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.
