IFB - Instructional Role of Student Learning Devices

• Document Link- printable PDF:  IFB - Instructional Role of Student Learning Devices 
• Title: Instructional Role of Student Learning Devices
• Section: I. Instructional Program
• Adoption Date: 04/23/2026
• Additional Documents: CCSD Guidelines

Descriptor Code IFB
 Instructional Role of Student Learning Devices

The Cherokee County School Board values intentionally planned instruction by classroom teachers.  In CCSD, instructional planning is aligned to Cherokee County School’s Teaching and Learning Standards and should incorporate a variety of resources and tools including print, written, digital, and hands-on resources.  Student learning devices, when available to students, should contribute to that balance in instructional planning and are intended to supplement, not replace, the professional skill, judgement, instruction, and relationships provided by teachers.  Teachers will continue to provide direct instruction, engage students in academic discourse, and create hands-on learning experiences for our students. 

Digital resources should be purposefully integrated to enhance standards‑aligned instruction and to provide students with meaningful opportunities for grade level learning, enrichment, remediation, and acceleration.  Teachers should use student learning devices to provide immediate feedback cycles and as an additional opportunity for student research and creation.  Teachers should use technology in ways that support learning, promote student engagement, and extend access to high‑quality instructional materials, while ensuring that the core of teaching remains grounded in effective teacher instruction, peer and teacher collaboration, and a variety of resources and tools. 

Student learning devices and digital resources will be utilized to support the instructional and accessibility needs of students served through Special Education, Section 504, and English to Speakers of Other Languages (ESOL) programs. Use of these tools will align with this policy and support the delivery of individualized accommodations, modifications, and instructional supports as required for each student.

The Superintendent or designee will create guidance to support consistent implementation of developmentally appropriate instructional technology usage by grade level during school hours and for homework assignments. 

ADOPTED: April 23, 2026

Cherokee County Board of Education

 

CCSD GUIDELINES

Teacher Guidelines for Implementation of Student Learning Devices- IFB

In CCSD, we are committed to a thoughtful and evidence-based review of all technology usage in our schools.  We believe that there are many types of potential technology usage for instructional purposes in schools including:

•  Teacher technology use – including whole group instruction using smartboards and interactive digital tools
•  Individual student learning device use - using a Chromebook or other similar student learning devices for producing artifacts, accessing customized standards-aligned learning resources, assessment of learning, and targeted and defined research
• Cell phone or personal device use – now legislated as not permitted in elementary and middle schools and only used for instructional purposes in high school at the discretion of the teacher (concluding in the 2026-2027 School Year)

One of the primary purposes of this guideline is to position administrators and teams of teachers to have thoughtful discussions about the evidence of impact each type of technology has on student learning.  Specifically, this guideline informs expected planning and instruction in our schools using individual student learning devices.    

Student learning devices are instructional tools designed to enhance teaching and learning in support of standards-based instruction and prepare students for a workforce that is skilled at using multiple mediums for productivity and work responsibilities. In CCSD classroom instruction and homework assignments, devices should be used intentionally to strengthen high-impact instructional strategies and expand opportunities for collaboration, creativity, critical thinking, and communication. Technology is intended to serve as a tool that supplements effective teaching practices and does not replace the essential role of the teacher.

I.                    Balanced Use of Instructional Materials and Student Learning Devices

A.                Elementary Grades (K-5)

1.      Student learning devices should support, not replace direct instruction, teacher feedback, classroom discussion, and relationship-building that happens without digital access.

2.      Students should engage in active, meaningful, hands-on learning experiences rather than passive screen consumption. Devices should be used to access the core and supplemental resources that have been adopted and aligned to the customized CCSD Teaching and Learning Standards.

3.      Use of individual student devices for Grades Pre-K-2 should not exceed 10% of the instructional time in both special classes and the core subject areas.

4.      Use of individual student devices for Grades 3-5 should not exceed 15% of the instructional time in both special classes and the core subject areas.

B.                 Secondary Grades (6-12)

1.      The use of individual student devices should not replace communication and collaboration that occurs face-to-face with teachers and classmates.

2.      Technology use should focus on student production over passive consumption.

3.      Student use of devices should focus on collaboration, communication, critical thinking, and creativity. This occurs through research and engagement with core resources that have been aligned to the CCSD Teaching and Learning Standards in the Learning Management System.

4.      Use of individual student devices should not exceed 20% of the instructional time in both elective classes and the core subject areas.

II.                 Exceptions to Student Learning Device Limitations

A.    Adaptive technology required by a student’s Individualized Education Program (IEP), Section 504 Plan, or other legally required accommodation

B.     Courses that are designed as a digital course or virtual program

C.     District, state, or nationally required assessments, screeners, classroom assessments, and progress monitoring

D.    Use of digital tools and textbooks from the core resource selection that are aligned in the Learning Management System

E.     Digital/Remote Learning Days

F.      The use of Canvas Learning Management System to access and submit assignments

G.    Computer Science and courses that require the use of determined software to complete the specific course expectations

III.              Specific Student Learning Device Uses

A.     Demonstration of understanding through authentic performance tasks

B.      Collaboration with peers and engagement in peer review or feedback cycles (this should occur with and without devices)

C.      Engagement in inquiry-based and project-based learning research

D.     Communication of ideas by modeling and defending thinking

E.      Analysis of data to solve real-world problems

F.      Engagement with interactive simulations

IV.              Responsible Use of Student Learning Devices

A.     Teachers should balance digital learning with opportunities for face-to-face interaction, the use of print materials and written work, discussion, hands-on learning, and independent thinking

B.      Device use should be limited to CCSD approved software and sites that have been aligned to CCSD Teaching and Learning Standards, as well as the core and supplemental resources.

C.      Students should be taught digital citizenship and appropriate technology use, as well as proper care for the device.

Cherokee County School District is committed to ensuring technology is used purposefully, balancing digital learning with print resources, hands-on experiences, and meaningful face-to-face instruction. Student learning devices are valuable tools that should be used in age-appropriate, instructionally sound ways that enhance learning, develop critical thinking, and prepare students for success in a complex world. This balanced approach will strengthen our partnership with families and the community while maximizing student achievement and supporting the healthy development of every learner.