State leaders hint at future of technology in Conn. schools

Schools are preparing for a full return to classroom learning in September, but that doesn’t mean technology will fall to the wayside.

Government officials and education leaders in Connecticut are exploring tech’s role in the future of teaching and learning. One of the key takeaways was the chance to personalize instruction through technology, although some said it’s just as important to ensure children have access as it is to determine what happens once they do.

Gov. Ned Lamont, the state Department of Education and the Connecticut Commission for Educational Technology co-sponsored a two-hour town hall on Tuesday to discuss best policy and practices for digital tools.

“Over this last year, year and a half, we’ve learned in no uncertain way how important not just a physical presence is, but also the virtual presence,” said Lamont.

Most of the town hall’s close to 20 featured speakers, including Lamont, said they’d like to see innovative tech use stay at the center of learning, though not at the expense of face-to-face instruction.

“I think you’re going to find virtual learning a part of our future forever,” said Lamont.

The conversation was part of a larger series, hosted by the Future of Tech Commission, to help formulate a national technology policy agenda for a post-pandemic world.

The governor cited a couple of priorities for the commission, namely expanding technology and broadband access to all — “regardless of their position in life” — and making that digital learning experience “more meaningful.”

Top leadership at the state Department of Education and Connecticut Commission for Educational Technology echoed Lamont’s first point — adding that any technology introduced in the classroom has to emphasize equity.

Acting Education Commissioner Charlene RussellTucker cited the state’s signature Learning Engagement and Attendance Program, a door-knocking initiative that aims to give families not just the tangible resources, but also an in-person nudge to take advantage of them.

“Devices are great, but we still wanted to know are kids connected?” said Russell-Tucker. “A key piece of this programming is to meet families where they are.”

“We found that a lot of families didn’t take advantage of connectivity options for a lot of reasons,” said Doug Casey, the executive director of the Connecticut Commission for Educational Technology. To name a few, Casey cited privacy concerns, fears of hidden costs and obligations, scheduling challenges and language barriers.

“It’s as much a human issue as it is a technology issue,” he said.

Casey added that solutions can’t be broad brushstrokes, but individualized fixes meeting family need. A highly mobile student, for example, who’s the child of divorced parents or in transient housing, might benefit from a hot spot more than a Wi-Fi router, he said.

Other education leaders at the town hall highlighted digital tools’ capacity to personalize instruction. They said that with proper use, technology can not only avoid creating barriers, but actually remove them.

U.S. Secretary of Education Miguel Cardona, previously Connecticut’s education commissioner, added in a prerecorded message that quality digital education tools can be used to increase access to AP and STEM courses in districts where those offerings lack, and bring lesson plans to life.

Union leadership and members also said technology can be used going forward to personalize instruction for students.

“It’s a great way to differentiate teaching and learning,” said Jan Hochadel, the president of AFT Connecticut. “And you can use it to meet students where they are in things like reading and math, and then let them learn at their own pace.”

But the same technology doesn’t work for all students, she added, including those who lack access or self-discipline, or younger children who need more hands-on support with digital tools.

And just like students, teachers are acclimating to these tools too.

“Professional development is needed to learn a new technology, but it can’t be done in a day,” she said.

Overall, the government officials and education leaders were in agreement that future policies need to address the intricacies of technology in classrooms.

“As a society, we should not be creating winners and losers,” said RussellTucker. “When you don’t have the policies appropriately done, that’s what you do.”