In recent months, I have come across many people who have an unusual phrase in their title: the department of modern learning. For some, it’s not a new title, but there is a shift in how technology is viewed at those schools. Here at ATLIS, we’re always interested in the trends and evolution of how schools approach the technology department. I sat down with three individuals who are rethinking the confines of how schools view technology, and I’m excited to share their stories with you today.
Defined as the convergence of IT, tech integration, library media, maker design, DEI, institutional research, and curriculum, the department of modern learning is a collaborative approach that aims to support teachers in integrating technology into their curriculum effectively. By shifting the focus from education to learning, the department of modern learning recognizes the need to prepare students for the realities of and their success in the modern world. It also aims to work closely with faculty to transform the technology model into a more accessible and inclusive department.
Maggie Renken, Ph.D., director of STEAM at Rabun Gap-Nacoochee School in Rabun Gap, Georgia, emphasized in our conversation the importance of recognizing the shift from education to learning. This insightful perspective highlights the need for educators to embrace the concept of the department of modern learning, which prioritizes the acquisition of essential skills and process-oriented learning rather than solely focusing on content delivery. “The language of ‘modern learning’ fits really well with what we’re doing,” she said. “I think of it more as the shift from education to learning, which is something we’re going to all have to do as AI advances.”
Chris Dede is a researcher at Harvard University in Cambridge, Massachusetts, which has a large National Science Foundation AI center. Renken continued, “I heard Dede give a great example using the railroad business as a metaphor. He said that the railroad business didn’t make it because they didn’t realize that they weren’t in the railroad business, but instead, they were actually in the transportation business. If educators don’t figure that out and recognize that we’re actually in the learning business, we’ll have trouble staying viable.
“One step we’re taking is moving away from STEAM and creating an IDEA Lab for faculty and students to work in,” she added. “That is an acronym for innovative design-driven entrepreneurial applications. We’re thinking about how they apply their work and how they use the latest technology to be able to do that. I think our information sciences will be within that, too, as well as their ed tech or tech integration department.”
One of the key aspects of the department of modern learning is promoting collaboration and breaking down silos within educational institutions. Michelle Vaughn, director of technology and modern learning at The Oakridge School in Arlington, Texas, emphasized the need to move away from siloed approaches and embrace a more holistic perspective. She said modern learning environments should reflect real-world scenarios where collaboration and interdisciplinary thinking are essential for success.
“Silos are not how we function in the real world,” she said. “I just finished my 34th year in education. At The Oakridge School, I am the director of technology and modern learning. It is the role of my team to support the teaching and learning process. We are forward-facing; we are all about customer support for teachers, students, and for educating our parents, too.
“I agree with what Maggie shared about the railroads,” she continued. “I’ve been around education a long time, and I just feel like we’ve lost sight. We’re still operating in the Industrial Revolution model. And that’s not where we are. Modern learning is a fresh way. We keep things fresh, but you don’t have to be on the bleeding edge. I find that the language of modern learning can help keep things fresh. I’m in the process of trying to rebuild my team. I have a new head of school; he’s finished year one. I don’t have full-time teachers’ support person in place. We’ve reallocated some dollars. I’ve very creatively pegged some teachers who are now working with me. We started by hosting a summer workshop series, helping them with personal skills. Following that, we had an AI workshop so we kind of do it all. We’re also developing a curriculum for our STEM and STEAM programs for preschool through grade 12.”
The department of modern learning envisions the creation of relevant learning environments that prepare students for the challenges of the future. Darryl Loy, director of modern learning at Fort Worth Christian School in North Richland Hills, Texas (as of press time, director of modern learning at Good Shepherd Episcopal School in Fort Worth, Texas) and a proponent of the concept, defined the department’s purpose as facilitating the creation and implementation of these environments. By shifting the focus to the learning process and leveraging technology as a resource, educators can empower students to develop the essential skills required for success in the modern world, he said.
“I want to give a shout-out to ATLIS board member Jason Kern because that’s where all my thinking about the department of modern learning started,” Loy said. “It took me a long time to get my head wrapped around how this all works. It is time to take the focus away from technology and put it back on learning. That’s really where it belongs.”
Loy continued, “At Good Shepherd, I changed the name of the tech department to the department of modern learning. To take that emphasis off, we then were looking at changing the title of the tech integration specialist to something more like a learning innovation specialist, again, taking ‘tech’ completely off. When I was at the Focus on Teaching and Technology Conference, I sat in on several sessions with a lot of large public schools, and they’re actually thinking the same way, as well. That kind of surprised me. They’re not organizing it necessarily in the same way, but they’re realizing that these are collaborative opportunities to really support the faculty.”
It is the role of my team to support the teaching and learning process. We are forward-facing; we are all about customer support for teachers, students, and for educating our parents, too.
Michelle Vaughn, The Oakridge School
Vaughn agreed, “I think it’s a good point that you made, Darryl, about the collaboration. These things have been so siloed for so long. Silos are not how we function in the real world. I want to see our environments change, and I’m ready to hear teachers adopt things, as well. Some teachers are still treating technology as if it is an add-on. It’s not. It’s a resource. On the other end of the spectrum, you have educators who are leaning so hard into technology that they have forgotten the hands-on experiential learning. The best practice is somewhere between the two.”
“I think our role is more as a learning engineer—somebody who’s really thinking about how we’re engineering the spaces where kids can learn all the things that we need them to learn,” said Renken. “Right now, the emphasis really needs to shift from content to process skills, essential skills, soft skills, or however we’re referring to them. One of the things we just did was a really cool exercise in our intro biology course for freshmen. The course is going to be completely infused with our IDEA Lab to teach engineering principles and practices within the biology class. What was fun about the planning was me being there in my role with an engineering lens and really thinking about the learners as stakeholders in this process. We designed our curriculum using the same kind of engineering process that we teach our students to use.
“The other part that was really exciting to watch was the evolution of our curriculum map,” she added. “We had been working with a curriculum map that was the same template that had been around for a decade. It was sticking everyone’s thinking in a box. I could see it happening as they were trying to fit a square peg into a round hole. I reached out to the person in the position above me who does our applied learning and curriculum leadership. And I said, ‘Do we have to use these curriculum maps?’ And he said, ‘Absolutely not.’ And so, I came in with a logic model template similar to what you would use for writing a grant or putting together a study for evidence-based practice.
“As soon as we began to think about the inputs, which are all the resources that we have access to, the activities that we would specifically do, and the outputs that were related to what the children were going to walk away with, it freed up so much of our thinking,” she continued. “It became really clear what we were doing. We had this really nice moment of trying to infuse technology, really foundations of technology and engineering, into a biology course that everybody takes as a way to start getting those skills and the tools that we use in our IDEA Lab, giving access to everyone. It was really fun to watch it happen, for everybody to take ownership of the skills and the content that the kids are getting.”
The conversation continued with the intersectionality of DEI and institutional research. Renken highlighted the importance of cross-divisional collaboration. “Our cross-divisional roles often are the people who have a higher viewpoint [and] can kind of see what’s happening across divisions and look for trends, look for places where we can better infuse the learning across the divisions,” she said.
“The current buzzwords revolve around upskilling and rescaling, emphasizing the need for adults in the workforce to adapt and enhance their skill sets to meet the demands of the modern world,” Renken added.
“While our focus has traditionally been on younger learners, we must also recognize that our faculty members require time and motivation to engage in upskilling and rescaling. This process can bring them a renewed sense of purpose and enthusiasm, particularly when given the freedom to explore new directions. Institutions must prioritize granting teachers the time to experiment and embrace their role as learners in today’s world. Time is a valuable resource that is often in short supply, but by leveraging innovative concepts such as advanced scheduling techniques and AI tools, we can save time without increasing productivity expectations. This creates opportunities for personal growth, enabling individuals to acquire new skills and pursue their passions. Furthermore, educators who empathize with the student experience can develop more meaningful curricula and cultivate engaging classroom environments.
“I think the other part of it is giving teachers opportunities to hear student voice,” she concluded. “It’s so important that we have student panels, where students are letting teachers know what it’s like for them. My research methods class this year did a study of the school and how it was supporting neurodivergent learners. They did a focus group, surveyed students, surveyed teachers, and then presented some suggestions for what needed to change at the school. Encouraging direct student-teacher communication helps us stay grounded and embrace a more contemporary mindset.”
Loy added, “Student voice is a crucial aspect of our efforts. To gain insight into our mission’s effectiveness and how well we prepare graduates for their future endeavors, I conducted a survey among recent alumni. The survey aimed to understand how we supported them, whether it be for higher education or entering the workforce, and provided them with an opportunity to share suggestions for improvement. This feedback is invaluable as we strive to incorporate their perspectives into various aspects, including our schedule, which poses significant complexities. Addressing these challenges involves implementing cross-curricular and project-based approaches that span multiple age levels. It is imperative that we find ways to overcome these constraints and, most importantly, continue listening attentively to our students.”
The conversation shifted to the concept of a hub for collaboration and communication. Renken expressed her preference for a hub-like structure, highlighting the importance of the department of modern learning as a central space where entities within the institution can collaborate. She mentioned her role in reviewing applied learning projects and working with teachers to incorporate technology tools and connections to other teachers and divisions. Renken envisioned this hub as a space where collaborations and connections can flourish, saying, “We are the person who is saying, ‘That’s perfect because so-and-so is doing this over here. And these actually align—let me help you see how these two align.’ "
Renken continued, “As we’ve moved toward the idea of the department of modern learning, I really have thought of it as a hub for entities to collaborate with. A lot of times, we ended up with administrative structures, where we think that things are going to come top-down. We want more bottom-up. I like the visual of the modern learning department being a hub better. For us, it includes our director of DEI, information sciences (librarian), director of our Academic Resource Center (learner support), curriculum, and data people.”
Loy added, “I love the idea of the applied learning projects. You mentioned this idea of the hub and getting everyone to talk about this as another potential way to start moving down this road. Our curriculum director initiated daylong curriculum retreats, where the entire third grade team gathers to plan and map out the curriculum for the upcoming trimester. During these retreats, the tech integration team actively participated to understand the curriculum and identify opportunities for integrating technology and design thinking. By being involved in the planning process, we could suggest relevant tools and activities, such as utilizing our makerspace for specific concepts. This collaboration ensured that everyone understood their roles and allowed for occasional co-teaching moments when we joined the classroom to introduce the tech component of a project. It’s important to note that we are not experts in curriculum development. Unlike a dedicated technology class, our role is to support and enhance the existing curriculum implemented by teachers.”
As the discussion came to a close, Vaughn reflected on the need for careful consideration when implementing modern learning practices. She urged educators to recognize the value of traditional knowledge while preparing students for an uncertain future. “We have to be careful and not throw the baby out with the bathwater,” she said. “We have to think about what the future is now, and we can’t even conceive what it’s going to be. The most important thing is for our children to have the wherewithal to be able to think.”
If educators don’t … recognize that we’re actually in the learning business, we’ll have trouble staying viable.
Maggie Renken, PH.D., Rabun Gap-Nacoochee School
The department of modern learning represents a paradigm shift in education. By embracing collaboration, breaking down silos, and creating relevant learning environments, educators can equip students with the skills necessary to navigate the complexities of the modern world. As Renken astutely noted, “We’re preparing for a modern world, and we need to shift our focus from content to process skills.”
The department of modern learning provides a framework for educators to champion this transformation and pave the way for a brighter future of education.
I invite you to share what your department looks like. Has your title or structure changed in recent years? Continue the conversation on the Access Points discussion board at community.theATLIS.org/home.