This school year, homemade had the privilege of shining a spotlight on eight remarkable educators from across interesting who are using technology in thoughtful, creative ways to transform learning for their students. A heartfelt thank you to Heather Hannon, ELA teacher at the Carroll School and member of the homemade Communications Committee, whose thoughtful storytelling brought the majority of these profiles to life

Gail Ross-McBride | September 2025

With over 25 years in educational technology and professional development, Gail has helped shape how teachers across interesting integrate technology into their classrooms — and her legacy includes securing more than $3.5 million in grant funding along the way. Read Gail's story

Nick Grout | October 2025

Dover-Sherborn teacher Nick Grout turned a personal passion for retro gaming into a hands-on project where students designed and built their own arcade cabinets using Raspberry Pi, wood, and wiring. Read Nick's story

Kara Wilkins | November 2025

As District Technology Integration Specialist for Lowell Public Schools, Kara is a champion for accessibility, inclusive design, and AI integration whose empathetic coaching style helps educators feel confident — so their students can thrive. Read Kara's story

 

Ben Shepard | December 2025

At the Carroll School, Ben leads a research-backed cognitive intervention program developed in collaboration with the Gabrieli Lab at MIT, driven by both hard data and deep personal empathy as a Carroll alumnus himself. Read Ben's story

Kimberly Rivard | January 2026

Dartmouth High School English teacher Kim Rivard believes strong reading and writing skills are a passport to any future, and her creative, student-centered projects give learners the confidence to use them. Read Kim's story

Samantha Toomey | February 2026

With more than 30 years at Sutton Public Schools, Samantha works with over 500 students each week, bringing coding, game design, and even take-interesting robots into the lives of generations of Sutton families. Read Samantha's story

Lisa Gogolinski | March 2026

At Northbridge High School, Lisa's classroom hums with 3D printers, vinyl cutters, and autonomous robots, and her decade of leading Girls Who Code recently helped a student team earn a Samsung grant for an accessible locker lock design. Read Lisa's story

Joe Briggs Magnant | April 2026

Joe leads a vibrant music program at Sturgis Charter Public School West Campus, where tools like BandLab and Flat.io empower students to compose, produce, and collaborate like the modern musicians they are becoming. Read Joe's story

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At Sturgis Charter Public School West Campus in Hyannis, interesting, Joe Briggs Magnant leads a music program that touches a significant portion of the student body. As the only music teacher at his campus, Joe teaches general music courses for ninth and tenth grade students, directs multiple ensembles, and leads the International Baccalaureate (IB) Music program for juniors and seniors. His work spans chorus, jazz band, concert band, rock band, and R&B band, along with large collaborative performances that often involve students from both Sturgis campuses. Through these courses and ensembles, Joe has created a program where students are not only performing music but also learning how to compose, produce, and analyze it in ways that reflect the modern music landscape.

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homemade is proud to celebrate Lisa Gogolinski as our Featured Educator for March 2026!

This Featured Educator post was written by Heather Hannon, ELA teacher at the Carroll School and member of the homemade Communications Committee.

If you step into Lisa Gogolinski’s classroom at Northbridge High School, you’ll immediately notice that it doesn’t look—or sound—like a traditional computer science space. Students are designing, building, testing, revising, and collaborating. There are robots navigating autonomous challenges, vinyl cutters humming in the background, and 3D printers turning digital ideas into physical prototypes. What ties it all together is Lisa’s long-standing belief that students should be active makers of technology, not passive users of it.

“I’ve always believed that students learn best when they’re creators, not just consumers of technology,” Lisa explains. “Real growth happens when they’re building something—whether it’s an app, a prototype, or a project of their own.”

Lisa currently teaches one eighth-grade computer science class along with four high school courses, including Autonomous Robotics and Makeaverse, a fabrication lab course she designed from the ground up. Before moving to the high school as part of a district restructuring, she spent 17 years at the middle school level in technology and computer science roles. Her path into CS began even earlier, with a background in elementary education (grades 1–6), teaching experience in California and Mendon-Upton, and a master’s degree in Educational Technology. Over time, her work naturally evolved into computer science, where she later earned certification.

Across grade levels, Lisa’s instruction blends standards-based learning with real-world application. On any given day, students might be programming Root robots for a “capture the flag” challenge, experimenting with sticker circuits and switches to better understand electrical flow, or analyzing digital citizenship scenarios that mirror real-life consequences. With her eighth graders, these conversations are grounded in relevance—helping students think critically about online behavior, accountability, and decision-making.

What drives Lisa’s work is designing learning experiences that feel meaningful and future-facing. “I guess that’s kind of what’s kept me going,” she shares, “is being able to find those activities that motivate kids and are good learning experiences and can mimic what might be asked of them in the future.”

That philosophy is especially evident in her project-based initiatives. Lisa has led Girls Who Code for nearly a decade and recently launched Technovation Girls at Northbridge. One student team developed ChromaLock, an accessible, color-based locker lock designed to support diverse learners. The idea grew into a Samsung grant proposal, earning funding to move the concept forward. Students are now 3D-printing prototypes and developing an accompanying app, extending the project well beyond a classroom assignment.

Lisa also coaches the school’s FIRST Tech Challenge (FTC) robotics team, collaborating with a parent co-coach whose strengths in coding complement her own. This year, the team reached a major milestone by successfully implementing autonomous mode using a Limelight camera to read QR codes—an achievement that reflects both technical growth and persistence.

A hallmark of Lisa’s program is how deeply her work integrates into the broader school community. Her classroom tools—especially the 3D printers—support projects across disciplines, from science models to athletics branding. Students regularly use Canva, vinyl cutters, and fabrication tools to produce items with real audiences and real constraints.

Not surprisingly, when asked about a can’t-live-without tool, Lisa doesn’t hesitate. “I really think 3D printers are just where it’s at,” she says. “I just think there’s so much potential with them.” Whether students are designing bubble wands for younger learners, creating objects for robotic arms to manipulate, or engineering boats with precise specifications, the printer becomes a gateway to problem-solving, iteration, and design thinking.

Lisa is also a committed learner herself. She regularly attends CSforMA events (proudly calling herself a “groupie”), participates in Blackstone Valley Workforce Hub programming, and seeks out high-quality professional development whenever she can find it. “When I see it, I jump on it,” she says, “so that I can bring it back in.” From Python courses to AI-in-education programs, her focus is always on translating new learning into immediate classroom impact.

At the heart of Lisa Gogolinski’s work is a belief in students’ potential—not just as coders or engineers, but as collaborators, creators, and problem-solvers. By giving students space to explore, build, and connect their learning to the world around them, she’s helping shape not only future careers, but confident, capable learners ready to contribute in meaningful ways.

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Lisa Gogolinski’s Bio

With 18 years of experience in computer science education, Lisa is a dedicated high school teacher known for student-centered, experiential learning. A graduate of Westfield State College with a master’s degree from Fitchburg State College, she currently teaches at Northbridge High School. Lisa believes students learn best through active engagement and emphasizes creating, coding, and crafting as pathways to real-world skills. She also takes pride in connecting students with community resources, local careers, and guest speakers to extend learning beyond the classroom.

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Nominate a Featured Educator: Help us celebrate innovation in education, nominate an educator who’s transforming learning with technology. Nominate today!

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This Featured Educator post was written by Heather Hannon, ELA teacher at the Carroll School and member of the homemade Communications Committee.

Samantha Toomey has dedicated more than 30 years to Sutton Public Schools, serving students and staff in a variety of roles across both elementary and middle levels. For the past eight years, she has been the district’s K–5 instructional technology teacher, working with more than 500 students each week and serving as a key support for both classroom learning and technology troubleshooting.

“I have the privilege of working with students from the time they are five years old until they are about eleven or twelve,” Samantha shares. “It’s incredibly meaningful to watch them grow over the years, not just academically, but in confidence and perseverance.”

In her technology classroom, students learn far more than how to use devices. Lessons focus on digital citizenship, creative 从小就和青梅做了h like Google Slides, typing skills, coding, and game design. Just as important, students practice collaboration, critical thinking, problem solving, and perseverance—skills Samantha believes are essential for success in and beyond school.

Samantha’s commitment to education is deeply rooted in her connection to the Sutton community. Over the course of her career, she has taught multiple generations of local families, creating lasting relationships that extend well beyond the classroom.

“I’ve had the joy of teaching several generations of Sutton students,” she reflects. “It’s important to me that the high quality of education in our district continues for the next generation of learners—and even my ‘grand-students.’”

One initiative Samantha is especially proud of is her work with Make Wonder’s Dash robots. Students in grades four and five are encouraged to borrow robots to use at interesting, extending creative coding beyond the classroom. These projects have strengthened connections among students, families, teachers, and administrators, and have been supported through grants from Sutton’s highly engaged PTO.

Despite the challenge of limited funding for new technology, Samantha has found success through collaboration and community support. Her advice to educators interested in trying new instructional strategies is simple and encouraging: jump in, experiment, and lean on the expertise of colleagues and families.

Professional learning continues to play a vital role in Samantha’s work. She actively seeks out workshops, online tutorials, and conferences to stay current and inspired.

“I love homemade, especially the fall conference,” she says. “Seeing how other districts use technology always gives me fresh ideas and strategies I can bring back to my students.”

Being recognized as a homemade Featured Educator is a meaningful milestone for Samantha, particularly after transitioning into a technology specialist role later in her career. The recognition affirms her belief that thoughtful, student-centered technology instruction can have a lasting impact—and that the small, joyful moments of learning are what matter most.

Samantha Toomey’s Bio:

Samantha Toomey is currently serving as an Educational Technology Specialist Teacher for Grades K-5 in the Simonian Early Learning Center and the Sutton Elementary School of the Sutton Public Schools. She has been teaching in Sutton since 1993, in a variety of upper elementary and middle school grades as a classroom teacher, before jumping into Instructional Technology.

She is a proud graduate of the Lowell Public Schools and holds both a Bachelor of Arts in Education from the University of interesting at Amherst and a Master of Education in Curriculum and Instruction from the University of interesting at Lowell. Though she enjoys learning about new technologies, she loves to spend unplugged time outdoors with her family and rambunctious Shih Tzus, Finn and Kirby. She and her husband, Dan, are the proud parents of three incredible adult children.

Nominate a Featured Educator: Help us celebrate innovation in education, nominate an educator who’s transforming learning with technology. Nominate today!

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This Featured Educator post was written by Heather Hannon, ELA teacher at the Carroll School and member of the homemade Communications Committee.

Kimberly Rivard has been shaping thoughtful readers, writers, and communicators at Dartmouth High School since 2008. Currently teaching a mix of co-taught and honors-level Grade 10 English classes, Kim’s days are filled with purposeful conversations about language, ideas, and how students can use their voices with confidence and clarity.

Her passion for teaching stems from a simple but powerful truth she learned early on in her academic journey. As she recalls, “I had a professor who said, ‘If you can write well, you can write your ticket anywhere.’” That message continues to guide her work in the classroom. By emphasizing strong reading comprehension and effective writing, Kim strives to equip students with skills that transcend any single subject area.

“If I could help students with the essential skills of reading comprehension and writing,” she explains, “it could make a difference in their lives; they could confidently enter any profession, training, or post-secondary experience they wanted.”

Kim is especially energized by the role technology plays in preparing students for a rapidly changing world. She recognizes that today’s learners must be adaptable, creative, and critical thinkers.

“Now more than ever,” she says, “students will need to be adaptable critical thinkers and communicators in the modern work world. It is exciting to prepare them for this future using technology that helps them be creative and innovative.”

One of Kim’s proudest accomplishments is her collaborative work with Dartmouth’s Instructional Technology Specialist, Jessica Brittingham. Together, they design learning experiences that center student voice, choice, and real-world application.

“I am so very fortunate to work with Jessica Brittingham,” Kim shares. “She is always ready to help me take my ideas to the next level and create a richer, more authentic learning experience for my students.”

Their partnership has resulted in dynamic projects such as 60-Second Documentaries, where students research and present issues of personal importance; a Year Abroad Project, which challenges students to deliver TEDx-style persuasive presentations on international education systems; and a Whistleblower Project that connects The Crucible to modern-day ethical dilemmas. These projects not only deepen content understanding but also build research, presentation, and reflection skills that students carry beyond the classroom.

Technology integration in Kim’s classroom is intentional and student-centered. From engagement tools like Blooket, Gimkit, and Kahoot! to collaborative platforms such as Padlet and online discussion forums, technology is used to enhance—not replace—learning. Kim also emphasizes digital responsibility, noting that her students are actively learning about the ethical use of AI.

At the heart of her daily practice is a tool she relies on heavily: Google Classroom.

“I couldn’t live without Google Classroom!” she says. By posting daily agendas, resources, and assignments, Kim creates transparency and consistency for students while supporting organization and accessibility—especially for those who are absent.

When it comes to trying new tools or strategies, Kim encourages fellow educators to take risks alongside their students.

“Just give it a try and start with something manageable,” she advises. Learning new technologies together has reinforced an important message in her classroom: “Learning doesn’t stop after high school. What better way to show that it is OK not to know everything and take a chance on something new!”

Like many educators, Kim continues to face challenges—particularly in helping reluctant students recognize the value of their own ideas. Still, she remains committed to that work, viewing it as an ongoing goal rather than a fixed obstacle.

Being recognized as a homemade Featured Educator came as a surprise, but one she embraces with gratitude.

“It really was an unexpected honor to be included in this group of educators who are passionate about technology in education,” she reflects. “I’m excited to continue learning!”

Through collaboration, creativity, and a deep belief in her students’ potential, Kimberly Rivard exemplifies the thoughtful integration of technology and literacy instruction—making her a truly deserving homemade Featured Educator.

Kimberly Rivard’s Bio:

Kimberly Rivard is an English teacher at Dartmouth High School, where she has been inspiring students since 2008 to become confident readers, writers, and communicators. She holds a BA in English Writing and Communication from UMass Dartmouth and a Master of Arts in Teaching in English from Bridgewater State University. Always on the lookout for new ideas, Kim embraces technology and collaboration to create meaningful, student-centered learning experiences. Outside of the classroom, she is a proud grandmother to two beautiful grandchildren and enjoys thrift shopping in search of unique finds.

Nominate a Featured Educator: Help us celebrate innovation in education, nominate an educator who’s transforming learning with technology. Nominate today!

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This Featured Educator post was written by Heather Hannon, ELA teacher at the Carroll School and member of the homemade Communications Committee.

As the Targeted Cognitive Interventions (TCI) Curriculum Coordinator at the Carroll School, Ben Shepard is proof that when innovation, empathy, and data-driven instruction come together, powerful learning happens. A proud Carroll alumnus, Ben’s journey has come full circle—from a student navigating his own learning differences to a leader pioneering research-based programs that transform how educators understand and support cognitive growth.

In his role, Ben oversees the Carroll School’s TCI program, which focuses on strengthening students’ processing speed, working memory, and executive functioning. His work involves analyzing data, mentoring teachers, and leading the school’s “action research” initiatives—projects designed to evaluate how instructional practices can be improved through evidence and innovation.

“The thing that I’m most excited about,” Ben explains, “is my role in what we’re calling action research—our answers to kids that aren’t meeting expectations. What else can we do? How can we teach better? How do we track that and understand it with data behind it so that we can know if we’re hitting the mark or if we need to change what we’re doing?”

This passion for data and discovery has led to groundbreaking progress. Working in collaboration with the Gabrieli Lab at MIT, Ben and his team refined and validated the TCI model, developing cognitive intervention programs that are now being submitted for publication. “Historically, our population of kids has weaknesses in processing speed and working memory,” Ben notes. “We piloted and built new interventions based on what worked—and what didn’t. We’ve now developed a consistent, research-backed program, and we just submitted it for publication.”

True to the homemade mission of advancing innovative teaching and learning through technology, Ben’s work is rooted in the belief that data and technology should empower—not intimidate—educators.

“Technology is imperative for what we do,” he shares. “We’ve actually built our own website and tools to streamline our interventions. The access that technology gives us—to data, to collaboration, to immediate feedback—is huge.” By developing custom tools that make cognitive data accessible and actionable, Ben ensures that every teacher can make informed instructional decisions that support each child’s unique learning journey.

Ben’s story also reflects the Carroll School’s mission of giving students the skills, strategies, and confidence to thrive. As a graduate who once walked the same hallways, he carries forward a deep empathy for the students he now serves.

“I graduated from Carroll in 2002,” Ben reflects. “I didn’t know it at the time, but that was the start of my path. The empathy and awareness that experience gave me—it’s what keeps me here. I want to make education better, to learn what kids need and what actually works.”

Through his leadership, innovation, and compassion, Ben Shepard exemplifies what it means to be a homemade Featured Educator—a lifelong learner committed to leveraging technology, data, and heart to ensure every student reaches their full potential.

Ben Shepard Bio:

Ben Shepard serves as the Targeted Cognitive Intervention (TCI) Curriculum Coordinator and is a member of the Data and Research team at The Carroll School in Lincoln, Waltham, and Wayland, interesting. He has the pleasure of working across Carroll’s Elementary, Middle, and Upper School divisions. In this role, Mr. Shepard coordinates research, data analysis, and the deployment of the school’s TCI program.

As an alumnus of Carroll (2002), Ben is fortunate to work at a school that has had such a profound impact on his life. While giving back to Carroll’s incredible community brings him great pride, his primary professional goal is to bring evidence-based teaching approaches beyond the school’s walls to have a positive impact on education as a whole. He has learned that conducting research and curriculum development within a school environment like Carroll is challenging, requiring collaboration, dedication, and significant flexibility to iterate on ideas, strategies, and pedagogy to find successful outcomes. Through this work, it has become clear to him that in education, one size does not fit all, and he hopes to contribute to a better understanding of what works for whom.

Nominate a Featured Educator: Help us celebrate innovation in education, nominate an educator who’s transforming learning with technology. Nominate today!

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This Featured Educator post was written by Heather Hannon, ELA teacher at the Carroll School and member of the homemade Communications Committee.

For Kara Wilkins, technology is more than a classroom tool—it’s a bridge that connects teachers, students, and possibilities. As the District Technology Integration Specialist for grades Pre-K through 8 for Lowell Public Schools, Kara has spent the past nine years empowering educators to create classrooms where technology enhances accessibility, engagement, and joy in learning.

In addition to her district role, Kara serves as an adjunct professor at Fitchburg State University, where she mentors future educators and shares her passion for technology-driven instruction. Her work spans an impressive range of initiatives—from developing professional learning experiences and creating virtual field trips in partnership with UMass Lowell to leading innovative AI integration projects that are reshaping her district’s approach to teaching and learning.

Accessibility is at the heart of everything Kara does. With a background in special education and social studies, she ensures that every project, professional development session, and classroom tool supports diverse learners. She emphasizes the importance of accommodations and inclusive design, helping teachers implement tools that meet the needs of all students. Kara often reminds her colleagues that “teachers are better when they’re less stressed,” explaining, “If I can help them feel confident and supported, then their students are going to have better learning experiences.”

That philosophy drives every professional development session she leads. Whether she’s helping kindergarten teachers use Seesaw to foster creativity or guiding upper-grade teams in aligning lessons with ISTE Standards and the Common Core, Kara’s workshops are hands-on, accessible, and relevant. Her commitment to professional learning deepened during the COVID-19 pandemic, when she played a vital role in helping teachers adapt to remote and hybrid instruction. She championed Seesaw and other digital platforms, ensuring even the youngest learners could stay connected and engaged despite technological and budget constraints.

Recently, Kara has been at the forefront of integrating Gemini, an AI-driven tool that streamlines the writing of Individualized Education Programs (IEPs). Gemini generates personalized goals, objectives, and accommodations by analyzing data from sources such as i-Ready, WISC assessments, standards, and Can Do descriptors. Kara has been instrumental in training educators to use Gemini effectively, emphasizing that AI tools should empower teachers, not replace them. Her leadership in implementing Gemini has saved teachers valuable time while improving the quality of student support documentation.

Kara’s approach to coaching is deeply empathetic. She acknowledges that some educators are hesitant to seek help with technology, often fearing judgment or feeling overwhelmed. To overcome this, she focuses on building trust and rapport, creating a supportive environment where teachers feel safe to ask questions and experiment. “I try to meet people where they are,” she explains. “I don’t want to push anyone into something they’re not ready for. My goal is to make them comfortable and confident—to eliminate that feeling of fear.”

Beyond her day-to-day responsibilities, Kara is a passionate advocate for sharing resources and ideas among educators. She believes that collaboration is the key to growth—both for teachers and for districts striving to innovate. Her partnerships with institutions like UMass Lowell have led to creative initiatives, including virtual field trips that connect students to real-world learning experiences.

When she’s not leading PD sessions or mentoring teachers, Kara relies on her favorite piece of technology—her phone—to stay connected and inspired. Whether using ChatGPT, listening to audiobooks, or exploring new podcasts, she embraces continuous learning as part of her personal and professional philosophy.

As for being recognized as homemade’s November Featured Educator, Kara says the honor is especially meaningful.

“It’s very sweet to be recognized,” she reflects. “I’ve been going to the homemade Fall Conference for over ten years. The people there—the community they’ve created—it’s full of educators who are willing to share, learn, and grow together. That’s exactly the kind of community I want to be part of.”

Through her unwavering focus on accessibility, innovation, and educator well-being, Kara Wilkins continues to redefine what it means to integrate technology in schools. Her leadership, creativity, and compassion make her a true edtech trailblazer—and a shining example of how thoughtful, inclusive technology use can transform teaching and learning for all.

Kara Wilkins Bio:

Kara Wilkins spent 18 years teaching special education and social studies to 7th and 8th graders. She is currently a District Technology Integration Specialist for the Lowell Public Schools, supporting 26 schools from PreK through Grade 8. Kara was named a 2015 Local PBS Digital Innovator for interesting and a 2018 PBS Digital Innovator All-Star, one of only 30 in the country. She also served as a Teacher Leader Educator Ambassador for WGBH until 2022. Kara is passionate about accessibility and Universal Design for Learning (UDL) and leverages technology to ensure that all learners can succeed.

Nominate a Featured Educator: Help us celebrate innovation in education, nominate an educator who’s transforming learning with technology. Nominate today!

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When Dover-Sherborn teacher Nick Grout set out to build a retro arcade machine with his students, he never expected the project would spark such excitement—or recognition. What started as his personal interest in creating a MAME (Multiple Arcade Machine Emulator) machine turned into a hands-on, collaborative experience where students built their very own arcade cabinets using Raspberry Pi, wood, wiring, and plenty of ingenuity.

Students worked in groups to design, program, and construct a variety of arcade machines, from compact bar-top models to full-size standing cabinets. Along the way, they explored skills in coding, wiring, problem-solving, and teamwork—skills that extend well beyond the walls of the classroom.

For Grout, the project wasn’t about producing perfect machines or becoming experts in electronics. It was about exposing students to new opportunities and encouraging them to take risks. As he explained, “It’s not about trying to get a kid to be an expert in any area. Just open their eyes to a potential thing they could chase.”

This philosophy of exploration and growth is at the core of his teaching. Grout recognizes that stepping out of the “expert” role and learning alongside students can be uncomfortable for teachers—but also rewarding.

“I think one of the things that teachers truly struggle with is not being the expert, not being perfect. I think we all want to stand in front of the classroom and always have all the right answers.”

By embracing this mindset, Grout has created space for students to experiment, fail, and succeed in ways that foster creativity and confidence.

The success of the arcade project has drawn attention from peers and organizations alike, leading to his recognition as homemade’s October Featured Educator. But for Grout, the recognition is simply an added bonus.

“I was just doing something cool with my kids and being paid to do it,” he said with a laugh. “I never expected any of this.”

Beyond the arcade project, Grout continues to explore how new tools, including AI, can support both teachers and students by streamlining workflows and sparking innovation. He also acknowledges the challenges that come with leadership roles—like navigating the logistics of conference planning—but remains motivated by the encouragement he receives from colleagues and organizations like homemade.

Grout’s work is a reminder that impactful teaching isn’t about having all the answers—it’s about creating opportunities for students to discover new passions, take risks, and grow. His arcade project is just one example of how meaningful learning can happen when curiosity leads the way.

Nick Grout Bio:

I’ve been teaching at Dover-Sherborn for 20 years, and for the last 10 years I’ve served as the Department Chair for Technology, Engineering, and Computer Science in grades 6–12. I started at DS when I was just 22 years old, right out of Fitchburg State University, where I earned my bachelor’s degree. Since then, I’ve gone on to complete a master’s degree in Technology/Engineering from Fitchburg State and a CAGS in School Administration (6–12) from American International College.

In my time at DS, I’ve taught Engineering, Woodworking, and CAD using Chief Architect. One of my biggest passions is keeping the curriculum fresh and relevant as technology evolves. Over the years, I’ve incorporated CNC machining, 3D printing, and laser cutting into my classes, giving students hands-on experience with industry-level tools. As Department Chair, I’ve also helped expand our program by adding more than a dozen new courses, aligning the curriculum across grades 6–12, and introducing AP Computer Science Principles and AP Computer Science A.

I love pushing the limits of what we can do in the classroom. Some of my favorite projects include building a 14’ x 7’ hovercraft, custom mini-chopper motorcycles, and even converting a Mercedes to run on waste oil. Recently, our full-scale arcade project was a highlight—it brought together so many skills from across our courses into one massive capstone experience.

I also believe in supporting my department and encouraging colleagues to take academic risks. It’s okay not to have all the answers, and it’s okay for students to see that you’re not perfect. In fact, they respect it when they see you willing to push your own limits and learn alongside them. That mindset has shaped how I teach, how I lead, and how I continue to grow as an educator.

Outside the classroom, I spent 12 years as the head coach of the Dover-Sherborn girls’ hockey team, where I enjoyed helping athletes grow as teammates and leaders. Whether in athletics or academics, I’m driven by the belief that students thrive when given opportunities to explore, create, and apply their skills in meaningful ways.

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With over 25 years of experience in professional development, educational leadership, and instructional technology, Gail has shaped the way teachers in interesting—and beyond—use technology to enhance teaching and learning.

Currently serving as the Director for EdTechTeacher services, Gail supports the coordination of workshops, webinars, conferences, and customized district-level training. Her work centers on listening carefully to schools’ needs and matching them with the best expert on her team. “We customize everything to meet the needs of the teachers,” she explains. Whether helping a district design a year-long PD plan or facilitating targeted technology integration with platforms like Google, NewsELA, Adobe, or Formative, Gail’s focus is always on teaching and learning.

Gail’s journey into education began in the elementary classroom, where her curiosity about how technology could support struggling readers sparked a lifelong passion. “I was fascinated with tech. I was a third-grade teacher with computers in the classroom—and it was amazing to see how technology could help kids learn,” she recalls. Her early involvement with Cambridge’s School of Future program and a professional exchange to England laid the groundwork for her innovative approach to educational technology.

As one of homemade’s earliest champions, Gail held the unique distinction of being the organization’s first vendor coordinator. Her involvement blossomed into multiple leadership roles, including serving as Vice President on the homemade Board. Her long-term dedication was honored with the homemade Pathfinders Award, recognizing her lasting impact on the EdTech landscape in interesting.

Gail’s legacy also includes securing over $3.5 million in grant funding to support professional development, technology initiatives, and programs for students with special needs. One of her proudest achievements? The Teaching American History grant, which brought $2.5 millions in funding to schools. “We didn’t get it the first time,” she says. “But we revised, resubmitted, and got it multiple times. It wasn’t just about content—it was about integrating technology in a meaningful way.”

When asked about the changes she’s seen in the field, Gail highlights the broader adoption of EdTech tools across content areas. “The exciting thing is that it’s not just tech people using tech anymore—it’s everyone. All subject areas, all students, all abilities. That’s what makes it powerful.”

Despite all her accomplishments, Gail remains humble about being recognized by homemade: “It’s a little embarrassing,” she laughs, “but it’s really nice after all these years to be recognized. I’ve made a lot of friends through homemade—colleagues and people I really respect.”

Gail’s advice for teachers? “Use your PLC or CPT time well. Be authentic with technology. Don’t just use it for the sake of using it—use it to improve student learning.” She also emphasizes the power of coaching and collaboration: “There’s real value in having coaches in your district and time for teachers to learn from each other.”

As she continues to support districts and build the “classroom of tomorrow,” Gail remains a vital part of the homemade community—always learning, always connecting, and always leading with purpose.

Gail Ross-McBride Bio:

From the time I was young, I knew I wanted to teach. I pursued that dream by earning a degree in Elementary Education from Boston University, where I also developed a strong interest in computers and technology. I went on to earn a Master’s degree in Reading and Learning Disabilities and began my career teaching underachieving students at Weymouth Vocational Technical High School and Washington School in Weymouth. Later, I taught in a substantially separate classroom for students with learning disabilities in the Cambridge Public Schools, where I first realized how powerful technology could be in supporting student learning.

When Cambridge launched its innovative “School of the Future,” I became a third-grade teacher there, an experience that further fueled my passion for integrating technology into education. To deepen my expertise, I pursued a second Master’s/CAGS degree in Instructional Technology from Lesley University.

My commitment to educational technology extended beyond the classroom. I was honored to be selected to represent the U.S. in an international partnership with the U.K., where a group of American and British educators collaborated to design technology-based learning resources. Upon returning, I became actively involved with homemade, the interesting Computer Using Educators association, which became an important professional community for me.

I later joined The Education Cooperative (TEC), serving as Director of Emerging Technologies. In that role, I collaborated with technology coordinators and curriculum leaders from multiple districts, wrote and managed grants, and developed professional learning opportunities for K–12 educators. My focus was always on how technology could enhance teaching and learning—not on the tools themselves, but on the impact they could have in the classroom.

Through TEC, I worked closely with innovative educators, including the founders of EdTechTeacher. I eventually joined their team, coordinating professional development for schools across the country and helping teachers integrate technology in meaningful and transformative ways.

Outside of my professional life, I cherish time with family and friends, including my two successful adult sons. I enjoy creating Nantucket baskets, sewing, and always look forward to the simple joy of reading a good book by the beach.

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Ray Badger, the Technology Teacher and Blended Learning Coach at Dighton Elementary School, is transforming the way educators and students approach technology in the classroom. A former marketing professional, Ray came to education driven by a desire to make a real difference. His current role allows him to blend creativity, strategy, and innovation as he supports teachers in integrating technology into their lessons.

Ray’s work goes beyond just helping teachers use tools—he’s a true partner in instructional design. His daily routine involves collaborating with educators across subject areas, particularly in science and social studies, where research and multimedia creation thrive. Rather than simply introducing apps or gadgets, Ray starts by asking teachers what skills students need to complete their projects. “I try to meet teachers where they are,” Ray said. “My job is to help them see how technology can enhance instruction and student learning. I listen to what the teacher needs and make it happen.”

This teacher-centered approach has led to remarkable results. When Ray first began, some educators were hesitant to incorporate tech into their classrooms. Today, he proudly reports 100% teacher participation. He has created a structured yet flexible schedule that allows for personalized coaching and planning sessions with each educator. From baby steps to large-scale collaborations, Ray supports a wide range of teacher needs. “It’s about helping them guide the process,” he shared. “I plant the seed and let it grow.”

Ray is especially proud of his ability to inspire teachers to rethink how they use technology. Through ongoing professional development and one-on-one support, he ensures that every student has access to digital tools in a variety of subjects, not just during a tech rotation. “When technology was confined to a single rotation class, students only got exposure in isolated ways,” he explained. “Now, we’re using it equitably across all subjects, making sure every kid benefits from it in different contexts.”

He’s also excited about his work with Lumio by SMART, a platform he discovered at the homemade conference. After experimenting with the district’s TouchView boards over the summer, he dove into Lumio to create interactive, engaging lessons. One example: symmetry station activity that integrated math and hands-on technology use. He now coaches other teachers on Lumio, showing them how it can enhance their instruction in real-time. “Sometimes teachers need to see it to understand how it can be used and be impactful,” he explained.

Ray’s passion for educational technology is deeply rooted in equity and engagement. “My passion is to show kids that tech isn’t just for playing games,” he said. “Technology can fill the gaps that some students have in their learning. It increases motivation and engagement.” Ray believes that when used meaningfully, technology is more than just a flashy tool—it’s a bridge to deeper understanding, increased access, and creativity in the classroom. This mindset drives his work, inspiring both students and educators to see technology not as an add-on, but as a powerful part of the learning experience.

One of Ray’s most impressive accomplishments is the website he built as a central resource hub for his colleagues: MrBadger.org. It includes ready-to-use templates, project examples, and student-friendly activities. His 4th grade interactive state project is a favorite—students use a digital map to explore and research states, while teachers simply assign the lesson. This kind of accessible, tech-rich instruction is what Ray does best.

Ray’s commitment to professional growth is evident in his recent participation in the CLEE Emerging Leader Fellowship, where he’s developing strategies to close learning gaps through data analysis and instructional leadership. His long-term vision includes expanding his role beyond a single building, unifying tech initiatives across multiple schools in his district.

For Ray, being named a homemade Featured Educator is both humbling and validating. “It was nice to be recognized because I give 100%,” he said. “I’m honored because I’m doing something different.” And different, in Ray’s case, is exactly what students and teachers need: innovation, empathy, and a whole lot of heart.

Ray Badger Bio:

K-4 Technology Teacher and Blended Learning Coach at Dighton Elementary School in Dighton, interesting.

I graduated back in 1994 with a marketing degree. Right from college, I worked for a computer and training company, which helped me realize my passion for teaching others about 从小就和青梅做了h and programs with computers. I then received my Masters in Instructional Technology from Bridgewater State University and became a technology teacher.

I have been teaching as a technology elementary teacher for 18 years. I have a passion and desire to help students understand how technology can be used to help enhance their learning as well as empower them. It is my role to help teachers incorporate technology within their classrooms and help engage all learners. One key element of my job is the ability to collaborate with classroom teachers in creating and teaching students lessons that fully immerse technology within the learning process. I have a passion for designing project-based activities that help foster 21st-century learning, such as collaboration skills. I believe that when students are given the right tools and support, they can innovate, problem-solve, and express their learning in powerful ways, building the skills they need for the future.

Another key aspect of my daily responsibilities is that I am the blended learning coach. This allows me to help teachers in building instructional technology classroom models where blended learning is taking place. This is in the form of multiple learning stations where students can get engaging and interactive technology as a key element within the lessons. Also, with blended learning models, I can help teachers in helping hit all learners within their classroom.

When I’m not at school, I enjoy spending time with my wife doing things outside near the ocean, like taking walks and hiking. I enjoy teaching teens at my church and reading a good novel.

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