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Of course, time must be allocated for individuals and departments to plan curricula, using updated tools and methods; fellow faculty mentorship is also important. So, in addition to the technology integrations already at Trevor (which they appreciate), the Tech Fellows focus on developing tools to help each department consider, clarify, and apply the best ways to use technology to improve their curricula. e Tech Fellows, in fact, are commissioned to help ensure that we meet our strategic goals in all three areas. Examining and updating our current scope and sequence for technology in the curriculum is the group's first major focus. e two teams' work—one for the Middle and Upper School; the second for the Lower School—is well underway. Trevor will also develop a scope and sequence for computer science (engineering, data analysis, coding, digital humanities, robotics, STEAM) that emphasizes the power of computer science and technology—and that allows students to become adept at harnessing these powers, so that they may become proficient producers and consumers of technology. e Tech Fellows regularly survey the latest technological offerings to determine what newly available tools will improve or enhance the pedagogical use of Trevor's technology. In addition to the aforementioned conferences, Trevor teachers have also recently attended Teachers College's Creative Technology Bootcamp, EduCon, and Creative Coding festivals, or CC Fests. Another strategy is to bring professionals into the classroom— the first of whom was Lauren Klein, Associate Professor in the School of The second branch of the strategic plan for academic technology covers goals for faculty, including professional development. 2 . Literature, Media, and Communication at Georgia Tech. She spoke to digital humanities students about the use of digital tools to uncover previously unknown historical truths—a stunning example was James Hemings, a key figure in omas Jefferson's life, as demonstrated in her paper "e Image of Absence: Archival Silence, Data Visualization, and James Hemings." Recently, Kimon Keramidas, a Clinical Associate Professor at NYU, has worked with history classes, helping to organize student-created websites and digital archives. Dr. Keramidas also holds workshops for students and faculty, demonstrating the latest techniques in the field, and helping us learn to choose and then use the proper tools. Specifically, he helped the department set up and maintain a website dedicated to women in the Enlightenment. And, Micki Kaufman (a PhD student at CUNY's Graduate Center) will soon speak to Digital History students about her project—an application of "big data" computational text analysis techniques to research the Digital National Security Archive's recently released Kissinger collections. We also regularly bring students to the sources—a few recent examples 2 3 T R E V O R D AY S C H O O L n W I N T E R 2 0 1 8 – 2 0 1 9 include a visit to Columbia University's archives; the Girls Who Code club visited Google's NYC headquarters several times; and programming classes have met with teams of programmers at Citibank. n Trevor faculty will be 21st-century educators and maintain high-level technological proficiency. n Trevor faculty will ensure purposeful, integrated technology use across the curriculum. n For all divisions and departments, Trevor will create a specific set of expectations/competence levels, in terms of facility with technology. Continued professional development will be a key factor. n Trevor will ensure that new hires are proficient, flexible, and open lifelong learners who can successfully engage students with technology. Left: e author's chart, showing the network of complex relations in the Hemings papers; Right: Alyssa Gorelick in her Digital Art and Coding class, for grades 6–8.

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