Imagine a state-required proficiency test, poised to begin, and suddenly, the computers freeze. Or a teacher, ready to launch a lesson, finds their projector stubbornly refusing to cooperate. In these moments, the phone rings, and it's often for someone like Craig Shoemaker.
Craig, a computer resource technician for Harrisonburg City Public Schools, likens his day-to-day to being a digital firefighter. He's the one teachers call when they can't log in or when technology decides to take an unscheduled break. His territory covers a high school and a middle school, and while he's often on-site, he's increasingly able to tackle many issues remotely, saving him a trip across town.
But it's not all about crisis management. During the quieter summer months or less hectic periods, Craig and his colleagues are busy with the essential, less dramatic work: updating computers, iPads, and other devices, ensuring everything is in tip-top shape for the next school year. It’s a constant cycle of maintenance and preparation.
Over in Rockingham County Public Schools, Obe Hostetter has a slightly different, though equally vital, role as an instructional technology resource teacher. While he certainly helps with the troubleshooting – because, let's face it, tech glitches don't discriminate – his main focus is on empowering teachers. He visits all 24 schools in the division, not just to fix things, but to teach educators how to weave technology seamlessly into their lessons. He even co-teaches, demonstrating practical applications, like showing kindergartners how to use iPads to scan QR codes. The joy he finds in seeing kids light up with new tech is palpable.
It’s an interesting dynamic, isn't it? Sometimes, those kindergartners, fresh from Obe's lesson, might be more comfortable with a QR code than some of their teachers. As Craig points out, it’s a generational shift. Those who grew up with computers are naturally more at ease. Yet, even younger teachers can face their own tech anxieties. Doug Moyer, a systems technician in Warren County, shared a story about a young teacher thrown into a panic when her Smart Board failed, contemplating a return to the dreaded markerboard.
Both Doug and Craig spent time in the business world before finding their niche in education. They often remark on the generally lower-pressure environment of schools. While emergencies happen, the stress and urgency, they say, are usually less intense than in the corporate world. "It has its moments of intensity, but it’s not nearly as great, and I appreciate that part of it," Craig shared.
Mike Stoltzfus took a similar path, transitioning from private business IT to Eastern Mennonite School (EMS) in 2008. He initially handled most of the tech needs for the K-12 school, a role that allowed him to see the “whole picture.” From system maintenance to planning initiatives like a Chromebook-for-every-student program, he was involved in everything. His role has since expanded to director of business affairs, overseeing finances and operations, but his appreciation for the breadth of involvement in a smaller institution remains.
"There’s never a time when there’s not something new to check out," Mike muses. The constant evolution of technology, coupled with the need to be budget-conscious – leading him to explore open-source software – keeps him engaged. He thrives on learning, a sentiment echoed by many in the field. "As you learn about things, you realize more and more how much you don’t know."
Jon Harder, working for Mountain Lake Public Schools, also embraces the role of a technology generalist, handling a wide array of tech-related tasks. These individuals, often working behind the scenes, are the backbone of the modern educational experience, ensuring that learning can happen, uninterrupted by the occasional digital hiccup.
