VSTE News

Supporting Military-Connected Students Through STEM Stability and Connection

Sat, 11 Apr 2026 12:33:27 GMT

Month of the Military Child | April

April is recognized as the Month of the Military Child, a time to recognize students whose lives are shaped by constant change. In the military, transition is expected. New environments, new expectations, new friends and experiences. That same reality follows many students into our classrooms.

For educators in Virginia, this reality is not abstract. It is part of our daily classroom experience.

Hampton Roads is known around the world for its distinguished military presence, with 19 installations, including Naval Station Norfolk, the world’s largest naval base. The region is home to over 100,000 active-duty service members and one of the largest concentrations of armed forces in the United States (Hampton Roads Alliance, n.d.).

When including families, retirees, and support personnel, that number expands to hundreds of thousands of individuals that are connected to the military community. This means that in many of our classrooms, a significant number of students are navigating transitions tied directly to military life.

In many schools, military-connected students are easy to overlook, not because they don’t stand out, but because they adapt quickly. New classroom, new routines, new faces. They figure it out. That ability to adjust is often seen as a strength, but it does not mean the process is easy for our students.

Organizations such as the Military Child Education Coalition emphasize that while these students demonstrate resilience, they also experience frequent disruptions in continuity, relationships, and academic expectations (Military Child Education Coalition [MCEC], n.d.).

Frequent moves, shifting expectations, and time away from deployed family members create a level of uncertainty that does not stay at home. It follows them into school. After years in a system where structure and consistency matter, it is clear how much those same elements matter for students navigating these changes.

As educators, we may not be able to control the unique circumstances of the military, but we can control the environment students walk into each day. That is where STEM can play an important role.

Understanding STEM as a Consistent Framework

For educators who may not have a military background or familiarity of the lifestyle, it is important to understand that stability is not just helpful for these students, it is essential. Students who experience frequent transitions benefit from predictable and consistent learning structures (Military Child Education Coalition [MCEC], n.d.).

STEM, which refers to Science, Technology, Engineering, and Mathematics, provides a framework where this desirable consistency naturally exists. Across these disciplines, students engage in similar processes such as asking questions, analyzing information, solving problems, and refining their thinking. While content may vary from classroom to classroom, the way students learn within the framework of STEM remains largely the same.

Science encourages students to investigate and make sense of the world through observation and evidence.

Technology supports problem solving and creation through digital tools and systems.

Engineering focuses on designing and improving solutions through structured processes.

Mathematics provides the foundation for reasoning, patterns, and precision.

Together, these disciplines create a learning environment where expectations are clear and transferable.

Across schools, STEM learning often reflects practices outlined in the Next Generation Science Standards (NGSS Lead States, 2013), where students ask questions, test ideas, solve problems, and revise their thinking. These processes do not change from one classroom to another.

For a student who has just arrived at a new school, that consistency lowers the barrier to entry. Instead of spending weeks learning how things work, they can begin engaging right away.

STEM Builds Connection and Predictability

STEM also supports connection in ways that are immediately accessible.

When students are working together on a challenge, the focus shifts from social uncertainty to shared purpose. A new student does not need a long history with peers to contribute meaningfully. They can participate, problem solve, and collaborate from the start. This creates opportunities for belonging that do not rely on familiarity or time.

In addition, the structure of STEM learning provides a sense of predictability that many students need.

Clear processes such as the NASA engineering design process (National Aeronautics and Space Administration [NASA], n.d.), which includes identifying a problem, developing a plan, testing solutions, and making improvements, give students a roadmap for learning.

These same iterative practices are reinforced through experiences such as science fair projects, where students revisit ideas, refine their approach, and improve outcomes over time. When that structure is consistent, students can focus on thinking and creating rather than trying to interpret expectations in a new environment.

STEM Reinforces Resilience and Belonging

Failure is part of the process. Designs do not always work. Code requires revision. Ideas evolve. Through this, students learn that progress comes through persistence.

For military-connected students, this aligns with the adaptability they already demonstrate, but within a supportive and structured environment.

Beyond the classroom, STEM opportunities such as robotics teams, coding clubs, engineering challenges, drone programs, and science competitions extend that sense of connection. These environments often foster a strong sense of teamwork and shared purpose, similar to the camaraderie that is a familiar part of military life.

Educators can play an important role by encouraging participation and creating pathways for students to get involved early. These experiences provide continuity through shared practices and familiar structures, giving students a place to belong and something they can carry with them as they transition between schools.

What This Looks Like in Practice

To translate this into everyday instruction, small, intentional choices can make a meaningful difference.

Establish consistent routines quickly: Begin class with a predictable structure such as a warm-up, clear agenda, and defined transitions.
Use structured problem-solving protocols: Provide a consistent framework such as the engineering design process or inquiry-based labs.
Design for immediate participation: Incorporate tasks where all students can contribute right away.
Leverage collaborative roles: Assign clear roles such as facilitator, recorder, tester, or materials manager to support team integration.

These strategies are not new, but when applied intentionally, they create environments where military-connected students can engage, connect, and succeed from the start.

A Reminder for Educators

The Month of the Military Child is a reminder to be intentional in how we support students whose lives are shaped by constant transition (DoDEA, n.d.).

Many educators are familiar with this recognition through school-based traditions such as Purple Up Day, where students and staff wear purple to show support for military-connected children. Schools often incorporate spirit days, recognition events, and classroom discussions that highlight the resilience and contributions of these students.

In regions like Hampton Roads, where a significant portion of the population is connected to the military community, this responsibility is not occasional. It is constant.

Support does not always come from large programs or initiatives. Often, it is found in consistent, everyday practices. Predictable structures. Clear expectations. Opportunities to contribute without delay.

STEM classrooms offer a unique opportunity to provide this kind of environment.

When learning is structured, collaborative, and centered on problem solving, students are given more than academic content. They are given stability, connection, and a sense of belonging.

Military-connected students arrive ready to adapt.

As educators, we can meet them with environments that allow them to step in, engage, and move forward with confidence.

Sometimes, that begins with something as simple as giving them a place to build, solve, and belong.

References

Hampton Roads Alliance. (n.d.). Military presence in Hampton Roads. https://hamptonroadsalliance.com/military/

Military Child Education Coalition. (n.d.). Military-connected children and youth: A population overview. https://www.militarychild.org

U.S. Department of War Education Activity. (n.d.). Month of the Military Child. https://www.dodea.edu/month-military-child

NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. National Academies Press. https://www.nextgenscience.org

National Aeronautics and Space Administration. (n.d.). Engineering design process. https://www.nasa.gov/stem

Applications are Now Open for the VSTE Certified Coach Program - Now Featuring Expanded Cohort Options!

Sun, 22 Feb 2026 12:57:59 GMT

Applications are Now Open for the VSTE Certified Coach Program!

Join the fastest growing network of certified coaches in Virginia! The VSTE Certified Coach program (#VCC) is now accepting applications for its 2026-2027 cohorts. Created by VSTE, this program provides a custom professional learning experience that allows instructional leaders to collaborate in cohorts while learning the art of coaching. The VCC curriculum is aligned with the ISTE standards for coaching and has been developed in partnership with Forward Edge, an Ohio based company that specializes in instructional coaching. Although originally developed with EdTech Coaches in mind, the VCC program is open to all instructional coaches in Virginia.

NEW THIS SPRING: A Pathway for Educators in Non-Coaching Roles

We are thrilled to announce a brand-new cohort option specifically designed for aspiring coaches and educators who support coaches. We recognize that coordinating substitute coverage for daytime meetings has historically been a barrier for many educators. To ensure equitable access to this high-quality professional learning, our new cohort will meet outside of regular work hours. While the learning experiences and portfolio application will be differentiated to help these professionals prepare for future coaching roles or better support the coaches they supervise, the content and rigor will remain exactly the same.

All coaches who complete the VCC program will:

Have a clear understanding of their role as an educational technology coach.
Think systematically about the role their coaching program plays in larger district goals and initiatives.
Be prepared to incorporate formal coaching cycles into their coaching program.
Create and market professional learning experiences founded in andragogical best practices that are personalized, memorable, and lead to classroom implementation.
Possess a strong skill set for building relationships and deepening coaching conversations with educators.
Utilize data to make informed decisions about their work as a coach and the needs of educators they support.
Approach technology integration from a learning objective first mindset.

Cohort Pathways and Scheduling:

Traditional Coaching Cohorts: Designed for current instructional, digital learning, and academic coaches. These cohorts typically meet during regular working hours (either in an accelerated half-year format meeting twice a month, or a full-year format meeting once a month).
Aspiring Coach / Non-Coaching Cohort: Designed for teachers and educators in non-coaching roles. This cohort will meet entirely after school hours, eliminating the need for substitute coverage.

Over the past year, hundreds of Virginia coaches have joined the VCC and VSTE is developing the VCC Professional Learning Network to provide continued support, professional collaboration, and opportunities for growth to all VSTE Certified Coaches. You can become a part of this amazing PLN by applying for one of the 2025-2027 VCC cohorts. Act fast - applications close on December12th, 2025.

Application Link: Go to https://vste.org/vcc/ and tap “Apply Now!”

The VCC Application Details

Interested coaches will need to determine which cohort they wish to register for based on their experience and availability. There are four VCC cohort options for the 2026-2027 VCC Application: spring semester, fall semester (coaching and non-coaching), and full year. The spring semester cohorts will run from January through May and will meet twice each month. The fall semester cohorts will run from August through December and will meet twice each month. The full year cohorts will run from August or September through May and will meet once every month. Newer coaches are recommended to register for the full year cohorts in order to allow more time between learning experience to grow their practice, but all applicants can indicate their preference within the registration form.

Interested participants will need to fully understand the expectations of the VCC program and must obtain approval from a direct supervisor. For the traditional coaching cohorts, there will be meeting times that occur during regular working hours, and there is an expectation that participating coaches will commit to the meeting times and participate during those sessions. In order for candidates to be successful, supervisors will need to be supportive of a coach’s participation and made aware that there is a cost of $350.00 per participant associated with the VCC program. Payment for the Fall 2026 and Year-Long cohorts will be due by Friday, August 21st, 2026. Spring 2027 cohort payment will be due in the winter of 2026 (more information will be shared closer to the cohort initiation).

The 2026-2027 VCC Application Deadline is April 17th, and all applicants will be notified on or before May 1st of their acceptance. The first meeting of each cohort will be announced in advance. Divisions interested in hosting a division-wide cohort should contact the VSTE Certified Coaching Coordinator at VCC@vste.org.

2026 VSTE Board of Directors Election Nominations Open!

Sun, 15 Feb 2026 21:47:06 GMT

You are invited to nominate yourself or a colleague to be considered for election to the Virginia Society for Technology in Education (VSTE) Board of Directors, for the 2026-2029 Board term (three years). This is an opportunity to become involved in the key decision-making group for the Virginia Society for Technology in Education. The online election, which will be held in April 2026, is for four seats on the Board of Directors for Region 6, 7, and 3 At Large Positions.

Learn More About the VSTE Board of Directors

Not sure which region you are in?

Nominations

VSTE members may nominate themselves or a colleague for a three year term who belong to VSTE and who live or work in Region 6 (Western Virginia) or Region 7 (Southwest) or At Large (Any Region). This is an opportunity to become involved in the key decision-making group for the Virginia Society for Technology in Education. If you are interested and meet these requirements, please login to members.VSTE.com and complete the electronic form no later than March 15, 2026. If you are nominating someone else for the position, please be sure they are aware in advance and properly secure responses to the nomination form prompts.

Nominations open on February 15 and close March 15. You must be a VSTE member as of December 31 2025 to nominate, to be nominated, and to participate in the online election. Details for a complimentary membership can always be found at VSTE’s website.

Nomination Form

Voting

Voting will open on April 6, 2026 and close April 27th 2026. You must be a VSTE member as of December 31, 2025 to be eligible to vote. New board members will be announced May 1.

VSTE Equity & Diversity Committee: Mentorship Program Open!

Sat, 31 Jan 2026 23:23:38 GMT

The VSTE Equity and Diversity Committee is seeking MENTORS & MENTEES for our mentorship program! Connecting experienced ed-tech leaders with underrepresented pre-service & K-12 teachers and new ITRTs.

Deadline: Feb 27, 2026

Find out more here: bit.ly/VSTEMENTOR26

2025 VSTE Award Winners

Tue, 09 Dec 2025 15:17:52 GMT

The VSTE Outstanding Coach, Teacher and Leader awards recognize and honor individuals who have demonstrated outstanding achievement and leadership in implementing technology to improve education. Award recipients are selected from a pool of nominations submitted by VSTE members from around Virginia.

On December 8th, 2025, three individuals were recognized as Outstanding Technology Coach, Outstanding Leader and Honors of the Society, for their innovative and engaging work in supporting their peers and districts in becoming change agents in technology education.

Below are our winners and remarks that were provided as part of their application packet.

Terry Lowry – VSTE Honors of the Society 2025

The Virginia Society for Technology in Education proudly recognizes Terry Lowry as the 2025 VSTE Honor Award recipient for her extraordinary leadership, innovation, and lifelong commitment to advancing educational technology in Virginia and beyond.

Terry has been a beacon in Virginia’s educational technology landscape for decades. Beginning her career as a teacher and later serving as Director of Technology at Wakefield School, she has consistently demonstrated the vision and courage to transform teaching and learning through technology.

Now serving as Senior STEAM Education Specialist for the National Radio Astronomy Observatory, Terry continues to inspire educators and students through programs that merge science, technology, and creativity. Her collaborations—such as the partnership with Loudoun County Public Schools and the National Science Foundation to redesign Horn Telescopes capable of mapping the Milky Way—showcase her rare ability to make complex science accessible and exciting for learners of all ages.

Throughout her career, Terry has modeled the ISTE Standards for Educational Leaders as a Digital Citizenship Leader, Visionary Planner, Empowering Leader, Systems Designer, and Connected Learner. She led her school community through the challenges of remote learning, created innovative learning spaces like the Innovation Hallway, and built sustainable systems that expand equitable access to technology.

A longtime member and former board leader of VSTE, Terry has shaped policy, influenced practice, and mentored countless educators across the state. Her work embodies both intellect and empathy, combining strategic vision with the grounded practicality that makes change possible.

Please join us in celebrating Terry Lowry, a visionary educator whose leadership, integrity, and passion continue to illuminate the path forward for technology in education.

Chad Huff – VSTE Coach of the Year 2025

The Virginia Society for Technology in Education proudly recognizes Chad Huff, Instructional Technology Specialist at Corporate Landing Elementary School, Virginia Beach City Public Schools, as the 2025 VSTE Coach of the Year.

Chad’s work exemplifies the best of innovation, leadership, and service in educational technology. Whether he is organizing STEAM Nights, mentoring STEM robotics and cybersecurity teams, or developing STEM camp curricula for Title I students, Chad brings creativity and accessibility to every initiative. His commitment extends beyond his school as he actively supports other educators and community partners through outreach events and professional learning opportunities.

A true instructional leader, Chad models how AI and technology can simplify teachers’ workloads, elevate Tier 1 instruction, and foster engagement for all learners. His balanced approach, blending high-tech innovation with hands-on learning, empowers teachers to experiment, adapt, and grow.

At the district, state, and national levels, Chad is known as a data-driven, forward-thinking coach whose collaborative spirit and dedication have profoundly impacted teaching and learning. His work stands as a model for how thoughtful technology integration can transform education.

Jennifer Thomas – VSTE Leader of the Year 2025

The Virginia Society for Technology in Education proudly recognizes Jennifer Thomas, Coordinator of Instructional Technology and Library Media Services for Portsmouth Public Schools, as the 2025 VSTE Leader of the Year.

Jennifer Thomas is a teacher at heart and a visionary leader whose decisions always center on helping students achieve. During her tenure, she has led transformative innovation across Portsmouth by launching the one-to-one Chromebook initiative, placing interactive panels in every classroom, and redesigning ten school libraries into vibrant learning spaces.

Her leadership connects technology to purpose. She guided the division-wide adoption of Schoology, expanded equitable access to digital tools, and led the responsible integration of AI into instruction and administration. She uses data to inform every decision, ensuring that investments directly improve teaching and learning.

Jennifer’s influence reaches far beyond her district through her active involvement in VSTE, VAASL, WHRO’s CII, and Virtual Virginia. She organizes the division’s annual Teach Academy, a professional learning event that brings together hundreds of educators to share best practices in instructional technology.

A champion for digital citizenship and equity, she has also led efforts to make Portsmouth schools Common Sense Media certified, ensuring students learn to use technology responsibly.

Jennifer Thomas exemplifies visionary, compassionate, and effective leadership in education. Please join us in congratulating Jennifer Thomas, VSTE’s 2025 Leader of the Year.

2026-2027 Applications are Now Open for the VSTE Certified Coach Program!

Mon, 03 Nov 2025 20:45:38 GMT

Applications are Now Open for the VSTE Certified Coach Program!

Join the fastest growing network of certified coaches in Virginia! The VSTE Certified Coach program (#VCC) is now accepting applications for its 2025-2026 cohorts. This program was created by VSTE to provide a custom professional learning experience for instructional coaches that allows them to collaborate in cohorts while learning the art of coaching. The VCC curriculum is aligned with the ISTE standards for coaching and has been developed in partnership with Forward Edge, an Ohio based company that specializes in instructional coaching. Although originally developed with EdTech Coaches in mind, the VCC program is open to all instructional coaches in Virginia.

All coaches who complete the VCC program will:

Have a clear understanding of their role as an educational technology coach.
Think systematically about the role their coaching program plays in larger district goals and initiatives.
Be prepared to incorporate formal coaching cycles into their coaching program.
Create and market professional learning experiences founded in andragogical best practices that are personalized, memorable, and lead to classroom implementation.
Possess a strong skill set for building relationships and deepening coaching conversations with educators.
Utilize data to make informed decisions about their work as a coach and the needs of educators they support.
Approach technology integration from a learning objective first mindset.

Application Link: Go to https://vste.org/vcc/ and tap “Apply Now!”

The VCC Application Details

Interested coaches will need to determine which cohort they wish to register for based on their experience and availability. There are three VCC cohort options for the 2026-2027 VCC Application: spring semester, fall semester, and full year. The spring semester cohorts will run from January through May and will meet twice each month. The fall semester cohorts will run from August through December and will meet twice each month. The full year cohorts will run from August or September through May and will meet once every month. Newer coaches are recommended to register for the full year cohorts in order to allow more time between learning experience to grow their practice, but all applicants can indicate their preference within the registration form.

Interested coaches will need to fully understand the expectations of the VCC program and must obtain approval from a direct supervisor. There will be meeting times that will occur during regular working hours, and there is an expectation that participating coaches will commit to the meeting times and participate during those sessions. In order for candidates to be successful, supervisors will need to be supportive of a coach’s participation and made aware that there is a cost of $350.00 per participant associated with the VCC program. Payment for the Spring 2026 cohort will be due no later than January 12, 2026.

The 2026-2027 VCC Application Deadline is December 12th, and all applicants will be notified on or before January 2nd of their acceptance. The first meeting of each cohort will be announced in advance, and subsequent meeting times will be determined by a cohort poll. Arrangements for the payment of $350.00 must be made prior to the first cohort meeting. Divisions interested in hosting a division-wide cohort should contact the VSTE Certified Coaching Coordinator at VCC@vste.org.

Shaping the Future Together: Leading Ed Forum 2025

Thu, 25 Sep 2025 10:56:55 GMT

On Sunday, December 7, 2025, the Virginia Society for Technology in Education (VSTE) will host its Leading Ed Forum in Virginia Beach, VA, as part of the VSTE Annual Conference. This half-day event is designed specifically for educational technology leaders, directors, and decision-makers to align priorities, share successes, and collaborate on the pressing challenges facing our schools today.

The Forum offers a rare opportunity for leaders from across the Commonwealth to step away from daily demands and focus on strategic conversations that matter. Through roundtable discussions, networking, and facilitated sessions, participants will:

✨ Connect with peers who share the responsibility of guiding digital learning in schools and divisions.
✨ Collaborate on solutions for equity, access, professional learning, and infrastructure.
✨ Contribute to shaping VSTE’s priorities and the collective vision for technology in education.

The Leading Ed Forum is more than just another conference session — it’s a collaborative space where voices are heard, strategies are built, and the future of educational technology in Virginia takes shape.

When: Sunday, December 7, 2025
Where: Virginia Beach, VA (VSTE Annual Conference)

We invite all technology directors and leaders to join us. Bring your successes, challenges, and innovative ideas, and leave with new partnerships and strategies ready to put into action on day one.

Illuminating the Future: VSTE Annual Conference 2025

Thu, 25 Sep 2025 10:44:31 GMT

The Virginia Society for Technology in Education (VSTE) is proud to present its Annual Conference, happening December 7–9, 2025 in Virginia Beach, VA. This year’s theme, “Illuminating the Future,” celebrates 40 years of connecting educators, leaders, and innovators across the Commonwealth.

For three days, participants will immerse themselves in inspiring keynotes, hands-on workshops, and engaging sessions designed to spark new ideas and strengthen practice. The conference also features an exhibit hall filled with the latest in educational technology and opportunities to connect directly with industry partners.

Whether you’re a classroom teacher, instructional coach, administrator, or technology director, the VSTE Annual Conference provides practical strategies, collaborative spaces, and meaningful networking opportunities that will help you take your next step forward in transforming learning with technology.

✨ What to Expect:

Keynotes from nationally recognized thought leaders
Breakout sessions highlighting innovative practices in Virginia classrooms
Networking events that connect you with educators across the state
An exhibit hall showcasing cutting-edge edtech tools and solutions
Celebrations of VSTE’s 40-year legacy and a look ahead to the future of learning

Mark your calendars for December 7–9, 2025.
Virginia Beach, VA.

Don’t miss the chance to be part of this milestone event. Together, let’s illuminate the future of education.

VSTE Professional Services Launch

Thu, 03 Oct 2024 19:49:53 GMT

For many in education, there is no greater feeling than the one that fills your heart when your guidance facilitates a breakthrough with a student. It could be a 7th grader or a teaching veteran of 30 years. Either way, teaching and learning alongside another, reaching levels of achievement they had not envisioned for themselves, is a reward far greater than any paycheck.

This fulfillment drives many of the best professional development (PD) facilitators, just as it does those amazing educators in the classroom every day (some are even in both roles!). The Virginia Society for Technology in Education (VSTE) Professional Services Team (PST) is made up of such educators, all with impactful PD leading experience. They’re all driven by the passion to assist all educators to reach their goals, and, in turn, provide more technology enhanced opportunities for students within their classrooms.

This group of dedicated professionals is the embodiment of VSTE mission “to promote excellence in education through professional development endeavors supporting the integration of existing and emerging technologies.” This team is able to offer PD opportunities through consulting/coaching, events, online courses, technology integration planning, and fully customizable PD packages including, but not limited to, the following areas/topics:

Artificial Intelligence (Generative AI)
Meaningful Technology Integration
Computer Science Integration
Creation technology to demonstrate mastery
Google Workspace for Education
Microsoft for Education
Learning Management Systems (Google Classroom, Canvas, Schoology, etc.)
Best Practice/Evidence-Based Instructional Strategies
Robotics
STEM/STEAM
Project-Based Learning
Digital Citizenship
Productivity
Mastering Specific Devices, Technology Tools, and Systems
Coaching
Leadership

The team will work with you step-by-step from the time the contact form is submitted to when the team connects back with you to know how implementation is going and receive feedback to continue honing our craft. Our goal is to engage, inspire, and transform education through meaningful technology integration PD to elevate success in education and beyond for all students.

For more information on the VSTE Professional Services please visit https://www.vste.org/professionalservices

Activating the ActiVAtED Learning Podcast

Tue, 30 Apr 2024 19:53:20 GMT

Written by Tom Landon, the Director of Educational Innovation at Blue Ridge PBS

Facebook, Instagram, YouTube

When I was a kid I thought one day I’d like to be a disk jockey at a radio station, but after graduating with a degree in telecommunications and getting my first job working the console from midnight to six a.m. at KFMU, an album rock station in Steamboat Springs, Colorado, I soon realized that the job was a lot less glamorous than I’d envisioned. It was a lot less like being Dr. Johnny Fever on WKRP in Cincinnati than I hoped (If you know, you know, and if you don’t, find an old episode of the show and watch it!) For one, it was pretty lonely sitting in a small soundproof room every night playing songs for the folks stocking shelves overnight at the Safeway, so I pivoted to video production, moving to Roanoke to work for a TV station and then an independent production company where I got to travel regularly, mostly producing ads and marketing videos for industrial clients, car dealers, and even cosmetic surgeons.

When that company failed, and with the encouragement of my smart wife, I settled on teaching and went back to school to become a social studies teacher. It was the dawn of the computer age in education, and I quickly realized that my technical background was a huge benefit in the classroom. Since then I’ve had a varied career, working in education and media production. In 2021 I left Virtual Virginia where I’d been the Director of Instruction and returned to Blue Ridge PBS, where I’d had a summer internship in 1985 and been a K-12 Specialist from 2000-2007. My current job is a blend of production and education work, which is a perfect fit.

Last year I was part of a team from VSTE and VDOE that was tasked with creating a new podcast designed to put a spotlight on innovative uses of instructional technology while also elevating the profession of teaching. We spent several months deciding what we wanted the podcast to be, and in early December we recorded the first episode at the annual VSTE conference in Roanoke where we interviewed Blended Learning guru Dr. Catlin Tucker in front of more than a hundred attendees, and spent time recording short interviews with other folks in attendance. I can honestly say it’s been some of the most rewarding work of my career, and I’ve come to love the simplicity and intimacy that podcasts provide versus the complex nature of video production.

I had a lot of fun assembling a mobile podcast kit that holds an audio recorder, 4 microphones, mic stands, cables, and power cords. Because I work for a television station, I was able to source a lot of it from equipment at hand. It’s a little heavier than I’d like, and I’ll be making some modifications before we start on our second season, but overall it worked well.

This morning I edited the last episode of our 12 episode season. To record it I visited Suffolk Public Schools, where they host the SEAL Challenge, a collaboration with Penn State that allows kids to choose between submersible and land based robots and aerial drones to complete a highly complex task. The episode is emblematic of the series, which has featured award winning teachers, librarians who delivered books to students during the COVID summer using drones, a trailer converted to high tech lab in Washington County, and an ITRT who set up two Virtual Reality Labs in Bristol. Each episode is available by video on ECHO, a streaming channel of Blue ridge PBS focused on Education, Community, Health and Opportunity, as well as on the major podcast platforms like Apple Podcasts, Amazon Music, and Spotify.

So what did I learn this year? For one, that I missed the camaraderie and

collaboration that comes with production work. The ActiVAtED Learning team provided great topics and guests and also gave me valuable feedback. I learned a ton of new technical skills. The podcast is recorded using a video camera synchronized to a 6 channel digital audio recorder. I edited the first season using Apple’s Final Cut Pro, but a coworker has convinced me to switch to a new application called Adobe Podcast for next year, so that’ll be another chance to build my technical skills. But probably the most important thing I learned was that I still love getting out of the office and meeting great educators. Now more than ever, teaching is hard, so I hope that ActiVAtED Learning accomplishes our goal of encouraging teachers not to give up - to look for new ways to stretch their brains and build their skillsets.

If you haven’t yet listened to ActiVAtED Learning, give it a listen and if you like it, please follow and review at least one episode. You can find all of the shows by going on our website at https://www.blueridgepbs.org/educational-resources/activated-learning/

If you’ve got an idea for an episode for season 2 or questions about the production process, drop me a line at activatedlearning@blueridgepbs.org. Happy listening!