Tech & Learning partnered with the Association of Career & Technical Education (ACTE) for its 2026 Northeast Leadership Summit focusing on career-connected education.

Throughout the day at the summit in downtown Philadelphia, district leaders shared ways that they have been supporting career pathways, workforce partnerships, and education innovation.

Here’s a look at some of the key discussions throughout the day.

Connecting Schools with Industry Partners

Stacey Johnson, Director of Workforce and Industry Partnerships, Business & Entrepreneur Partnerships at the University at Buffalo, led this session talking about her institution's efforts in forging industry partnerships.

After initially deciding to build out their CTE program, Johnson got space donated and has subsequently launched five CTE centers that now place more than 1,300 students.

Johnson talked about having the right people at the table in terms of industry partners and empowering them to do what they do really, really well. And that those partners should be actively helping to make a change, and if they are not, then it’s okay to move on to other partners.

“We saw lots of kids being trained, but getting placed in low-paying positions, and that needed to change,” Johnson said. “We worked to modernize and update existing programs to help students to really prepare for careers, not just help provide cheap labor for companies.” She emphasized that in addition to being transparent about all your efforts, when you find those true partners, they should help design the programs from the ground up, and help students with skills such as communication and problem-solving. For example, she mentioned how they’ve brought in partners who use AI in their work rather than just teaching AI on its own. She also discussed the need to reach down into the curriculum around workplace learning and internships, and modernize all of it.

Johnson recommended reaching out to, connecting with, and touring similar programs, as well as actually visiting partner sites to better inform your CTE program and prepare students for their internships or placements. She also noted the need to try different strategies that students can actually access to help find success, such as having a recent past graduate speaking directly to students as their experiences will be much closer to those of current students.

Johnson stressed the importance of needing partners to actually show up, and that they can’t just be a name on a list that looks good for them in terms of public relations. They have to be present and participate, and assist in building personal relationships and connections.

Finally, she said, “It’s okay to say no – sometimes someone who wants to be your partner might not be the best partner for you. They need to be genuinely invested in your partnership.”

What AI Can't Do: Equipping Students with Essential Workplace Skills

For this roundtable discussion with Jennifer Freedman, Director of Instructional Technology and Innovation at Lindenhurst UFSD, the main themes were the importance of human judgment, creativity, critical thinking, and empathy in an AI-driven world. The central question was how AI can expand students' learning without replacing their own creative development.

One practical example was a traffic-light system for guiding AI use, with teachers setting clear boundaries for each assignment. Green means students can use AI freely; yellow allows it for specific tasks, such as brainstorming, while students complete the work themselves; and red means AI use is off-limits.

Educators agreed that AI can be a useful tool for ideation and iteration, but students still need to take the lead in creating the final product and demonstrating their understanding of the concepts behind a lesson.

The discussion also explored skills students need to develop before entering the workforce. These include AI fact-checking and source evaluation.

Neurodiverse Workforce Development

Edward Cohen, Assistant Director at the Rutgers Center for Mathematics, Science, and Computer Education, led the discussion talking about the workforce development program at his institution for neurodiverse students. He started by noting that 90-95% of neurodiverse students don’t have leisure activities on campus available to them, so his team’s first goal is to look for “low-hanging fruit” to find what his students are interested in, such as using a makerspace, or working with lasers, woodworking, or 3D printing.

Once discovering activities that they find engaging, the next goal is translating that into a potential meaningful career, beyond an entry-level job such as cafeteria work, which many neurodiverse students do. For example, they’ve offered mat making (cutting) in conjunction with Michael’s, which has helped students get certified and then hired for real jobs.

They also work with behaviorists to teach students coping skills, problem-solving (to find a friend to help, for example, when stuck), and then reducing those behaviors so they can work.

Cohen reported that the success rate was good for Year 1 of the program, although they did cherry-pick higher-functioning students (ages 18-26) to start. The 2nd year was a little more challenging as it included some students with ADHD, which created a challenge around redirecting.

Attendees discussed other CTE programs for neurodiverse students, such as those at Butler Tech and The Nicholas Center, and noted that more facilities are being built to accommodate these students and programs.

One challenge is to support students but then many age out of programs, as well as those trying to cover the gap for those who graduate high school and then don’t have a next step. Another challenge is getting info to parents and students as there’s a disconnect at this level, and you need the support of active parents. It can also be tough to find industry partners to provide meaningful career paths.

CTE: A National Perspective

Luke Rhine, Vice President for Postsecondary Success at Rodel, opened the roundtable discussion by highlighting how CTE governance and delivery can vary across neighboring states, ranging from state-level to county- and regional-level models. Early career exploration and youth apprenticeships are common across the board, but states take different approaches to student implementation.

He also raised concerns about how the federal administration has shifted much of CTE oversight from the Department of Education to the Department of Labor, potentially focusing on short-term job training over broader, higher-quality CTE programs.

Participants also discussed the value of community college, including non-credit programs, and the ongoing challenge of securing funding while showing the value to students and communities.

Using AI to Support College-Level Teacher Certification Program

Executive Director of the Temple University CTE Center Elizabeth Diamond’s roundtable discussion focused on practical ways AI can support educators working toward teacher certification. Participants explored how to introduce AI to educators, particularly CTE teachers, who may enter the classroom before completing certification. One idea was to pair lesson-planning instruction with guided AI use, helping educators draft lessons, improve their own teaching voice and tackle everyday classroom tasks.

Diamond emphasized that AI should support, never replace, educators' understanding of teaching frameworks. Teachers also need a solid foundation in their subject areas to evaluate AI-generated material and decide whether it’s accurate and useful for students.

The conversation also touched on concerns about placing educators with limited teaching preparation in classrooms. Diamond discussed potential solutions, such as undergraduate programs and partnerships with universities.

Updated Programming and the Implementation of Technology

Troy Long, Director of CTE and Grants Administration for Mercer County Technical Schools, facilitated this group discussion, sharing his efforts for his organization.

Long talked about how they’ve reorganized schedules to provide opportunities for CTE pathways and the work that comes with that.

Long also spent a bit of time discussing costs associated with CTE programs, be it equipment or licenses, and the challenges of finding grants and other funding sources. He did stress that sometimes he gets funding because the paperwork involved deters others and he perseveres. He also detailed balancing Title I, II, and IV funding and CTE funding, as well as providing data to justify requests and aligning needs properly to match the funding requirements. “CTE is great for explaining the ‘why,’ for learning,” Long said.

Long stressed his program’s commitment to doing whatever possible to beef up technology for the students, saying, “If we’re not at the cutting edge of technology, then what’s the purpose?” To that extent, he explained how they were able to find funds to buy eight virtual reality anatomy machines at $80,000 each plus shipping. He added that every pathway has certain stipulations, so it’s important to ensure that the technology is there to support it, which often requires constant upgrades.

To also help manage costs, Long suggested sharing tech with other programs – such as using CTE funding to buy equipment for other programs, or getting the tech coordinator to help facilitate purchases.

He also said it’s critical to make sure that there’s teacher buy-in so equipment is being used, and it’s always useful to attend events to find out new innovative products that are available.

Finally, Long discussed the concept of “Nice to have” vs. “Need to have,” adding that having industry professionals as partners is essential as they can validate the costs to make sure the right tech is on hand.

Visual Art Artificial Intelligence Guidelines

Elizabeth Stuart, Visual Art Supervisor for Prince George's County Public Schools, began the roundtable discussion by explaining how high school students in her district have access to select AI tools for creative coursework. Students combine traditional photography and design skills with AI-assisted tools to create a final project. One example Stuart shared was a graphic novel activity in which students used AI to help develop the story before diving into the creation process.

As the discussion wrapped up, Stuart pointed out that AI is likely to remain part of students' lives, making it valuable for her to discuss topics such as deepfakes and the ethical uses of AI both inside and outside the classroom.

A Boots-on-the-Ground Look at Visual Arts CTE Program at Brooklyn Tech

This panel discussion explored how Brooklyn Technical High School builds inclusive, industry-connected CTE pathways while still balancing student choice, staffing, equipment, compliance and industry partnerships. The school has a graduation rate above 98%, and 99% of students have postsecondary plans. Many are first-generation college students or come from immigrant families.

Mark Rodriguez, Assistant Principal of Engineering/CTE at Brooklyn Tech, dove into credentials such as OSHA training and FAA exams that can support internships. He also spoke about costs, citizenship documentation and how limited test-center capacity and scheduling can create barriers. He emphasized making industry participation an easy lift: start with a small group of students, consider early-career employees as mentors and address students' workplace readiness before expanding.

Gustave Trombetta, Assistant Principal: Industrial Design, Architecture, Media Communications, Visual/Performing Arts, spoke on the importance of designing programs for the entire student body to prevent leaving talented students behind. Trombetta explained that courses should connect through vertical and horizontal alignment rather than work as silos.

The panel also highlighted the challenges of bringing CTE programs to life. Rodriguez and Trombetta spoke on the importance of working with facilities leadership and planning for equipment, building access and infrastructure needs.

The key takeaways from the panel: Be realistic about what's possible. CTE educators should use their time and resources wisely and avoid becoming so attached to a single idea that they lose sight of what will actually work.

Data That Delivers: Using AI in MTSS to Drive Workforce Readiness

Mike Gaskell, Principal at Central Elementary School in East Brunswick, New Jersey, looked at how AI could streamline MTSS for classroom teachers, and work more efficiently.

Gaskell pointed out how studies have shown that teachers don’t have enough time to look at students' needs, so if you can automate the non-thinking stuff (such as crunching data), then you can spend more time on figuring out how to help students, which involves human critical thinking. He said that AI can act as an active data interpreter, early-warning detector, and intervention co-designer for K-12 educators.

Gaskell talked about how he used AI to crunch data about students who were struggling, and unsurprisingly, it showed that attendance for economically disadvantaged students was a problem, which caused literacy scores to suffer. Once his suspicions were confirmed, he was then able to set goals and plans to address the issue. He detailed a three-step process for this:

Step 1: Data Input - Anonymized table showing 10th graders dropping from Tier 1 to Tier 2 due to morning tardiness and concurrent ELA grade drops.

Step 2: Role Prompt - "Act as an MTSS coordinator. Based on this tardy/ELA data, suggest a 4-week Tier 2 plan and a 1-page daily student checklist."

Step 3: Dual Assets - Generates a structured educator intervention framework alongside a clean, scannable goal-tracking sheet for student binders.

Gaskell also referenced the Kauai longitudinal study that tracked Hawaiian kids over 40 years who were at risk. He noted that if we know the factors that can help students, then why not use them over and over?

Finally, Gaskell stressed that it’s important to think of AI as an assistant, not as the lead for any solution.

The Army Software Factory (ASWF) is a first-of-its-kind, Soldier-led tech initiative in which the U.S. Army is partnering with higher education to redefine workforce readiness and support the tech innovators of tomorrow. A humming hive of activity located on the campus of Austin Community College in the heart of Texas, the facility is part software development hub, part college career training and learning hub, and all Army.

“It’s amazing what you can do when your students are used to taking orders, said Dr. Garrett Groves, Vice Chancellor for Strategic Initiatives for Austin Community College, when speaking to attendees of Tech & Learning’s recent Texas Regional Leadership Summit.

Touting that it is “By Soldiers, for Soldiers,” “the program solves Army problems with Soldier-developed solutions.” said U.S. Army COL Jason Zuniga, Director of the Army Software Factory, U.S. Army Transformation and Training Command.

“Our No. 1 goal is to better equip Soldiers,” added Steven Ruh, Chief of Community Outreach & Engagements for the U.S. Army Transformation and Training Command. “How do we have the competitive advantage?”

To that end, in a unique partnership with Austin Community College, ASWF trains Soldiers and students in modern software and platform engineering, user design, and product management. The program offers credentialing, academic credit, and accelerated pathways to Bachelor's degrees. Thanks to its ongoing success, the institution and the Army recently signed a 10-year Inter-Governmental Support Agreement extension.

ASWF is also a true collaborative innovation center where developers from both the military and civilian worlds come together to create digital tools, platforms, and apps specifically designed for Army use. The key tasks are to rapidly build mission-specific software, conduct responsible cybersecurity, and train Soldiers in commercial best practices. Projects, which can range from improving tactical maneuvers to digitizing military archives for better planning, are sent to ASWF for consideration from any unit in the Army. Each is chosen in the belief that creating a solution will help “to dominate and win on battlefields.”

“In the Army, traditional software engineering roles and disciplines didn’t exist,” said Zuniga. “We had to be able to generate the pipeline to train Soldiers in these areas.”

Soldiers who are selected for a two-year assignment at ASWF choose either the platform engineer, software developer, product manager, or UI/UX designer track.

One project successfully developed at ASWF on display during the visit involved tracking flight data within a 10-kilometer radius to deconflict air space between drone aircraft and manned helicopters to ensure both can operate safely. Another tackled the issue of the high attrition rate of the Delayed Entry Program (DEP). When a future Soldier enters the DEP but doesn’t ship to Basic Combat Training on time, the Army sees an increase in recruiting costs and a reduction in training efficiency. For this, the ASWF gave a full makeover to its outdated DEP Soldier portal, which now includes more dynamic and engaging elements, including gamified activities.

While on site, Tech & Learning summit attendees got to see Soldiers and students working together on various Army-focused projects and hear real stories of how software developed at ASWF has been deployed in the field.

“How Might We Fail”

ASWF’s philosophy is "seeking aptitude over skills," including how teachable soft skills are integrated into a high-stakes environment. That includes learning how to fail, and during the visit, attendees got a hands-on peek into how that process is managed at ASWF.

Given the stakes for much of military operations, failure is typically not an option. However, at ASWF, the idea of productive failure has been embraced. Attendees were asked to brainstorm what they thought of when they hear the word “failure,” and the responses were then organized into groups to help explore and inform the innovation process.

Software design thrives on the process of finding mistakes and flaws during each iteration and then improving. At ASWF, it’s a three-step process:

1. Go fast and expect failure
2. Reframe failure as learning
3. Incentivize honesty and retrospection, not perfection

By better understanding this process and how failure in the design process can lead to a better end result, it can help the Army be more responsive, move quicker to solve problems, and find success.

Solving Soldier – And The World’s – Problems

In addition to hearing more about the ASWF’s history, mission, organization, and operations, attendees were also able to learn about the many career and educational opportunities available to students through Army enlistment, including the advantages of ROTC and JROTC programs. Army representatives from the Austin area explained how they have cultivated strong working relationships with the local school districts to better facilitate students who are interested in pursuing any of the options available.

Ultimately, ASWF embodies the Army’s longtime motto of “Be All You Can Be!” And then some.

“We teach our students and Soldiers to collaborate and work in teams,” said Zuniga. “We don’t say, ‘Go out and solve the world’s problems by yourself.’”

Everything is bigger in Texas, and that includes the passion of its education leaders for guiding their students to successful learning outcomes. During the recent Tech & Learning regional summit at the TCEA Conference Center in Austin, that elevated dedication was on display throughout the day.

The Tech & Learning Regional Leadership Summit brings together superintendents, CTOs, CAOs, and instructional and tech district leaders to share ideas, best practices, and solutions to help to reshape and reimagine the future of education. One of the best ways that happens is during the table discussions scheduled throughout the day.

During each 20-minute session, attendees can choose from various problem-solving discussions, which range in topics from screen time and professional development to cybersecurity and student engagement. A fellow attendee who has experience in the subject facilitates each discussion, although everyone at the table is encouraged to share their thoughts, experiences, solutions, and advice.

Here are takeaways from a few we sat in on:

Screentime and AI: Calming the Chatter

Discussion moderator Kari Murphy, CTO for Deer Park ISD, started this discussion by asking attendees what kind of communications and suggestions they were getting from their communities. A few heard comments such as “Take devices away at lower levels,” but attendees pointed out that it was up to them to point out the difference between perception and reality, or how much the community thinks screens are being used versus the actual totals, as there’s generally a big disconnect. Attendees also discussed how it’s important to drill down into and be transparent about what students are doing with devices.

The discussion then turned to what various leaders are doing to address the issue. Maurie Beasley of Llano ISD reported that their school board is digging into data to develop a long-term plan–one of the issues with taking away screens in early grades is that a major state assessment is given on screens only in third grade, so students need to be comfortable with devices so that’s not an issue when it comes time to test.

Quinton Shepherd of Pflugerville ISD says he’s met with the Lieutenant Governor three times to talk about screen time, and is in the process of drafting policy with the school board.

The group mentioned how active screen time is “another whole ball of wax” compared to passive screen time, and it was necessary to dig into the different types. It is an inherently complex subject, so part of the solution is having conversations with the community to help build decision-making. And by being proactive first, then legislators don’t have to legislate later.

Murphy talked more about being proactive, looking at data, and creating intentional use policies. Her district also sought out the most vocal community members to be part of the conversation in the hope of converting them to be advocates for productive screen time. She also mentioned the challenge of trying to regulate screen time at schools when we can’t control it at home

Frank Murray of Belton ISD shared how his district has done the screen time research, and it’s less than 30 minutes per day for his students. He also touched upon the need to partner with parents to limit screen time at home as well, and suggested sharing screen time totals with principals so they can post it.

Finally, Kyle Berger of Arlington ISD suggested surveying parents and the community to create guidelines. He also said we need to show that it’s not “a free for all” on YouTube, and that we have to educate parents on edtech vs. consumer tech.

Scaling and Implementing Digital Literacy

During the “Scaling and Implementing Digital Literacy” roundtable, attendees talked about how schools are moving digital literacy beyond one-off lessons and toward a more coordinated, districtwide approach. That includes connecting digital citizenship with social-emotional learning, curriculum and professional development. Annababette Diemecke, Systems & Digital Learning Coordinator for Copperas Cove ISD, and Jessica Bredwell, Director of Digital Learning for Copperas, led a conversation about resources such as Common Sense Education’s Digital Citizenship Curriculum, which participants said can be relatively easy to implement across a district.

Participants shared several ways schools are building digital literacy into the school day, including grade-level scope and sequences, advisory periods and scheduled SEL time. Counselors and librarians also play a role in addressing topics such as cyberbullying and responsible technology use. Student check-ins, classroom walkthroughs, student work and feedback can help schools gauge whether those lessons are actually meeting students’ needs.

Librarians were another important part of the discussion, particularly as schools rethink how digital literacy connects with library, STEM and innovation programs. Rather than eliminating the librarian role, some districts are expanding it to include areas such as STEM, maker spaces, gifted education, and innovation.

A key theme from the roundtable was that scaling digital literacy requires more than choosing a curriculum. Participants discussed the need to connect technology and academics, create time for instruction, and give educators practical tools they can actually use across different campuses.

Effective Cybersecurity Programs

During the “Effective Cybersecurity Programs” roundtable, Chaz Quilter and Caroline Lightfoot of Dickinson ISD led a discussion on how school districts are strengthening cybersecurity, from employee training and phishing simulations to technical safeguards and student education.

Participants came back often to the role employees play in protecting school systems, and shared examples of using platforms such as KnowBe4, Vector, Microsoft tools, and CyberNut for training and simulated phishing campaigns. Some have even turned the exercises into friendly competitions, using leaderboards and other incentives to engage staff.

The conversation also touched on how cyberattacks are becoming more subtle. Instead of relying on obvious malicious links, attackers are increasingly using conversational approaches, such as asking employees to respond, share a personal phone number, or continue the conversation over text. Participants discussed layered defenses such as MFA, VPN restrictions, geofencing, threat detection, and zero-trust approaches, while noting that automated systems can still miss more complex attacks.

Student education was another part of the discussion, with districts incorporating internet safety, cyberbullying, and AI awareness into instruction. Some are also giving older students more specific guidance around email and account security as they prepare for college and the workforce.

Overall, the discussion highlighted how cybersecurity is becoming an ongoing part of school culture, with districts relying on a combination of technology, employee awareness, and student education.

The Best of Both Worlds: Crafting the Modern Technology & Literacy Specialist

Kelly Grigg, CTO of Deer Park ISD, led off this discussion describing how her district of 12,000 students recently consolidated the roles of tech integration coaches (TICs) and librarians into single positions at every elementary school, which when the dust settled, resulted in a 50/50 mix of librarians and TICs being retained.

To address this disparity, Grigg then had to develop a training/prep program for the one position in a way that balanced the strengths and deficiencies of both groups. Those in this new position came back nine days before school for team bonding and PD. Grigg used Future Ready Schools resources to help define roles, and each group is mentoring the other in the key aspects of their jobs. Lead librarians and TICs at high school level are helping to manage some of the specific duties such as buying books, balancing budgets, etc. They have also all been given new computers and other necessary equipment.

To also aid the transition, they have no classes on Mondays, which is a PD and catchup day for other tasks such as dealing with technology and PD for tech. Grigg has also divided the month into two weeks in the library and two weeks in classrooms with teachers.

The biggest challenge, however, has been trying to manage the district’s teachers’ expectations, who were expecting the transition to be seamless, and it hasn’t been. Teachers were also upset that they weren’t getting lessons every week, and are still working through that it all doesn’t look the same. “The library of today is not the library of old,” Grigg said. “But we’re building the plane while flying it as it’s year one.”

Professional Development Through Professional Learning Networks

During this roundtable, Teeya Davis, Process Improvement Coordinator for Harris County Department of Education, discussed how educators can use professional organizations, conferences, committees and online communities to build skills and connections beyond their own districts.

Davis shared how professional organizations supported her transition into education after more than a decade in healthcare. Participants talked about how professional networks can provide access to thought leaders, emerging trends, certifications, conferences, webinars and leadership opportunities. One participant also highlighted recent Google and ISTE training on bringing AI micro badges into districts, noting that the experience was especially useful because the team could immediately start working on a district rollout plan.

The conversation also went beyond formal training. Attendees highlighted the value of joining committees, volunteering, attending local chapter events and helping organize programming as ways to build relationships and develop leadership skills. LinkedIn, free webinars, and other online resources were also mentioned as easy ways to stay connected and keep learning.

Attendees recognized that choosing where to invest time can be difficult, especially when it is unclear what a particular organization or event will offer.

Overall, the discussion highlighted that PD can happen through relationships just as much as formal courses. Being active in professional networks can help educators learn from others, discover new opportunities and build the experience needed for future leadership roles.

Student and Staff Programming for Well-Being/Wellness Days

Lindsey Brewer-Munoz, Coordinator of Library & Media Services for Stafford Municipal School District, led this discussion about what she’s doing in her district to support student and staff wellbeing and wellness.

Brewer-Munoz has instituted half-day wellness days on early dismissal days – teachers have PD in the afternoon, so the activities to engage kids are scheduled in the morning. Kids choose what activities they want to participate in, which range from pickleball to gaming to dancing and karaoke, a Lebron v. Jordan debate – just a wide assortment of fun things for kids. Students sign up and are engaged because they’re interested.

For adults, the program featured a full day of PD, with standard PD in the morning, and then in the afternoon, it’s fun and wellness activities, such as archery, hummus tasting, floral design, and painting. Although it was “mandatory fun,” staff got frustrated because they’d rather have time to grade/plan, etc. So Brewer-Munoz asked what they wanted to do instead.

The result was a “Beyond the Bell” program for weekend and afterschool activities for teachers, like a “choose your own adventure,” with mostly free programs and activities put together in conjunction with the community and staff who have passions and hobbies that they want to share with others.

Brewer-Munoz also has started an “Underground Spirit” day for staff during which they will randomly dress up on random Thursdays with no explanation to students, with themes such as “Dress like your grandma’s couch” or “Disco.” Teachers have fun conspiring together and seeing the students’ reactions.

What does a "Portrait of a Graduate" look like in the age of AI? As the future workplace grows increasingly unpredictable, district leaders must rethink how they equip students for success.

During Tech & Learning’s recent regional leadership summit in Texas, a panel of district leaders discussed evolving workforce readiness strategies and what districts can do to prepare students for the jobs of tomorrow.

The panel included:

• Quintin Shepherd, Superintendent of Schools, Pflugerville ISD
• Kyle Berger, Chief Technology Officer, Arlington ISD
• Melissa McCalla, Chief Technology Officer, Pasadena ISD
• Frank Murray, Chief Technology Officer, Belton ISD

“What’s a skill that has actually become more important because of AI, not less?”

Berger: A skill now becoming more important is human judgement. And just the ability to think critically.

McCalla: Critical thinking plus accountability. If we’re making decisions about AI, are we thinking critically about it down the road, and the impact that will have.

Murray: We’ve always taught kids to evaluate output, but now AI is gaslighting everyone so much, you don’t know what to believe. So they have to be able to evaluate that.

Shepherd: Leadership is a key skill. Finding that relationship between people who want to bring about meaningful change. And now that goes beyond just human relationships, especially with AI agents. So how do you lead humans and agents who intend meaningful change in your organization?

“What’s one thing schools need to be doing if we’re serious about preparing students for an AI-shaped workplace?”

Shepherd: The tools are there for them to succeed, so our job is to make sure they know they’re there and can avail themselves of these tools. It doesn’t matter what job they go into, but it’s going to be a world in which an agent force will be working alongside them, and how they can prepare for that.

Murray: We’ve embraced AI in our district – we know that by 2030, the top skill they’re going to need is how to use AI for work, so we have to prepare them for that, especially when it’s going to be around for the rest of their lives. They’re already using AI as a thought partner, not so much to cheat.

McCalla: Are we building the practical workforce we need for the future? Are we doubling down on the careers beyond AI (trades, etc) we will need in 13 years, especially with so much of the current service workforce, such as electricians and plumbers, retiring.

Berger: We need to be working together with students as a partner in AI.

Murray: We also need to be teaching them about using AI and making a human connection. It’s not about the tools we’re giving teachers, but teaching them to use those tools so that they can have more time with students.

Shepherd: When you think of evolution, I think we’re in a phase of punctuated equilibrium for AI. And I think we’re not that far off from getting the best model, but that’s going to be shut off from the general population, and we’re gonna be told, “It’s too dangerous.” So it’s going to be “This is for Thee, and this one is for Me.” The top models will be for governments and high-end business. So consequently, if we are close to the final model of available AI, then it’s okay for teachers to finally really start learning it now so that they can start introducing it in the classroom. It’s leveled out a bit so this is the version we can teach around.

“What are employers telling you they want from graduates that might surprise educators? Has anything you’ve heard from employers actually caused you to change what you’re doing?”

Berger: Employers want employees who can actually communicate and type their own emails. Employers want that level of authenticity, but also the critical thinking piece of it. We can all find the right answer now, but do you know how you got to it? The human element in the loop.

McCalla: They want to see resiliency – do our graduates have the ability to take feedback and move forward. How are you teaching that when they hit failure, they don’t get defensive, and then learn from that. Also, are we creating opportunities to not be task-completion focused.

Shepherd: I’ve been a superintendent for 22 years, but three years ago, an employer said to me, “If an employee has to be managed, then they’re unemployable at any level of our organization.” So how are we teaching kids to self-manage themselves?

Murray: I would echo resiliency. Simply teaching kids not to quit.

“What’s one thing schools need to STOP doing if we’re serious about preparing students for an AI-shaped workplace?”

Murray: Why are we not grading along the process rather than just the final product? We need to change the approach and pedagogy because of AI.

Shepherd: It might be more productive if we could walk away from grading in general altogether.

McCalla: Again, we need to get out of the task-completion process. We need to ask where’s the design process, where’s the feedback loop – we need to stop the current cycle to actually learn. We need to get away from “Just tell me what the answer is” thinking. It’s about the learning process.

Berger: Again, moving beyond grades and final product. We have to break the cycle, and focus on the process of learning. Getting the depth of understanding going beyond there and how we got there.

“What’s one thing schools need to START doing if we’re serious about preparing students for an AI-shaped workplace?”

Shepherd: Teaching kids how to make a job, not get a job. How though? I would tell them to find something that you love, and then find something completely different that you love, and then that find the infinitesimally small space where those come together, and that’s where the job is.

Murray: We need to help them create their own careers. One student built his own very successful site after he came to me, and rather than just saying, “No,” I encouraged their innovation.

Berger: Yes, we need to start “stop!” preventing access, and really engage in the conversations to support innovation. We have to stop blocking all the time, and teach the proper way to innovate with AI and other tools in the real world, the right and ethical way.

McCalla: It’s tough seeing kids in elementary school stop loving to learn, so we need to think about why that happens, and how we can change it so they keep on loving learning. So when they get out of our doors and into the real world, they believe that learning is a lifelong process, and that will help them guide them to those jobs and careers.

Shepherd: We need to teach them that it goes beyond the simple pursuit of happiness, which I see as one part of enjoyment, one part satisfaction, and one part finding meaning in what I’m doing. If you can get those three things right, then that’s the definition of happiness. AI can’t do any of that, so that’s the answer.

Apply to attend an upcoming Tech & Learning Regional Leadership Summits here.

Tech & Learning’s Leadership Summits offer a unique environment for district leaders. Beyond a standard conference, these summits are designed to build a national network of innovative school district leaders—a community you can turn to throughout the year for advice, strategy, and camaraderie.

The Philosophy: The Smartest Person in the Room Is the Room

We believe that collective intelligence drives innovation. That is why every Tech & Learning’s Leadership Summit agenda is bespoke, created based on information gathered directly from our attendees during registration.

We identify the topics that matter most to you and invite select attendees to facilitate valuable roundtable discussions. This format allows you to share successes, troubleshoot challenges, and develop lasting relationships that extend your professional learning network well beyond the event.

Why Attend? Hear from Your Peers

Here are key reasons to join us, in the words of past attendees:

• Elite Networking & Strategic Connections
  “As an IT professional in education, I cannot overstate the value of Tech & Learning's Regional Leadership Summit. This event offers an unparalleled opportunity to collaborate with peers and gain insights into the latest trends and best practices in educational technology." — Nicholas Fountas, Chief Technology Officer, Brigantine Public School District
• Executive-Level Professional Development
  “The Tech & Learning Summit provides the perfect balance of networking, meeting vendors, exploring new products, listening to fellow district ideas, and roundtable discussions. It is interactive, fast-paced, and the speakers never disappoint!” — Kristen Honaker, Technology Coordinator, Houston County Board of Education
• Actionable Strategies & Peer-Driven Solutions
  “The Tech & Learning Summit creates an experience that was clearly designed with practitioners in mind. Everything about the event supported implementation, not just inspiration.” — Matt Joseph, Assistant Superintendent, New Bedford Schools
• Personalized Partner Matching for District Needs
  "The Tech & Learning Leadership Summit highlighted some new technology partners and resources that could positively impact our community and students! What more could you ask for?” — Megan Hanna, Senior Director of Curriculum & Technology, Legacy Christian Academy

2026 Dates & Locations

Each summit is free to attend and focuses on the unique needs of that region to help you develop concrete action plans. Tech & Learning also covers a two-night hotel stay for qualified attendees.

Join us at one of the following 2026 locations:

• February 25, 2026 | NORTHWEST (Seattle) - Pre-NCCE: NEW LOCATION! Tech & Learning is proud to partner with NCCE for our first Northwest Leadership Summit pre-con. Speakers include retired superintendent, Marlon Styles, Washington State’s Elementary Principal of the Year Cathi Davis, and more sharing valuable advice for school district leaders. Find more information and the link to apply here.
• March 13, 2026 | Southeast (Atlanta): Back at the Loudermilk Conference Center, this popular Leadership Summit draws district leaders from GA, AL, FL, and TN. The program will include conversations on topics like AI and emerging tech, data privacy and security, professional development, rethinking learning spaces, and more. Find more information and the link to apply here.
• May 1, 2026: NEW ENGLAND (Boston): Taking place at the beautiful Connors Center outside Boston, school district leaders from the New England area gather to share and learn about the most important topics for school district leaders impacting the region. Find more information and the link to apply here.
• June 27, 2026: PRE-ISTE (Orlando): Tech & Learning is taking our annual pre-ISTE Leadership Summit to the ultimate hub of innovation: The Kennedy Space Center. Surrounded by history's greatest engineering feats, we will explore the next frontier of education—diving deep into science, AI, and the future of classroom technology. This exclusive event sells out every year and draws a national audience. Apply to attend soon to secure your spot here!
• September 18, 2026: TEXAS: They say everything is bigger in Texas, and the Texas Regional Summit is no exception. We are tackling the region’s most significant challenges head-on—from navigating new cell phone bans and AI governance to mastering data privacy and security. Find more information and the link to apply here.
• November 7, 2026: MIDWEST: Returning to the conveniently located NIU Naperville Conference Center, Tech & Learning’s Midwest Summit brings together district leaders from IL, IN, MI, and WI. Join us to share strategies and solutions through a series of intimate, expert-led group discussions. Find more information and the link to apply here.

“This was one of the most beneficial and interactive events I have attended in my 20-year career in education,” writes attendee Billy Runey, Superintendent of Schools, Dighton-Rehoboth Regional Schools. “I would highly recommend this summit to anyone.”

Qualified school district administrators can apply to attend an upcoming Tech & Learning Regional Leadership Summits here.

Sample Agenda: What to Expect

Each Tech & Learning Regional Leadership Summit follows an agenda designed to maximize learning and colleague interaction.

DAY ONE:

• Evening: Welcome Dinner

DAY TWO:

• 8:30 AM: Registration & Breakfast
• 9:00 - 10:00 AM: Welcome & Keynote
  • Hosted by Edtech luminary Carl Hooker, bringing enthusiasm and passion to the day.
• 10:00 - 11:30 AM: Problem-Solving Breakouts
  • Topics include: Generative AI, sustaining tech post-ESSER, rethinking PD, data governance, and managing staffing shortages.
• 11:30 AM: Beyond the Hype: Building a Sustainable AI Governance & Implementation Strategy
• 12:00 PM: Lunch & Meet the Partners
• 1:00-2:00: Navigating the Fiscal Cliff: Strategies for Sustainability Post-ESSER
• 2:00 PM: Problem-Solving Breakouts
  • Topics include: Student wellness, cybersecurity, rethinking learning spaces, and teacher recruitment/retention.
• 3:30 PM: Reflections and Actions
  • Closing activity led by Carl Hooker to solidify takeaways and next steps.
• 4:00 PM: Innovative Leader Awards Ceremony

Call for Nominations: Innovative Leader Awards

As part of our Regional Live Summits, Tech & Learning recognizes exceptional district administrators who are reimagining education with our Tech & Learning Innovative Leader Awards. We are seeking nominations for leaders who have launched unique, forward-thinking programs or policies that have a demonstrable positive impact and are replicable in other districts.

Winner Benefits:

• Invitation to the Regional Summit (including a two-night hotel stay).
• Profile feature in an issue of Tech & Learning.
• Official Innovative Leader Award Seal for district websites and communications.

Read more about our recent winners here.

Nominate yourself or a colleague for the Tech & Learning Innovative Leader Awards here.

Tech & Learning recently partnered with NYSCATE (The New York State Association for Computers and Technologies in Education) for the inaugural pre-NYSCATE Conference Tech & Learning Leadership Summit, which took place at the Turning Stone Resort Casino, a Native American resort casino owned and operated by the Oneida Indian Nation. School district leaders from New York and beyond gathered for this one-day event dedicated to the theme of “Reimagining Education.”

The agenda for the day was informed by the attendees, who identified their most pressing issues as district leaders. Topics included AI, student wellness, cell phone bans, implementing computer science and digital fluency standards, cybersecurity challenges, and more. These conversations were facilitated by attendees with experience on each topic, who guided meaningful conversations that encouraged everyone at the table to share their successes, troubleshoot challenges, and expand their professional learning communities.

Three general session presentations also offered real-world examples of ways district leaders can prepare their students for an uncertain world of work.

Beyond "What Do You Want to Be?": Quakertown’s K-12 Career Language Integration Program

In a rapidly evolving workforce where tomorrow’s jobs may not yet exist, Dr. Matthew Friedman, Superintendent of Schools, Quakertown Community School District argues that the age-old question, "What do you want to be when you grow up?" is obsolete. Instead, Quakertown Community School District (QCSD) is championing K-12 Career Language Integration, a systemic program designed to equip students with a robust vocabulary to understand their own identities and interests.

At the heart of this initiative is the RIASEC framework, which categorizes interests into six themes: Realistic (Doers), Investigative (Thinkers), Artistic (Creators), Social (Helpers), Enterprising (Persuaders), and Conventional (Organizers). By introducing these terms as early as kindergarten, the district provides a shared language that evolves with the student. Rather than forcing a first-grader to pick a career, teachers help them identify as a "Helper" or a "Creator," making career development personal and accessible.

Friedman emphasized that this is "a dialogic process," not a one-time test. Career readiness is built through ongoing conversations embedded in everyday instruction. When students connect their enjoyment of a science experiment to being an "Investigative Thinker," they see the link between current education and future aspirations.

Early research shows this approach is working, with students reporting a deeper understanding of themselves and data indicating that school-based career conversations are successfully "activating" similar discussions at home.

Bringing the "Portrait of a Graduate" to Life

While many districts have a "Portrait of a Graduate", the real challenge lies in translating that vision into daily practice. Julianne Ross-Kleinmann, Supervisor of Instructional Services, Ulster BOCES, presented a roadmap for bridging this gap, centered on Ulster BOCES' "North Star Commitments": developing a unique self, contributing to the community, developing capacity, and engaging in inquiry.

Ross-Kleinmann highlighted Project-Based Learning (PBL) as the most effective vehicle for realizing these competencies. By guiding students through real-world problems, educators can turn abstract ideals like "critical thinking" into tangible skills. She outlined a four-part PBL framework:

1. The Launch: An experiential opening ensuring equitable access.
2. Ideation & Design: Students drive the planning while teachers facilitate.
3. Tuning & Reflection: Structured feedback loops.
4. Celebrations of Learning: Honoring both success and struggle.

To make these concepts practical, Ross-Kleinmann introduced protocols such as "Four Corners," in which participants brainstorm what attributes such as "Culturally Responsive Global Citizen" look like in action. She also emphasized integrating modern tools, such as the Question Formulation Technique and AI curriculum, to ensure the Graduate Portrait remains relevant in a digital age.

Implementing Computer Science and Digital Fluency K-12

Laurie Guyon, Lead Coordinator for Instructional Technology Programs, WSWHE BOCES, addressed the urgency of integrating computer science and digital fluency, framing it as a critical intervention for student well-being and future success. She contextualized the need by looking at Gen Z and Gen Alpha, cohorts grappling with cyberbullying, digital overload, and anxiety. Implementing robust standards is essential not just for technical skills, but for equipping students with the resilience to navigate their digital environments.

A stark economic imperative also exists. With 67% of new STEM jobs in computing and 58% of tech jobs existing outside the traditional tech sector, the demand is high. Yet, only 6% of high school students are enrolled in computer science courses.

Guyon argued that preparing students for an AI-driven economy requires a holistic approach to standards, focusing on four pillars: Digital Literacy, Information Literacy, Media Literacy, and AI Literacy. By prioritizing these areas, districts can transform students from passive consumers into critical creators.

Collaborative Workshops and Awards

The culminating activity asked the attendees to work together to devise actionable strategies for staff and student wellness, fostering growth mindsets, and data privacy. Each team member was tasked to identify one action they can take in their role, and then discuss as a team how they might work collaboratively to bring their cumulative expertise together to impact their topic. Each team then presented their action plans, providing all attendees with actionable takeaways that they can take back to their districts.

The event concluded by recognizing excellence in the field with the Tech & Learning Innovative Leader Awards, an award given to district leaders in the region that are doing exemplary work to support innovation in education.

The winners are:

• Innovative Director of STEM and Instructional Technology: Jennifer Mazza, for launching an "AI externship" connecting students with local government.
• Innovative Director of Technology & Innovation: Dr. Andrew Taylor, for developing a new dashboard that tracks student emotions so teachers and staff can provide personalized support as needed.
• Innovative Technology Director: Eric Coronado, for integrating AI to support multilingual learners and launching a high school Cybersecurity Academy.
• Innovative Superintendent Award: Dr. Matthew Friedman, for his leadership in creating transformative learning environments that focus on durable workforce skills.

At the heart of the inaugural pre-NYSCATE Tech & Learning Leadership Summit conversations was the student, with an eye on how we as district leaders can best prepare them for an unknown future workforce. Attendees left with actionable strategies they can use to reimagine education in their own districts.

Thanks to our Summit partners for supporting these conversations:

• Apptegy builds products and provides services that empower you to run better schools. Our products make it easy for administrators and educators to reach and interact with your parents, students, staff, and your community at large.
• BrainFreeze by Airia is a leader in educational technology, providing a powerful AI platform that transforms learning for students, teachers, parents, and administrators.
• ClassLink is a global education provider of identity, access and analytics products that create more time for learning and help schools better understand digital engagement.
• D2L is transforming the way the world learns—helping learners of all ages achieve more than they dreamed possible.
• GoGuardian and Pear Deck Learning provide a comprehensive suite of educational tools designed to enhance classroom engagement and improve student outcomes.
• MagicSchool AI is on a mission to bring an AI assistant to every teacher in the world and help tackle the crisis of teacher burnout and bring responsible AI to students to prepare them for the future.
• Veracity's mission is to connect technology, instruction, and business office leaders through a centralized system that enables team collaboration, communication with every stakeholder (including students and parents), and informed decision making.
• **A special thanks to the team at NYSCATE for being terrific partners!

The recent Tech & Learning Regional Leadership Summit at the NIU Naperville Conference Center just outside of Chicago was focused on preparing the next generation workforce. It brought together area district administrators and service agencies who took a deep dive into what it means to teach in the age of AI.

District leaders worked in teams to explore how emerging tech has impacted teaching and learning, including how to vet tools, assess data privacy risks, and prepare staff and students for the Generative Age.

Find information about upcoming Tech & Learning Leadership Summits here.

Key Takeaways

1. ANTIDOTES FOR THE ANXIOUS GENERATION

During his opening keynote, Carl Hooker discussed whether or not to ban cell phones in the classroom. He also addressed the need for educators to be equipped with strategies to address student anxiety through mindfulness, social-emotional learning (SEL) techniques, and effective classroom management.

For example, one strategy revolves around notification awareness, and helping students learn to silence and/or regulate what they get notified about on their phones, which can directly help with their focus, especially when they are working, collaborating, or being productive. Discussing this with students helps them create more proactive solutions to their own focus. Do they need to get notified about the group Snapchat or can it wait until after school? What things do they need to be notified about right away? What happens to learning when they get distracted? Reflecting on these and other questions can be the first step in addressing the problem.

See all seven of Hooker’s antidotes for the anxious generation here.

2. ESPORTS WINNING IMPACT

During his presentation, “Scholastic Esports: More Than Just Gaming,” John Phillips, Technology & Innovation Consultant for Berrian RESA, discussed the far-reaching impact of scholastic esports.

Phillips explained how esports equips students with far more skills than just gaming. He cited research that showed that esports can help:

• Improve visual acuity and attention
• Foster scientific reasoning
• Accelerate language learning
• Improve digital and print literacy
• Increase problem-solving skills
• Boost math achievement
• Build technology fluency

He cited dozens of career paths that launch from esports experience, including business, IT, sales & marketing, education, event management, communication & media and more.

Phillips also noted that the average esports scholarship student receives $4,800 in tuition awards a year, according to the National Association of Collegiate Esports—but some can receive up to half off tuition.

Phillips works with the North American Scholastic Esports Federation (NASEF), a nonprofit that offers free esports tournaments and more to help students develop STEAM-based, collaboration, and problem-solving skills they need to thrive in work and in life.

3. BUILDING ENGAGEMENT AND EQUITY

Attendees from Chicago Public Schools discussed Chi-Craft, the district’s esports afterschool Minecraft Build Challenge program. Inspired by New York City Public Schools’ “Battle of the Boroughs", the new program features more than 500 students from 70+ schools, and unlike some other extracurricular programs and activities that can require certain physical abilities and skills, every student is eligible to participate.

Using Minecraft Education, the competition involves “Build and Present Challenges” that are scored with a STEM-powered rubric. Students essentially receive a 3D creative writing prompt that includes key focus vocabulary and Chicago-centered resources. In return, they create innovative architecture, beautiful murals, and constructs from “out of this world.”

Innovative Leader Award Winners

At the close of the Tech & Learning Leadership Summit, the following leaders were recognized for their outstanding work in their districts:

• Innovative Technology Director - Greg Reichelt, Director of Technology, Maine Township HSD 207
• Best Example of Professional Development - Callie Salaymeh, Instructional Technology Coach, Lyons Township High School District 204
• Innovative Superintendent - Travis McGuire, Assistant Superintendent for Learning, Community High School District 99, Downers Grove, Illinois
• Best Overall Implementation of Technology - Chicago Public Schools, Chi-Craft Esports Competition

Special thanks to our partners who made these important conversations possible:

Apptegy
D2L
ClassLink
IncidentIQ
MagicSchool
Wonder Workshop
Hovercam
Stride Learning Solutions
Tinkrworks

Find information about upcoming Tech & Learning Leadership Summits here.

Inclusion is a big topic when it comes to education. Inclusion when referencing educators, however, might not be as strongly discussed as it should be.

A virtual classroom for teachers around the world to work together to create something more for their students was a difficult project to undertake, but in the right hands, it was not only made possible, but also made to flourish. Fortunately, Jacqueline Gardy was the right person for the task.

Gardy is Global Program Officer at the U.S. Department of State in Washington, DC, for the Bureau of Educational and Cultural Affairs in the Office of English Language Programs. She was recently honored by Tech & Learning during a recent Regional Leadership Summit with an Innovative Leader Award for Best Example of Virtual Learning.

Content for Comics in the Classroom

The concept for this collaborative pilot project involved gathering multiple teachers from around the world to help develop curriculum for use in the classroom. It just so happened that this curriculum was focused on using comics. Gardy explains how the idea started to come together.

“My supervisor gave me the greenlight to set up a pilot virtual exchange program with a limited budget,” she says. “I worked with five consultants, who helped me develop the curriculum and launch it. We used a combination of Google Docs, a Google YouTube channel, and Slack (free version). We made an Adobe Spark page as a homepage. So we did everything with a low budget in mind. We decided we wanted 40 teachers from all over the world to work with us synchronously online to develop content for comics in the classroom.”

Providing this new type of curriculum to teachers from all over the world helps to diversify their educational outlook and their teaching methods. Using comics as a tool for teaching is a novel approach to education, and the visual aspect also helps when connecting with teachers of varying backgrounds.

Since the pilot,16 other virtual exchanges have been developed with the administration aid under the English Access Scholarship cooperative agreement with FHI-360 and delivered by a variety of nonprofits and universities. The topics have been on Climate Action (with World Learning and Take Action Global), Global Perspectives in the Classroom (Azusa Pacific University), Global Citizenship in the English Language Classroom (UMASS Lowell), Business and Entrepreneurship in the English Language Classroom (Georgetown University), Differentiation for the Contemporary English Classroom (United Planet), Building Blocks for Service Learning (World Learning), Civil Communication with a focus on Computer-Mediated Instruction (Azusa Pacific University), Developing Digital Citizenship (Azusa Pacific University and iEARN-USA), New Literacies and 21st Century Skills in the English Language Classroom (iEARN-USA), Embedding Life and Career Skills in the English Language Classroom (World Learning), Future-Forward Teaching in the English Language Classroom (Take Action Global), and Power Skills in the English Language Classroom (UMASS Lowell).

How to Keep Teachers Engaged and Connected

Creating the program with everyday tools helped to keep the project within a recognizable scope, regardless of who was using the program, Gardy says. But a main obstacle was keeping teachers involved in the program given their locations and accessibility. Having the program come to fruition during the beginning of the pandemic was coincidental, but it also helped when teachers were switching to an online format en masse.

“Our launch date [for the program] was March 15, 2020, and that was right when the pandemic started, right as everything shut down,” Gardy says. “It just happened to be a blessing in disguise because suddenly teachers are no longer doing their full time teaching. They had a lot of time to learn tech skills and interact with people.”

Connecting at the beginning of the pandemic also led to teachers around the world realizing how similar their COVID experiences were, leading to a ready-built rapport that served as the foundation for expanding the program.

“It ended up being a conversation group once a week where we would all talk about our COVID experiences, while we were experiencing it all over the world,” Gardy says. “What was striking was how similar all of our experiences were even though you wouldn’t think any of us would have anything in common. That laid the groundwork for more virtual exchanges.”

This project led to a foundational understanding between teachers, no matter where they were located on the map. Their experiences during the pandemic and in teaching were similar if not exactly the same.

Putting It All Together

Operating an online program in a synchronous manner comes with its own challenges, such as catering to teachers living in different time zones and countries. But Gardy says that having teachers in different parts of the world makes for a more diverse grouping.

“There are usually 40 teachers per exchange, and then we divide them out by four facilitators,” she says. “So the pods were 10 teachers per facilitator. We usually set the pods up using timeline groups along the latitudinal lines to create participant diversity, with no more than three hours apart.”

Once the groups are made, a combination of synchronous and asynchronous interactions helps the teacher pods enhance their knowledge on particular topics.

“We introduce all the information at the beginning of the week, and then we have lots of different interactions that are either synchronous or asynchronous, either in discussion boards or in Zoom calls,” Gardy says. “Then we have these reflect and apply sections where they reflect on what they’ve learned and try to apply it in their classrooms immediately and/or to their final lesson plan. They have to attend 70% of the synchronous events. If they can’t attend the synchronous events, they can watch the recording and fill out an exit ticket to show they have participated.”

Gardy’s efforts demonstrate a method of global citizenship that helps educators reach out and collaborate with teachers across the globe. This endeavor makes education more accessible to teachers everywhere while empowering them to make education more accessible to their students as well.

• Innovative Leader Awards
• Regional Leadership Summit

The Tech & Learning Regional Leadership Summit is a unique opportunity for educators from various backgrounds to come together for a collective purpose: to find uncommon solutions to common challenges. Educational leaders not only have the chance to network as well as innovate and create solutions, they also are given a voice to share strategies they have tried in their schools or districts.

The Connors Center in Dover, Massachusetts, provided a beautifully lush backdrop of trees and grass that held fast against the ongoing conversation between educators, edtech partners, and other attendees about the advent of technology in schools. As part of a professional learning experience, those in attendance were tasked with creating an action plan based on the various activities they would take part in throughout the day.

Getting Our Feet Wet 

Throughout the summit, there was a concentrated focus on AI, which was bolstered by a fearless and entertaining introduction made by Carl Hooker, the emcee for the event. After being split into teams, attendees were tasked with coming up with a two-minute presentation that encapsulated one action plan to be incorporated in the next school year.

Throughout the day, while some attendees made time for one-on-one meetings with vendor partners, others participated in roundtable discussions based on common educational challenges that were facilitated by experts in multiple fields.

The roundtable talks covered subjects that impacted educators, students, and parents, and included:

• AI Media and Literacy
• Personalized Learning Coaching
• Creating a Personal Wellness Plan
• Integrating Technology into the MTSS Structure
• PD In the Age of AI
• Addressing Chronic Absenteeism
• Data Privacy and Cybersecurity

Chronic Absenteeism Prevention 

An in-depth conversation about chronic absenteeism was led by Michael Hale, Director of College, Career, and Citizenship at Casco Bay High School in Portland, ME. Hale divulged the alarming rate at which high school students who miss school regularly are prone to miss graduation: 30%! Hale also elaborated on other potential detrimental effects of chronic absenteeism, such as diminished health and low future employment prospects.

In order to address the issue of chronic absenteeism, Hale discussed how his district employs a multi-tiered support system designed to help and incentivize regular attendance for students. The system involves support, prevention, and intervention if necessary, designed to help eliminate obstacles keeping students from attending school.

Implementing AI Across a District

Kerry Gallagher, Assistant Principal of Teaching and Learning for St. John's Prep in Danvers, MA, and Kelley Papa, Instructional Coach at St. John’s Prep, discussed how their district prepared a comprehensive plan to integrate artificial intelligence in a way that helps foster an accepting culture among students, teachers, and parents. The process acts as a cycle that will constantly gauge the opinions of all participants to know what direction to take with AI.

Gallagher presented an action plan that worked with existing school policy. The plan is designed to evolve as the needs of the students and educators evolve. The main idea behind the process is not only to educate students, teachers, and parents on the potential of AI, but also to demystify AI from the established reputation it garnered through early media coverage. Approaching AI with understanding makes its use more palatable, and Gallagher and Papa have paved the way for a roadmap for the ever-changing landscape AI in education.

Gamifying Schools, Looking Forward to What’s Cool 

Dan Ryder, Director of Design and Innovation for Community Regional Charter School, presented a game-based and human-centered problem-solving model to help reimagine how to tackle educational challenges. The presentation was accompanied by a brief activity in which participants divided groups of two, learned about game-play styles, and ultimately, each created a game that their partner would enjoy playing.

After the presentation, attendees were given the opportunity to get an advanced look at cutting-edge technology companies. This provided some quality time with industry innovators to get a glimpse of what the future of educational technology could look like.

Artificial Amateurs are Absolutely Amazing 

Once the day reached its final moments, the original teams organized at the beginning of the summit reconvened and, equipped with the knowledge gained throughout the day, created endearing proposals for introducing AI to a school. Some groups had used AI tools to craft and sing unique songs about the benefits of students and teachers using AI. Other groups used AI to create artworks to emphasize the helpfulness of artificial intelligence.

Innovative and Celebrated 

After the team presentations, Tech & Learning recognized the innovative leaders in attendance for their achievements. The Innovative Leader Award winners were:

Innovative District Instructional Tech Specialist: Russell Levendusky

Innovative Director of Design and Innovation: Dan Ryder

Innovative Assistant Principal: Kerry Gallagher

Best Example of Virtual Learning: Jacqueline Gardy

Tech & Learning Regional Leadership Summits offer a wonderful opportunity to collaborate with passionate educators from across the nation. Whether organizing unique solutions to complex and ongoing challenges, or being on the cutting edge of the edtech space, the connections made and time spent here become indispensable in helping to further educational endeavors for students, teachers, and parents.

Tech & Learning’s first-ever Utah Regional Leadership Summit in Salt Lake City brought together leading minds in technology and education to delve into the convergence of innovation, learning, and leadership. Focusing on emerging technologies such as AI, Augmented Reality/Virtual Reality (AR/VR), esports, and the application of design thinking in educational settings, the conference provided a rich platform for collaboration, exchanging ideas, and actionable insights. 

Tech & Learning partnered with the Utah Coalition for Educational Technology for this pre-conference learning opportunity at the Leonardo Museum.

During the conference, several conversations explored AI's transformative potential in revolutionizing educational practices. Event emcee Carl Hooker showcased AI-powered learning, instructional ideas, and intelligent content creation tools. Discussions emphasized the importance of ethical AI deployment, data privacy, and ensuring inclusivity in AI-driven educational solutions. Leaders in the field highlighted the need for continuous research and development to harness AI's full potential in enhancing teaching, learning, and administrative processes.

One spotlight session by Dr. Shannon Putnam highlighted AR/VR technologies and emphasized the immersive and experiential learning capabilities for learners of all ability levels. Educators shared success stories of using immersive tech simulations for complex subjects, and examples of AR/VR content creation tools were offered, enabling attendees to explore innovative ways to integrate these technologies into curricula. Discussions centered on scalability, accessibility, and the role of AR/VR in fostering creativity and critical thinking skills.

Esports continues to grow in popularity in school districts, and the session presented by esports expert Audra Yocom, Director of Technology Education for Success in Education, a nonprofit serving every school district in the state of Utah with core education-based programs, explored the potential of esports to engage students and teach valuable skills such as teamwork, strategic thinking, and digital citizenship. How esports programs have a positive impact on student retention, academic performance, and career readiness was a point of focus, while panel discussions addressed concerns around screen time, gaming addiction, and the need for establishing responsible gaming guidelines.

I presented the day's final session focused on design thinking methodologies, particularly on fostering a culture of innovation within classrooms and schools. Participants learned how design thinking principles could be applied to tackle challenges such as curriculum design, pedagogical innovation, and instruction. Attendees also discussed how to use design thinking to reimagine learning spaces, develop student-centered solutions, and build a culture of continuous improvement and experimentation.

A Special Thank U(tah) To Our Partners!

• Apptegy - Apptegy makes it easy for administrators and educators to reach parents, students, staff, and your community at large. Their tools lets adminstrators communicate better and influence how your public thinks and feels about your schools.
• ClassLink - A global education provider of access and analytics products that create more time for learning and help schools better understand digital engagement.
• evolv - Evolv Technologies is transforming human security to make a safer, faster, and better experience for schools using industry leading AI-powered weapons detection and analytics.
• ScreenBeam - ScreenBeam's wireless screen sharing untethers teachers to provide freedom of movement changing the trajectory of their classrooms to be more collaborative in new and dynamic ways.
• Lincoln Learning Solutions - Lincoln's EK-12 curriculum facilitates student success in and beyond the classroom in any learning environment. 
• GoGuardian - GoGuardian provides simple, proven solutions to create effective, engaging, and safer learning environments where every student can thrive.
• Incident IQ - Incident IQ is the workflow management platform built exclusively for K-12 schools, featuring asset management, help ticketing, facilities maintenance solutions, and more.
• Education Market Experts - From small start-ups hoping to break into the education market to established companies branching out beyond their existing spheres, EME provides the research, product development, sales, and marketing tools needed to help our clients succeed.
• Cignition - Cignition delivers virtual high-impact K–12 tutoring, led by experienced educators who produce proven, repeatable results in student success.
• Elephant Learning - Elephant Learning is a supplementary curriculum delivering effective conceptual mathematics through adaptive gamification. 
• nXu - With a commitment to serving BIPOC & historically marginalized youth, nXu delivers best-in-class SEL and College & Career Readiness resources, development, and support to educators so that students in schools nationwide can lead thriving lives, driven by purpose and connected to community.
• Rhythm Nation - Rhythm Nation is an early education music curriculum that builds community, fosters creativity, and develops confidence in young learners…all while supporting literacy.
• Pathway2Careers - P2C is dedicated to clearing the biggest hurdles in education by challenging current approaches and motivating student learning through career-connected relevance.

UCET Conference Bonus

Following the Leadership Summit, Tech & Learning joined the first-ever Utah Educational Library Media Association (UELMA) and Utah Coalition for Educational Technology (UCET) combined state conference, which kicked off at the Salt Palace Convention Center.

This event brought together educators, librarians, technology specialists, and administrators from across the state to explore innovative practices, tools, and educational resources. Tech & Learning was a partner and supported numerous sessions to add to the event.

ISTE CEO Richard Culatta kicked off the event with content focused on the core message of his book Digital for Good: Raising Kids to Thrive in an Online World. His keynote emphasized the importance of fostering inclusive learning environments, leveraging technology responsibly, and preparing students for the challenges and opportunities of the 21st-century workforce.

The conference featured diverse breakout sessions covering various themes and topics relevant to educators and technology specialists, and Tech & Learning had the honor of hosting a room featuring a variety of edtech innovative speakers, including Eric Curts, Steve Isaacs, Ken Shelton, myself, and more. 

Other conference sessions included:

Digital Literacy and Citizenship: Workshops equipped educators with strategies and resources to teach digital literacy skills and promote responsible digital citizenship among students.

STEM Education and Maker Spaces: Presentations showcased innovative approaches to STEM education, including integrating maker spaces, robotics, and coding activities into the curriculum to foster creativity, problem-solving, and hands-on learning experiences.

Blended Learning and Personalized Instruction: Educators shared best practices for implementing blended learning models and leveraging technology to personalize instruction, differentiate learning experiences, and meet students' diverse needs.

AI In Education: These sessions explored its transformative impact on education. Topics included AI-driven personalized learning, adaptive assessment, and data analytics for student success. Ethical considerations in AI deployment, fostering inclusivity, and empowering educators with AI tools were also discussed. Participants engaged in hands-on workshops and shared best practices for AI integration.

The vendor expo allowed attendees to explore the latest edtech solutions, digital resources, and available learning platforms. Attendees were able to enjoy demonstrations, hands-on activities, and special discounts for conference attendees.

From inspiring keynote presentations to interactive breakout sessions and a vibrant vendor expo, the UCET Conference and the Utah Regional Leadership Summit provided attendees with valuable insights, resources, and networking opportunities to support their professional growth and enhance student learning outcomes.

• Tech & Learning Regional Leadership Summit
• Tech & Learning Innovative Leader Awards

The Tech & Learning Regional Leadership Summits are unique opportunities to engage with other school and district leaders whose work draws from national, state, and edtech organization standards such as NGSS, CCSS, and ISTE. For educators, it provides a think-tank like space to dream and build innovative and accessible futures for learners. 

At this year’s Delaware, Maryland, and Virginia regional event held at the Maritime Conference Centre in Baltimore, teams of colleagues, many meeting for the first time, worked throughout the day to craft their own versions of schools based on the new National Educational Technology Plan. Much of the content used to inspire the building of these model learning centers derived from the different sessions from throughout the day. 

Breaking the AIce 

Naturally, AI was a topic on everyone’s mind, and as such, the day started with a fun icebreaker developed by the summit’s trusted and enthusiastic facilitator, Carl Hooker, called “KarAIoke.” In the activity, attendees had to guess popular songs based on AI-generated images. The icebreaker was a massive hit and provided a fun opportunity for teams to work together and experience using AI in a low-risk and exciting way. 

Emerging Tech 

ISTE CEO Richard Culatta sat down for an intimate chat with Carl Hooker to discuss emerging tech trends on the horizon. Culatta reminded the school and district leader attendees that the trends over the year of AI is the equivalent of 100 years of ed policy change. Meaning, it is moving quite expeditiously! 

Culatta highlighted the importance for educators to have an understanding that ChatGPT is not AI, but instead is one tech tool that uses generative AI, and that there is a shift from generalist AI to specialist AI. For example, StretchAI for education is in Beta testing, and it relies on a “walled garden” approach in which all the data fed it is carefully curated by ISTE and ASCD. This is important because it protects the accuracy of the information. 

Moving from a primary focus on academic integrity concerns with AI, Culatta highlighted three trends in schools that are doing AI right:

• Time to Tinker with AI: Providing time for educators to explore using different types of generative AI. Some schools use the weekly faculty meeting time to allow for open experimentation with AI tools. 
• Modeling AI Use: Leaders in schools are modeling use of AI. For example, a school leader will include an AI-generated image in their weekly newsletter to show it is ok to use AI in fun ways for teachers. 
• Talking to Students about AI: Instead of banning AI outright, schools are having intentional discussions with students on what AI is and how it could or should be used or should not be used. For example, kids can consider how they can use AI to support writing a college application essay or not; having the discussion is key here. 

Future of Education 

Sharing that one constant in edtech is change and that none of the top five issues from ten years ago are the same as today is how Keith Krueger, CEO of CoSN, started his presentation on the future of education. Krueger showed images of “older” tech (cell phone brick, palm pilot, disk man, large computers) that in many ways still perform the same functions that we rely on currently, but we use newer technologies to do so. This was a great reminder to focus on the function of technology as opposed to specific tech tools, and then laid the foundation for presentation nicely. 

Kreuger’s three big challenges that affect tech leaders are: 

• Cybersecurity: Since 2018, cybersecurity concerns continue to increase, and K-12 schools are the No. 1 targeted population for ransomware attacks, at 57%. Unfortunately, there is not a lot of protection of data or people keeping things secure in K-12, and districts have large amounts of employee and student personal information, including SSNs, DOBs, and addresses. The impact of ransomware includes lost learning time and loss of reputation. The CoSN website provides resources that districts can access to be more proactive in addressing cybersecurity. 
• Digital Equity: Despite increased focus on access, which can still be a challenge, student connectivity remains an equity issue. The type of device matters (not all devices can do video conferencing for example), and what the government considers being a high connection internet speed is not sufficient for remote learning tools. As we move into the future, underconnectivity will be a focus and ensuring that not only do all students have a device, but they have the right device to handle robust computing and enough processing. 
• AI in K-12: AI will undoubtedly be a challenge going forward. Currently, there have been three responses from school districts regarding AI use: ban it, embrace it, and duck and cover. CoSN is working on providing supports for districts and has created a K-I2 generative AI readiness checklist and toolkit. AI’s cross-cutting impact with cybersecurity, as well as its influence on analytics and adaptive technologies, are also areas to watch. 

Other Emerging Topics Explored During the Summit 

The day was quite full, and a dozen other topics were presented and discussed. Some of the highlights include:

Esports: An Esports presentation by Tarrin Morgan from Morgan State University and CEO of REALdigitizED was exceptional, and showed the alignment between esports, student wellness, and career readiness, amongst many other areas. 

Esports has existed since 1972 and is a testament to the power of computing. Individual growth benefits to students who participate include: 

• Emotional, mental, and physical wellness 
• Analytical and critical thinking 
• Increased hand-eye coordination (i.e. transferable skill to be a surgeon) 
• Learning to be a good teammate and leader  
• Effective communication skills
• Networking and community building  
• Adaptability 
• Strategic planning (shooting and building at the same time) 
• Computer fluency (many video games reply on coding skills) 
• Extends STEM career opportunities (e.g. cybersecurity, animation, game design and coding, sound design, block chaining - dealing with digital currency) 

NextGen Science Standards in Action: Dr. Godfrey Rangasammy and Jessica Leedy from Prince George’s County School District provided insights on changing the STEM status quo through an equity lens by working toward justice-centered and multilingual science education. They shared how they have helped their students think about how they can change the world through teaching, using the NGSS. Their work is a culmination and continuation of a decade’s worth of innovation, curriculum audits in grades 3-8 biology, ambitious science teaching, and using AI + Scratch for multilingual cohorts as well as K-5 robotics in science instruction. 

The Shifting Role of Edtech Coaches: Dr. Amy Jackson and Krystle Pearson discussed the  shifts in instructional coaching in this post-pandemic era, recognizing that many teachers have fatigue with using tech tools. Change management using Kotter’s method was suggested as well as intentional long-term planning with other coaches by forming coaching teams with reading, math, and science coaches as edtech coaches are curriculum agnostic. Modeling digital pedagogy, engaging in more collaborative learning, and focusing on capacity building were advised. 

Putting a Bow on the Learning

The day concluded with the group presentations of model schools, which were showcased with walkup music, in poetry form, and featuring the D-ID avatar generator. Model school examples had eco-friendly materials, including state-of-the-art tech tables, and focused on developing students’ soft-skills, cultural competence, and engagement with community and industry partners. 

After the model school presentations, the Innovative Leader Award winners were recognized, including: 

Best Example of Innovative Digital Curriculum: Amanda Lanza and Valerie Schaffer, Baltimore County Public Schools

Best Example of Providing Equity & Access: Godfrey Rangasammy and Jessica Leedy, Prince George’s County Public Schools

Innovative Chief Technology Officer: Chad McGaha, Belton ISD

The Tech & Learning Regional Leadership Summits are one-of-a-kind opportunities to learn, network, and be on the edge of all things new in edtech. Use some of the information shared in your own work and join us in the future!