Lexington School District One believes that students in grades 6-8 build upon foundational skills by using technology to create, collaborate, and think critically. As digital learners, students explore tools that support academic growth, creative expression, and responsible digital citizenship. When technology is used, it should:

• Keep teachers central to instruction by guiding purposeful technology use that supports organization, student responsibility, and a healthy balance between screen time and offline learning.

• Prioritize creation over passive consumption by encouraging students to produce original work that demonstrates understanding.

• Promote critical thinking and creativity, helping students evaluate sources, synthesize ideas, and reflect on their learning.

• Support extended projects and deeper learning through simulations, collaborative platforms, and interactive tools.

• Introduce AI tools to support learning and creativity, while teaching students to evaluate outputs critically and apply them ethically.

• Promote collaboration, peer feedback, and co-creation.

• Provide personalized learning through adaptive tools that respond to individual needs and offer real-time feedback.

• Design learning experiences where students apply knowledge and skills by creating authentic digital products. (Implement the Plan - 14)

• Teach students to evaluate sources, interpret data, and reflect to build critical thinking and digital reasoning. (Plan the Learning - 10)

• Use collaborative and interactive tools to support deeper learning and project-based work. (Plan the Learning  - 9)

• Introduce age-appropriate AI tools for learning and creativity, and model ethical, transparent use. (Plan the Learning - 10; Cultivate the Environment - 2)

• Facilitate co-creation, feedback, and idea-sharing through shared documents, discussion tools, and collaborative publishing. (Implement the Plan - 13)

• Use digital tools to collect student input and check for understanding of learning targets (Plan the Learning - 6, 7)

• Use adaptive and data-informed tools for personalized instruction, feedback, and progress monitoring. (Plan the Learning - 6, 7)

• Model ethical technology use and guide responsible digital behavior, conversations, and decision-making. (Cultivate the Environment - 1, 2)

• Teach digital navigation, research, online safety, and respectful communication to build digital literacy and citizenship. (Cultivate the Environment - 4)

• Balance screen time with movement, offline collaboration, and reflection to support student wellness and engagement. (Cultivate the Environment - 3)

• I follow directions, manage my device responsibly, and stay focused on learning goals.
  (Future-Ready Literate)

• I use digital tools to plan, create, and share original work that shows what I know and how I think. (Creative Thinker and Problem Solver)

• I evaluate sources, analyze data, and reflect on my learning to think more deeply.
  (Creative Thinker and Problem Solver)

• I explore how AI tools can support my learning and think carefully about when and how to use them responsibly. (Future-Ready Literate and Personally Responsible)

• I use digital tools to research, create, and learn, and I know how to find and use reliable information. (Future-Ready Literate and Knowledgeable)

• I share my ideas and give helpful feedback to others using digital tools.
  (Collaborator)

• I track my progress, stay organized, and adjust my work to keep improving.
  (Independent Learner)

• I communicate respectfully, stay safe online, and use technology in ethical ways.
  (Personally and Socially Responsible)

• I balance screen time with breaks and offline activities to stay focused and healthy.
  (Personally and Socially Responsible)

• Avoid technology use that limits thinking, replaces meaningful instruction, or fails to support student responsibility and reflection:

• Screen time without clear learning goals, reflection, or teacher guidance

• Games or apps focused only on repetition or recall, with no problem-solving, exploration, or meaningful feedback

• Videos or tutorials that replace live instruction rather than enhance it through modeling, questioning, or interactive learning

• Technology used for entertainment, rewards, or behavior control, rather than for academic growth or creative expression

• Digital tasks that add no value beyond traditional methods, such as:

  • • Electronic worksheets (static PDFs without interactivity, feedback, or personalization)

    • Scanned digital textbooks with no embedded tools or media

    • Slide decks posted without student engagement, feedback, or discussion

• AI tools used without a clear purpose or teacher guidance, especially when students aren’t taught to evaluate outputs critically or understand how the tool works