SCHOOL BOARDS
SET TECH POLICY

1. What is your philosophy about the role of technology in education and the challenges and opportunities it presents?

Strong relationships, great teaching, and engaged classrooms matter most. Technology should serve that work—not compete with it.

That's the test I bring to every conversation about tech in our schools: is it making learning better, or is it just filling time? Used well, technology expands access, supports different kinds of learners, and helps prepare students for the world they're walking into. Used poorly, it disengages kids, widens gaps, and replaces the human connection that actually drives learning.

The reality is that we see both in our district. So the question isn't whether we use technology—it's whether we're being intentional about how, when, and why. Age matters. Purpose matters. And we owe families a clear answer to those questions.

More tech isn't automatically better. Concern about tech isn't automatically resistance. The real question is whether each tool is actually helping kids learn—and that's the standard I'll hold us to.

2. What's the relationship between technology in schools and equity?

Equity isn't about whether every student has a device. It's about whether every student is actually being helped by it—and protected from the harm it can cause.

Consider this: A 2022 Pew Research Center report found that nearly half of U.S. teens have experienced cyberbullying, and Black and Latino students are more likely to say online harassment is a serious problem. Same tools, very different experiences. That's what inequity looks like in practice—not a lack of access, but unequal exposure to harm with unequal support to navigate it.

So giving every student a Chromebook is just the starting line. The real work is teaching students to think critically about what they see, recognize bias and misinformation, navigate AI responsibly, and respond when harm shows up online. That's digital literacy, and it's as fundamental as reading.

And none of this works without our teachers. They're the ones who turn technology into actual learning every day. As tools evolve—especially with AI—our job as a board is to invest in them: training, time, resources, and clear policies that support the work. That's not their responsibility to solve alone. That's on us.

At the end of the day, equity means asking a harder question than "do they have it?" It means asking "is it actually working—for this student, in this classroom?" And as a board, we should be looking at the data that tells us the answer—not assuming.

3. How is technology being used in our schools and what is your opinion on its usage?

Both things are true: there are bright spots, and there are real concerns.

I've seen technology used effectively in our schools—supporting students with different learning needs, opening access to material in ways that wouldn't be possible otherwise, helping kids grow in ways I've watched happen with my own child. That's worth protecting.

I've also heard from families—and seen myself—moments where it could improve. Students on devices during times that could be social. Computers being used in ways that aren't clearly tied to learning. Screens sometimes filling time rather than clearly serving learning. These concerns are real—and when the experience varies this much from classroom to classroom, it becomes an equity issue, not just a quality issue.

What we need is greater consistency and clarity. The same district can have one classroom where tech is transformative and another where it's a placeholder—and families can't predict which their child will get. That's a gap we have an opportunity to close.

My view is straightforward: we need a shared, district-wide instructional vision of when and how technology should be used at each grade level, communicated clearly to families, and held to a clear standard—does this actually support learning, and how? If it doesn't, we shouldn't do it.

4. In your view, does the policy and/or implementation of technology use in schools need to be changed or improved and, if so, how? What informs your answer?

Yes, in three specific ways.

First, we need clearer grade-level expectations for screen time and device use—particularly in the early grades, where the research on young children and screens is the most cautious. Families deserve to know what to expect, and teachers deserve district-wide alignment that sets them up for success.

Second, as tools like AI evolve, the board's role is to set clear policy, allocate resources, and ensure ongoing professional development so our schools are equipped to lead this work well. That's also how we build the consistency families are looking for.

Third, we need to communicate honestly with parents about what's happening in classrooms—what tools are being used, why, and how families can support their kids at home. "Tech talks" and back-to-school nights are a great start, and communication needs to be ongoing and specific.

What informs this? Listening to parents, talking to the community, looking at the landscape across the country, and watching my own child's experience. All of it points to the same thing: families want technology used with intention and balance, and we owe them a clear answer for how we're doing that.

5. What do you think the board's role in driving technology policy and implementation should be? What role should parents have, if any?

The board's job is to set clear policy, ask hard questions, and make sure technology decisions are anchored in what's best for students. That means regularly leaning on research, learning from other districts, reviewing and updating policy as the landscape shifts—especially with AI—and following through to make sure implementation reflects the intent of the policy.

We do that work in partnership with the superintendent and staff. Partnership means asking for data, raising concerns when we hear them from families, and holding ourselves accountable to outcomes—not just inputs.

Parents aren't just stakeholders to be informed. They're partners in this work, and they're often the first to notice when something isn't working. When parents raise concerns about screen time, social development, or what their kids are encountering online, that's signal—not noise. The board's job is to take those concerns seriously and respond with real answers and real action.

And I'd add: teachers belong in this conversation too. They have the clearest view of how technology shows up in classrooms day to day. Strong technology policy is built with their voice in the room.

6. Is there anything we haven't asked you about technology in schools that you want to share?

One thing I want to name clearly: families raising questions about technology in our schools and educators working to integrate these tools are not on opposite sides. Both care deeply about kids. Both are trying to foster a joy of learning. Both are seeing something real. The board's job is to bring those perspectives together.

That means listening closely to families, investing in our teachers, and making sure technology in our classrooms is always anchored in what serves students best. It also means committing to ongoing progress monitoring—using data, not assumptions, to tell us whether our approach is working—and staying open to learning and adjusting as the landscape continues to shift, especially with AI moving as fast as it is.

This is a moment that calls for thoughtful, intentional leadership. That's the standard I'll hold the board to, and the standard I'd ask voters to hold me to.

1. What is your philosophy about the role of technology in education and the challenges and opportunities it presents?

We can support our students' development by centering their school and classroom experiences on interacting with each other rather than technology, by closely adhering to the state law banning cell phone use during the entire school day and making sure kids are actively engaged in learning.

Technology is a tool and it will reflect our priorities and our biases. There should be a coherent technology strategy that comes from our philosophy of teaching and learning in the classroom that is regularly updated to reflect our rapidly changing times. The opportunities are in its ability to be used as a tool for the best and highest use of kids learning — where it can supplement and personalize learning, where it can give kids access to be able to go further or learn better. It can bring access to different perspectives and enable teachers to personalize learning.

The challenges are that it can be an easy way to fill time — whether with worksheets or video content, it can lead to kids being trained to use and interact with screens rather than people, it can reflect the biases that exist in the world around us through reinforcing stereotypes in content. At its worst, it can degrade kids' ability to use their natural skills in play, writing and critical thinking.

2. What's the relationship between technology in schools and equity?

As I said above, technology — the apps that kids use — can reflect the bias of society at large and so it is another layer to undo in the way that kids can experience racism and other forms of bias at school. At Nyack, we bring that lens to evaluate any apps that can be accessed on school laptops but it is still a challenge. On the other hand, teachers can also personalize the way kids learn so technology can be used to level the playing field for kids who may be struggling. Providing Chromebooks at a 1:1 level ensures that no child is without a technology that others may have access to at home.

3. How is technology being used in our schools and what is your opinion on its usage?

Technology is being used in our schools at the discretion of the teacher and the building or department. As such, it varies widely. I would want my opinion about technology use across the district to be informed by more information and data on its usage. My opinion on its usage as a parent (hearing from and thinking about my own kids) is different from my view on its usage as a current and future Board member (thinking about all kids).

As a parent I have restricted screentime more than most families do. However technology is necessary in many respects in life and I also want my kids and all kids to be able to reap the benefits that technology can bring from its use in access to different perspectives and personalizing learning.

4. In your view, does the policy and/or implementation of technology use in schools need to be changed or improved and, if so, how? What informs your answer?

The district should approach the implementation and limitation of the use of technology in classrooms in a way that seeks to take advantage of its benefits and limit its harmful effects. It should be a collaborative effort with families and district staff to understand the priorities and concerns as well as its key benefits and uses in the classroom.

The district would benefit from a coherent strategy on how technology is used in the classroom at different grade levels. The previous strategy relied on the LATI (Learner Active Technology Infused) classroom method which centers technology and it is due to be updated. Technology should support the primary activities in the classroom, not be at its center.

5. What do you think the board's role in driving technology policy and implementation should be? What role should parents have, if any?

The board's role should be to support the administration in driving an update to technology strategy district-wide. Strategic planning could include a focus on technology so that our output could reflect the community viewpoints on the use of tech in classrooms. Families' role should be an input to the strategic planning process. Families' role could also be now, reaching out to teachers or building leaders where you have concerns or questions about the use of technology.

The Board's role could also be in monitoring the use of technology at a high level, across the district. If it was needed after this process, the Board could pass a policy that would guide the use of technology in the district.

I've learned as a parent and community advocate with 15 years in the district, and as a Board member for 3 years that it is incredibly important to have a collaborative process where stakeholders truly listen to one another and evolve together. I would look to hear from families, hear from teachers and administration, research what other schools are doing around the country and move from there.

6. Is there anything we haven't asked you about technology in schools that you want to share?

Transparency and communication in what we are doing now and where we are going with technology is incredibly important. Bringing more coherence to our strategy will enable a different level of transparency and communication about what to expect at different grade levels in terms of technology use.

1. What is your philosophy about the role of technology in education and the challenges and opportunities it presents?

Before answering your question about technology, I have to say a word about what I believe as an educator. I have been teaching for 20 years. I have taught in community colleges and four-year institutions, such as Columbia, where I am now a Dean and professor. I have also worked with high school students facing serious hardships, such as housing insecurity.

In each of these contexts, my teaching philosophy has prioritized active, personalized learning. I believe the classroom — whether it's a kindergarten or a college seminar — should be a vibrant space in which students develop lasting habits of mind by being challenged and encouraged to participate.

I have seen how much technology can impede these practices, and there is sufficient evidence at this point to know that our over-reliance on technology in schools is shortening attention spans, lowering academic performance, and interfering with socialization.

Let me be clear: I am not opposed to intentional use of technology in schools, and I recognize its benefits (which I will discuss in answers 2 and 3 below). I know that technological literacy is not only a NYSED requirement, but a critical educational outcome in the 21st century. I am, however, resolutely opposed to the use of technologies without proven academic benefits, or when there are real risks of harm through exposure to inappropriate content online, manipulative algorithms, and addictive technologies.

My experiences as an educator and my alarm over our district's approach to technology use are why I have decided to run for Nyack Board of Education Trustee. If elected, I will push for the following:

• Audit technologies used in our schools: If the district is going to spend taxpayer dollars on expensive contracts with private tech companies that have no investment in our children's welfare and little educational expertise, it must show that these technologies are safe and have proven academic benefits.
• Survey district families: I would like to have data about families' experiences with take-home devices. Have families observed their children bypassing filters? Are devices being used primarily for educational purposes or entertainment at home? Are children demanding more screen time because of them?
• Update outdated technology policies: The Board should revise policy 4526 on the acceptable use of computers in Nyack schools and policy 4526.1 on internet safety regulation, which have not been updated in 15 years. The Board should commit to a regular review of all technology policies to keep up with the dramatic advances that we are seeing in this field.
• Pursue responsible three-year technology plans: The district's three-year technology plans should be informed by local and national evidence about the impact of technology on student learning and wellbeing, and should involve robust consultation with families in the district. The district can choose the state goals addressed in these plans and create its own. Whatever the source of these goals, they should always prioritize age-appropriate use of devices.
• Create adequate safeguards for device use: The district needs to ensure that there are adequate safeguards in place to prevent exposure to harmful content on school-issued devices. We know that there are numerous ways to bypass the Lightspeed filter, and there are no shortage of websites instructing young people how to do this. Safeguards may include the following:
  • Activating the parental monitoring functionality on the Lightspeed filter that tracks activity on school-issued devices. If the 1:1 device policy remains in place and these devices are being placed in our children's hands — and brought into our homes — we have a right to know how they are being used and for how long each day.
  • Rolling back the district's 1:1 device policy. My strong preference would be for the district to end device use for students in kindergarten and first grade, and eliminate unsupervised use of devices in elementary and middle school. Both are possible within NYSED's framework of technology literacy standards.

2. What's the relationship between technology in schools and equity?

Let me address this question from two different standpoints.

First, there is evidence that some technologies can be useful for neurodivergent students and students with disabilities. I fully support those uses of technology as a way of ensuring that all students have opportunities to learn and grow in our schools. I will say more about this in question 3 below.

Second, we have a responsibility to ensure that all students, regardless of socioeconomic status, have access to devices so they can develop technological literacies and other academic skills such as conducting research. I fully support providing access to technology for this purpose. According to NYSED, about one third of students in our district are considered economically disadvantaged, and we must ensure that these students have access to the technology they need to learn.

But it is critical to emphasize that for economically disadvantaged students, access alone is not the issue. A meta-analysis published in the journal Computers and Education in 2019 found that even with greater access, students from low income backgrounds are often not using devices in educational ways. Unmonitored access is, in other words, having the opposite effect of the one intended. It is impeding learning rather than enhancing it.

3. How is technology being used in our schools and what is your opinion on its usage?

Technology use in our schools falls into roughly four categories. I will define these categories and offer my views on each.

Technology for NYSED standards: New York State has technology literacy requirements for students in all grades. The district must adhere to these requirements, but has flexibility in how it implements them. NYSED does not require screen use in kindergarten and first grade. Many of its goals for elementary and middle school can be met with limited technology use. None of NYSED's tech literacy standards requires the constant access to devices associated with the district's 1:1 policy. I believe that students need to be competent in the use of technology, but that this goal can be achieved without devices being ubiquitous. Moreover, many scholars and educators (myself included) argue that the best preparation for computer programming or using AI responsibly consists of developing students' abilities to think critically, to use logic, to exercise judgment, to read closely, and to communicate clearly in writing. These are living intellectual practices that will prepare students far better for the unimaginable technologies of the future than unsupervised engagement with today's devices.

Technology to support content mastery: Our schools use a number of technologies to support learning in areas such as reading. My daughter, who is in kindergarten, spends a good deal of time using Lexia, a platform used by nearly four million children in more than 18,000 schools in the U.S. There is mixed evidence as to whether Lexia is an effective tool for learning to read. Rand found that students using Lexia did modestly better than peers who did not use the technology. A longitudinal study in the peer-reviewed journal Computers in the Schools reported a benefit for low-income kindergarteners, though the number of students (68) was small. There are methodological issues with many of these studies, not least the fact that a number of the studies are funded by the company itself. If the district is going to spend taxpayers' money on these technologies, I think they have an obligation to show that these technologies are not only safe and effective, but superior to other personalized methods that might be used to teach students reading, math, and other subjects. The bar should be high.

Technology to provide accommodations: Numerous technologies, including speech-to-text and read aloud technologies, appear to have real benefits for students who are neurodivergent or have dyslexia, dysgraphia, ADHD, or physical disabilities. I fully support proven accommodations for students who need them, and I know from experience that these can be implemented in ways that are safe and not disruptive.

Technology for entertainment: Parents in our district have been raising concerns about the use of YouTube in classes, during "brain breaks," and even between school and the PTA's pilot program in Spanish. As far as I know, no one claims that these videos are being used for educational purposes. Indeed, they seem to be used in at least some instances as ways of controlling student behavior. One parent told me that when she raised concerns about her student watching YouTube videos for 45 minutes after school while waiting for the Spanish program to start, she was told it was necessary because of "unruly" students who couldn't focus on drawing or playing. Another parent told me that YouTube videos are used to calm her student, who has ADHD, when his behavior is considered too boisterous, which is exactly the opposite of what his condition requires. Unless the district can offer an informed defense of these practices, they simply must end.

4. In your view, does the policy and/or implementation of technology use in schools need to be changed or improved and, if so, how? What informs your answer?

Yes. I have outlined the changes that I would like to see in our district:

• Elimination of technologies that are not educational.
• An update to district technology policies.
• A responsible three-year tech plan with locally developed goals that are age appropriate.
• Safeguards for device use, including a ban on their use in kindergarten and first grade, and rolling back 1:1 use through middle school.

My answer is informed by extensive research, both locally and nationally. At this point, I have spoken with hundreds of parents in our district about their experiences, and my proposed policies have been informed by those conversations. I would like to see our district survey families so we can also provide more than anecdotal information about technology in our schools.

I have also conducted extensive research in academic journals to ensure that I have an accurate understanding of the benefits and risks of technology. The scholarly literature on technology in schools reinforces everything that I have been hearing locally on this subject.

Finally, I have been tracking developments in other school districts. I am especially encouraged by the recent decision of the second largest school district in the country — Los Angeles — to roll back its 1:1 technology policy, prohibit device use in early grades, and limit screen time at school. There has been tremendous progress in other districts as well, including in North Carolina, Virginia, Maryland, Michigan, Kansas, and Illinois. Why not in Nyack?

5. What do you think the board's role in driving technology policy and implementation should be? What role should parents have, if any?

I would like the Board to be proactive in dealing with the intellectual, social, and emotional risks posed by technology use in schools. We should not have to wait until there are problems to address these issues. I also believe it is the Board's obligation as a democratically elected body to invite meaningful input from families in our community.

School boards do not exist to rubber stamp decisions and approve budgets. While there are constraints on what school boards can do, they have distinct powers. Boards conduct strategic planning, make policies, create overall governance procedures, and guide district leadership. Even the board's power to shape budgets is more than just number crunching. It is an opportunity to set real educational priorities informed by evidence and experience.

Moreover, school boards are democratically elected officials who are here to serve the public. They have legal obligations to be transparent, and, as public servants, moral obligations to go beyond those minimal standards and to engage families in collective deliberation. I recognize and respect the expertise of our teachers and district leaders. But all of us as parents are experts on our children, and we have every right to be part of the conversation.

6. Is there anything we haven't asked you about technology in schools that you want to share?

I am running for Board of Education Trustee because of my faith in both education and democracy. I made education my life's work because I was personally transformed by it. Since then, I have had the great privilege of seeing education transform hundreds of students in my classes over the last two decades. I want every student to experience that. That is why I will fight to protect proven pedagogical practices in our schools, and the educational philosophy that I described in answer 1.

I also believe that public education is the last remaining common good in our society. Our public schools are the only hope we have for achieving true democratic equality in America. The practice of backdoor privatization — the transfer of public funds to large private tech corporations — is every bit as threatening to public education as austerity measures and our federal government's scorched-earth policies.

1. What is your philosophy about the role of technology in education and the challenges and opportunities it presents?

Throughout my time as a student, I have witnessed the rapid integration of technology in the classroom, from chalkboards being replaced by smartboards, to the introduction of Chromebooks, and most recently, the rise of large language models and AI tools. In fact, my class in Nyack Schools was among the last not to receive 1-to-1 district-issued devices when they began to be provided, underscoring how quickly this shift has taken place and how recent many of these changes are. These experiences have shaped my view that technology should serve as a tool and a resource in education, not the default mode of instruction.

When used appropriately, it can enhance learning, expand access to information, be used in creative manners, and support both students and teachers. However, overreliance on technology risks diminishing important aspects of education such as critical thinking, interpersonal connection with peers, and hands-on exploration. In my early education, classrooms emphasized reading, writing, collaboration, and discovery, with minimal to no reliance on screens. I believe those elements remain essential and should not be overshadowed by digital tools.

Clear and thoughtful technology policies are critical. School boards must take the lead in establishing guidelines that promote safe, responsible, and balanced use of technology. Unfortunately, the opportunity to establish these guidelines is a responsibility that the current board has not effectively pursued. These policies should be developed collaboratively, incorporating input from educators, parents, and students to ensure that technology supports a healthy and effective learning environment. Ultimately, the goal should be to strike a balance by leveraging the benefits of technology while preserving the core human elements of education.

2. What's the relationship between technology in schools and equity?

Any decisions regarding technology policy must be carefully considered to ensure that all students receive the access, support, and guidance they need to succeed. For many students with special accommodations, school-provided devices are essential. Students rely on them to complete assignments, access resources, and fully participate in their education. Limiting that access would create significant barriers and widen existing inequities. To me, having equitable policy must be about more than simply providing devices. What are students using these devices for? Are they using them for creative purposes or are they being used for aimless consumption? Ensuring that every student has meaningful access is key.

The board must provide clear expectations, guidance, and instruction on how to use technology responsibly and effectively. Without that support, disparities can persist in how students benefit from these tools. We must ensure all students not only have the tools they need, but also the skills and direction to use them in ways that enhance their learning.

3. How is technology being used in our schools and what is your opinion on its usage?

Based on what I have seen, it seems that there will only be increased technology and digital learning in our schools. Many students in high school are required to research online, complete assignments on computers, and submit assignments through the appropriate submission portal. I would personally like to see less reliance on technology for instruction. This is a conversation that should also include teachers and educators, but there was a time before screen dominance that produced very knowledgeable and intelligent students. We should not have a reactionary impulse to completely revert back, but there has to be a healthy balance between traditional learning methods and implementation of tech for educational purposes. Planning and foresight from the board was required in this regard, however, this action was never taken.

I also believe that we have to limit use of technology for our younger learners and the board has to take a stance to establish guidelines when the technology can be introduced in school settings.

4. In your view, does the policy and/or implementation of technology use in schools need to be changed or improved and, if so, how? What informs your answer?

I believe the district's technology policy should be updated and strengthened, providing the administration and educators direction on how to appropriately implement this policy. While technology offers valuable tools that can enhance learning, we also need to be mindful of the risks associated with unrestricted or excessive screen use. Research, including findings from Johns Hopkins School of Medicine, has highlighted potential negative impacts of prolonged screen exposure for children (and they characterize "excessive" as over two hours), such as behavioral and developmental concerns, social and language delays, and disruptions to sleep. These considerations should play an important role in how policies are shaped.

Moving forward, the board should aim to strike a thoughtful balance: leveraging the benefits of technology while setting clear, age-appropriate boundaries around its use. This includes establishing guidelines for when technology is most effective as a learning tool, providing training for responsible use, and ensuring that screen time does not replace essential aspects of education like interpersonal interaction and hands-on learning. Ultimately, the goal should be to protect student well-being while also preparing them with the digital literacy skills they will need beyond their time in Nyack schools.

5. What do you think the board's role in driving technology policy and implementation should be? What role should parents have, if any?

I am pleased that parents in the school district stepped up and forced a meaningful discussion with the board about responsible technology use in school settings. It should be the school board prerogative to be leading this conversation, seeking input from community members, parents, students, and teachers.

Of course parents also have a critical role to play. They understand their children's needs, habits, and challenges in a way that schools cannot fully replicate. Their input is essential in shaping policies that ensure learning environments are safe, supportive, and conducive to student success.

6. Is there anything we haven't asked you about technology in schools that you want to share?

One of my favorite books is Neil Postman's "Amusing Ourselves to Death," which argued that the rapid erosion of critical thinking and rational debate was due to television turning all aspects of society into entertainment. He wrote that book in 1985, and though many have labeled him as "anti-technology," I see his work as a caution against uncritical acceptance of new technologies and can take many lessons into our decisions today. What would he think of the current environment? Would he be surprised how many of his predictions were proven correct, and then exacerbated by the advent of the internet, household computers, the iPhone, and AI? There is an active competition for our attention and for the attention of our children, with incentives to retain users by creating a craving for constant stimulation that reality cannot satisfy. And so the loop ensues…

This will not be a simple or straightforward discussion. In order to find solutions that truly benefit all students, every stakeholder must have a seat at the table. Meaningful progress will require open dialogue and collaboration among educators, parents, students, and the broader community. I am running to become a member of the school board with the energy and commitment to engage in these conversations, a willingness to take on complex challenges, and contribute a fresh perspective so that the children of the district can learn and thrive.

1. What is your philosophy about the role of technology in education and the challenges and opportunities it presents?

I believe technology should be used in thoughtful, limited, and meaningful ways to support learning — not drive it. There are real opportunities for technology to enhance instruction, expand access to resources, support different learning styles, and help students build skills they'll need in the future. At the same time, we're also learning much more about the challenges technology can create, especially around student mental health, attention, screen time, and social development.

I think most people in our community actually agree on the core principle: technology should be a tool that supports students, while student well-being remains at the center of every decision.

2. What's the relationship between technology in schools and equity?

Technology can help ensure all students have access to learning materials, academic supports, assistive technology, and opportunities they might not otherwise have. At the same time, equity also means recognizing that students experience technology differently and may need different levels of structure, guidance, or support.

Equity is not simply about providing devices — it's about making sure technology use is developmentally appropriate, purposeful, and truly beneficial for all students.

3. How is technology being used in our schools and what is your opinion on its usage?

Technology is being used across our schools in many different ways — for instruction, research, communication, collaboration, assessments, and individualized learning supports. There are many educators using technology in creative and effective ways that genuinely enhance student learning.

At the same time, families have raised important concerns and questions, and I think those concerns deserve serious attention. Parents have brought forward specific examples around issues like students finding ways around filters to access platforms like YouTube, concerns about screen time, questions around AI, and whether devices should remain in school for younger students.

I think it's important to acknowledge both realities: there is a lot of thoughtful work happening, and there are also legitimate concerns that deserve continued discussion and evaluation.

4. In your view, does the policy and/or implementation of technology use in schools need to be changed or improved and, if so, how? What informs your answer?

I think this is an evolving conversation, and we should always be open to improving both policy and implementation as we learn more. What informs my thinking most is listening — to parents, teachers, administrators, students, and experts in child development and educational technology.

Right now, I think one of the biggest needs is clearer communication and stronger shared understanding. There seems to be some confusion or lack of trust in parts of the community about whether everyone is aligned on these issues, even though I actually believe there is much more agreement than it may appear.

I support continuing to evaluate areas like screen time expectations, device management for younger students, digital safety protections, and how emerging technologies like AI are introduced and monitored in schools.

5. What do you think the board's role in driving technology policy and implementation should be? What role should parents have, if any?

The Board's role is to ensure that technology policies reflect the shared values and priorities of the community while keeping students' well-being at the center. That means asking thoughtful questions, setting clear expectations, supporting accountability, and making sure policies are aligned with educational goals and best practices.

Parents absolutely have an important role to play. Families have been instrumental in bringing many of these concerns to the forefront, and their perspectives matter. Open dialogue between parents, educators, administrators, and the Board is essential to building trust and making good decisions. Opportunities like community forums and Tech Talks are valuable because they help create space for those conversations.

6. Is there anything we haven't asked you about technology in schools that you want to share?

I think it's important to recognize that this is not a simple issue with easy answers. Technology is changing quickly, and schools everywhere are trying to find the right balance. I'm encouraged that in Nyack we have educators, administrators, parents, and community members who care deeply about getting this right.

While there may be differences in opinion around certain details, I believe there is broad alignment around the bigger goal: creating learning environments that support academic growth, healthy development, safety, and student well-being. Moving forward, continued communication, transparency, and partnership will be critical.

1. What is your philosophy about the role of technology in education and the challenges and opportunities it presents?

Technology, including Chromebooks, is a powerful tool, but it must be used intentionally and in balance. It should expand access, support learning, and build digital skills, while not replacing strong instruction, creativity, or human connection.

As a classroom teacher, I see firsthand every day both the strengths and the challenges that technology brings into education. Technology can absolutely support learning when used thoughtfully and appropriately. It can personalize instruction, increase access to resources, improve communication, and help students develop important skills they will need in college, careers, and everyday life.

At the same time, I understand why many parents are concerned about excessive screen time, distraction, social media influence, algorithms, and the overall impact devices can have on students socially, emotionally, and academically. That is why balance and intentionality are so important. Technology should support educational goals, not drive them.

2. What's the relationship between technology in schools and equity?

Technology and equity are closely connected. Access to reliable devices, internet connectivity, assistive technology, and digital literacy opportunities can greatly affect a student's ability to participate and succeed in school.

Technology can help create more equitable learning opportunities by supporting multilingual learners, students with disabilities, and students who may need additional academic support or enrichment. But equity is about more than providing devices. We also need to ensure students and families have the support, guidance, and resources necessary to use technology effectively and safely.

I also believe all voices matter, not just the loudest voices. Equity means recognizing that some families attend every meeting, some answer surveys, and some may never participate publicly at all. Their children still matter equally, and their perspectives deserve consideration too. As a district, we have a responsibility to make decisions that consider the needs of all students and families across the community.

3. How is technology being used in our schools and what is your opinion on its usage?

Technology is integrated into many parts of our schools, including classroom instruction, assignments, communication, research, assessments, and student support services. Teachers use digital tools to differentiate instruction, increase engagement, and provide students with access to a wide range of learning resources.

As a classroom teacher, I see many positive uses of technology when it is aligned with strong instruction and used purposefully. At the same time, I think it is important to continue evaluating how technology is used, particularly for younger students (K–2), to ensure it remains developmentally appropriate and balanced with face-to-face interaction, discussion, hands-on learning, and critical thinking. Technology should be one tool among many, not the center of the educational experience.

4. In your view, does the policy and/or implementation of technology use in schools need to be changed or improved and, if so, how? What informs your answer?

Technology policies and implementation should be reviewed regularly because technology is evolving so quickly. Areas that deserve ongoing attention include screen time, digital citizenship, online safety, cybersecurity, student privacy, and the growing role of artificial intelligence in education.

As both an educator and a parent, I understand the concerns many families have about screen use, distraction, and the broader effects technology can have on students' learning and well-being. At the same time, I also believe in the importance of clearly defined roles and responsibilities within a school district.

The Board of Education helps establish vision and policy. It is the responsibility of the superintendent and administrative team to research, analyze, and evaluate best practices, consider NYSED guidelines and policies, listen to families, and help guide and implement a thoughtful technology plan for the district. Effective decisions happen when all of those voices work together respectfully and collaboratively.

5. What do you think the board's role in driving technology policy and implementation should be? What role should parents have, if any?

The board's role is to establish clear policies, set priorities, ensure accountability, and make responsible decisions about resources while keeping student learning, equity, privacy, and well-being at the center. The board should help set the vision and expectations while respecting the professional expertise of administrators and educators responsible for implementation.

I believe strongly in collaboration and in respecting the different roles within a school district. The administration should lead the day-to-day implementation of technology plans, teachers should provide practical classroom insight, and parents should be valued partners in the conversation.

Families should have opportunities to provide feedback, ask questions, and stay informed about how technology is being used in schools. Parents also play an important role in reinforcing healthy technology habits, digital responsibility, and online safety outside of school.

At the same time, decision-making must reflect the needs of the entire community, including families who may not always be visible in public discussions. All students deserve thoughtful consideration and equitable access to opportunities and support.

6. Is there anything we haven't asked you about technology in schools that you want to share?

I believe one of the most important responsibilities schools have today is helping students become thoughtful, responsible digital citizens. Students need more than technical skills — they need to learn how to evaluate information critically, engage respectfully online, protect their privacy, and use technology responsibly and ethically.

Districts also need to approach emerging technologies like artificial intelligence thoughtfully and proactively. AI will continue to shape education and the workforce, and schools should help students understand both its benefits and its limitations while continuing to emphasize critical thinking, creativity, and academic integrity.

Most importantly, I believe technology decisions should always come back to what is best for students — academically, socially, and emotionally. Technology should support learning and relationships, not replace them.