“Teachers only have so much bandwidth and capacity with new technology,” says Andy Fekete, the Director for Innovation and Technology for Community Consolidated School District 93 in Bloomingdale and Carol Stream, Illinois. “So we want to make sure that as we’re introducing new things, we’re doing it as a ‘value add’ and not as a one more thing to manage.”
In those discussions with teachers, Fekete focuses on how new technology can increase their efficiency and improve student learning outcomes, and tries to find a match for their need.
“I try to be a tinkerer, an explorer, and why I find so much value in conference or networking opportunities,” says Fekete. “I fill up notebooks with things that I see so that I’m prepared when a teacher reaches out and says, ‘I just wish that there was a better way to do blank.’ And I’ll say, ‘Actually I do have an idea for you!’ Or, ‘Hey, I have a strong PLN that I can reach out to.’”
In his role for CCSD 93, which serves 3,300 students across nine buildings, Fekete oversees technology services, including maintenance and data privacy, and works closely with the curriculum team on effective technology use to support instruction and student learning outcomes.
For this and his other efforts, Fekete was recognized with a Tech & Learning Innovative Leader Award at the recent Midwest Regional Summit in Chicago.
In his work across the district, Fekete stresses the necessity of being intentional about connecting tool investments to meaningful teaching and learning.
“There’s a lot of great tools out there,” Fekete says. “But everything is an investment, even if it’s a free tool, right? So we focus on how do we ensure that what we’re doing really is having an impact on teaching and learning.”
Fekete says the key for him is to find the right tools and resources to support student potential.
“We only have our students for so many minutes during the day and for so many days out of the year,” he says. “So one of the things that I’m really proud of is that the stuff that we have access to is really high-quality so that we can really feel confident about what students have, and that they can use it well to help achieve their goals.”
Looking Forward With CoSN
Fekete has been instrumental in supporting work with CoSN, contributing to the recent Driving K12 Innovation report, which is a guide for education leaders to help navigate an ever-changing edtech landscape. It provides a framework grounded in real-world challenges, transformative trends, and innovative solutions, and highlights three key areas of focus:
1. Hurdles – These are roadblocks that force schools to slow down, prepare themselves, and make a leap. The top ones include attracting and retaining educators and IT professionals, technology evolution, and digital equity.
2. Accelerators – These are real-world megatrends or catalysts that help motivate and increase the speed of innovation. Included are involving learner agency, building the human capacity of leaders, and fostering student voice.
“People are passionate about building the human capacity of our learners and changing those attitudes towards demonstrated learning,” Fekete says. “So what does that look like? Does it have to be an end-of-the-unit summative assessment, or can it be a video project? Can it be a podcast? What does it look like and how is this different from the way that things have been?”
3. Tech Enablers – These are “the tools that grease the wheels” to overcome hurdles and leverage accelerators. Generative AI, analytics, and broadband connectivity fall in here.
Along that line, Fekete is part of a CoSN AI task force developing guidelines for the evaluation, adoption, and ethical use of AI.
“AI is one of the first disruptors in the technology space that is happening to education where we haven’t been able to have a master switch that we’ve turned on and off,” Fekete says. “As long as we’ve had technology in schools, the schools have dictated, right? ‘When are we going to buy typewriters, right?’ ‘When are we going to bring in computers, right?’ ‘When are we going to connect to the internet?’ etc. For the most part the schools have dictated the pace of those changes.”
Part of the effort to effectively implement AI involves helping to establish a baseline awareness for all educators
“Some people are latching on to it more than others, right? And so we wanted to create a floor for everyone to say, ‘Here’s a starting point where everyone can be,’” Fekete says. “And then you can build upon that. But we feel like some people are in the sky and some people are in the basement.”
Fekete says he and CoSN hope to have those guidelines released later this year.
Fekete is also involved in CoSN reports concerning the future of work and ethical innovation, specifically emphasizing inclusivity, ethics, and responsible digital citizenship.
Ultimately, he notes that the challenge with edtech continues to be understanding that it is constantly changing and evolving.
“Everything is moving so fast, so it’s really about trying to be progressive and supportive but also thoughtful in our approach,” Fekete says. “I’m constantly thinking about how do we embrace new technologies? How do we ensure that our teachers have the skill set and the mindset to look at the intersection of technology and learning? What does that look like in the year 2025, right? And what does that look like beyond 2025?”
- Google Calendar and Fantastical – “They keep my day on track and prevent surprises,” says Fekete.
- Gmail – “#InboxLife #InboxZero.”
- Google Drive (Docs, Slides, Sheets) – “Shared work happens here.”
- MacBook and iPad – “My core workspace.”
- Moleskine notebook and Retro 51 Pens – “For quick notes when typing feels slower.”
- ChatGPT and Google Gemini – “For drafting, planning, and thinking through ideas.”
- Adobe Express and Canva – “For clean graphics and quick layouts.”
- Spotify – “Music helps me focus.”
- Apple Reminders – “Keeps tasks visible so nothing slips.”
- A giant water bottle – “Hydration keeps the brain working!”