DCPS uses technology intentionally to support strong instruction, student safety, equitable access, and future-ready learning. These shared commitments establish consistent expectations for how technology is used across schools. 

1. Purposeful Learning 

Use technology when it improves learning and supports a clear instructional goal. 

Students need a balance of teacher-led instruction, collaboration, discussion, hands-on experiences, movement, and purposeful digital learning. Technology should deepen and supplement strong instruction—not replace it. 

Our commitment means: 

• Technology has a clear purpose. Educators consider why technology is being used, how it supports the learning objective, and whether a digital or non-digital approach is most appropriate. 
• Screen use is intentional. Digital learning is balanced with discussion, writing, reading, movement, collaboration, hands-on learning, and other developmentally appropriate experiences. 
• Instructional video supports learning. Teachers select, frame, and supervise video content connected to a defined learning objective. 
• Students use approved, ad-free video pathways. Elementary students do not directly access YouTube. Educators use district-approved pathways such as WeVideo™ when providing instructional video. 
• Teachers remain at the center of instruction. Technology supports and extends effective teaching; it does not replace teacher instruction, interaction, or professional judgment. 

2. Student Safety & Privacy 

Use approved tools, protect student information, and build safety into every digital experience. 

DCPS reviews digital tools to protect student privacy, security, accessibility, and access to appropriate content. 

Our commitment means: 

• Approved tools come first. Staff use district-approved digital applications and follow the established review process before introducing new tools to students. 
• Student information is protected. Personally identifiable information and other protected student data are handled in accordance with DCPS requirements and applicable privacy protections. 
• Student AI access has clear boundaries. Students do not directly access student-facing large language model tools. AI-enabled tools must be reviewed and approved through the district process before student use. 
• Digital environments are monitored and protected. District filtering, application review, approved-tool inventories, and technology-use monitoring support safe digital learning environments. 
• Students are not required to use unapproved applications. 

3. Responsible Digital & AI Learning 

Teach students to use technology safely, ethically, critically, and with human judgment. 

Digital literacy includes understanding how to participate responsibly in digital environments and how emerging technologies, including artificial intelligence, affect learning, information, and society. 

Our commitment means: 

• Students receive age-appropriate digital citizenship instruction. Learning includes online safety, privacy, respectful communication, information literacy, and responsible technology use. 
• Students build AI literacy. Students learn age-appropriate concepts related to how AI works, its opportunities, its limitations, and its potential risks. 
• Human judgment remains essential. Students learn to question, verify, evaluate, and reflect on information produced by digital and AI-enabled tools. 
• Academic integrity matters. Students follow teacher directions and DCPS expectations when using technology to complete schoolwork. 
• AI learning reflects developmental readiness. Student experiences with AI are structured according to age, instructional purpose, and DCPS requirements. 
• Digital learning prepares students for the future. Students develop the critical thinking, communication, creativity, collaboration, and judgment needed to navigate evolving technologies responsibly. 

4. Accessible & Inclusive Learning 

Remove barriers, provide required supports, and give students multiple ways to access and demonstrate learning. 

Technology should expand access to learning rather than create new barriers. Digital experiences should be designed so that all students can meaningfully participate. 

Our commitment means: 

• Accessibility is built into digital learning. Educators use accessible materials, captions, transcripts, readable documents, and other supports when appropriate. 
• Required accommodations are provided. Technology use reflects student IEPs, 504 Plans, language-access needs, and other required supports. 
• Students have multiple ways to engage and demonstrate learning. Digital tools can provide flexible pathways for accessing information, practicing skills, communicating, creating, and showing understanding. 
• Technology responds to student needs. Educators select tools and learning experiences based on instructional goals and learner needs rather than applying the same digital experience to every student. 
• Inclusive design guides technology use. Digital learning should support participation by students with disabilities, multilingual learners, and students with varied learning needs. 

5. Family Partnership & Communication 

Communicate clearly, share resources, and partner with families when questions or concerns arise. 

Families are essential partners in helping students develop safe, healthy, and responsible technology habits. 

Our commitment means: 

• Families receive clear information about technology use. DCPS communicates how technology supports learning, what expectations apply to students, and where families can find additional resources. 
• Technology expectations are transparent. Families can access information about approved tools, student technology use, digital citizenship, privacy, and safety. 
• Communication is accessible and actionable. Information should be understandable, timely, and provide families with clear next steps when action is needed. 
• Families have a clear support pathway. Classroom-specific questions should begin with the student’s teacher. If the issue is not resolved, families can connect with the school leader for additional support. 
• Family feedback matters. DCPS uses family questions, concerns, and experiences to strengthen technology guidance and implementation.