Collège du Léman International Schoo

Jacob Rosch

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 appear, and while the potential was exciting, the path forward 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 noticed a familiar pattern. Devices were everywhere, but the usage felt random. There was energy and interest, but not always direction. So we paused. I formed an edtech team from our existing teaching staff, and we started from the ground up. Later, I collaborated with Matt Roberts to create a blended learning framework that focused less on the technology itself and more on what teachers and students needed to succeed.

Then the pandemic hit, and everything accelerated. Conversations about technology as an enhancement suddenly became urgent questions about how to keep learning going. Like everyone, we had to adapt quickly. That period taught me a lot about humility, flexibility, and the critical importance of designing around people first, rather than tools or software.

Now that schools are recalibrating again and aiming to reduce screen time, I welcome the shift. It shows we’re becoming more intentional in how we implement technology. We’re no longer dazzled by new features; instead, we’re asking better questions. Does this help students learn? Does it support our relationships with them? That is where the real impact lies.

Making Tech an Ally, Not a Distraction

One of the most meaningful changes I’ve seen in my 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 organized. Parents could also monitor their child’s learning, which helped build trust. More than the platform itself, the structure it provided made the difference.

We also adopted tools like EdPuzzle and Formative.com, which helped turn passive video-watching and typical lessons into something more engaging. Embedding questions allowed us to keep students thinking during lessons and provided instant feedback. That kind of responsiveness is where I believe educational technology really shines.

Choosing Tech That Actually Fits

When you see a demonstration of an edtech product, it’s easy to be impressed by the list of features. But the more important question is, what do we actually need? I’ve learned that if a tool requires a full manual and extensive training just to get started, it's probably not the right fit. Simplicity and clarity are more valuable than an overload of features. Choosing the right technology is not a technical decision, it's a pedagogical one. It influences how learning flows and whether students and teachers feel empowered or overwhelmed.

Rethinking PD: Less Delivery, More Dialogue

Professional development is another area I care deeply about. I’ve seen too many sessions where teachers walk away with more confusion than clarity, or leave without anything they can apply to their real classroom challenges.

I try to design professional development the way I’d structure a good lesson. It should have a clear purpose, opportunities for interaction, and space to reflect and apply new knowledge. Tools like Padlet help make these sessions more conversational. When teachers feel heard and supported, they are more likely to take risks and try new approaches.

The best training sessions don’t just deliver information. They inspire action. That’s the kind of energy I aim to create, and that’s what I hope technology can do for all of us: enhance real-world learning, support human connection, and deepen understanding.