District technology leaders can’t ignore the constant threat of ransomware or the possibility of technical vulnerabilities. A single data breach can lead to the release of thousands of sensitive records, which could include both student and staff Social Security numbers. Cyber attacks like these can cost districts millions, if not billions, of dollars. As a result, many senior-level technology leaders — usually chief technology officers (CTOs) or chief information officers (CIOs) — frequently find themselves saying “no”: no to new initiatives or projects proposed by peers, or no to tools and systems that teachers may want to use. These leaders don’t want to say no to new ideas, but they often find themselves navigating a difficult course as they wrestle with understaffed and overworked teams, shrinking resources and heightened demands to increase district cybersecurity.
CTOs understand that they must defend, but they also want to serve. They know that in an increasingly technology-driven world, their work is critical to supporting teaching and learning and ensuring that students are prepared for the future of work. In fact, if you ask any CTO what excites them most about their job, they will talk about this aspect of the work, and supporting teachers and learners.
But making the shift away from being perceived as the “office of no” to becoming a strategic leader isn’t easy.
The demands placed on today’s CTOs are unprecedented. Some students may now spend more than half of their time in a digital environment, engaging with multiple applications each day and building up extensive profiles online in the process. Every interaction with an application represents a piece of potentially sensitive data that schools need to protect. Every application and every device presents a potential point of entry for a cyber attack. As a result, CTOs often find themselves in the unenviable position of having to reject teacher requests to use new apps in the classroom or on campus, which stifles innovation and creates an environment where fresh ideas are met with resistance rather than enthusiasm.
But it doesn’t have to be that way, and a number of district technology leaders — whose stories are captured in this recent whitepaper commissioned by the education software company Clever — are showing how it can be done despite the numerous challenges.
Instead of simply rejecting a new technology, tech leaders can explore ways to make it work ... this might involve finding creative solutions to technical challenges, working with vendors to find better alternatives, or reallocating resources to free up time for implementation.
Mark Racine, former CIO, Boston Public Schools
For instance, districts can adopt a more effective approach to choosing new apps by shifting from a binary yes-or-no decision to a more open-ended “how?” conversation. Instead of simply rejecting a new technology, tech leaders can explore ways to make it work. In my own experience, this might involve finding creative solutions to technical challenges, working with vendors to find better alternatives, or reallocating resources to free up time for implementation. As Joe Phillips, CIO of Fulton County Schools, noted in the recent paper, modern IT departments should “start with yes, arrive at no” — having clear criteria for when security concerns require rejection, but approaching each request with an intent to enable rather than restrict.
By adopting this “how” mindset, technology leaders can foster a culture of innovation and collaboration, where they welcome and explore new ideas rather than dismissing them out of hand. They can build bridges and relationships with other leaders in the district, giving every department a window into the challenges that IT faces and a reason to buy in. This approach fosters trust and respect between technology leaders and other stakeholders, because it demonstrates a willingness to listen and find solutions that work for everyone.
During my tenure as the CIO of Boston Public Schools, I would often be asked to decide on the implementation of a new project or initiative when I knew that some people wanted me to say yes and others wanted me to say no. In these situations, I resisted the pressure to make a final decision alone. Instead, I helped my colleagues find a way forward together. I outlined the “how,” provided the necessary information and created a path to a shared decision. Sometimes that path required additional time or investment, and other times the path could be an alternative solution. In either case, my goal as CIO was to make the way to a shared decision — not to make the decision by myself.
Ultimately, the goal is not to say yes to every new technology or to avoid conflict at all costs. Rather, it’s to negotiate a way through the complexities of the educational technology landscape in a way that supports innovation, promotes collaboration and ensures that all students can safely benefit. This requires a willingness to think creatively, to be open to new ideas, and to work collaboratively with others to find solutions that meet all stakeholders’ needs. It means turning the “Department of No” into the “Department of Know.”
Navigating the intricate and high-stakes world of connected technology in this era of data breaches and cyber attacks is undoubtedly challenging for CTOs and other IT leaders. There are massive potential downsides to adding apps or devices that aren’t secure enough to protect staff and student data. But, at the same time, K-12 schools must keep pace with the rest of the world. They must embrace instructional innovation, and they have an obligation to introduce students to the connected technologies they’ll need to succeed. Many districts have shown that it is possible to walk the fine line into the “Department of Know” by collaborating with and educating all stakeholders involved. The risk might be massive, but so, too, is the reward.
Mark Racine is the former chief information officer of Boston Public Schools.
