Edtech leaders rely on peer networks for problem-solving amid growing technology demands

Joanna Cook, chief technology officer at East Noble School Corporation in Indiana, faced challenges when her district moved from iPads to Chromebooks. She encountered resistance from special needs educators at the elementary level. Seeking advice, Cook reached out to the 1,600-member HECC (Hoosier Educational Computer Coordinators) listserv. Within hours, she received recommendations from tech leaders across the state advising her to keep iPads for communication purposes. “It was so nice to have that broad base of backup,” Cook said.

This example highlights how educational technology leaders use back channels—such as email listservs, Slack groups, and Discord servers—to share resources and solutions with peers. These networks are especially important because tech directors often do not have a built-in peer group within their own districts.

Kyle Beimfohr, digital learning coach at Zionsville Community Schools and administrator of the HECC listserv, described the group as an extended family. “We joke. We celebrate retirements. I even found my current position through the listserv,” he said.

On Michigan’s REMC (Regional Educational Media Center Association) listserv with 800 members, participants exchange information about hardware giveaways, cybersecurity insurance options, and requests for proposals. Fred Sharpsteen of Mecosta-Osceola Intermediate School District shared how he relied on feedback from this group before updating security cameras in his district: “I had narrowed it down to a couple of vendors and shared it to the list. Unfortunately, many people had problems with the models I was considering. I chose the best of the bunch, but I was able to raise the right issues before we signed the contract.” The Michigan group is limited to district tech staff only—a measure that Sharpsteen says builds trust among its members.

Michael Richardson, who manages REMC’s statewide co-op purchasing program and is a former tech director himself, noted that these connections help address technical questions while also providing support for frustrations: “We have people who are fantastic at networking, wireless, Microsoft Active Directory — you name it... It’s not just about answers; it’s about sharing our frustrations and getting help, for free.”

Keith Bockwoldt used Illinois’ Tech-Geeks listserv during technical difficulties with TestNav after a change in state testing platforms: “I used the listserv to confirm that it wasn’t just my district,” said Bockwoldt of Hinsdale High School District 86 near Chicago. “By crowdsourcing, I was able to reference others having the same problem, and that led to a faster resolution.”

Cook also cited another instance where her participation in a back channel proved valuable: she learned about a TikTok trend encouraging students to damage Chromebooks via a message on the Hoosier listserv and quickly coordinated with her safety director on a response plan.

During December 2024's PowerSchool data breach—which compromised student and staff data nationwide—members of Massachusetts’ METAA listserv shared critical information not provided by PowerSchool itself. Jeff Liberman explained: “We were all trying to figure out who was affected. PowerSchool did not have appropriate information for us to send to families.” A district created an FAQ detailing which fields were compromised and shared it through this network.

Richard Thomas started Oregon’s K-12 Information Security Collective (ORKIC) three years ago as a way for school IT professionals focused on cybersecurity threats to collaborate more effectively; membership has grown from three people initially to nearly 100 today.

In rural areas where tech directors may be isolated within their districts or regions south of Chicagoland in Illinois without nearby colleagues in similar roles—the Tech-Geeks listserv acts as both help desk and sounding board according to Phil Hintz of Niles Township High School District 219: “If you’re the only tech person in your district, the listserv becomes your help desk, your brainstorm room, and your backup plan.”

Scott McLeod from the Center for Advanced Study of Technology Leadership in Education observed: “Being a tech director can be lonely... When you connect with others in your role you get professional and emotional support.”

Oregon’s Association for Computer Professionals in Education supplements its traditional email network with Discord channels dedicated by topic; Rachel Wente-Chaney at High Desert Education Service District described using these channels both professionally—and socially—as when they celebrated a retiring colleague online.

Many new technology directors find joining such networks helpful early on; some are organized through state chapters affiliated with national organizations like CoSN or ISTE or sponsored by education departments or regional associations.

Bockwoldt sees participation as part of his team’s responsibilities: “I told my tech team when I started here: ‘Sign up. See what’s going on. Add your great ideas to the conversation and help others out.’”

As schools face increasing demands around artificial intelligence implementation strategies or digital equity initiatives—the need for fast peer-to-peer learning continues growing among edtech leaders seeking practical solutions outside formal structures.

“Even when the listserv is overwhelming,” Cook added regarding her continued involvement despite high message volume,“I don’t unsubscribe... I know the moment I do is when I’ll miss something crucial.”