Chapter 1: A Journey Through Time

Imagine stepping into your school’s computer lab for the first time in 1992. The air is filled with the distinct scent of plastic mingled with dust, and colorful iMacs stand out like vibrant artwork in the minds of many millennials. But how did these computers find their way into schools across America during the late 1980s and early 1990s? What were the processes involved in selecting, funding, and maintaining such technology? Moreover, how were educators trained for these roles?

To delve into these questions, I decided to conduct my first interview for Inside Thought’s blog, and who better to speak with than my own mother, Luann Hughes?

Luann has been a part of the Texas Public Education system since 1980, beginning her career as a music teacher at Justiss Elementary in Paris, Texas. After teaching various subjects and grades, she took on the role of Technology Director for the Temple Independent School District in 2001.

So, without further delay, let’s dive into my conversation with Mrs. Hughes.

LR: What inspired you to pursue a career in educational technology?

LH: During a Thanksgiving gathering, I noticed that all three of my brothers were engaged in technology-related jobs. I thought, “I can do that too!” (A little sibling rivalry, perhaps). Back then, there weren't many individuals with technical backgrounds working in public schools because the pay was low and the technology was still developing. Most educators with a passion for technology entered this field. My initial position was as a Computer Lab instructor at an elementary magnet school, where I set up the district's first network with the help of a Special Education teacher, connecting Apple IIe computers with copper wiring to print to a single printer instead of the eleven dot matrix printers available.

In those days before the internet, we relied on 5.25-inch floppy disks and later hard drives to run programs such as Clarisworks, Oregon Trail, Reader Rabbit, and Where in the World is Carmen Sandiego? It took time for the internet to become a staple in schools, but we adapted with new software using disks. The arrival of the iMac was a thrilling moment; those colorful machines brought life to my lab, and we made use of programs like KidPix, Hyperstudio, Clarisworks, and typing software.

How Is Technology Transforming Teaching & Classrooms?

This video discusses the transformative impact of technology on teaching methodologies and classroom environments.

LR: Can you describe your experience during the interview process for your first tech position?

LH: I was already teaching at the elementary magnet school when the previous computer teacher left. I expressed my interest in the role, and when the district began installing a network, they realized they needed support staff. As a newly single mom, I sought better pay and successfully applied for an Instructional Technologist position in a nearby city. With encouragement from my principal, I persuaded the Superintendent to create a similar position in Temple so I could remain there. I worked as an Instructional Technologist for about a year before being approached to become the Technology Director after the previous director left. Although my background was in teaching, I accepted the challenge. With the support of many dedicated colleagues, including Assistant Superintendent Karl Kacir, we expanded from thirty computers in the district to having one in every classroom, implemented an online student management system, and centralized data systems to enhance both educational and administrative functions.

Section 1.1: Women in Educational Technology

LR: Were there many other women in technology roles at that time?

LH: In Texas, women are prevalent in various aspects of educational technology. While the infrastructure side tends to be male-dominated, there are still notable female tech directors making an impact in public education.

Subsection 1.1.1: Personal Computing

LR: What was the first computer you owned personally?

LH: I waited for a graphical user interface to emerge, so I wasn't an early adopter of home computers. My salary as a teacher didn’t allow for such luxuries. By the time I became a director, I had a desktop PC with a modem (AOL), but I don’t recall the brand.

LR: How has your career evolved with technology over the past 30 years?

LH: Initially, I pursued nursing or music teaching, and chemistry ultimately led me to music. I never envisioned a career in technology, but it has been immensely fulfilling. I helped shape the integration of technology into public education, a contribution I take pride in. My responsibilities transitioned from managing a classroom of twenty-two fourth graders to overseeing a team of forty technicians, instructional technologists, data specialists, and infrastructure experts. The challenge lies in continually seeking innovative ways to maximize funding to benefit those I serve. I find great satisfaction in building and empowering my team to achieve fulfillment in their roles while providing excellent support to the district.

Chapter 2: Reflections on Accomplishments

LR: What do you consider your most significant achievements over your decades in education?

LH: It's difficult to pinpoint just one, but I can share two accomplishments that stand out—both related to people:

1. I cherish my time teaching computers in elementary school, and it brings me joy to see former students succeed and hear their stories.
2. I take pride in mentoring those who have worked under me as a Technology Director, helping them launch careers they love and grow in their fields.

How has technology changed the way we teach?

This video explores the evolution of teaching methods in response to technological advancements.

LR: With children now introduced to technology at a younger age, what advice do you have for parents struggling to manage device access for their kids?

LH: I can only imagine the difficulties parents face today. Protecting our children is more crucial than ever. In the past, ready access to adult content was minimal; now, it permeates everyday life. I allocate a significant budget each year to block inappropriate content in schools, and thankfully, advanced systems are available to assist in this endeavor. Parents now face the monumental task of managing age-appropriate content for their children.

In addition to age-appropriate content, guiding children to discern accurate information online is increasingly complex. How do we teach young minds to navigate and evaluate the vast amounts of data available? This is a challenge that public schools should collaborate with parents to address. Technology is a powerful instrument that mirrors the intentions of its users.

LR: Thank you for your invaluable contributions to society, education, and your students.

Feel free to reach out for any questions, feedback, or collaboration ideas involving this blogger (and her mom!).