Maine DOE MLTI team lays out strategy to bring devices, coding and digital leadership to early elementary students

Jonathan Warner, who leads the MLTI ambassador program at the Maine Department of Education, opened a session on classroom technology for young learners and said the department deliberately expanded the MLTI device program to cover grades 1 through 12 while recognizing limits set by enrollment-based budgeting. "We made a very deliberate choice to expand and make MLTI devices available for grades one through 12," Warner said.

The presentation framed the initiative around "digital leadership"—using technology to improve lives—rather than only teaching compliance. Warner said the team has drafted purpose statements that prioritize purposeful screen use, unplugged and tangible experiences, creative production, and introducing students to the concepts of artificial intelligence before placing them in AI-driven learning activities.

Allison Brley, the department's computer science specialist, emphasized mindsets and early computational thinking. "The goal isn't perfection; it's persistence," Brley said, describing classroom prompts (for example, "What did you notice?") that encourage debugging, reflection and resilience. Brley listed free K–12 resources the team recommends, including Common Sense Education and CS Unplugged, and pointed attendees to hands-on kits such as Lego robotics, Finch and micro:bit for age-appropriate activities.

John Graham, the elementary digital learning specialist, highlighted tactile robots (Indie, Bolt, BBot) that often do not require a computer and can introduce sequencing and problem-solving through play. The presenters said device mixes currently include iPads, Chromebooks and convertible Chromebooks, and stressed that distribution depends on prior-year enrollment figures; they noted device counts recited during the session are approximate and tied to administrative-unit allocations.

Speakers described multiple family- and community-facing strategies to reinforce classroom learning: parent workshops using themes such as "healthy tech meals," student-created artifacts for sharing (podcasts, videos, stop-motion), and cross-age mentoring programs where older students teach younger peers. Warner cited the department's student conference model—pivoted to a virtual, game-based format during the pandemic—and said organizers aim to continue broad representation across ages and technologies at showcases.

On professional learning, presenters outlined an ambassador/mentor model that brings early-career classroom teachers into MLTI professional development and pairs seasoned student leaders or older students with younger classrooms to extend capacity. Warner and colleagues invited schools to reach out for help implementing K–6 curriculum units and shared links to Canva-based materials and self-paced professional development.

The session closed with examples of classroom practice (interactive whiteboards, Seesaw portfolios) and a call for family engagement to ensure in-school messages about technology are reinforced at home. Presenters encouraged educators to favor creative, guided uses of technology rather than leaving children to explore alone, quoting a line used in the talk: "Our kids are growing up on a digital playground and no one is on recess duty." The team offered follow-up support and contact information for districts interested in participating in MLTI elementary work.

The department did not propose a formal vote or policy change at the session; presenters described program choices, shared resources and solicited feedback and participation. The next steps conveyed were continued curriculum rollouts, opportunities to participate in showcases and professional learning, and invitations to districts to contact the MLTI team for support.