As conversations around technology become more prevalent in all aspects of our lives, keeping student voice and the student experience at the center of these conversations remains paramount in the Croton-Harmon Schools.  The district continues to thoughtfully evaluate the role of technology in education, and recent conversations with students have reinforced the importance of this work and highlighted the need to strike a balance between digital tools and understanding their role in real world skill development. 

At the December CET Principal’s Coffee discussion, Croton-Harmon High School students Filomena DiMarco, Gwenyth Teague, Vivian Obermeier, Nicky Mukherjee, Laila Asghar, Noah Balan, Cormac Taylor, and Spencer Celente joined Social Studies teacher and Curriculum Coordinator John Bohuniek for a panel discussion on digital literacy. The panelists were invited based on shared interests and their involvement in Mr. Bohuniek’s college level courses, Student Faculty Congress, and the Civics Concentration.

“There is a strong student-teacher connection here. The throughline in all of this is student voice, which is at the core of our civics concentration,” said Mr. Bohuniek. “It values students exploring policy, politics, and the world around them from the community to the global level. Helping students find their voice in the larger conversation happening nationally and here in Croton around technology is essential.”

“Dr. Dubak and Ms. Bianchi made the connection between the conversations happening at the elementary and high schools and created a unique experience of bridging the two ends of our school system,” he added.

Mr. Bohuniek explained that a key anchor for the discussion was the World Economic Forum Future of Jobs Report, which examines projected job growth driven by advances in technology and identifies the skills employers view as most critical for the future workforce. “What stood out,” he shared, “was that the top skills were not technology based. Instead, they included analytical thinking, resilience, flexibility and agility, leadership and social influence, creative thinking, and motivation and self awareness. Technical literacy ranked much lower on the list. As a result, the discussion focused less on specific tools and more on these universal skills as essential for success in AI-driven professions.”

While this article highlights several key themes, the full panel discussion offers a deeper look at student perspectives and is available to view in its entirety on the district website.

During the discussion, students reflected on their personal relationship with technology, their experiences using it in school, and the lasting impact of their learning at CET. They referenced early experiences such as the I-Did-A-Read competition, and caring for class pets as moments that shaped their understanding of community, empathy, and responsibility.

Spencer noted that while technology plays a role in learning, it should not replace social interaction. “In addition to technology use in the classrooms, there are social interactions and people connections to build those necessary life skills,” he said.

Students also discussed how their relationship with technology has evolved over time. Many credited both their families and their schools with helping them develop healthy boundaries and responsible habits. Others shared how teachers at CHHS are intentional about balancing digital tools with meaningful learning experiences.

“I think teachers are very aware of how much time we spend on screens,” said Gwenyth. “There are good tools like AP Classroom or Delta Math that are useful and used for efficiency.”

Filomena added that technology can be effective when used with purpose. “Even in physics, we might do work online at home, but in class it is discussions and hands-on labs. There is a good balance.”

“This topic continues to be a passion for us as educators,” said Mr. Bohuniek. “These students have a lot to say, and their voices are valued in these conversations.”

Watch the Student Panel Discussion