than the current standard practice, you have evidence that admin will put them into play if they know about them, but you don't want them used in any classroom unless you get credit? This is not a good look for DCPS teachers vis a vis giving a crap about students.

This isn’t about ego—it’s about professional respect. These strategies took years to develop and aren’t freebies for schools to mine through interviews with no intent to hire. DCPS is getting more competitive, and with the rise of charters, protecting your work matters. Other professionals aren’t expected to give everything away for free. And stop being so pushy and judgmental—you’re happy with your kid’s school. Let others have their boundaries.

Let’s just say I am not buying for a minute that there are secret proprietary methods for differentiation that are better than iReady, don’t involve tech and are replicable at scale… and you are the only one who has thought of them and aren’t sharing.

No one believes it, and no one cares. Stop talking about this stupid shit.

Hypocrites are funny.
How much tech does your elementary school use? Are you actually going to set the conversation straight or…?

[Anonymous]

Not elementary, but deal uses it way too much.

[Anonymous]

Anonymous wrote:One thing I’m struggling to find online is information about tech in classrooms.

Please post your DCPS or DCPCS elementary school, at what grade they provide one device per student (if ever), what it is (tablet, Chromebook, etc), and how much time you suspect those devices are in use during the school day.

For earlier grades, please include any and all information about tech in classrooms (type, frequency, what they’re used for).

Schools should have to report this.

[Anonymous]

Anonymous wrote:

Anonymous wrote:One thing I’m struggling to find online is information about tech in classrooms.

Please post your DCPS or DCPCS elementary school, at what grade they provide one device per student (if ever), what it is (tablet, Chromebook, etc), and how much time you suspect those devices are in use during the school day.

For earlier grades, please include any and all information about tech in classrooms (type, frequency, what they’re used for).

Schools should have to report this.

How? There would have to be cameras in every class? Though schedules are fairly set at most schools the level of tech use can vary by grade and teacher.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:One thing I’m struggling to find online is information about tech in classrooms.

Please post your DCPS or DCPCS elementary school, at what grade they provide one device per student (if ever), what it is (tablet, Chromebook, etc), and how much time you suspect those devices are in use during the school day.

For earlier grades, please include any and all information about tech in classrooms (type, frequency, what they’re used for).

Schools should have to report this.

How? There would have to be cameras in every class? Though schedules are fairly set at most schools the level of tech use can vary by grade and teacher.

I think everyone understands there is variation by classroom, but schools could describe if and how screens are used in the classroom. My kids go to a school where computers are almost never used in any way. I'm shocked to hear about kindergartners being issued devices. That's way too young.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:One thing I’m struggling to find online is information about tech in classrooms.

Please post your DCPS or DCPCS elementary school, at what grade they provide one device per student (if ever), what it is (tablet, Chromebook, etc), and how much time you suspect those devices are in use during the school day.

For earlier grades, please include any and all information about tech in classrooms (type, frequency, what they’re used for).

Schools should have to report this.

How? There would have to be cameras in every class? Though schedules are fairly set at most schools the level of tech use can vary by grade and teacher.

I think everyone understands there is variation by classroom, but schools could describe if and how screens are used in the classroom. My kids go to a school where computers are almost never used in any way. I'm shocked to hear about kindergartners being issued devices. That's way too young.

Some schools already have a reputation for going overboard with the screen time (looking at you DCI)

[Anonymous]

…so no one has a school they want to tout that doesn’t use much tech for ECE/early elementary?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Pp. Just to clarify I said iready was a higher quality form of screen time than videos, not a high quality form of education.

Videos on a screen are used for whole group, is iReady whole group? No. So you are comparing apples to oranges, it’s also not a great form of ‘differentiation.’ It’s lazy, and kids do not deserve for that to be more than a tiny slice of the differentiation pie.

As was mentioned above, kids have always finished early and needed work to fill the time until the class was done. When I was a kid, that often meant word problems on flash cards, reading in the back of the room, or extra print outs of worksheets. So in that scenario, I think iReady (or programs like it) are better. Obviously small groups and time with a teacher or other activities are great, but there will always be time when that isn't an option.

There are other things to do besides iReady if you have an early finisher. Also if the child already knows everything you have just taught what should be happening is they should be working on something a little different in the first place, then often times there’s no need for such a task.
I am a younger millennial and my teacher wouldn’t just give me sheets in the back of the room, I’d get pulled out with other kids who were ahead, among other things.

I feel parents in higher achieving schools should expect that from the school. That is why we lose kids to charter schools, who I get play by another set of rules despite being ‘public’ schools. We don’t want to focus just on the students who need the most support, we have to support them all.
And note, I’m not saying iReady is trash but it doesn’t help me differentiate.

My kids' school (Title 1) did pull kids out for enrichment as well as support, and sometimes let groups go into older classrooms as well. But with classrooms of +/-25 kids, those type of groups cannot be happening all of the time, so there will be some down time where independent work is necessary. It sounds like you are an educator, and I agree that iReady should not be the only way you differentiate, but if it isn't being used to give your higher kids more challenging problems and your kids who are struggling more remedial practice, then you are probably using it wrong?
I hope in the future kids will be grouped based on what content they are learning instead of by age, but that won't happen anytime in the near future.

No, I’m not using iReady incorrectly, it’s idiot proof. I am saying I utilize other tools and methods that have proven to show more results.
Also we tried to group by skill but DCPS considers this a ‘bad practice’ to use outside of it seems special education.

I am hoping we are utilizing tech for teachers to support students, not using tech as a crutch to teach skills because we don’t know how to make time.

To note I’m not blaming other teachers or parents. DCPS needs to do a better job leading and supporting, instead of buying every boxed SEL and tech program it thinks is going to fill the gaps.

I'm actually pretty pleased with iReady's differentiation and curious what more you think DCPS schools could/would possibly offer to kids who are solidly ahead. Your posts have a lot of buzzwords but are totally light on specifics ("other tools and methods"... like?). It's just not realistic that high achievers are getting pullouts more often than once a week per subject at current staffing levels.

+1
Was a teacher for 10+ years and I agree

You weren’t a DCPS teacher though, I assume from your response. Or maybe it’s because you’re now out of touch with DCPS.

I am purposely being vague, to keep it short basically some admin like to use interviews to get free information from teachers -without hiring them. I had a school that had 3 step process to interview, tentatively offered the job and my bitter supervisor lied about me. The school still took ‘my’ ideas from our 2 hour interview and my 30 minute demo (I have 3 friends working at this school).
I know some admin frequent this site and I am not telling them anything that they aren’t innovative enough to figure out. The truth is also DCPS is getting more competitive, these ideas always land me the job -except this one case.

So again, nothing wrong with iReady but that is not the best method.

You have differentiation ideas you believe are objectively better for students than the current standard practice, you have evidence that admin will put them into play if they know about them, but you don't want them used in any classroom unless you get credit? This is not a good look for DCPS teachers vis a vis giving a crap about students.

This isn’t about ego—it’s about professional respect. These strategies took years to develop and aren’t freebies for schools to mine through interviews with no intent to hire. DCPS is getting more competitive, and with the rise of charters, protecting your work matters. Other professionals aren’t expected to give everything away for free. And stop being so pushy and judgmental—you’re happy with your kid’s school. Let others have their boundaries.

Let’s just say I am not buying for a minute that there are secret proprietary methods for differentiation that are better than iReady, don’t involve tech and are replicable at scale… and you are the only one who has thought of them and aren’t sharing.

God, you are daft. How could anyone be ‘the only one.’ I explained in previous post. I am not special, DCPS just isn’t very innovative or follow research well.

I think you're missing who readers of this thread think are daft...

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Pp. Just to clarify I said iready was a higher quality form of screen time than videos, not a high quality form of education.

Videos on a screen are used for whole group, is iReady whole group? No. So you are comparing apples to oranges, it’s also not a great form of ‘differentiation.’ It’s lazy, and kids do not deserve for that to be more than a tiny slice of the differentiation pie.

As was mentioned above, kids have always finished early and needed work to fill the time until the class was done. When I was a kid, that often meant word problems on flash cards, reading in the back of the room, or extra print outs of worksheets. So in that scenario, I think iReady (or programs like it) are better. Obviously small groups and time with a teacher or other activities are great, but there will always be time when that isn't an option.

There are other things to do besides iReady if you have an early finisher. Also if the child already knows everything you have just taught what should be happening is they should be working on something a little different in the first place, then often times there’s no need for such a task.
I am a younger millennial and my teacher wouldn’t just give me sheets in the back of the room, I’d get pulled out with other kids who were ahead, among other things.

I feel parents in higher achieving schools should expect that from the school. That is why we lose kids to charter schools, who I get play by another set of rules despite being ‘public’ schools. We don’t want to focus just on the students who need the most support, we have to support them all.
And note, I’m not saying iReady is trash but it doesn’t help me differentiate.

My kids' school (Title 1) did pull kids out for enrichment as well as support, and sometimes let groups go into older classrooms as well. But with classrooms of +/-25 kids, those type of groups cannot be happening all of the time, so there will be some down time where independent work is necessary. It sounds like you are an educator, and I agree that iReady should not be the only way you differentiate, but if it isn't being used to give your higher kids more challenging problems and your kids who are struggling more remedial practice, then you are probably using it wrong?
I hope in the future kids will be grouped based on what content they are learning instead of by age, but that won't happen anytime in the near future.

No, I’m not using iReady incorrectly, it’s idiot proof. I am saying I utilize other tools and methods that have proven to show more results.
Also we tried to group by skill but DCPS considers this a ‘bad practice’ to use outside of it seems special education.

I am hoping we are utilizing tech for teachers to support students, not using tech as a crutch to teach skills because we don’t know how to make time.

To note I’m not blaming other teachers or parents. DCPS needs to do a better job leading and supporting, instead of buying every boxed SEL and tech program it thinks is going to fill the gaps.

I'm actually pretty pleased with iReady's differentiation and curious what more you think DCPS schools could/would possibly offer to kids who are solidly ahead. Your posts have a lot of buzzwords but are totally light on specifics ("other tools and methods"... like?). It's just not realistic that high achievers are getting pullouts more often than once a week per subject at current staffing levels.

+1
Was a teacher for 10+ years and I agree

You weren’t a DCPS teacher though, I assume from your response. Or maybe it’s because you’re now out of touch with DCPS.

I am purposely being vague, to keep it short basically some admin like to use interviews to get free information from teachers -without hiring them. I had a school that had 3 step process to interview, tentatively offered the job and my bitter supervisor lied about me. The school still took ‘my’ ideas from our 2 hour interview and my 30 minute demo (I have 3 friends working at this school).
I know some admin frequent this site and I am not telling them anything that they aren’t innovative enough to figure out. The truth is also DCPS is getting more competitive, these ideas always land me the job -except this one case.

So again, nothing wrong with iReady but that is not the best method.

What? Tell us again why you have a bitter admin and weren’t hired at a new school.

You misunderstood, that was one school. I was selected at 5 others and stopped interviewing because the 4th one was my 2nd choice and I got it.

I am not obligated to tell you what your school is missing. Jeez, celebrating someone not getting a job just because they do not want to share something…how bitter and nasty you must be.

How bitter and nasty you must be to keep some million dollar secret to better differentiation from hundreds of children who could benefit! (Spoiler, you don’t have a plan?)

I posted asking because I couldn’t understand a think your post was about other than clearly you didn’t get a job offer. But your post kind of explained why.

You cannot even think of your own basic adjectives. You could not understand ’a think?’ Ma’am try this silly tactic on someone more susceptible, I do not care what you think.

Neither think or thing is an adjective, so other than noticing a typo, you are obviously an idiot. Congratulations. I only hope you don't teach writing or ELA.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Pp. Just to clarify I said iready was a higher quality form of screen time than videos, not a high quality form of education.

Videos on a screen are used for whole group, is iReady whole group? No. So you are comparing apples to oranges, it’s also not a great form of ‘differentiation.’ It’s lazy, and kids do not deserve for that to be more than a tiny slice of the differentiation pie.

As was mentioned above, kids have always finished early and needed work to fill the time until the class was done. When I was a kid, that often meant word problems on flash cards, reading in the back of the room, or extra print outs of worksheets. So in that scenario, I think iReady (or programs like it) are better. Obviously small groups and time with a teacher or other activities are great, but there will always be time when that isn't an option.

There are other things to do besides iReady if you have an early finisher. Also if the child already knows everything you have just taught what should be happening is they should be working on something a little different in the first place, then often times there’s no need for such a task.
I am a younger millennial and my teacher wouldn’t just give me sheets in the back of the room, I’d get pulled out with other kids who were ahead, among other things.

I feel parents in higher achieving schools should expect that from the school. That is why we lose kids to charter schools, who I get play by another set of rules despite being ‘public’ schools. We don’t want to focus just on the students who need the most support, we have to support them all.
And note, I’m not saying iReady is trash but it doesn’t help me differentiate.

My kids' school (Title 1) did pull kids out for enrichment as well as support, and sometimes let groups go into older classrooms as well. But with classrooms of +/-25 kids, those type of groups cannot be happening all of the time, so there will be some down time where independent work is necessary. It sounds like you are an educator, and I agree that iReady should not be the only way you differentiate, but if it isn't being used to give your higher kids more challenging problems and your kids who are struggling more remedial practice, then you are probably using it wrong?
I hope in the future kids will be grouped based on what content they are learning instead of by age, but that won't happen anytime in the near future.

No, I’m not using iReady incorrectly, it’s idiot proof. I am saying I utilize other tools and methods that have proven to show more results.
Also we tried to group by skill but DCPS considers this a ‘bad practice’ to use outside of it seems special education.

I am hoping we are utilizing tech for teachers to support students, not using tech as a crutch to teach skills because we don’t know how to make time.

To note I’m not blaming other teachers or parents. DCPS needs to do a better job leading and supporting, instead of buying every boxed SEL and tech program it thinks is going to fill the gaps.

I'm actually pretty pleased with iReady's differentiation and curious what more you think DCPS schools could/would possibly offer to kids who are solidly ahead. Your posts have a lot of buzzwords but are totally light on specifics ("other tools and methods"... like?). It's just not realistic that high achievers are getting pullouts more often than once a week per subject at current staffing levels.

+1
Was a teacher for 10+ years and I agree

You weren’t a DCPS teacher though, I assume from your response. Or maybe it’s because you’re now out of touch with DCPS.

I am purposely being vague, to keep it short basically some admin like to use interviews to get free information from teachers -without hiring them. I had a school that had 3 step process to interview, tentatively offered the job and my bitter supervisor lied about me. The school still took ‘my’ ideas from our 2 hour interview and my 30 minute demo (I have 3 friends working at this school).
I know some admin frequent this site and I am not telling them anything that they aren’t innovative enough to figure out. The truth is also DCPS is getting more competitive, these ideas always land me the job -except this one case.

So again, nothing wrong with iReady but that is not the best method.

You have differentiation ideas you believe are objectively better for students than the current standard practice, you have evidence that admin will put them into play if they know about them, but you don't want them used in any classroom unless you get credit? This is not a good look for DCPS teachers vis a vis giving a crap about students.

This isn’t about ego—it’s about professional respect. These strategies took years to develop and aren’t freebies for schools to mine through interviews with no intent to hire. DCPS is getting more competitive, and with the rise of charters, protecting your work matters. Other professionals aren’t expected to give everything away for free. And stop being so pushy and judgmental—you’re happy with your kid’s school. Let others have their boundaries.

Let’s just say I am not buying for a minute that there are secret proprietary methods for differentiation that are better than iReady, don’t involve tech and are replicable at scale… and you are the only one who has thought of them and aren’t sharing.

God, you are daft. How could anyone be ‘the only one.’ I explained in previous post. I am not special, DCPS just isn’t very innovative or follow research well.

I think you're missing who readers of this thread think are daft...

"I think you're missing whom readers of this thread think are daft..."

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:One thing I’m struggling to find online is information about tech in classrooms.

Please post your DCPS or DCPCS elementary school, at what grade they provide one device per student (if ever), what it is (tablet, Chromebook, etc), and how much time you suspect those devices are in use during the school day.

For earlier grades, please include any and all information about tech in classrooms (type, frequency, what they’re used for).

Schools should have to report this.

How? There would have to be cameras in every class? Though schedules are fairly set at most schools the level of tech use can vary by grade and teacher.

I think everyone understands there is variation by classroom, but schools could describe if and how screens are used in the classroom. My kids go to a school where computers are almost never used in any way. I'm shocked to hear about kindergartners being issued devices. That's way too young.

They are not 1:1 devices in K though as far as I know.

[Anonymous]

Anonymous wrote:…so no one has a school they want to tout that doesn’t use much tech for ECE/early elementary?

No one wants to say.

[Anonymous]

Anonymous wrote:Can anyone who feels their school does a good job minimizing tech (at least for ECE and early elementary) please share its name?

No such public school exists. You need to pay for Washington Waldorf.

[Anonymous]

Do elementary schools in the suburbs use fewer screens?