Collège du Léman International School

Jacob Rosch

Teacher-Centered Technologist

Starting From Experience, Not Theory

I didn't come into education technology as a tech enthusiast. I was a teacher trying to make things work better for my students. Back in the early 2000s in Minnesota and later in the UK, I found myself figuring things out on the fly—learning alongside my students how these devices might fit into real classrooms. iPads were just starting to pop up, and while the potential was exciting, the path was far from clear.

What stuck with me was this: when used well, technology could offer students new ways to express themselves and open doors for teachers to reach learners we might have otherwise missed. But it wasn't automatic.

Building Purposeful Practice at CDL

When I arrived at Collège du Léman, I saw a familiar pattern—devices were everywhere, but the usage felt random. There was energy and interest, but not always direction. So we paused. I pulled together an edtech team from our existing teaching staff, and we started from the ground up. Later, I built a blended learning framework with Matt Roberts that was less about the tech itself and more about what teachers and students needed to be successful when teaching with technology.

“The balance matters. We can't let tools replace human connection. But when used thoughtfully, technology can bring structure, interactivity and clarity to the learning process”

Then came the pandemic, and suddenly, everything accelerated. The niceto-have conversations about "enhancement" became urgent questions about survival. Like everyone, we had to pivot fast. That time taught me a lot about humility, flexibility, and the absolute importance of design that centers humans first, not devices and educational software.

Now that schools are recalibrating again and pushing for reduced screen time. I welcome the shift. It signals that we're ready to get even more intentional regarding technology implementation. We're not dazzled anymore by shiny tools. We're asking better questions: Does this actually help students learn? Does it support our relationships with them? That's where the true impact lies.

Making Tech an Ally, Not a Distraction

One of the most practical shifts I've seen in my own classroom—and across our school—came with the adoption of a learning management system (LMS). For the first time, students had one consistent place to find materials, track progress, and stay on top of what was coming. Parents could also see what was happening, which helped build trust. But more than the platform, the structure made the difference.

We also leaned heavily into tools like EdPuzzle and Formative.com, which helped me turn passive video-watching and typical lessons into something interactive and responsive. Embedding questions allowed us to keep students thinking during lessons and to get quick, formative feedback. For me, that kind of responsiveness is where the real magic of edtech lies.

Choosing Tech That Actually Fits

When seeing a demonstration of the edtech product, it is tempting to be wowed by the endless features. But stepping back and asking: What do we actually need? And here's what I've learned: If a tool needs a full training manual and professional development to get started, it's already behind. Simplicity and clarity matter more than bells and whistles. Choosing tech isn't a technical decision; it's a pedagogical one. It shapes how learning flows—and whether students and teachers feel confident or frustrated.

Rethinking PD: Less Delivery, More Dialogue

One of the areas I've become most passionate about is professional development. I've seen too many sessions where teachers walk away with more questions than answers—or worse, with nothing that feels relevant to their classroom reality.

I try to design PD the way I'd design a good lesson: with a clear purpose, lots of chances to interact, and room for people to process and apply what they're learning. Tools like Padlet help make sessions more of a conversation than a lecture. Because when teachers feel seen and heard, they're far more likely to try something new and stick with it. The best sessions I've been part of don't just teach something; they spark something. That's the energy I try to bring. And that's what I want technology to do for all of us: support face-to-face interaction that leads to deeper learning.