BISD recognizes that families and staff have a wide range of perspectives about technology use in schools. During the development of the district's 2026–2029 Strategic Plan, community members identified healthy technology balance as an important consideration alongside other priorities such as digital citizenship, accessibility, teacher training, personalized learning, and STEM opportunities.

As a result, BISD has made intentional technology use a district priority. One of the seven goals in the Strategic Plan is:

Goal 7: Cultivate adept problem solvers who practice intentional technology use and possess the media literacy skills to navigate the digital world ethically.

To support this work, BISD is currently creating an Instructional Technology Advisory Council consisting of educators, parents, and community stakeholders that will begin work this summer. The council will provide recommendations on the strategic, equitable, and developmentally appropriate use of technology in teaching and learning.

Among its priorities, the council will:

• Establish a measure of classroom screen time and recommend evidence-based targets for student technology use.
• Develop age-appropriate guidelines for the use of artificial intelligence (AI) in schools.
• Ensure strong data privacy and security practices.
• Define the technology skills students need to be college, career, and workforce ready.

BISD believes technology should be used intentionally and purposefully. The district is committed to balancing technology with hands-on learning, discussion, collaboration, creativity, physical activity, and real-world experiences while ensuring students develop the digital literacy and technology skills needed to thrive in an increasingly connected world.

Students in grades 6–12 are issued district Chromebooks that travel between school and home to support learning both during and beyond the school day. At Odyssey, students begin taking devices home in 5th grade as part of the combined 5th/6th grade program.

The ability to take a device home helps ensure equitable access to digital learning resources, assignments, communication tools, and instructional materials, regardless of a student's access to technology outside of school.

Students in grades K–5 do not routinely take district devices home. Technology used in elementary classrooms remains at school, with the exception of students who require assistive technology devices as part of their educational program.

Technology plays a limited and intentional role in BISD's K–2 classrooms. The majority of learning occurs through hands-on exploration, small-group instruction, discussion, reading, writing, play, projects, experiments, and collaboration with classmates. Technology is used as a tool to support learning—not replace teaching.

Examples of technology use in K–2 classrooms include:

• Accessing teacher-curated digital libraries, videos, and research resources that help students explore science, social studies, and project-based learning topics.
• Supporting literacy and math skill development through targeted independent learning programs assigned and monitored by teachers 
• Providing accessibility supports, such as read-aloud features, that help students access grade-level content.
• Creating and sharing learning through photos, presentations, or other student projects.
• Using classroom technology such as document cameras and interactive displays to support instruction.

Teacher feedback from across BISD's elementary schools consistently describes classrooms where technology is balanced with hands-on learning. Students spend much of their day reading books, writing by hand, working with manipulatives, conducting experiments, creating projects, engaging in discussion, and learning through play and collaboration. Technology is used when it enhances learning opportunities and helps students access, apply, or share their learning.

To learn more, community members can review examples and teacher reflections shared in the Superintendent's May 28, 2026 Board presentation.

In upper elementary grades, technology is used as a tool to support and enhance learning rather than as the primary method of instruction. Students do not access core curriculum through online programs. Instead, technology is integrated purposefully to support research, writing, collaboration, creativity, and digital citizenship.

Students may use Google Workspace tools to draft and publish writing, collaborate with classmates, create presentations, and demonstrate their learning. Teachers may also provide access to carefully selected digital resources, videos, simulations, and interactive activities that deepen understanding of classroom concepts and enrich instruction.

Technology use in the elementary grades is balanced with hands-on learning, discussion, reading, writing, problem-solving, and collaborative experiences, ensuring students develop both digital skills and strong foundational academic skills.

BISD utilizes digital curriculum and online learning platforms in grades 6–12. These resources provide students with access to instructional materials, assessments, feedback, collaboration tools, and learning experiences that support classroom instruction and help prepare students for a world in which technology plays an increasingly important role.

At the same time, technology is only one component of the learning experience. Teachers continue to incorporate discussion, collaboration, hands-on activities, labs, projects, independent reading, note-taking, writing, and paper-and-pencil learning opportunities when they are the most effective way to support student learning.

BISD recognizes the importance of balancing the benefits of digital resources with healthy technology use. One of the first areas of work for the district's newly established Instructional Technology Advisory Council will be to examine classroom technology use, including digital curriculum and screen time. The council will help establish measures of technology use and provide recommendations to ensure that technology is integrated intentionally, developmentally appropriately, and in ways that best support student learning.

Technology also plays a critical role in many of BISD's Career and Technical Education (CTE) pathways.  Students have opportunities to learn coding, engineering, robotics, digital design, media production, business applications, computer science, and other future-ready skills. Beginning in middle school, students can design, build, and program robots to complete increasingly complex tasks. These skills culminate in opportunities such as Spartronics, Bainbridge High School's award-winning robotics team, which advanced to the FIRST Robotics World Championship and finished among the top 24 teams in the world.

Technology also supports a wide range of CTE opportunities across the district. During the 2025–26 school year, students had access to:

• 7 CTE courses at Woodward Middle School
• 8 CTE courses at Commodore Options School, Eagle Harbor High School, and Odyssey Multiage Program
• 56 CTE courses at Bainbridge High School

These courses provide students with hands-on experiences in fields such as engineering, computer science, robotics, media production, business, culinary arts, healthcare, manufacturing, and the skilled trades, helping students develop the knowledge and skills needed for college, careers, and life beyond graduation.

Technology in grades 6–12 is not simply about using devices—it is about empowering students to create, innovate, collaborate, and prepare for an increasingly digital world.

The Strategic Plan survey asked community members to identify their top priorities across a variety of topics related to teaching, learning, student success, and district operations. A total of 327 individuals participated, including parents, staff, students, community members, and others connected to BISD.

Technology was one of many topics explored in the survey. When asked how the district should approach technology in teaching and learning, respondents selected a range of priorities, including digital citizenship, teacher training, accessibility, STEM opportunities, personalized learning, and healthy technology balance.

It is important to note that "Healthy Tech Balance" was one response option within a technology-specific question—it was not the highest-ranked priority across the entire survey.

Across all survey questions, the most-selected response was "Engaging and Relevant Learning", which received 225 selections. Respondents consistently emphasized the importance of meaningful, student-centered learning experiences, strong relationships, student well-being, life and career readiness, and opportunities that prepare students for success beyond graduation.

The district is using all survey results—not any single response—to inform the development of the Strategic Plan and future decision-making.  View survey results here.

No. The Surgeon General's advisory focuses on reducing harmful and excessive screen use and encourages schools to prioritize hands-on learning, social interaction, physical activity, books, and paper-and-pencil learning whenever possible. The advisory also recognizes the importance of digital literacy, digital citizenship, accessibility supports, and purposeful uses of technology that enhance learning.

BISD's approach aligns with these recommendations by viewing technology as a tool—not the goal. We strive to maintain a healthy technology balance where students engage in meaningful hands-on learning, collaboration, discussion, reading, writing, and play, while also using digital tools when they enhance access, creativity, research, communication, and learning.

Read the Surgeon General’s Advisory here.

BISD recognizes the importance of digital citizenship and media literacy instruction in preparing students for success in an increasingly connected world. This commitment is reflected in both the new Washington State K–12 English Language Arts standards, which include media literacy expectations, and in BISD's 2026–2029 Strategic Plan.

One of the district's seven Strategic Plan goals is:

Goal 7: Cultivate adept problem solvers who practice intentional technology use and possess the media literacy skills to navigate the digital world ethically.

This goal was developed through the district's Strategic Planning process, which included students, staff, families, and community members and began well before recent public discussions about technology use in schools.

To support this work, BISD is developing a more consistent K–12 approach to digital citizenship and media literacy instruction. Students will learn how to evaluate information, think critically about digital content, navigate online environments safely and responsibly, understand the opportunities and challenges of emerging technologies such as artificial intelligence (AI), and use technology ethically and effectively.

LINK TO OSPI ELA STANDARDS Overview

2026 DRAFT ELA STANDARDS

As a general practice, BISD reviews district-adopted and centrally managed educational technology tools before they are approved for classroom use. Our goal is to ensure that digital resources support learning, protect student privacy, and are developmentally appropriate for the students who will be using them.

When new digital services are requested, the district will evaluate factors such as:

• Educational Value – Does the tool have a clear instructional purpose and support student learning?
• Student Privacy & Security – Does the service comply with federal and state privacy requirements, including FERPA, COPPA, and PPRA?
• Age Appropriateness – Is the content and functionality appropriate for the intended grade levels?
• Data Protection – What student information is collected, stored, and shared?
• Alignment with Existing Resources – Does the tool provide capabilities that are not already available through district-supported resources?
• Cost & Sustainability – Can the district responsibly support the tool over time?

Because technology is constantly evolving, BISD continues to review its practices and strengthen processes for evaluating digital tools, protecting student data, and communicating with families about the resources used to support teaching and learning.

BISD recognizes that families have different perspectives on technology use at home. Some families would like greater restrictions on district-issued devices, while others rely on them to ensure students can access learning materials, complete assignments, communicate with teachers, and participate in educational opportunities outside of the school day.

As a public school district, BISD must balance these differing viewpoints while ensuring equitable access to learning for all students. Providing take-home devices in the upper grades helps ensure that every student has access to the digital tools and resources needed for school, regardless of their family's ability to provide a personal device.

The district has explored options such as limiting Chromebook access during certain hours. However, families have shared that fixed shutoff times may create challenges for students whose schedules include athletics, performing arts, employment, family responsibilities, or other after-school activities that delay homework until later in the evening.

At the same time, BISD recognizes and supports the important role families play in establishing expectations for technology use at home. Families may choose to monitor device use, establish household technology rules, limit access during certain hours, or temporarily remove access to district-issued devices in alignment with their family's values and expectations.

As part of the district's commitment to intentional technology use, BISD has established an Instructional Technology Advisory Council that will explore topics such as screen time, healthy technology balance, and developmentally appropriate technology practices. The district is also taking steps to reduce unnecessary device use outside of the school year. Beginning in summer 2026, student Chromebooks will be remotely disabled following the last day of school and reactivated when students return in the fall, with limited exceptions for students participating in educational programs that require a district device.

BISD's goal is to support both equitable access and healthy technology habits while recognizing that families and students have diverse needs, schedules, and perspectives.

BISD's Strategic Plan recognizes that the qualities most important for success beyond school—such as resilience, perseverance, critical thinking, and problem solving—are the same qualities students need to navigate an increasingly digital world.

Technology itself is not the goal. Rather, students must learn how to apply these foundational skills when evaluating information, identifying misinformation, understanding how artificial intelligence influences decisions, protecting personal data, collaborating with others, and making ethical choices online.

For this reason, the district's Strategic Plan includes Goal 7:

"Cultivate adept problem solvers who practice intentional technology use and possess the media literacy skills to navigate the digital world ethically."

The goal is not to replace traditional academic and life skills with technology skills. Instead, it recognizes that students need both enduring human skills and the ability to apply those skills thoughtfully and responsibly in a digital environment.

Yes. BISD recognizes that handwriting remains an important foundational skill that supports fine motor development, letter formation, written communication, and early literacy. In kindergarten through second grade, students receive explicit handwriting instruction using Handwriting Without Tears, a paper-and-pencil curriculum designed to build handwriting skills through developmentally appropriate practice and activities.

While technology is used to support learning in a variety of ways, handwriting continues to be an important part of classroom instruction in the primary grades.

Yes. Artificial intelligence is already part of the world our students live in and will continue to shape their future education, careers, and daily lives. BISD believes students should learn how to use AI thoughtfully, responsibly, and ethically.

During the 2025–26 school year, students in grades 7–12 had limited access to two district-approved AI tools: Colleague AI and Google Gemini. Beginning in the 2026–27 school year, students in grades 7–12 will have access to Google Gemini, as the district has chosen not to renew its pilot subscription to Colleague AI.

AI tools are used to support learning, creativity, research, and critical thinking. They are not a replacement for teacher instruction, student learning, or independent thinking. Just as calculators did not replace mathematics and spellcheck did not replace writing, AI is intended to be a tool that helps students learn while continuing to develop the knowledge, skills, and judgment needed for success.

One of the first priorities of BISD's Instructional Technology Advisory Council will be to develop age-appropriate recommendations and guidelines for the use of AI in schools, ensuring that its use supports learning while maintaining academic integrity, human judgment, and equitable access for all students.

BISD is paying close attention to the national conversation about technology use in schools. Across the country, educators, researchers, policymakers, and families are discussing the benefits and challenges of classroom technology, including questions about screen time, student engagement, and academic outcomes.

At the same time, BISD believes that local data matters. While national trends provide valuable context, decisions about teaching and learning should also be informed by the experiences and outcomes of BISD students.

Recent indicators show strong student outcomes in BISD, including recognition through the Washington State Superintendent's Award for Educational Excellence, which honors the top-performing school districts in the state, as well as recognition of multiple BISD schools through Washington's School Recognition Program for achievement, growth, and attendance. Families can review district performance data through the Washington State Report Card.

Rather than viewing technology as inherently good or bad, BISD's focus is on intentional use. The district will continue to monitor research, review local data, gather community feedback, and ensure that technology is used when it supports student learning, engagement, accessibility, and future readiness.