“My father was an IT project manager,” the Carlisle native said. “He encouraged me to consider the technology field, foreseeing the impact it would have on our daily lives.”
Growing up, she drew inspiration from him, combining a new frontier with an age-old passion to make a difference in young lives.
“My interest in becoming a teacher was a desire to help children grow academically and believe in themselves,” she said. “I deeply value this community.”
Carlisle Area School District is offering local families a choice next year between in-person classroom instruction five days a week or enrollment in the Carlisle Virtual Academy.
Now, after 35 years in public education, Douglas plans to retire from the Carlisle Area School District, effective June 30. What started out as a teaching position has turned into a central office administrative post as director of digital learning.
“I plan to stay local,” she said. “My husband and I cherish our involvement with nonprofit organizations. I plan to expand my role as a hospice patient volunteer, advocate for the best interests of children and begin a part-time position.”
In today’s 5 Questions, The Sentinel gave Douglas the opportunity to look back on her career with an eye to the future of technology in education.
Q: What is your fondest memory of working with the Carlisle Area School District ?
A: I have many memories from my time with the school district, but some of the most extraordinary include being part of the team that secured a $4 million Digital School District grant, and coordinating our first teleconference connecting Model UN students to the deputy ambassador of New Zealand via a large satellite dish installed on the CHS (Carlisle High School) roof.
There was incredible energy during the development of the grant with teachers, administrators and community members coming together with a shared vision. The programs funded through that grant were implemented with dedication, all while keeping our focus on day-to-day instruction and student support.
With all due respect to traditional snow days, I take pride in our early implementation of the eDay program — well before remote learning became the norm. This initiative laid the groundwork for maintaining the school year schedule, helped us avoid make-up days often marked by high student absences, and, in its own small way, prepared us for the challenges of pandemic-era education.
These initiatives weren’t just about chasing trends or adopting the latest technology; they were rooted in providing real opportunities for individualized learning, innovative instruction, and equitable access to educational resources. Our approach to technology was never “all or nothing” — it was always about moderation, thoughtful use, and purposeful integration to support creativity, collaboration, and meaningful learning, a mindset that continues to this day.
Q: What do you find most rewarding about your job?
A: The interactions with people and growing relationships have been the most rewarding aspects of the job. Regardless of the latest instructional initiative, technology upgrade, challenge or opportunity — what I value most is the commitment of individuals working together to provide each child with meaningful experiences that spark curiosity, foster growth and support their development into successful adults.
I’ve had the privilege of watching students grow at their own pace, each following a unique path into adulthood — pursuing careers, gaining independence and raising families. Witnessing those journeys has been deeply rewarding.
As I approach retirement, it’s hard to imagine life beyond this program. Amidst all the job responsibilities, I find myself pausing during the busy pre-school hours at an elementary school — watching teachers and substitutes prepare for the day, secretaries assisting parents with last-minute changes, and students eagerly waiting to enter, ready to reconnect with friends and start their day with their school family. At any moment in the high school, I might pass by an orchestra class warming up, students collaborating on group projects, or a teacher meeting one-on-one with an English learner, offering guidance and support.
Public education is a treasure built on love, hope and optimism. While we can’t control everything that happens outside our schools, the daily opportunities we have to nurture growth and connections with them are truly special. That’s what I will miss most of all.
Q: How did technology and its role in public education change over the course of your career?
A: I’ve seen technology evolve from a supplemental resource to an essential part of everyday learning — enhancing access, communication and flexibility in ways we never could have imagined.
Early in my career, access to information came through floppy disks and CD-based encyclopedias. Today, students tap into limitless knowledge through online databases, educational platforms and AI-powered search engines. Instead of planning a specific event to connect via satellite dish, we can now stream Veterans’ Day programs, band concerts and graduation ceremonies to countless recipients around the world and in any language — without much effort or cost.
When I began, we were thrilled to have shared computer labs and projection systems. Now, every student is equipped with a school-provided device as part of a 1:1 initiative. Communication with parents used to rely on phone calls, printed newsletters and in-person meetings. Today, we have access to apps and online portals that provide instant access to updates, assignments and grades.
Technology has also helped remove barriers. Virtual meetings make it possible for parents and guardians — whether deployed overseas or limited by a work schedule — to attend parent-teacher conferences and other meetings regarding their student’s education. Remote learning has become a meaningful option for students with medical conditions, unique extracurricular commitments or individual learning needs, ensuring they can stay connected to their education.
Q: What did you find most challenging about your job with the district? Was it coping with COVID or something else?
A: The biggest challenge was limited time and balancing the many opportunities to support students and staff across the district. It wasn’t always easy to prioritize and ensure each initiative received the attention it deserved.
I’ve been fortunate to work alongside of and have the support of superintendents, school board members and co-workers over the years, providing guidance and comfort during even the most challenging times. Additionally, my family has shown me more patience than I could ever deserve.
Q: What are your thoughts on the future of technology in public education?
A: The future of technology in public education will make learning more personalized and accessible for everyone. As artificial intelligence (AI) and data analytics continue to evolve, they are likely to play a significant role in tailoring educational experiences to meet the individual needs of each student. Educators will increasingly act as curators of learning experiences, using AI tools to identify student needs and then providing targeted instruction, encouragement and context that only a human can offer. AI will enhance the teacher’s toolkit, but the heart of education — the human connection — will always stay with the teacher.
There will be more developments in assistive technologies that support students with disabilities. Tools like speech-to-text, screen readers and customizable learning environments will empower all students, ensuring that everyone has access to the tools they need to succeed.
As technology becomes a bigger part of education, teaching digital literacy will be more important. Students will need to learn how to safely use technology, understand information online and use it responsibly. This will be crucial not only for school success but also future workplace readiness.
©2025 The Sentinel (Carlisle, Pa.). Distributed by Tribune Content Agency, LLC.
