Technological change is rapid and pervasive in our society. We recognize that such development can be taken in both beneficial and detrimental directions. At CCS we wish to make wise and stewardly decisions regarding our use of technology. We will adopt the use of any technology (computers, calculators, video/audio recording and playing equipment, etc...) only after a thorough review of the full impact on the educational experience of our students. The use of technology must complement our educational goals and be consistent with our core values and principles. When considering the use of a specific technology, the following guidelines will be followed:

The particular tool:
1.  must be developmentally appropriate for the age group and the individual student
2.  must not inhibit the development of community among our students
3.  may be used to reinforce and expand learning for a student’s particular needs
4.  should not take the place of available direct experience and observation of the world
5.  must meet our stated goals for the skills we desire our students to gain by the time they complete sixth grade.

Computer Literacy

Presently, our goal regarding computer literacy is that students will be able to use available computer technology for reference purposes at the completion of sixth grade. This will necessitate that input device skills (keyboard, mouse, etc.), familiarity with a graphical user interface (eg., Windows® or Macintosh® formats), basic word processing, and Internet protocol be presented at the appropriate time.

We believe that children learn best through direct experience and observation of the world around them. We prefer our students have as many occasions to do this as possible rather than initially relying heavily on finding data from any reference material, electronic or otherwise.

For example, when Form One students are learning about marsh birds during their Bird Unit, it is preferable to have them spend a morning at a wetland pond observing redwing blackbirds, mallards and bluebirds, rather than spending that time locating information stored on software. Students learn best when they have the opportunity to make and discuss observations and to draw conclusions based on those observations. Once they have had the opportunity for this higher level thinking, they can then “check” their conclusions with the knowledge that others have gained—either through references available on computers, a teacher or books.

We recognize that all of these ways of gathering information are valuable, but we will not use one to the exclusion of another.