Westford Public Schools could place a greater emphasis on balancing technology with traditional classroom instruction under a new student learning goal.
Superintendent Christopher Chew presented his proposed goals to the School Committee during its Sept. 22 meeting, including a two-year goal focused on what he described as a “healthy digital and non-digital learning balance.”
Under the proposal, all Westford schools would establish and implement district guidelines for balancing digital and non-digital learning tools by June 2028. The goal is intended to increase students’ awareness of their technology habits, reduce screen fatigue and improve focus and self-regulation.
Chew said the proposal grew out of discussions surrounding the district’s strategic improvement plan and feedback about the role of technology in education.
As part of the goal, the district would work to establish clear, age-appropriate expectations for technology use and highlight teaching strategies that combine digital platforms with hands-on and analog learning.
The district would also explore age-appropriate classroom lessons designed to help students develop self-regulation, recognize digital fatigue and determine when a non-digital tool may be more appropriate.
Families would also be included in the initiative, with the district looking to provide guidance and resources related to screen time and technology management.
Chew acknowledged that some school districts have moved toward significantly reducing the use of technology, but said Westford should instead take a more intentional approach to determining when digital tools are appropriate.
The technology proposal is one of four goals Chew presented as part of his superintendent evaluation process. The proposed framework includes a professional practice goal, a student learning goal and two district improvement goals.
Another area discussed focuses on curriculum alignment and improving families’ understanding of what students are learning in the classroom. Proposed measures include documenting curriculum alignment, publishing family curriculum guides and making curriculum review protocols accessible.
The district would also look for evidence that families have an improved understanding of curriculum and instructional practices as the work progresses.
Unlike previous superintendent goals, the proposed goals would span two years. Committee members discussed how the longer timeline could provide additional time to implement the initiatives and assess progress.
Committee members also raised the possibility of incorporating additional attention to the district’s professional development process based on conversations and staff feedback from the previous school year.
The proposed goals remain part of the superintendent evaluation process as the district considers how the initiatives will be implemented and measured over the next two years.
