Rewired Education: Technology for a New Era

A dynamic team of educators: Candace Johnson, Curtis Lee, Tasha Brown, Mike Mills, and Tumeshia Hassel, has launched a powerful new media project, Rewired Education: Technology for a New Era. This collaborative video discussion explores how digital tools are reshaping the classroom and redefining what learning looks like in the 21st century.

Far from being just “flashy add-ons,” technology is presented as a platform for equity, creativity, and authentic learning. The group brings diverse expertise to the conversation:

• Mike Mills spotlights student voice and creativity, showing how technology transforms learners into knowledge producers.
• Tasha Brown highlights equity, emphasizing that access, resources, and professional learning are critical to closing opportunity gaps.
• Tumeshia Hassel examines artificial intelligence, exploring its global potential for personalization while raising ethical and fairness considerations.
• Candace Johnson connects technology to special education, demonstrating how inclusive design and accessible tools empower students with diverse needs.
• Curtis Lee Jr. expands the conversation into physical education, revealing how wearables and apps can motivate students and personalize health goals.

Together, these perspectives form a unified call to action: rewiring education means moving beyond tools to focus on systems, outcomes, and empowerment for every learner.

Rewired Education: Technology for a New Era is more than a presentation; it’s an invitation to rethink how technology can transform schools, support teachers, and prepare students for success in a digital future.

Supporting resources:

Publication

I’m excited to share that I’ve been working on an article titled:
“Supporting Special Education Students in Virtual Learning: Practical Strategies for Engagement and Success.”

Virtual learning has created both opportunities and challenges, especially for students who need extra support to stay engaged, motivated, and successful. In this article, I highlight simple, teacher-friendly strategies that make a big difference, including:

• Keeping classrooms simple and accessible
• Building strong connections with students and families
• Making lessons engaging and meaningful
• Providing scaffolds and flexible academic supports
• Supporting social-emotional needs

My final draft will be published soon, but I wanted to give you a sneak peek now. Whether you’re a classroom teacher, a parent, or a school leader, my hope is that these strategies will offer practical tools you can use right away to help every student thrive in a virtual setting.

This article connects directly to my innovation plan because it continues the same mission that guided Bear Camp, improving academic outcomes through intentional, targeted support. Bear Camp focused on accelerating learning and boosting STAAR performance for all students, while my current work narrows in on the unique needs of special education students in virtual school. The strategies I highlight in the article, like simplifying classroom structures, scaffolding assignments, and supporting social-emotional growth, mirror the principles of tailored instruction and targeted interventions that were central to Bear Camp. In both cases, the goal is the same: to remove barriers, create equitable learning opportunities, and give students the tools they need to succeed. By sharing these practical strategies, I’m reinforcing the consistent thread of my innovation plan: building structures that help every student, regardless of environment, reach their fullest potential.

Stay tuned, the full article is on the way, and I can’t wait to share it with you!

References

The themes of our discussion are grounded in current research:

• Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
• Harapnuik, D., & Thibodeaux, T. (2023). Choice, voice, and ownership (COVA) in learning environments. Retrieved from http://www.harapnuik.org
• Hutchison, A., & Reinking, D. (2011). Teachers’ perceptions of integrating information and communication technologies into literacy instruction: A national survey in the U.S. Reading Research Quarterly, 46(4), 312–333. https://doi.org/10.1002/RRQ.002
• Puentedura, R. R. (2014). SAMR: A contextualized introduction. Retrieved from http://hippasus.com/rrpweblog
• Reddy, P., & Bubonia, J. (2020). Technology-enhanced learning in K–12 physical education: A review of the literature. Journal of Physical Education, Recreation & Dance, 91(4), 15–22. https://doi.org/10.1080/07303084.2020.1739430
• Runway. (2025). Veo 3 [AI video generation tool]. Runway AI. https://runwayml.com/veo
• Google. (2025a). Gemini [AI large language model]. Google DeepMind. https://gemini.google/
• Google. (2025b). Google AI Studio [AI text-to-media tool]. Google AI. https://ai.google/
• Google. (2025c). Google Flow [Workflow automation and AI orchestration tool]. Google. https://workspace.google/flow/
• Google. (2025d). Nano Banana (Gemini 2.5 Flash Image) [AI image generation/editing tool]. Google DeepMind. https://gemini.google/overview/image-generation/