The journey towards digital sustainability: a CIO's perspective

Key points:

I recently had the privilege of co-presenting a session on digital sustainability with OUTSIDE in FETC this past January. Meeting with other instructional and educational technology leaders affirmed how multifaceted and critical digital sustainability is for school districts right now.

My unique path to serving as Chief Information Officer for Orange County Public Schools has allowed me to experience our district's digital transformation from multiple perspectives. I started at OCPS as a first grade teacher before joining the district's teaching and learning team, where I helped plan our five-year 1:1 device rollout for 280,000 students. In August 2023, I transitioned from teaching and learning to IT.

Given the size of our district, we distributed devices to 30-40 schools at a time starting in 2014/2015. The year before implementation, we would begin training teachers and improving any infrastructure needed at the school level. When the Covid-19 pandemic hit, we were almost done with the launch. However, this created an interesting dynamic. We had schools with devices that were 5 or 6 years old, schools with new devices, and classrooms with devices that were 6 or 7 years old. While we were finishing up our 1:1 implementation, we also had to consider upgrading and updating all of these devices.

This disparity made us realize that we needed to implement a strong digital sustainability strategy to provide equitable and safe digital learning opportunities to all OCPS students.

To be successful, we have separated our focus into four key areas:

1. Devices: This includes distributing, collecting, replacing and repairing devices, as well as providing schools with the timeline necessary to adapt to district decisions. It also involves managing accessories, such as chargers, that students often lose. A laptop without a charger practically does not exist in their fleet, so we had to develop an in-depth plan to manage and replace chargers.

Mitigating the impact of breakage rates has been a learning process. For example, at first we didn't keep our devices in cases. The introduction of covers has led to a 50 per cent drop in breakages. We've also changed our model to ensure students get their original device back after repairs, encouraging them to take better care of their devices.

2. Infrastructure: We need to think beyond the device and consider our entire digital infrastructure. If we do not have enough bandwidth to facilitate seamless learning experiences, our students will suffer. Additionally, as interactive whiteboards and other components age, we must decide how we will pay for replacements.

3. Access: As CIO of OCPS, I am often reminded of the delicate balance that must be maintained between access and security. Our devices are not for YOU; They are for our teachers and students. Our role in IT is to ensure that these devices work and provide the access necessary for effective teaching and learning. Teachers want quick access to resources and we strive to provide that. However, we also have a responsibility to ensure the security of our network and data. One way we achieve balance is through our software request process. This process allows us to verify that the requested site has a privacy policy that aligns with our district guidelines.

Communicating the “why” behind our actions to teachers, parents, and other stakeholders is critical as we navigate the complex landscape of providing access to resources while maintaining safety. We may need to convey it several times and in a way that parents and teachers understand, but it is a crucial part of maintaining the balance between access and safety.

4. Security: With the number of devices on a school district's network, security is a huge concern and should be part of every conversation. The moment we power a device and start using it, we introduce risk. The sophistication of cyber threats is increasing and schools must take a layered approach to security.

No matter their size, school districts will need partners to help them safeguard their digital learning environments and streamline their fleet management processes. Our own partnerships provide expertise that is not native to our district and help our organization operate more effectively.

As we move toward 2024, we know we will be challenged every day. However, with careful planning, open communication, and strong partnerships, we are confident in our ability to maintain our 1:1 device program and continue to provide our students with the tools they need to succeed.