EDUC-5373 | Week 1 | From Teacher to Tech Leader: How Elizabeth Thomas Transforms Learning

What do you notice about the experiences and path(s) taken by the interviewee(s) that result in their elevation to decision-making roles and educational technology experts?

In their online publication titled Igniting Your Leadership with Technology, Bstachowiak and McClay (n.d.) include an interview with teacher and educator Elizabeth Thomas. Throughout the interview, Thomas’ passion for teaching is evident as she progresses from being an eighth-grade math and science teacher to the director of educational technology at the school where she works. Her discovery of technology combined with teaching was a crucial element that united both aspects — revealing their combined potential to transform the roles of teacher and student. It was this epiphany that ignited her passion for influencing others and supporting teachers through professional development. Thomas’ experiences highlight her deep commitment to education and motivation to inspire learning in students. In recognizing the importance of the digital age of the 21st century, she capitalizes on technology to make learning more engaging, encouraging inquisitive research as a means of acquiring knowledge. Her drive to facilitate learning through technology, combined with her love for teaching, is the primary influence in her role as an education technology expert. Her story reflects how hands-on classroom experience can lead to leadership, aligning with research on Problem-Based Learning (PBL), which promotes teachers as facilitators rather than knowledge providers (Savery, 2006).

What connections if any are made by the interviewee to the ISTE Standards or Essential Conditions to support technology use and decision-making?

Thomas emphasizes student-centered learning, which directly connects to the ISTE Standards for Educators (2025):

ISTE Standard 2.1: Learner – She actively seeks knowledge about new tools (e.g., Google Apps, WeVideo) and encourages teachers to do the same.

ISTE Standard 2.6: Facilitator – Throughout her interview, she describes how she transitioned from a traditional content-delivery model to a facilitator of knowledge, using technology as a tool for inquiry-driven learning.

ISTE Essential Condition: Ongoing Professional Learning – She discusses the importance of professional development (PD) and forming Personal Learning Networks (PLNs) through social media, which ISTE emphasizes as a key factor in effective tech integration.

What is the role of professional development within the initiatives or strategies implemented?

Rashid and Asghar (2016) emphasize that technology use alone does not enhance student learning unless paired with self-directed learning and engagement, which requires educators to have strong support systems and continuous professional development. Professional development is given priority in Thomas’s strategy. She advises teachers to focus on technology’s purpose rather than feeling pressured to master every tool. She asks them to establish Personal Learning Networks (PLNs) via social media using apps such as Twitter. Social networking sites provide teachers with tips, tools, and support from their peers to help them successfully implement technology. 

What real-world challenges do they share as they describe the work they are engaged in (or have completed) and how do they address these challenges?

Although technology holds many benefits, it can also present many challenges. Thomas emphasizes how teachers are pressured to be experts with all the existing technological tools. However, she is more concerned with purpose and not tool expertise. She recommends that teachers inquire, “What is the purpose?” and “Why do I think technology may be the best tool?” to make decisions more quickly and provide better integration. Another issue is the shift from teacher-centered to student-centered learning. She asks teachers to be adaptable, as class doesn’t always play out as scripted.  Research by Bartholomew et al. (2017) supports this perspective, demonstrating that student engagement and performance are influenced not just by the access of technology, but also by how effectively students develop self-directed learning skills within structured, technology environments. While technology is a valuable tool, its success in the classroom depends on how well teachers guide and support students in using it meaningfully. (Bartholomew et al., 2017).

What critique might you offer?  Do you see any concerns? Are you inspired?  Tell me about your perspective informed by research from this week.

While Thomas’ focus on collaboration and PLNs is useful, her approach could be more accommodating of other inquiry-based methods such as PBL (Savery, 2006). She hints at creativity but does not take it as far as learning about authentic, real-world issues. I appreciate her stance in reassuring teachers that they do not need to be experts when using technology tools. All her points support that technology must be used to support learning, and not drive it. It is the qualities of flexibility and adaptability that are key to teaching with technology. By adopting risk-taking, collaboration, and reflective use of technology with an understanding it won't always be perfect, Thomas offers a realistic approach as presented in other educational philosophers such as Dewey and Rousseau. 

References:

Bartholomew, S.R., Reeve, E., Veon, R., Goodridge, W., Lee, V., and Nadelson, L. (2017). Relationships between access to mobile devices, student self-directed learning, student engagement, and academic performance. Journal of Technology Education 29(1), 2-24.

Bstachowiak, & McClay, J. (n.d.). Igniting Your Leadership with Technology. An Interview with Elizabeth Thomas. https://pressbooks.pub/edd7032018f/chapter/leading-technological-changes-with-an-iterative-mindset/

ISTE Standards: For Educators, (2025). International Society for Technology in Education (ISTE) https://iste.org/standards/educators

Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement, and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604-612.

Savery, J.R. (2006). Overview of problem-based learning: Definition and distinctions. The Interdisciplinary Journal of Problem-based Learning. 1(1), 9-20. 

Image: Generated by Adobe Photoshop, Brad Buttry.