Instructional Technology framework

At Pickerington Local Schools, we believe instructional technology is a tool—not a goal—used to deepen learning, increase access, and empower both teachers and students.

Grounded in our mission to equip teachers with the tools they need to provide a quality education for every child, in every classroom, every day, technology integration is guided by purposeful, research-based practices that prioritize student thinking, engagement, and meaningful learning.

Teacher Reflection: Is This Purposeful Technology Use?

Before using technology in a lesson, consider:

• Engage: Does this actively involve students in the learning?

• Enhance: Does this improve or deepen learning beyond traditional methods?

• Extend: Does this allow students to apply or connect their learning beyond the classroom?

Does this align with our instructional framework?

• Clear learning target?

• Opportunity for feedback?

• Supports gradual release?

If the answer is “no,” consider whether technology is needed—or if there is a more meaningful way to use it.

Our Beliefs

• Technology should support strong instruction, not replace it.

• Teachers are the designers of learning; technology amplifies their impact.

• Students learn best when they are actively engaged, creating, and thinking critically.

• Screen time should be intentional, limited, and purposeful.

• All students deserve equitable access to tools that remove barriers and support learning.

Our Commitment

We are committed to:

• Prioritizing active learning over passive consumption

• Designing blended learning environments that include teacher-led, collaborative, and independent experiences

• Ensuring technology use aligns with district goals of academic excellence, efficiency, and community engagement

• Promoting digital wellness and balance, including reduced and purposeful screen time

• Supporting teachers through professional learning and vetted tools

Active vs. Passive Screen Time

Active Screen Time (What We Prioritize)

Definition: 

Screen time where students are thinking, creating, problem-solving, or interacting in meaningful ways.

Characteristics:

• • Student-centered

  • Requires thinking and decision-making

  • Produces something (writing, creating, responding)

  • Often collaborative or interactive

Examples:

• • Creating a presentation, video, or digital product

  • Writing, editing, or publishing work

  • Participating in discussion boards or collaborative docs

  • Using tools for problem-solving or simulations

  • Receiving and applying real-time feedback

  • Coding, designing, or building

Passive Screen Time (What We Limit)

Definition:

Screen time where students are primarily consuming content with little interaction or thinking required.

Characteristics:

• Low cognitive demand

• Minimal interaction

• Little to no creation or response

Examples:

• • Watching videos without a task or purpose

  • Clicking through slides or content without interaction

  • Drill-and-practice with minimal thinking

  • Background or filler technology use

Technology should not replace:

• Teacher-Student Relationships - Personal connection, trust, and knowing each learner

• Collaboration & Discussion - Face-to-face conversations, peer interaction, and shared thinking

• Hands-On Learning - Manipulatives, experiments, building, creating, and real-world exploration

• Critical Thinking - Deep questioning, problem-solving, and productive struggle

• Creativity - Open-ended tasks, imagination, and student voice

• Reading Physical Texts - Sustained reading, comprehension, and engagement with books

• Writing & Reflection - Thinking through ideas, drafting, revising, and expressing understanding

• Play & Exploration (Especially in Elementary) - Social play, curiosity, and discovery-based learning

• Movement & Physical Activity - Brain breaks, kinesthetic learning, and overall wellness

• Teacher-Led Instruction - Direct instruction, modeling, and responsive teaching