Palmer Trinity School

editor's note T he theme of this issue of the Aerie is technology. We choose our themes well in advance to give our contributors enough time to write and to give me enough time to edit. I spent some time thinking about technology and its effect on my life after deciding on this theme. I was in Connecticut this summer visiting my family with my computer and phone always close by. What did I think might happen if I unplugged, however briefly? It made me realize that when we're talking about technology, we're talking about connectedness. Our personal uses of technology have fundamentally changed the ways we connect with others. Virtual, instantaneous connection is the norm, while in-person, device-free interactions seem more and more rare. I know that email was intended to make our work lives more efficient. I also know that we all feel overloaded by the expectations of constant, abbreviated communication. This year, our school moved from laptops to tablets, a move that speaks to our mandate of providing the best technology for our students. But how does this faster technology provide better learning? We think that tablets remove a certain technological intimidation factor, allowing students to focus on what's most important—the subject at hand. Still, it's important to question the role of technology, so we don't simply upgrade for upgrading's sake. What do we lose and what do we gain every time a new wave of technology grips our fascination? Studies have shown how handwriting can improve idea transfer and develop motor skills. Neural activity is greater in children who write a word, rather than those who simply look at it. So, one may think that technology is to blame for the eradication of this important skill. However, some touchscreen technology (like tablets) incorporate handwriting skills in a fun and engaging way, acknowledging its importance in this QWERTY-driven time. In our current world, it would be both difficult and ill advised to make a case for one over the other—technology vs. traditional learning. So many aspects of life at Palmer Trinity involve both. Our students have access to a library with a physical collection of 19,000+ texts, but they can also buy books from our new virtual bookstore. We integrate time spent performing community service with time spent on international collaborative educational projects made possible with film and cutting-edge technology. Technology allows us to continue building our global connections as we pride ourselves on our links with other international schools. (Stay tuned for our next issue of the Aerie in which we highlight even more global learning opportunities in the upcoming school year). As I walk around the campus and see study groups talking under the trees or in small library groups, I'm comforted that the balance of human and virtual connectedness exists on our campus. Our students are connected to their friends, their teachers, their communities, and the world. When our Head of School talks about "the moral, spiritual, intellectual, physical, and creative growth of all members of our school community," it is this connectedness that plays a significant part. Thanks for reading, Suzanne Gottlieb Calleja S U M M E R / F A L L 2 0 1 3 3

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