Removing barriers to MEANINGFUL technology use!
How I Became a CETL (With a Little Help From AI)
I did it—I became a Certified Education Technology Leader (CETL). For me, this wasn’t just another professional checkbox. After 15 years in the edtech world, it felt like the right moment to test myself, to prove that the vision, leadership, and strategy I’ve been pouring into schools really do align with the national standards for this work. What I didn’t realize at first was just how much of a journey the studying itself would become.
It started with a study group—an incredible group of colleagues who showed up week after week to learn together. We weren’t just running through the exam blueprint; we were sharing stories from the field, trading experiences, and laughing through the stress of it all. I can’t overstate how much I learned from those sessions, and how grateful I am for the people who were part of that community. It reminded me that leadership isn’t a solo sport—it’s about leaning on others, giving back, and growing together.
But eventually, it was time for me to sit down and face the exam prep solo. And here’s where things took a turn I honestly didn’t expect: I recruited ChatGPT as my study partner. Sounds funny, right? But here’s the thing—I didn’t just ask it to spit back definitions. I had it grill me with practice questions, reframe scenarios into “what would you do if you were the CTO” case studies, and even throw me curveballs just to see if I could think through them. I remember saying to myself, this is wild—an AI was helping me sharpen my leadership thinking for a certification exam that I absolutely did not want to fail (especially with the not-so-small financial cost attached).
In the end, signing into that exam room, I felt ready. Not because I had memorized a stack of flashcards, but because I had lived the content—through the wisdom of my study group and the relentless drills with my AI “coach.” Passing the CETL was an incredible relief, but more than that, it was a moment of affirmation. After 15 years in this field, I still love learning, I still love stretching myself, and I still believe this work matters deeply. And now, with the affirmation that I am recognized by COSN as ready to lead in the educational technology sphere, I feel more energized than ever to keep leading, keep innovating, and keep finding new ways—human and AI alike—to spark what’s next in education.
Catching Up: Sparks from the Year
After a long pause on this page, I’m excited to be back sharing some sparks of inspiration from my own journey in education and technology. The past year has been one of those rare seasons where you look up from the day-to-day and realize just how much ground has been covered. The pace has been fast, the projects ambitious, and the impact on students and teachers deeply rewarding. It feels like the right moment to pause, reflect, and let you in on the work that has been shaping my days.
A big focus of my energy has been in guiding our 1:1 learning program into its next chapter. Ten years into this journey, we’ve moved well beyond simply putting devices in students’ hands. Now, the conversation is about how those tools transform teaching, amplify student voice, and open new doors for creativity and access. From developing a strategic plan that honors the past while charting a bold future, to leading teams of educators in thinking about adoption, student experience, professional growth, and community connection—this work has been both humbling and energizing.
Alongside that, I’ve leaned into helping teachers navigate the new realities of AI in education. It’s a space that raises big questions but also opens big possibilities. I’ve found myself coaching teachers on balancing trusted practices with new tools, helping them see AI not as a threat but as a thought partner that can deepen student learning. Whether it’s designing professional learning sessions, testing strategies for meaningful assessment, or presenting at conferences, this has been one of the most exciting and forward-thinking parts of my work.
And perhaps most rewarding has been the chance to connect and reconnect with colleagues across the country. From building professional communities online, to collaborating with peers who are just as passionate about instructional technology as I am, these connections remind me that while the work can be challenging, it’s never done in isolation. There’s a growing sense in education that we’re on the edge of something transformative—and it’s a privilege to contribute to that momentum.
So, as I return to writing here, my hope is to share more of these sparks—small stories, big ideas, and lessons learned along the way. Education has always been about possibility, and right now, the possibilities feel wider than ever. Thanks for sticking with me on this journey.
Educators: Getting our "sea legs" for change back under us
As a kid, each spring after a long, hard Wisconsin winter, my Uncle Paul would pick my brother and I up to go fishing. I can still hear his laugh and the comment he made at some point in those trips where he would suggest that we would need to “get our legs back” after months of not being on the water. His reference, lost on me at 9, makes perfect sense to me as an adult. In my role working with educators daily, the feeling that we need to “get our sea legs back” encompasses much of what I experience as I talk with teachers about integrating technology into their practice today.
The past three years have been a hard trudge forward for teachers. Each day uncertain about the next challenge, the next “new” everything, and the constant feeling we might be stepping out onto thin ice. While the obvious challenges of teaching through the pandemic are the primary drivers of much of this uncertainty, we also have to keep in mind the political and societal shifts that have taken place since that time as well. All of this has placed educators and educational leaders directly in the heaviest crossfire.
As students returned back to physical classrooms, the desire to return to normal has driven so much of the interaction I have had with teachers. While I have been encouraging shifts in practice, changes in pedagogy, and adoption of new tools to support that work, many teachers have met me with understanding, a willingness to listen, but extensive trepidation in putting any of those ideas into practice. The pining for a return to what we have always known as school, driven somewhat by teachers, somewhat by families and students, and somewhat by educational systems and leaders, has left many professionals unwilling to take the leap tp try something new. In times of uncertainty or discomfort, new ideas and practices just do not have the same sticking power or intrigue.
As educators, we need to regain our appetite for systematic and ongoing change in our school systems. In the world of constant innovation and rapid technological change happening around us daily, the inability to change will be the death knell for school systems. What will it take to begin embracing this change again? Here are just a few ideas.
Embrace the reality of our students’ lived experiences in order to make learning relevant
Our students are connected to a world of influences daily that shape their view of normal. Like it or not, they spend hours daily interacting with others in social media platforms. They are inundated with videos and memes and images and visual design that all clearly send complex messages, communicate powerful information, and demonstrate for young people how the world communicates. This is the experience our students have come to find comfort and normalcy in daily. This does not suggest there is no room for more academic and professional methods of communication. It does mean, though, that the adults educating young people must work hard to find balance in how we communicate with our students if we want them to find relevance in our learning spaces. Our classrooms must start looking and feeling more like the world outside of our schools if students are going to see us as authentic and authoritative.
Acknowledge the Joy in Learning Something New to Add to your teaching practice
Throughout the early stages of the pandemic, as we taught educators all of the new tools and digital design techniques necessary for teaching online, I witnessed from many teachers something I did not anticipate: invigorated learning. The harsh reality of having to change everything overnight was overwhelming and cumbersome, but it was largely met by teachers who were eager and excited learners. I witnessed more pride and triumph during that time, from so many people who were eager to share something new that they had tried. The challenge to learn and use tools and practices entirely new fed something in their spirit. Learning is a joyful, uplifting experience. Mastering new skills, and then being able to share that journey with students — there is a bit of magic in that process that fills the soul of many teachers. Learning, growing, embracing a new technology, and keeping teaching fresh — this just may be the flame that re-ignites your spark as an educator.
Being Vulnerable Makes Us Approachable to Students, Families, and Leaders
It may seem counterintuitive, but demonstrating vulnerability is one way to make connections with the people we encounter. When others see us as imperfect beings doing our best to improve, they acknowledge a bit of themselves in us. Embracing new ideas and practices, and then sharing our attempt to learn and grow, makes us vulnerable. We are not the knowledgeable experts that have everything under control. This shows others we are willing and open to change, and that gives us credibility in itself. Try new things. Tell the world about it! Perfection is overrated anyhow!
For most educators the last 20+ years has been filled with an ongoing need to make meaningful change in our practice, classrooms, and schools. Slow, steady, predictable willingness to change has been the norm. However, the past two years have rocked schools and shell-shocked many of our best back into the habits and practices we have always known to work. While both predictable and understandable to a point, this landing zone cannot be our permanent encampment.
The winter is over. The spring of new ideas and exciting practices is here. Hop in the boat. While it may take a little time to get your sea legs back under you, the joy of what is possible awaits.