Services Offered

Processing Power is founded on the belief that technology should serve people and not the other way around. Because so much of modern life now runs through tools controlled by a few large companies, Processing Power aims to help schools and families use those tools on their own terms, with clear information, strong safeguards, and a voice in the decisions that affect them.

Processing Power partners with schools to help them build a clear, community-informed approach to technology. Services can be offered individually or combined into a full baseline program, and each is tailored to the school’s own context, values, and goals.

Direct Student Support

Work that reaches students in the classroom, directly and through the adults who teach them.

• Digital Resilience Course for Students: Age-appropriate instruction that builds foundational skills for navigating the internet and AI safely and critically, covering concepts such as anonymity, verification of facts, and virality.
• Teacher and Staff Support: Guidance for teachers on integrating technology intentionally in the classroom and on communicating clearly with parents about how technology is used, supporting consistent practice across classrooms while respecting teachers’ professional judgment.

Policy Support

Work that helps administrators understand the school’s current technology environment and make informed, intentional decisions.

• Technology Audits: A review of how technology is used across the school, including the tools and applications in place and the vulnerabilities on student devices.
• Policy Analysis: A review of existing policies and protocols, identifying where they are clear, where gaps or inconsistencies exist, and where policy and practice diverge.
• Baseline Report: A single, clear picture of where the school stands today, with practical recommendations for next steps: a starting point for intentional decision-making and a resource to share with the school community.
• Progress Tracking: Follow-up check-ins and measurement against the baseline, so the school can see what is changing over time, adjust its approach, and report progress to families and leadership.

Community Support

Work that brings families and staff into the conversation and strengthens trust between home and school.

• Community Surveys: Surveys of parents and staff to understand the school’s tech culture: how technology is used at school and at home, what families and educators value, and where their major concerns and needs lie.
• School-Parent Liaison: A facilitated channel between the school and families on technology, such as parent town halls and information sessions.

Example Year-One Plan

Phase 1: Learning (Months 1–3)

Information gathering begins with meetings with leadership, coffee conversations with staff and families, parent and staff surveys, and town halls on key issues.

Phase 2: Building the Bigger Picture (Months 4–6)

Technology and policies are audited, and the digital resilience course begins to phase in.

Phase 3: Bringing It Together (Months 7–9)

Findings are combined into a baseline report with practical recommendations, reviewed first with leadership. The digital resilience course expands into more classrooms.

Phase 4: Putting It into Practice (Months 10–12)

Findings are shared with the community and a longer-term strategy is developed from them. Teachers are supported in creating initial plans for bringing the recommendations into their teaching.