A New Digital Age for Acton-Boxborough
BY SOPHIE ZHANG '22
Pre-pandemic, AB schools remained relatively tech-free with paper assignments and notes. COVID-19, however, has forced education to go digital and thus requires access to devices. Overseen by Student Dean Mr. Hohn and the new Digital Literacy Coach, Ms. Foley, the 1:1 Chromebook Initiative will give every student a laptop for their entire high school career. With the advent of online learning, the initiative brings opportunities for teachers and students to explore a new digital landscape and prepare for a tech-centric future.
The administration's original goal was to provide equal tools whereby students could improve their digital literacy skills. Further, technology-based education will bolster contemporary skills like collaboration and communication. The program initially planned to only distribute Chromebooks to ninth graders and subsequent freshmen classes, but due to remote learning models, the school decided to broaden the initiative to all grades.
During the pandemic, equitable online education has become a necessity. Every student needs a digital device for remote programs to succeed. After the previous school closure, the school provided Chromebook carts and hotspots for families who lacked digital resources, but meeting all technological needs was challenging. With the initiative, the school can more easily address digital inequities.
The pandemic also triggered a transition to online platforms, and Chromebooks will likely accelerate this shift. Digital learning has become a powerful tool in education. For example, unlike a traditional powerpoint, Peardeck’s check-in tools help track student comprehension. Teachers can then reiterate certain points, providing “higher quality instruction for students,” according to Ms. Foley. Mr. Hohn added that platforms like Book Creator, a digital book tool, allow for more project-based teaching and emphasize individual needs.
Before the pandemic, teachers’ online reliance varied. However, the sudden transition to remote learning pushed teachers towards digital tools, according to Mr. Hohn. Most students and faculty have grown familiar with these resources, but this year’s curriculum will still be a big change. To facilitate the coming transition to online learning, the district has hired Ms. Foley to propel digital literacy forward.
Prior to becoming ABRHS’s Digital Literacy coach, Ms. Foley taught computer applications, accounting, and economics classes. She found that students enjoyed her computer lessons and wanted to share them with other educators. After asking administration at her previous school, Ms. Foley transitioned to work more closely with teachers. She said, “I love the idea of…[making] an impact with teachers so that they feel successful. Then the trickle down effect to students is really powerful.”
Although one teacher in each department led digital learning, there was no go-to-person assisting with technological tools or issues. According to Ms. Foley, this “position has been broadened... to support people… so that they feel comfortable not only just knowing what's out there, but what's going to fit them and their specific discipline to benefit students the most.”
Ms. Foley’s role works both reactively and proactively. First, she meets with staff one-on-one to address concerns so that they are comfortable approaching her in the future. Second, Ms. Foley organizes professional tech development events and plans integrating digital literacy into the curriculum.
With an unpredictable acceleration into remote learning, Mr. Hohn is excited to track AB’s progress. Currently, ABRHS faculty are trying their best to adapt their curriculums to the resources at hand. After a year of experimentation, Mr. Hohn notes, “There are going to be some things that stick. From the digital literacy perspective…I think Ms. Foley is going to help move a lot of that forward, and I think we're going to be in a pretty different place a year from now.”
The administration's original goal was to provide equal tools whereby students could improve their digital literacy skills. Further, technology-based education will bolster contemporary skills like collaboration and communication. The program initially planned to only distribute Chromebooks to ninth graders and subsequent freshmen classes, but due to remote learning models, the school decided to broaden the initiative to all grades.
During the pandemic, equitable online education has become a necessity. Every student needs a digital device for remote programs to succeed. After the previous school closure, the school provided Chromebook carts and hotspots for families who lacked digital resources, but meeting all technological needs was challenging. With the initiative, the school can more easily address digital inequities.
The pandemic also triggered a transition to online platforms, and Chromebooks will likely accelerate this shift. Digital learning has become a powerful tool in education. For example, unlike a traditional powerpoint, Peardeck’s check-in tools help track student comprehension. Teachers can then reiterate certain points, providing “higher quality instruction for students,” according to Ms. Foley. Mr. Hohn added that platforms like Book Creator, a digital book tool, allow for more project-based teaching and emphasize individual needs.
Before the pandemic, teachers’ online reliance varied. However, the sudden transition to remote learning pushed teachers towards digital tools, according to Mr. Hohn. Most students and faculty have grown familiar with these resources, but this year’s curriculum will still be a big change. To facilitate the coming transition to online learning, the district has hired Ms. Foley to propel digital literacy forward.
Prior to becoming ABRHS’s Digital Literacy coach, Ms. Foley taught computer applications, accounting, and economics classes. She found that students enjoyed her computer lessons and wanted to share them with other educators. After asking administration at her previous school, Ms. Foley transitioned to work more closely with teachers. She said, “I love the idea of…[making] an impact with teachers so that they feel successful. Then the trickle down effect to students is really powerful.”
Although one teacher in each department led digital learning, there was no go-to-person assisting with technological tools or issues. According to Ms. Foley, this “position has been broadened... to support people… so that they feel comfortable not only just knowing what's out there, but what's going to fit them and their specific discipline to benefit students the most.”
Ms. Foley’s role works both reactively and proactively. First, she meets with staff one-on-one to address concerns so that they are comfortable approaching her in the future. Second, Ms. Foley organizes professional tech development events and plans integrating digital literacy into the curriculum.
With an unpredictable acceleration into remote learning, Mr. Hohn is excited to track AB’s progress. Currently, ABRHS faculty are trying their best to adapt their curriculums to the resources at hand. After a year of experimentation, Mr. Hohn notes, “There are going to be some things that stick. From the digital literacy perspective…I think Ms. Foley is going to help move a lot of that forward, and I think we're going to be in a pretty different place a year from now.”
