[4:58] okay, this is
[5:01] joint meeting of
[5:04] the
[5:06] finance the
[5:10] school community finance, finance.
[5:12] As well as the curriculum.
[5:15] And instruction.
[5:23] This is
[5:26] please.
[5:35] In here, minister de Conway.
[5:40] Here chip person.
[5:47] Here three, be president one analysis.
[5:55] Okay. The purpose of this, this meeting.
[5:58] Is to review.
[6:00] And discuss
[6:06] I missed moved to send Theran.
[6:11] Apple Inc.
[6:13] Ink and Wally
[6:15] associates to joint.
[6:18] Technology and
[6:20] find subcommittee.
[6:24] With respected by my, the motion.
[6:29] Passed with six CS.
[6:31] CS the purposes of this.
[6:36] Is to discuss the
[6:39] refresh of
[6:43] computers for.
[6:46] Our student
[6:48] party.
[6:51] The laws, public school, student body.
[6:54] As well
[6:56] as the.
[7:01] Refreshed.
[7:02] Of com computers.
[7:04] Computers for
[7:07] the, the teachers.
[7:09] Teachers and the
[7:12] registration with a fit in.
[7:15] The school department.
[7:20] I'm so
[7:22] it seems to me that there is a.
[7:40] Presentation set up.
[7:45] By Dr. Pento.
[7:48] No, we have a speaker.
[7:52] To discuss
[7:55] to share some of her thought.
[7:58] So I'm gonna turn into this mini video over.
[8:02] Doctor the pen.
[8:04] Penile. So he can go ahead and introduce.
[8:11] And we can move this meeting.
[8:14] Along Mr. Chair. Thank you. Thank you. Good evening, evening.
[8:19] So we did ask speaker to come this evening.
[8:23] Of who would help.
[8:27] Address some of the
[8:30] concerns as are articulated by teachers is an administrators. She's
[8:36] vulner volunteered to come this evening.
[8:39] So please the community, we just like to have her
[8:43] speak for a few minutes and then.
[8:47] I don't know if she'll be able to.
[8:50] Remain for the determination, but we'd like to have her
[8:53] stay in an answer of a few questions.
[8:57] Questions. So this is
[8:59] or be available for a few of the community questions.
[9:04] So this is Kara Wilkins.
[9:08] Wilkins. Who's now looking after.
[9:10] The low teacher.
[9:13] Academy. She is.
[9:16] Holding multiple.
[9:18] She does hold multiple.
[9:21] Massachusetts teacher.
[9:24] Educator licenses.
[9:27] Licenses. She served it as a.
[9:32] Teacher in English, language, jar arts and social.
[9:37] Studies. She was the loyal teacher academy.
[9:42] Instructor and then help the position of.
[9:46] District instructional techno not only the G.
[9:50] Specialist. And, and so in that position, she be provided
[9:55] training.
[9:56] To teachers, administrators.
[9:59] Support staff on
[10:01] best practices is in.
[10:04] Educational technology.
[10:06] She also
[10:08] created an instructional Divis to support the district.
[10:13] Technology tools, classroom and integration.
[10:17] And supported the district with online assessments and including.
[10:23] Statewide testing.
[10:26] And did it. Co-teach with educators to model best practices.
[10:33] Practices in technology integration. So.
[10:37] Car, so kind to offer of a few.
[10:41] Comments. We be one of most appreciative.
[10:46] Hi wonder proposal speaking. Continue tonight. Like we said,
[10:53] I am I'm car will Kims.
[10:57] Was a teacher.
[10:59] At the bar and for the last Katie that I
[11:03] district in instructional technology.
[11:07] Specialist. So my role was.
[11:11] To go into the classrooms.
[11:15] Classrooms and support teachers.
[11:17] Teachers on using technologies.
[11:21] In best practices.
[11:24] With students.
[11:27] Oh,
[11:28] sorry, I'm tying anything.
[11:36] so, so when my job.
[11:40] I've been part
[11:42] of when we just had teacher computers, when we just
[11:47] had.
[11:49] A carts and then I'd been part of the whole.
[11:54] Process through COVID.
[11:58] Of getting one to one.
[12:01] Completely barriers.
[12:04] I work very
[12:06] closely with the teachers. So I have a lot of.
[12:11] Real feedback from them.
[12:15] I know
[12:17] they tell me a lot of what.
[12:20] They need and when, what they don't need, they'll tell
[12:23] me maybe that.
[12:25] Always they don't need
[12:30] so definitely I can answer any.
[12:34] Questions that you have.
[12:37] On
[12:39] what the device is.
[12:42] How they're used in different.
[12:44] Grade level.
[12:47] Is how the support learning.
[12:50] Anything like that, you can definitely.
[12:54] I'm here to be able to I'm sure that those
[12:57] questions.
[13:07] Something you wanted to say.
[13:10] About the role of technology.
[13:13] And curriculum currently.
[13:16] In, along with a
[13:18] testing and absolutely about that. Sorry about that. So,
[13:24] right now we are one to one.
[13:27] Every student
[13:30] and so.
[13:32] It look looks different.
[13:34] In every classroom.
[13:38] Sun and in some
[13:40] classrooms it's
[13:42] it's used for that is the tax.
[13:47] It's a textbook and the sun classrooms.
[13:50] Restrooms the detect the
[13:52] curriculum. We
[13:55] per her gist has a technology component in it.
[14:01] To the day and 20.
[14:03] 26, a majority.
[14:06] Of curriculum that you purchase.
[14:09] Has a technology component to it.
[14:13] That's the way the state's going.
[14:17] That's the way
[14:19] they all loved, you know,
[14:21] any of our
[14:26] I'm curriculum companies that
[14:29] sell things they are selling.
[14:32] The digital
[14:35] component with it as well.
[14:40] Like I said, it looks.
[14:43] Different at different
[14:45] levels. I know that we did.
[14:49] A, we, we kind of, we were looking at different.
[14:54] Types of devices.
[14:57] Biases. We are constantly.
[15:00] Trying to make things better.
[15:02] We are not a settling on, this is what we
[15:07] used.
[15:08] We're always like
[15:11] what's better for kids. Someone, the things we did is
[15:14] we went.
[15:16] From regular Chromebooks to touch screen Chromebooks for our younger.
[15:22] Students so that it was as much easier.
[15:27] Use we've done inflatable ones. So less like computer and
[15:33] more like quick.
[15:35] Screening where the day do their.
[15:38] Assess maintenance. A lot of.
[15:41] Our assessments are on.
[15:45] That the computers
[15:47] computers, our i-Ready Archer teachers' shoes comes computers for our
[15:52] deliverables.
[15:54] Capables they are
[15:57] all SST math.
[16:00] Is entirely a digital
[16:03] program that has had some.
[16:06] Success tea room. In-law.
[16:09] So
[16:11] every
[16:13] Alma models. Everything is.
[16:15] Digital. That is . That is.
[16:21] But we've definitely
[16:24] looked at
[16:27] every year we sit down and we say,
[16:31] are we doing what's right.
[16:34] Should we get something?
[16:36] Different. Should we reassess?
[16:39] Reassessed we did.
[16:42] A survey that the finance.
[16:45] Department last year.
[16:48] And we
[16:50] kind of talked to.
[16:52] Just Katie through to teachers.
[16:55] Teachers knowing masks kind of a group.
[16:58] That probably has different
[17:02] opinions and so on technology.
[17:05] And
[17:07] 80% of
[17:09] our respondent said that they would like to.
[17:13] Remain one to one.
[17:17] Need
[17:18] that they don't use it.
[17:20] All day, but that
[17:24] acts access to it.
[17:26] Is very important for them.
[17:31] And because they're schedules are so.
[17:35] Tight sharing them becomes difficult.
[17:41] Like this might be the only time during the day
[17:45] to get the success done.
[17:50] So everybody in the kindergarten might be doing the assessment
[17:55] at the same.
[17:57] My exact timing, staggering, it would be difficult.
[18:03] Because of the schedules.
[18:07] Middle
[18:09] school. We are doing a ton of writing.
[18:14] And so
[18:16] having that.
[18:18] Writing on that computer.
[18:20] Is specially because
[18:23] for the MCAST
[18:25] they're going to have to type at the end.
[18:30] That is a very important.
[18:33] Thing our third graders.
[18:36] Graders are asked to type.
[18:39] Essays by the end.
[18:42] Of the spring.
[18:44] So, and of spring of their third grade year.
[18:49] So
[18:51] in order for us to.
[18:53] Get them to do. And I was one of the
[18:57] people.
[18:59] With the very unique Rob to ran and cast for
[19:02] the last couple of years.
[19:05] In order for student instead of tight, by the end
[19:10] of the third grade.
[19:12] They had had to have lived typed.
[19:14] Typed in third grade.
[19:16] And I actually
[19:19] suggest and the second grade.
[19:22] Starting simply. Yeah. Give them activity to start them. How
[19:28] keyboard.
[19:29] Keyboarding and being
[19:32] tracking recognize
[19:34] the different parts of the computer so that they can
[19:38] move them all around. We really don't focus on typing.
[19:42] Marching kindergarten.
[19:45] First grade that's more.
[19:48] Pushing button and, you know,
[19:51] moving things around.
[19:53] That second grade, we really.
[19:56] Start getting them.
[19:58] Used to be being able to use as a keyboard.
[20:02] Beep end of third or grade.
[20:06] They have to type an.
[20:09] Essay, not just a stats, a thing it's sort of
[20:13] a.
[20:14] Full alike. They, they have.
[20:19] A prompt.
[20:21] Usually very big prompt.
[20:24] And then get all information down and it's tight. So
[20:30] we have the practice that.
[20:33] Or else
[20:35] they would walk in type one sentence and, and be
[20:39] done.
[20:41] And then
[20:43] they would win it.
[20:45] Yeah know all of the information and that, that they
[20:48] needed to take a get out.
[20:52] We used it, like I said, a ton.
[20:56] Ton floor writing.
[20:58] Meeting and, and then
[21:00] and specifically
[21:04] it, we use it.
[21:06] A lot for a accommodation.
[21:09] Educations were
[21:11] special students.
[21:14] Students. So when I first came into the district we
[21:17] used to have, and then IEPs.
[21:20] Student will be given a computer.
[21:25] Yes, that assumption is gone now. Meaning they all.
[21:32] Have a computer.
[21:34] So now
[21:36] our I E PS are very much.
[21:40] What those students can do with those.
[21:43] Computers.
[21:46] Or accessibility.
[21:48] Tools our
[21:51] programming.
[21:53] Main floor, any intervention, shins, any.
[21:57] Extra two set sessions.
[22:01] Sessions, but specifically
[22:03] my passion is access.
[22:06] Accessibility that I idea that.
[22:10] A student who's struggling with breathing our writing.
[22:15] Can open the Chromebook.
[22:18] And be able to get all of their.
[22:22] Thoughts. So, and
[22:25] and actually be able
[22:27] to produce something.
[22:32] Whereas
[22:34] would the pencil on a baby? They might not have
[22:38] BI little bit of preproduced the same sort.
[22:41] Of the thing. So
[22:44] was there, some of the things that are kind of
[22:48] like.
[22:50] Big in the state.
[22:52] Of our computers right now.
[22:56] In the district.
[23:00] Where they, we we've gotten used to, we've gotten used
[23:06] to having one to the wine.
[23:09] So it would be a huge shift.
[23:13] To be able to, to chapter, to go wards.
[23:19] Because we're building.
[23:22] Programming.
[23:24] And, and
[23:26] of a.
[23:29] And things
[23:31] around the actual.
[23:33] That there will be a computer there for students to
[23:38] be able to use.
[23:44] Oh, thank you.
[23:48] So also just wanted to point.
[23:52] So anybody, anybody
[23:55] in. So when we come to talk about technology, it's
[24:00] just.
[24:01] Not something that's kind of an.
[24:04] There we actually have, have.
[24:08] Frameworks. So our SD is.
[24:12] Our intern intern international.
[24:16] Science and technology and engineerings.
[24:20] Nerds. They are.
[24:23] Your bedrooms stand under.
[24:25] Their federal, their federal. There are also.
[24:31] International standards.
[24:33] A lot of the folk.
[24:35] Focus on using
[24:37] technology to
[24:40] create using.
[24:43] Tech knowledge.
[24:45] To make connections.
[24:48] Using
[24:50] technology.
[24:52] To move.
[24:54] Beyond your simple
[24:57] tasks into much more critical.
[25:01] Thing kicking
[25:04] and then.
[25:06] Just a couple years ago. I think it actually is
[25:09] probably five years now.
[25:13] We
[25:15] to choose. We adopted the new Maas. Choose.
[25:21] Did digital learning and computer.
[25:24] Standards.
[25:26] Standards. So there is kind of a.
[25:31] Big huge overview.
[25:33] And then mass to choose to sits. Took it.
[25:37] It's topic and they kind of.
[25:39] Made it so that it's much more accessible for teachers
[25:44] and students.
[25:47] The, the thing about the Massachusetts said that digital learning
[25:51] and computer science and standards.
[25:55] Is that they're not for computer teachers.
[25:59] Teachers there for
[26:02] all educators.
[26:04] Educators. So, so that
[26:06] idea is, is that the.
[26:09] Technol the, the stand managers are written and that, that
[26:12] a technology is.
[26:15] Built into to the
[26:19] classroom, there are things in here that obviously the computer
[26:25] TV teacher would do.
[26:27] Like, you know, please re.
[26:30] Recognize hardware on a computer. What's a monitor. What's the
[26:37] keyboard.
[26:38] That would be a computer class thing.
[26:42] But creating
[26:45] writing and a assignments.
[26:48] Sharing documents.
[26:51] For editing.
[26:53] These are all in here as well.
[26:56] And that it's it's
[26:59] it's indeed detailed standards.
[27:02] Standards that that would be a.
[27:05] Shared activity.
[27:07] I'm amongst
[27:09] amongst all teachers that have students. And so I taught.
[27:15] For 10 years, I taught.
[27:20] It technology rich classroom.
[27:23] Which is a daily low.
[27:26] Specific class talking about
[27:30] what, what we have
[27:32] in low and how we use it.
[27:36] And this was a big thing and I would bring
[27:39] up, I said, I would show everybody this standard.
[27:43] And then they were like, oh, more, more standards. Nice.
[27:46] Said, yep. More, more standards.
[27:50] Standards and they would look and then they were like,
[27:51] like, oh, we're doing this stuff. Carra.
[27:55] I'm already doing this with my students and we will
[28:00] go through and we would check.
[28:04] All of the things that we were already.
[28:09] Doing with the standards.
[28:11] Standards, which took a huge.
[28:14] Weight off their chest. They knew they were.
[28:18] Really these standards, which is the awesome.
[28:21] Sum, but they were
[28:24] doing it, it, because
[28:27] we all have
[28:29] that quick access.
[28:31] I was in the district when we only had.
[28:36] One I shared 30.
[28:39] Computers with seven and other teachers.
[28:43] And
[28:45] come using the computer was a, a.
[28:49] Fun activity.
[28:52] But you couldn't rely on it for anything else.
[28:58] Now we can.
[28:59] Actually rely on it.
[29:02] To really push
[29:05] pushed students further. And then accreditable thinking.
[29:09] Work on the narrow writing.
[29:11] Skills we use
[29:14] this a lot for creating.
[29:16] Systems with, with
[29:19] students for like executive
[29:22] functioning a
[29:25] agendas around reminders.
[29:28] Binders those sorts of things.
[29:31] As well as train installation.
[29:34] Services right within the Chromebook, the Chromebook.
[29:39] Has so many different
[29:41] ways that we can present things, different languages.
[29:48] Languages have things read out loud.
[29:53] Really it's
[29:55] it's making learning.
[29:57] Accessible for all the students and send them little.
[30:05] I hope
[30:08] Ms. Wilkin, do you have a.
[30:11] Wealth of none. No. And we are grateful.
[30:16] For all the information that you just shared.
[30:20] Thank you. And ultimately
[30:26] the, the, the, the thing that we need to identify.
[30:32] Is, this is a giant.
[30:35] Of a consideration.
[30:41] And an issue.
[30:44] Consider
[30:46] our budget yes. In our budget. And will.
[30:52] Investing here will be between number one to one initiative.
[31:00] As well
[31:02] as the, the.
[31:05] A teacher's MacBooks.
[31:08] Box there, there were looking at the purchases as well.
[31:13] So you just
[31:15] talked and, you know, you, you talked.
[31:19] Talk, probably above a couple of our heads.
[31:22] Including mine.
[31:25] About technology.
[31:28] And in about all of the benefits of tech, not
[31:32] all G.
[31:35] And you have been around this.
[31:38] For
[31:41] until years now, right? Nah, more .
[31:47] So, so you know, this, this is, is worth sort
[31:51] boards, that the question.
[31:53] Of is it
[31:55] absolutely necessary.
[31:58] In what your presentation is, is that, of course it
[32:02] is. And I understand, and that.
[32:06] Yeah, but you wise
[32:09] is it something that
[32:12] something in the school cannot afford.
[32:15] Is, is it something that.
[32:18] That this school.
[32:21] District is going, going to.
[32:23] One to go her head.
[32:25] And grass with
[32:28] and a
[32:31] a a, a long.
[32:34] Term
[32:36] a short
[32:38] term or.
[32:40] How the, how do we sort of.
[32:44] Wrap our arms to bond. Did.
[32:47] So you said something like 1, 2, 1 initiative.
[32:54] On you there one it started. Yes. And is.
[33:04] One one initiative.
[33:07] Begin really.
[33:09] It rolled out. COVID
[33:12] when we, we needed it to send the.
[33:15] Computer homes.
[33:18] So we were able to purchase.
[33:22] Before.
[33:23] That the district
[33:26] had we based, I think it was two.
[33:31] Or three, three carts.
[33:33] Carts per school.
[33:35] There was one part of.
[33:38] iPads per school.
[33:42] That had to be
[33:44] shared amongst everybody.
[33:48] Schools.
[33:49] Were purchasing.
[33:51] Sing Chromebooks.
[33:54] Books, moving up.
[33:56] Two up, up to COVID like they were getting.
[34:02] A grant and partner, just thinking.
[34:05] Thoroughly to keep it in.
[34:07] Like a computer lab.
[34:10] They were, or, you know, computer.
[34:14] Teacher content literacy.
[34:16] Teacher might be working with it.
[34:19] So they were starting to bring them a man during.
[34:23] COVID we distributed it.
[34:27] Everything we had.
[34:30] We ended up purchasing.
[34:33] Saying some, we purchasing enough.
[34:37] Chrome box. And then, then next.
[34:40] Year, whereas where we started to talk about what it
[34:44] is gonna look like.
[34:47] Four refresh cycle.
[34:50] Because at that point in time, we, we had a
[34:53] lot of different.
[34:56] Devices.
[34:58] Devices, because we were just getting them into parents' hands.
[35:04] So
[35:06] the next year, year we were.
[35:08] Able to start looking
[35:11] at, I think so 20 to 21. And when was
[35:14] this? When we started.
[35:15] To really look at
[35:18] what it is, this is gonna look like.
[35:21] For a future.
[35:24] We gonna get for it is already.
[35:28] Any something for all ages.
[35:31] Or just, or different devices.
[35:35] Devices per grade. So 2021 is basical.
[35:40] Basically where we started.
[35:43] To roll out.
[35:45] A one, what you would consider about one, one until
[35:48] one in an initiative. Thank you. And, and, and thank
[35:52] God.
[35:55] Yes, because most school districts.
[35:59] Across a state.
[36:02] Aid prove to go away ahead.
[36:04] The way ahead and purchase Chromebooks for all the students
[36:08] who will learning it at home.
[36:11] Absolutely. Absolutely.
[36:13] A students learn at home.
[36:16] And unfortunately, during
[36:19] COVID it didn't work.
[36:27] The education system.
[36:30] Didn't really work.
[36:33] Well, you know, up at the came and, and an
[36:35] issue.
[36:38] This forest students.
[36:41] Students were together, students were running a.
[36:44] Classroom, they have instructions and specialists. They.
[36:52] They were on their
[36:54] you know,
[36:57] I pair computer.
[36:59] And they would just sort of try to get by.
[37:03] They were losing.
[37:04] Track of
[37:09] what day we were doing.
[37:11] Doling.
[37:14] So ultimately, you know,
[37:17] yes, we initiat the Chromebooks. It seemed to work.
[37:24] It, it, it was the hope.
[37:28] That it would work well.
[37:31] So we became back mm-hmm correct. We came.
[37:36] Back and we created
[37:39] and we had the one-to-one initiative when I.
[37:44] Understand, because as I sit on another school committee committee,
[37:49] how we going to be able to.
[37:53] Afford
[37:56] for all our
[37:59] students, you know, as time goes on and as we
[38:04] progressed through this.
[38:07] So now spending five years.
[38:13] Lady there life span. Of course, we kept communing on
[38:18] our repping.
[38:20] Refreshing.
[38:23] And
[38:27] in this time.
[38:29] Timeframe. There's been a lot of.
[38:42] Stay maybe
[38:46] students, maybe.
[38:47] Kids don't having too much.
[38:51] Screen time.
[38:54] And they really
[38:57] should, you know, should they.
[39:00] Constantly have
[39:02] screen time. And is it been an official little too?
[39:09] Socially official.
[39:13] To them education.
[39:16] Is the beneficial
[39:20] they were home.
[39:22] Life is it
[39:24] helpfully for them and the way they're thinking things.
[39:37] Sort of the thought of social social.
[39:41] Media, which
[39:44] plays another.
[39:47] Are you getting all
[39:49] home the whole
[39:53] picture
[39:55] so ultimately
[39:57] you know, so this is a lot for us to
[40:00] think.
[40:01] Now I do.
[40:04] Know that there are some, some other the school, the
[40:06] districts right here in middle sex.
[40:10] County who was sort of a, you know,
[40:16] say, do sing.
[40:19] The screen.
[40:22] Time the students get
[40:26] and actually not giving them the number one initiative.
[40:32] And were great. So if you like to go ahead
[40:37] and speak on for moment minute.
[40:42] Free we've been in
[40:46] concerned about screen timing here in.
[40:49] Little since the very
[40:51] beginning. We have been
[40:54] one of the reasons
[40:57] reasons why we have two.
[40:59] Instructional technology spit and then the district.
[41:04] Because
[41:06] our job is
[41:08] to
[41:14] our job is to work with T teachers on.
[41:19] When does it make sense to use a computer?
[41:24] And when does it not?
[41:28] And this is what we take.
[41:31] Into account we take into account.
[41:35] Wellbeing.
[41:37] The age of the student.
[41:40] We take
[41:42] into what the needs.
[41:45] Of the student.
[41:49] My class, not last couple years, we've talked.
[41:54] More and more about
[41:59] they don't need to be.
[42:02] On it all the time.
[42:04] They're going like pick and choose.
[42:09] What's important. What's
[42:11] what's engaging. What's going to get them to make excited.
[42:14] What's gonna approach them to the next.
[42:19] Level. So, so we, we are.
[42:22] We have been talking
[42:25] about that.
[42:27] We have been working.
[42:30] With teachers on the fact that this should not be
[42:36] the only.
[42:37] Thing we
[42:39] do have our one concern for us. Is that a
[42:43] lot of like, like I said, in.
[42:47] 2026, that the.
[42:51] Correct curriculum, whichever one you purchased.
[42:55] Purchase comes with digital.
[42:58] Components to them.
[43:00] And so if the students don't have students, don't have
[43:06] the computers, it's a.
[43:09] Little hard for them to.
[43:11] Access access, everything that curriculum.
[43:16] Can offer.
[43:21] And, and as
[43:24] well, as, like I said, we have programs like IRA.
[43:30] Rarely SST math.
[43:32] Yes that are
[43:35] you know, that need to be.
[43:38] On computer, can't just be on a teacher's computer and
[43:43] a front runner at the classroom.
[43:46] And we're, we're working with teach teachers on unlike.
[43:52] You use anything that a Chromebooks is, is an not
[43:54] always the answer. So sometimes instead of those beautiful.
[43:59] Full boards. And so we have, and like the class
[44:01] and everybody's sitting on the ground.
[44:05] Around that.
[44:07] And talking about it and immediately was using that.
[44:11] Nap for visuals.
[44:13] Walls, but I, I will, we have used these.
[44:17] For like, I've
[44:20] I've had been an enable to create.
[44:23] Really sources versus
[44:26] students for them to be able to have their.
[44:29] Math tests spread out out loud to them.
[44:33] Because they have a site in permanent.
[44:37] Or they can't, or they're having difficulty.
[44:42] Reading and
[44:44] so I wouldn't have been able to do that if
[44:48] they didn't.
[44:50] Didn't have a readily accessible.
[44:53] But, but we, we are.
[44:56] We we're having real
[44:59] conversations.
[45:02] With our T teachers.
[45:04] Teachers about
[45:06] our, what it looks like.
[45:09] To truly use technology.
[45:13] G two, two.
[45:17] Enhance the curriculum.
[45:20] Not to be the end.
[45:23] And of that.
[45:27] How students do who things.
[45:29] Thinks I work a lot with my OTs.
[45:34] On my
[45:37] occupational therapist.
[45:39] That we use the iPads for a lot of activities,
[45:45] and that is important.
[45:47] But we also work a lot on our handwriting.
[45:52] Because that's fine. Motor
[45:55] control and they need to be able to turn to
[45:58] learn and both.
[46:01] The big thing is this.
[46:04] Because we are where we are.
[46:07] Students need to be able to do.
[46:11] Both that are going to.
[46:15] Expected to be using tech knowledge and.
[46:21] So many facets of their life.
[46:25] Afterwards.
[46:27] Words and
[46:30] I don't know.
[46:32] I kind of think that's one of our.
[46:35] Responses to abilities to get.
[46:37] Student ready. And so
[46:39] that having that
[46:42] time on the computer.
[46:46] Appropriately.
[46:47] Previously, and that is the thing is teaching.
[46:53] Teachers when it's
[46:56] it's appropriate to you. It was.
[46:59] How it's appropriate.
[47:01] How, what can be used to engage in your class?
[47:05] And when, when you do pull back, I've had some.
[47:10] Wonderful teachers come to me.
[47:13] And say, I'm having the difficulty with this, this and
[47:18] this. And then I'm saying, pull I'm back.
[47:21] Think they can only use different type depend week.
[47:26] Remember bringing it.
[47:29] Back get them on paper.
[47:33] For a little bit.
[47:35] Bit. So our teachers are very.
[47:39] Thoughtful about
[47:41] how they're using them and then the classroom and they
[47:45] are, as they're, they're hearing.
[47:49] About
[47:51] out, you know, about how.
[47:54] Screening time can affect kids as in stuff.
[47:58] They're worried as well.
[48:00] And so they're talking
[48:03] to myself and Caras is the other person. And in
[48:07] my position,
[48:12] ways that we can
[48:14] used them used used from computer because.
[48:19] So much of our curriculums connected to it.
[48:25] But also
[48:27] to be able to take.
[48:30] Time off and be able to learn in other ways
[48:33] as well.
[48:38] Again, well, for the information.
[48:41] Thank you so much for that.
[48:46] Explanation of, you know, why and, and how.
[48:50] It's team still to work.
[48:52] To work. Do you have a question?
[48:58] Yes.
[49:00] I'm just wondering if
[49:04] I I know that.
[49:07] Little does have it, but a GoGuardian.
[49:12] Can you explain?
[49:15] What the role that go garden.
[49:19] Place and teachers
[49:22] teachers monitored during and so forth. Absolutely. So go guardian
[49:28] whisper purchased.
[49:31] Every teacher teacher has access to it and law, we
[49:34] do training.
[49:36] On it at the beginning of the year.
[49:39] A lot much anymore.
[49:43] Because as people below you using it,
[49:45] the singing, but
[49:48] what it is is, is so teachers are.
[49:54] Automatic click connected to their.
[49:57] Classes.
[49:59] This and when they opened and ended up.
[50:02] They can run in a session.
[50:05] Where they can
[50:08] see exactly.
[50:10] What this student is doing on their coming computers.
[50:15] Computers. So you can
[50:18] actually monitor.
[50:20] What they're doing on their computers.
[50:23] Computers, you could send them message.
[50:27] Messages, if you want to.
[50:30] Two I leaning on to that. That is much anymore
[50:35] outside COVID but.
[50:38] But you can and send them messages. You can unlock
[50:43] this screen. So why changed my.
[50:46] Teachers one year about to launch a lesson.
[50:50] If, if you have to have the computers out,
[50:56] lock the
[50:57] screens it locks.
[50:59] Locks for them. And it literally says.
[51:03] Eyes up front teacher.
[51:05] Talking on the screen.
[51:08] And so and so, and they can't do anything.
[51:11] They can't, they touch a button, nothing works. Right.
[51:17] Right. So they're able to do that. They're also able
[51:21] to set.
[51:23] Rules. So
[51:26] basically, they're able to say.
[51:31] Things like
[51:36] they can do a way to class-wise.
[51:40] This class.
[51:42] Is not allowed on
[51:45] these web websites.
[51:48] And this is
[51:51] beyond our filters.
[51:54] Dirt. This is beyond
[51:56] like our actual
[51:58] fire firewall that stops in an appropriate.
[52:03] Things from coming to our district.
[52:06] This must might just be a.
[52:10] Website that has educational.
[52:13] Games on it, but the.
[52:15] Class is doing that instead of other things.
[52:20] So you're able to make a list.