Technology at Advent:
Tech with Intention
Our school's vision of being a beacon of excellence in teaching, learning, and belonging is rooted in the understanding that achieving excellence often involves navigating complex dualities. This understanding shapes our approach to technology use in education. At Advent Episcopal School, we embrace a “both/and” philosophy, recognizing that technology has the power to both enhance learning and, when overused or misapplied, detract from the developmental priorities that are central to our mission.
Rather than viewing technology as inherently good or bad, we aim to use it with intention—leveraging digital tools when they align with our educational goals and resisting their use when they distract from fostering compassion, creativity, critical thinking, or meaningful relationships.
Being thoughtful about technology means making deliberate and purposeful choices about when, where, and how technology is used. At Advent, this philosophy is guided by three key principles:
Purposeful Integration: Technology is introduced only when it clearly enhances learning outcomes and supports the goals of our curriculum.
Balanced Learning: Hands-on, unplugged, and relational activities are fundamental to the Advent experience and are always prioritized alongside digital tools.
Age-Appropriate Practices: As students grow, their use of technology evolves in both scope and responsibility, ensuring that it complements their developmental and academic needs.
This approach ensures that technology serves as a powerful tool for learning, collaboration, and creativity, without overwhelming the balance necessary for healthy development.
How Does Advent Use Individual Devices for Learning?
At Advent, technology is a tool, not a tether. While we are privileged to provide individual devices for each student, their use is guided by thoughtful planning and purpose. Technology is integrated into learning when it enhances instruction, supports skill development, or deepens understanding, but it is not the centerpiece of every lesson or activity. This approach ensures that devices are used flexibly and intentionally, striking a balance that reflects the needs of each student and stage of development.
JPK through 1st Grade: Technology is introduced in a focused and intentional way, incorporated into specific lessons or activities that enhance learning goals. Devices are not a routine part of the day, as the emphasis remains on hands-on, play-based, and relational learning.
2nd through 5th Grades: Students begin to engage with technology more regularly for specific lessons, such as digital research, collaborative projects, and presentations. Devices are checked out from the tech lab or classroom Chromebook carts as needed, ensuring their use is purposeful and aligned with the objectives of each class.
6th through 8th Grades: Students take on greater responsibility for their devices, with personal Chromebooks introduced in 6th grade and traveling between home and school. Even at this level, devices are not in constant use; teachers and students work together to determine when technology supports learning and when other approaches are more effective. Additionally, Chromebook carts are available in each homeroom for students who choose to leave their Chromebook at school at the end of the day.
This thoughtful approach ensures that technology enhances learning while remaining balanced with other essential elements of the Advent experience, such as creativity, critical thinking, and hands-on activities.
Teacher Autonomy & Consistency
At Advent, we provide clear guidelines to ensure technology use is consistent with our philosophy, but we also empower our teachers to make thoughtful decisions based on their classroom needs. This balance ensures flexibility and responsiveness while maintaining alignment with our mission.
For example, a teacher might integrate technology into a science lesson to analyze data or create digital presentations, while choosing unplugged, hands-on activities for collaborative problem-solving in a different subject. By trusting our educators to navigate these choices intentionally, we foster an environment where technology serves as a tool—not a substitute—for meaningful learning experiences.
Our Commitment to Excellence & Balance
Advent Episcopal School is committed to preparing students for the demands of a digitally connected world while ensuring they develop the foundational skills, relationships, and habits that support lifelong learning.
By thoughtfully integrating digital tools alongside unplugged and relational activities, we equip our students with the skills to thrive academically, socially, and emotionally. Our technology with intention philosophy reflects Advent’s broader commitment to balance, excellence, and the well-being of every student.
What Does It Mean to Be Intentional with Our Technology?
“It was clear to me from my work with Advent Episcopal School, in the community survey we administered, the parent presentation event, and in my visit to campus, that staff, students, and families see Advent as a unique, supportive, and caring community. When it comes to technology use at and for school, I observed a school that seeks to integrate technology intentionally, while maintaining a focus on nurturing the whole child. ”
Technology at Advent: Tech with Intention – FAQ
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Intentional technology use means leveraging digital tools thoughtfully and purposefully to enhance learning while prioritizing creativity, critical thinking, and relational engagement. It’s not about using technology for its own sake but about ensuring it serves educational goals without compromising hands-on experiences or developmental priorities.
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Balanced learning at Advent ensures that technology complements—not replaces—other educational approaches. For example:
A science class might use Chromebooks to analyze real-world data during a lab experiment but then engage students in a hands-on engineering project to deepen understanding.
In younger grades, students might use digital tools like Google Slides to create simple presentations on a social studies topic, practicing both research and basic technology skills. These presentations could then be shared with classmates, fostering collaboration and confidence in public speaking.
In middle school, students might use advanced digital tools to collaborate on group projects, such as creating multimedia presentations that combine video, data, and design elements. These projects are often paired with in-person discussions or hands-on activities to reinforce the learning experience.Description text goes here
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Teachers are encouraged to use their professional judgment to integrate technology in ways that align with Advent’s mission and their classroom goals. For example:
A history teacher might incorporate primary source analysis through online archives, while a math teacher uses physical manipulatives alongside a digital graphing tool.
To ensure alignment, teachers follow school-wide guidelines that prioritize intentionality and consistency across grade levels. These guidelines are designed to support flexibility while maintaining a cohesive philosophy.
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We evaluate technology use through both formal and informal methods, such as:
Student engagement and learning outcomes, assessed through classwork and projects.
Teacher feedback on what tools and approaches work best in practice.
Periodic reviews of the tools and platforms we use to ensure they remain aligned with our educational goals.
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Advent incorporates digital citizenship lessons into the curriculum to help students navigate technology responsibly. These lessons cover:
Internet Safety and Privacy: Protecting personal information and navigating online spaces securely.
Ethical Online Behavior: Recognizing misinformation, respecting intellectual property, and understanding the impact of digital actions.
Screen Time Management: Balancing online and offline activities while understanding the effects of excessive screen use on well-being.
Students begin focused technology instruction in third grade with a dedicated tech class. This class introduces foundational skills like typing, responsible internet use, and basic coding while weaving in lessons on digital citizenship. For younger students, these principles are introduced through age-appropriate discussions and guided practice integrated into the classroom.
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We stay informed about emerging technology trends and educational best practices through professional development, research, and community feedback. For example:
When new tools are introduced, we evaluate them for alignment with our curriculum and goals before implementation.
If challenges arise—such as concerns about screen time—we address them proactively through adjustments to our guidelines or practices, ensuring we remain true to our mission.