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 through Strategic Plan 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 creating an Instructional Technology Advisory Council 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, balanced 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.

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 people participated, including parents, staff, students, community members and others connected to BISD.

Technology was one of many topics explored. 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.

"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 questions, the most-selected response was "Engaging and Relevant Learning," with 225 selections. Respondents consistently emphasized meaningful, student-centered learning, 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 Strategic Plan and future decisions. View the Strategic Plan survey results.

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. It 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 for a healthy 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 U.S. Surgeon General's Advisory on screen use (PDF) →

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. Students must learn 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. That is why the Strategic Plan includes Goal 7.

The goal is not to replace traditional academic and life skills with technology skills. Students need both enduring human skills and the ability to apply them thoughtfully and responsibly in a digital environment.

BISD is paying close attention to the national conversation about technology in schools, where educators, researchers, policymakers and families are discussing screen time, student engagement and academic outcomes.

At the same time, local data matters. Recent indicators show strong student outcomes in BISD, including the Washington State Superintendent's Award for Educational Excellence, which honors the top-performing districts in the state, and 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 focuses on intentional use. The district will continue to monitor research, review local data, gather community feedback, and ensure technology is used when it supports student learning, engagement, accessibility and future readiness.

Elementary classrooms have access to shared device sets that come out only for specific, teacher-led learning activities or required assessments. Kindergarten and 1st grade classrooms share a set of iPads; 2nd grade classrooms share a set of Chromebooks.

Technology plays a limited and intentional role. Most learning happens through hands-on exploration, small-group instruction, discussion, reading, writing, play, projects, experiments and collaboration. Examples of technology use in K–2 include:

• Accessing teacher-curated digital libraries, videos and research resources for science, social studies and project-based learning.
• Supporting literacy and math skills through targeted independent 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 our elementary schools consistently describes classrooms where technology is balanced with hands-on learning. To learn more, review the examples and teacher reflections in the Superintendent's May 28, 2026 Board presentation.

Kindergarten & 1st grade: 0 to 15 minutes per day.

2nd grade: 0 to 30 minutes per day.

Both ranges exclude occasional assessment windows. Direct teacher interaction, reading, writing, hands-on manipulatives and play-based learning remain the core of the instructional day.

Technology supports and enhances learning rather than serving 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 and create presentations. Teachers may also provide carefully selected digital resources, videos, simulations and interactive activities, always balanced with hands-on learning, discussion, reading, writing and problem-solving.

Yes. Handwriting remains an important foundational skill that supports fine motor development, letter formation, written communication and early literacy. In kindergarten through 2nd grade, students receive explicit handwriting instruction using Handwriting Without Tears, a paper-and-pencil curriculum built on developmentally appropriate practice.

BISD uses digital curriculum and online learning platforms in grades 6–12, giving students access to instructional materials, assessments, feedback and collaboration tools. Technology is only one part of the learning experience: teachers continue to use discussion, hands-on activities, labs, projects, independent reading, note-taking, writing and paper-and-pencil work when those are most effective.

One of the first areas of work for the new Instructional Technology Advisory Council will be to examine classroom technology use, including digital curriculum and screen time, and recommend how to integrate technology intentionally and appropriately.

Technology is also central to many Career and Technical Education (CTE) pathways, including coding, engineering, robotics, digital design, media production and computer science. These skills culminate in opportunities like Spartronics, Bainbridge High School's robotics team, which finished among the top 24 teams in the world at the FIRST Robotics World Championship. In 2025–26, 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

Technology in grades 6–12 isn't simply about using devices. It's about empowering students to create, innovate, collaborate and prepare for an increasingly digital world.

Students in grades 6–12 are issued district Chromebooks that travel between school and home. At Odyssey, students begin taking devices home in 5th grade as part of the combined 5th/6th grade program. Take-home devices help ensure equitable access to learning resources, assignments and communication tools, regardless of a student's access to technology outside school.

Students in grades K–5 do not routinely take district devices home, except students who require assistive technology as part of their educational program.

Families have different perspectives. Some would like greater restrictions on district devices, while others rely on them so students can access materials, complete assignments, communicate with teachers and take part in learning outside the school day. As a public school district, BISD must balance these views while ensuring equitable access for every student.

The district has explored limiting Chromebook access during certain hours. However, families shared that fixed shutoff times can create challenges for students whose athletics, performing arts, jobs, family responsibilities or other activities push homework later into the evening.

Families play an important role in setting expectations at home. They may choose to monitor device use, set household technology rules, limit access during certain hours, or temporarily remove access to district devices in line with their values.

The Instructional Technology Advisory Council will explore screen time and healthy technology balance. Beginning in summer 2026, student Chromebooks are remotely disabled after the last day of school and reactivated in the fall, with limited exceptions for students in programs that require a district device.

Yes. Digital citizenship and media literacy are reflected in both the new Washington State K–12 English Language Arts standards and BISD's 2026–2029 Strategic Plan through Goal 7, which was developed with students, staff, families and community members well before recent public discussions about technology in schools.

BISD is developing a more consistent K–12 approach to digital citizenship and media literacy. Students will learn to evaluate information, think critically about digital content, navigate online spaces safely, understand emerging technologies such as artificial intelligence (AI), and use technology ethically and effectively.

What's new in Washington's K–12 ELA learning standards (OSPI, PDF) →

Draft Washington State ELA learning standards (OSPI, PDF) →

BISD reviews district-adopted and centrally managed educational technology tools before they are approved for classroom use, to make sure they support learning, protect student privacy and are developmentally appropriate. When new digital services are requested, the district considers:

• Educational value: does the tool have a clear instructional purpose?
• Student privacy & security: does it comply with federal and state privacy laws, including FERPA, COPPA and PPRA?
• Age appropriateness: are the content and features right for the intended grades?
• Data protection: what student information is collected, stored and shared?
• Alignment with existing resources: does it offer something district tools don't already provide?
• Cost & sustainability: can the district responsibly support it over time?

Because technology keeps evolving, BISD continues to strengthen how it evaluates tools, protects student data and communicates with families about the resources students use.

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

Students in grades 7–12 have access to one district-approved AI tool: Google Gemini.

AI tools support learning, creativity, research and critical thinking. They are not a replacement for teacher instruction or independent thinking. Just as calculators didn't replace mathematics and spellcheck didn't replace writing, AI is a tool that helps students learn while they continue to build knowledge, skills and judgment.

One of the first priorities of the Instructional Technology Advisory Council will be developing age-appropriate guidelines for AI in schools that protect academic integrity, human judgment and equitable access.