Chelsea Schools need a community voice on emerging technology.

Emerging technologies in education raise questions that are far broader and more complex than traditional "IT" issues like hardware or network management. These concerns touch on ethics, pedagogy, data privacy, and child development. While the full scope is evolving, here are several concrete examples in Chelsa Schools that already warrant careful attention:

No. According to a 2024 Gallup poll 3 out of 4 American adults trust big tech companies "Very Little" or "None At All". This non-partisan issue cuts across the political spectrum. It is one of the few consistent concerns voiced by conservative, liberal, and independent voters alike. We are all concerned about technology's effects on our children.

This proposal is also not anti-technology. On the contrary, technology is an extraordinary educational tool that can inspire curiosity, expand access, and prepare students for the future. But like any tool, it must be used wisely and intentionally. When applied thoughtfully, technology enhances learning and creativity; when misapplied, it can impair focus, critical thinking, and human connection.

The original proposal for the Community Technology and Education Committee (CTEC) was created by Jamie Begin, a Lyndon Township resident with two children in Chelsea Schools. Jamie is the founder and CEO of RightBrain Networks (RBN), a technology consulting firm based in Ann Arbor, Michigan. Since 2010, RBN has focused on helping large enterprises navigate emerging trends in cloud computing, DevOps, machine learning, and SaaS architecture. Additionally, Jamie served on the Lyndon Township Broadband Oversight Committee from 2020 - 2024.

Having seen firsthand how technology can be both transformative and misapplied, Jamie is a strong advocate for digital literacy and the thoughtful, ethical use of technology in all organizations.

This effort is entirely community-driven; there is no outside funding or organizational backing, just a desire to ensure our schools make informed, transparent, and responsible decisions about technology. The only expense so far has been this website.

Our schools' staff and administration do an excellent job managing the day-to-day operations of the district. CETAC would not presume to advise on operational matters like which firewalls to install or what tablets to purchase.

Instead, CETAC focuses on broader questions of educational policy: how emerging technologies such as AI, data analytics, or digital learning platforms affect teaching, learning, and student privacy. Technology governance matters already fall within the Board of Education's purview, as reflected in areas like the district's Acceptable Use (bylaw #3116) and Cybersecurity (bylaw #3110) policies.

The vision for CETAC includes teachers, staff, and administrators fully engaged as core members of the committee. Not just participants, but key stakeholders in guiding how new technologies support learning, protect privacy, and strengthen our schools.

CETAC would be composed of diverse community members with relevant expertise, including:

• educators
• researchers
• mental health and child development experts
• technology professionals
• legal professionals (data privacy)
• students
• parents and the broader community

The specific composition and selection process would be determined by the Chelsea Board of Education, ensuring representation from various stakeholders who can contribute different perspectives on emerging technologies and their impact on education.

In its current state, CETAC is just a draft proposal. The Chelsea Board of Education has yet to vote it into existence.

Its exact composition and mission statement would need to be defined by the Board in consultation with appointed committee members. The specific positions, policies, and recommendations that CETAC would take on various issues would be developed through the collaborative process of the committee once it is formally established.