June Featured Educator: Matthew Henry

MassCUE is proud to celebrate Matthew Henry as our Featured Educator for June 2026! This Featured Educator post was written by Heather Hannon, ELA teacher at the Carroll School and member of the MassCUE Communications Committee. Walk into Matthew Henry’s proficiency-based French classroom at Mansfield High School and you might find students discussing a breaking news story from the francophone world, analyzing symbolism in a French music video, filming a segment for the school news show, or debating whether a Canva video-editor transition was “sharp and snappy” or “not quite snappy enough” In other words, it is not your typical high school language classroom—and that is exactly the point. Now in his fourth year teaching French Language and Culture at Mansfield High School, Matthew brings a unique background to education. Before entering the classroom, he worked in marketing, specializing in graphic design, photography, and social media, garnering experiences that continue to shape the way he designs his lessons and engages students. “Nowadays, engaging instruction means using authentic resources and teaching in real time,” Matthew explains. “If something is happening in the world today, we can talk about it today, and subsequently draw parallels between the regularly scheduled themes within our curriculum. That immediacy makes learning feel relevant.” This philosophy came to life during the recent historic robbery at the Louvre in Paris where thieves stole eight pieces of the French Crown Jewels from the Galerie d'Apollon. Coincidentally, Matthew’s planned instructional theme that week was Artistic Heritage & Culture, and in the spirit of teaching “in the now”, he and his students pivoted into a live, digital exploration of the event. They examined the vocabulary in French news coverage, studied the cultural significance of the stolen pieces to the people of France, and eventually connected the experience via field trip to Boston’s Isabella Stewart Gardner Museum - where the largest unsolved art theft in history took place in 1990. By the following week, students were processing a much deeper sense of intercultural understanding and appreciation than they might have ever expected, returning to class asking the same question dominating headlines, ”Have the pieces been recovered?” Matthew’s 32 AP French students vlogged the trip to Boston using a GoPro HERO5 Session, with the video adventure serving as inspiration and encouragement for his other students taking French. It is this kind of organic, responsive teaching that defines Matthew’s classroom. Technology is not treated as an add-on or flashy extra. Instead, it functions as a bridge between language learning, storytelling, creativity, and real-world connection. Whether students profile French-speaking astronauts as they orbit the moon, or create multimedia projects to explore the extensive impact of the 2026 World Cup being hosted in their hometown, Matthew’s lessons evolve naturally from student curiosity and authentic global experiences. Matthew’s design background also allows him to create highly customized resources for students. Rather than relying heavily on pre-made materials, he designs his own graphic organizers, activity sheets, and classroom visuals using tools like Canva, Photoshop, Illustrator, and Adobe Premiere Pro. Over time, students have even started to recognize his particular style of presentation.“This looks like a Mr. Henry paper,” students joke when they receive one of his carefully designed handouts—a compliment Matthew takes as a sign that thoughtful presentation matters. That same attention to creativity and production quality extends beyond the classroom through The Buzz, Mansfield High School’s recently revived student-run news show. “Supporting students in creating their own brand of front-facing content via The Buzz has had far-reaching impacts across our school community,” he says. “The goal has always been to create a platform where students feel seen, heard, informed, and connected.” What began with a smartphone camera and a small back corner of classroom space has grown into a full-fledged student-driven production wrapping up its third season with more than 70 episodes to date. Students write scripts, operate mirrorless cameras, edit video footage, engineer audio, create graphics, run teleprompters, and produce weekly broadcasts by students, for students. The “studio” setup now includes professional-level equipment funded in part through a community grant, but Matthew is quick to emphasize that the heart of the program is the students themselves. The production process sounds somewhere between a journalism class, a tech internship, and a very organized version of Saturday Night Live. Every week, students race against Friday deadlines, troubleshoot tech issues, revise scripts, and sync audio transitions with a rotating roster of anchors and presenters to champion inclusivity. If a microphone fails or a featured guest turns up unavailable, the team adapts and keeps moving—an authentic lesson in collaboration and creative problem solving. “The entire initiative is powered by technology,” Matthew explains. “But the real goal is helping students learn how to create something meaningful together.” Despite the impressive production value of both his classroom projects and The Buzz, Matthew encourages educators not to be intimidated by the technology itself. “The journey of learning is usually less difficult than the fear of starting,” he says. “There are always going to be more buttons than you actually need to press, and you really only need a few to get started.” That mindset reflects the environment he intentionally creates for students: one where experimentation, creativity, and mistakes are welcomed as part of the learning process. Particularly in language acquisition, Matthew believes students need opportunities and a safe space to take risks, despite their fears of failure. His classroom balances high expectations with strong support, encouraging students to become not only more proficient language learners, but also more thoughtful creators and communicators. By pulling back the curtain on the media students consume every day, Matthew helps them understand the work, collaboration, and storytelling behind the content that fills their news feeds. Being recognized as a MassCUE Featured Educator is both humbling and affirming for Matthew. More importantly, he sees it as recognition that meaningful, innovative learning experiences can grow from curiosity, creativity, and a willingness to try something new. And somewhere in the back corner of his classroom—between the lights, cameras, microphones, teleprompters, editing timelines, and Thursday evening deadlines—students are discovering that learning a language can also mean learning how to tell stories, build community, and create something worth sharing. Matthew Henry’s Bio Matthew Henry is a Grade 9–12 French Teacher at Mansfield High School in Mansfield, Massachusetts, where he integrates innovation, media production, and creative design into language instruction and student activities. Before entering education, Matthew spent 11 years working professionally in marketing and social media marketing (photography, graphic design, illustration) in Boston.  An early experience teaching as an Assistant D'Anglais in Nérac, France sparked a passion for language learning, travel, and cultural exchange that later supported a return to classroom instruction. Matthew holds a Bachelor's degree in International Relations and French from the University of the West Indies, Mona Campus in Jamaica.  In addition to teaching French, he advises the MHS French Club and the student-led weekly school news show "The Buzz" using Nikon Z cameras and tools like Adobe Premiere Pro, Canva's Video Editor, and Adobe Photoshop to help students build digital literacy skills and understand the intricacies of content creation, while simultaneously championing inclusivity, community, and belonging. 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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Celebrating Our Featured Educators: A Year of Inspiring Stories

This school year, MassCUE had the privilege of shining a spotlight on nine remarkable educators from across Massachusetts 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 MassCUE 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 Massachusetts 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-home 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 Matthew Henry | June 2026 Matthew Henry, a French teacher at Mansfield High School, brings a unique marketing and design background to his classroom, integrating real-world current events, media production, and creative technology tools to make language learning authentic and meaningful for students. Read Matthew's story

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April Featured Educator: Joe Briggs Magnant

MassCUE is proud to celebrate Joe Briggs Magnant as our Featured Educator for April 2026! This Featured Educator post was written by Heather Hannon, ELA teacher at the Carroll School and member of the MassCUE Communications Committee. At Sturgis Charter Public School West Campus in Hyannis, Massachusetts, 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. For Joe, the heart of the program is the opportunity it gives students to discover their creative voice and contribute meaningfully to their community. Music becomes a space where students can collaborate, build confidence, and share something personal with an audience. Joe sees his role as creating opportunities for students to experience that process. “At the end of the day, it’s really about giving students a place where they can create something meaningful and share it with others,” Joe explains. “When they perform or produce something they’re proud of, it becomes part of the culture of the school and the community.” Managing a program of this size requires thoughtful systems, and for Joe, technology plays a critical role in making the work possible. Digital tools allow him to distribute materials efficiently, support rehearsal and practice outside of class, and give students opportunities to create and collaborate in ways that mirror the modern music industry. “When it comes to talking about technology and having to juggle all those different things,” Joe says, “that’s the only way I can really communicate or get content to my students without it being completely impossible.” Technology enables students to access rehearsal tracks, compose music collaboratively, and build their own creative portfolios while allowing Joe to support multiple ensembles and classes simultaneously. Two tools form the backbone of Joe’s classroom workflow: BandLab and Flat.io. BandLab provides students with a browser-based digital audio workstation where they can record, produce, and collaborate on original music projects directly from their Chromebooks. Flat.io allows students to compose and analyze music using traditional notation while working collaboratively and receiving feedback in real time. Together, these tools allow students to move fluidly between written composition and digital production. As students gain confidence and interest in music technology, Joe introduces them to more advanced production tools such as GarageBand and Studio One, giving them a glimpse into professional recording environments and helping them understand how music is produced beyond the classroom. Joe’s goal is not simply to teach students how to perform music, but to help them think like modern creators. Today’s musicians often operate as composers, producers, engineers, and performers all at once. By integrating technology into his classes, Joe gives students the opportunity to experience that full creative process. Students compose original pieces, collaborate with peers, and experiment with production techniques while learning how historical and theoretical concepts connect to the music they create. Outside of class, this interest in music production once extended into a Music Technology and Production Club, where students gathered during lunch to create songs, explore recording techniques, and learn from one another. While the club is no longer active, it played an important role in building access to hardware, software, and collaborative practices. That foundation is now “baked into” the existing music program, where students continue to create, collaborate, and support one another as part of their regular coursework, reflecting the same kind of shared, studio-like environment that the club originally fostered. At the same time, Joe is thoughtful about how much technology students are expected to manage. While digital tools can expand creative opportunities, they can also create pressure if students feel they must use every tool available. One of Joe’s biggest challenges is making sure technology enhances learning rather than overwhelming students. Many of his students are highly motivated and eager to try every platform and production technique they encounter. Joe recognizes that this enthusiasm can sometimes lead to burnout if students feel they must keep up with everything at once. For him, thoughtful integration is key. Technology should open doors for creativity and exploration, not overload students simply because the tools exist. Joe also continues to emphasize the importance of traditional musicianship alongside digital tools. While his classroom includes recording software, MIDI controllers, and collaborative composition platforms, students still engage deeply with instruments and live performance. This balance allows students to understand that technology is not replacing musicianship, but rather expanding the ways music can be created and shared. By blending analog and digital approaches, Joe helps students develop a broader understanding of how music functions both historically and in the modern creative landscape. Through being recognized as a MassCUE Featured Educator, Joe also had the opportunity to learn more about the organization and its work supporting educators across Massachusetts. He appreciates that MassCUE brings together like-minded educators who are interested in exploring how technology can be used thoughtfully and meaningfully in classrooms. For Joe, these conversations are essential as schools continue to consider how digital tools can best support learning while preparing students for the future. MassCUE creates a space where educators can share ideas, reflect on best practices, and discuss how technology can help students become thoughtful, creative users of the tools that will shape their world. In Joe Briggs Magnant’s classroom, technology is not simply about efficiency or innovation—it is about expanding what students believe is possible. By giving students the tools to compose, produce, collaborate, and perform, Joe is helping them discover their creative voice while building skills that extend far beyond the music room. Joe Briggs Magnant’s Bio Joe Briggs Magnant is an International Baccalaureate (IB) Music Teacher at Sturgis Public Charter School, an IB For All and National Blue Ribbon School located in Hyannis, MA. He has worked with the Cape Symphony and Conservatory and was the owner of his private instruction company, Baer's Music Service, which was based in Berkeley, CA. In 2016, he published The Guitarist's Palette, a 212-page method book on the relationships between music theory and the guitar fretboard. He graduated Magna Cum Laude from Berklee College of Music with a focus on performance and education. As a performer and producer, he's recorded for several independent record labels across the United States and performed at venues including The Great American Music Hall, Club Passim, and the SF Jazz Center. In addition to his own trios and quartets, he was also a member of the Oakland-based R&B/Soul group, The M-Tet (mentioned in It Ain't Retro: Daptone Records & The 21st-Century Soul Revolution). 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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March Featured Educator: Lisa Gogolinsk

MassCUE 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 MassCUE 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. 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. 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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February Featured Educator: Samantha Toomey

MassCUE is proud to celebrate Samantha Toomey as our Featured Educator for February 2026! This…

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January Featured Educator: Kimberly Rivard

MassCUE is proud to celebrate Kimberly Rivard as our Featured Educator for January 2026! This Featured Educator post was written by Heather…

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December Featured Educator: Ben Shepard

MassCUE is proud to celebrate Ben Shepard as our Featured Educator for December 2025! This Featured Educator…

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November Featured Educator: Kara Wilkins

MassCUE is proud to celebrate Kara Wilkins as our Featured Educator for November 2025! This Featured Educator…

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October Featured Educator – Nick Grout

MassCUE is proud to celebrate Nick Grout as our Featured Educator for October 2025! When Dover-Sherborn teacher Nick…

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September Featured Educator – Gail Ross-McBride

MassCUE is proud to celebrate Gail Ross-McBride as our Featured Educator for September 2025! With over 25 years of experience…

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May Featured Educator – Ray Badger

MassCUE is pleased to announce Ray Badger as our Featured Educator for May 2025! Ray Badger,…

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December Featured Educator – Dr. Hossam Elsayyad

For Dr. Hossam Elsayyad, language learning is more than just academics. It’s about building confidence and creating a sense of belonging. As an English Language Development teacher at the Wawecus Road School in Worcester, Dr. Elsayyad integrates culturally responsive teaching and innovative tools with the goal of creating a classroom where every student feels valued, capable, and excited to learn. “Helping students overcome language barriers, express themselves, and gain confidence in their abilities is incredibly rewarding,” Dr. Elsayyad says. “I’m passionate about teaching English language learners because I believe in the transformative power of education.” Dr. Elsayyad leverages technology to enhance language development across the core domains of reading, writing, listening, and speaking. His innovative use of AI tools has transformed language instruction. He uses Simplified AI to create engaging, visual lessons by turning written text into dynamic video content, making it easier for visual learners to grasp concepts. Pi AI gives students practice speaking in a safe, low-pressure environment through simulated real-life conversations. He creates differentiated activities with ChatGPT, adjusting task complexity to match students’ language levels. “With ChatGPT, you can simplify vocabulary and structures for beginners while challenging advanced learners with more complex language,” he says. “This ensures that all students are appropriately engaged, maintaining high expectations without watering down the content.” One of Dr. Elsayyad’s core beliefs is that learning is a collaborative journey. Involving students in setting goals and reflecting on their progress empowers them and fosters ownership. He integrates digital portfolios, primarily through Seesaw, to track and showcase student progress. These portfolios include writing samples, voice recordings, and project work, allowing students to reflect on their growth and take pride in their achievements. He uses Imagine Learning, an adaptive program that tailors lessons to each student's proficiency level, to provide the right challenge and instant feedback. “Together, these tools help me stay organized and offer families easy access to their child’s progress, fostering a sense of ownership and boosting students' confidence,” he says. “For English learners, seeing their improvement is especially motivating.” Another favorite tool for Dr. Elsayyad is Canva, which allows students to create visually compelling projects like infographics and storyboards, reinforcing vocabulary and comprehension. For group projects, he uses Google Slides. Students collaborate to create presentations on topics such as animals, foods, or family traditions, fostering creativity while allowing them to practice their language skills. He uses Google Classroom for organizing assignments, offering feedback, and maintaining communication with both students and parents. “These tools make learning interactive and give students a chance to express themselves in creative ways, turning language practice into an engaging, meaningful experience,” he says. His advice to fellow ELD teachers: build strong relationships with your students. When you understand their backgrounds, cultures, and interests, it helps you connect with them and make the material more relevant. “Embrace technology, but always use it with purpose. It should enhance learning, not complicate it,” he says. “And above all, create a welcoming classroom. A supportive environment encourages students to take risks with their language practice, which is essential for growth.” Ensuring that students feel confident and engaged, especially when facing language barriers, can be a challenge, he says. Balancing the diverse language abilities and cultural backgrounds of his students requires creativity and flexibility. The reward, he says, is watching his students grow. “Whether it’s the first time a student speaks up in class or the pride they feel when sharing a completed project, these moments remind me of why I do this work,” he says. “Their resilience and progress inspire me every day.”   Hossam Elsayyad is an experienced ELD educator and researcher, currently teaching in Worcester, MA. With a Ph.D. in English Education from the University of BathSpa, his work focuses on bilingualism, language acquisition, and the impact of working memory on reading comprehension. Hossam integrates culturally responsive teaching and digital technology to foster English language development and build intellectual agency in his students. Passionate about supporting English language learners, he focuses on creating an inclusive, student-centered classroom that respects and celebrates cultural diversity.

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October Featured Educator – Mindy Murphy

MassCUE is pleased to announce Mindy Murphy as our Featured Educator for October 2024. Mindy Murphy is a collaborator by nature. So, it makes sense that she would share her interest in learning and technology with both her students and her colleagues. A fifth-grade teacher and building technology integrator at Hobomock Elementary school in Pembroke, Murphy sees technology as a way to meet student needs and encourage teamwork. “A collaborative classroom is really important when we're using technology,” Murphy says. “As a fifth-grade teacher, I’m able to give the students a bit more independence. I’ll introduce a tool and give them opportunities to teach each other and show me what they can do.” One of her favorite projects to do with her students is stop motion video. For example, in a lesson on photosynthesis, she’ll show the students how to make slides in Google Slides or Canva and then change one small element. She gives the students the vocabulary that they need to incorporate, and the students then use We Video to put it all together and narrate the steps themselves. “Stop motion is really fun to teach,” Murphy says. “Usually when they come to my room and learn it, it’s the first time they’ve seen it.” Google Slides and Google Docs are Murphy’s go-tos for collaboration in the classroom. But she says she is learning more every day about the district’s newest addition: Seesaw. She says using technology helps her provide more personalized learning. “Technology makes it easier to provide differentiation,” she says. “It helps to be able to meet students where they are and give them some independence.” Another favorite for Murphy is Canva. She and her students have been exploring the AI features such as DALL·E. She incorporated the tool into a writing assignment with students in which they wrote about a haunted house and then used the tool to generate the image they described. “The students love to see the images that come from their descriptions,” she says. “They are like something you can’t even imagine. It’s really cool.” Her advice to other teachers who want to incorporate more technology into their lessons: have patience. She says it’s important to be flexible when it comes to technology. Have a backup plan and don’t be afraid to stop and come back to something or scrap it altogether. In her role as a technology integrator for her school, Murphy serves as a liaison between teachers in her building and the technology team for the district. She enjoys troubleshooting, sharing tech tips and highlighting some of the ways teachers are using technology in their classes. “I feel like teachers can get holed up in their classrooms,” she says. “If someone is doing a really cool project, I like being able to celebrate that and share it with other teachers.” Her collaborative nature has also led her to share ideas on social media and to present at the MassCUE Fall and Spring Conferences. At first, Murphy says she did not realize that the projects she was doing in her classroom were worth sharing. But she says once she got over the imposter syndrome, she and her co-presenter found presenting at MassCUE to be a really rewarding experience. “After our session, a lot of people took our contact information and reached out later. It was nice to get that positive feedback,” she says. “Meeting people from other districts really gives you a global perspective on what other educators are doing. Just being at MassCUE and the energy that’s there and seeing all the new things, I really love the whole atmosphere.” You can catch Murphy and her co-presenter at this year’s Fall Conference on Thursday, October 17th for Tech Titans! Dynamic Approaches for Putting the Power of Technology into the Hands of Students in the Educator Showcase.   Mindy Murphy is a 19-year veteran classroom teacher and building technology integrator for Pembroke Public Schools. She has taught grades 3-5, and currently teaches 5th grade at Hobomock Elementary School. She holds a Bachelor of Science degree in Elementary Education from Bridgewater State University, and a M.Ed. in Curriculum and Teaching from Fitchburg State University. She has a passion for giving students a voice through Universal Design for Learning, fostering collaboration, and incorporating technology into her daily practice. She currently also resides in Pembroke and her three children attend school in the district she teaches in. She loves cheering on her kids at their various sporting events and exploring nature trails with her dog.

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May Featured Educator – Kristina Ierardi

MassCUE is pleased to announce Kristina Ierardi as our Featured Educator for May 2024! Digital literacy skills empower students, promote critical thinking, bridge divides and prepare students for life in the digital age. That’s why Digital Literacy Teacher Kristina Ierardi is committed to staying ahead of technological advancements and sharing her love of learning and technology with her students. “Digital literacy is essential for preparing students for success in the digital age,” Ierardi says. “These skills empower them to be critical thinkers, responsible digital citizens and lifelong learners in an increasingly interconnected world.” Ierardi teaches digital literacy in grades 3-5 at Bourne Intermediate School in Bourne. She says she mixes lessons from the regular curriculum, focused on typing skills and the responsible use of technology, with What I Need (WIN) classes, which are focused on project-based learning. Examples of lessons in WIN classes include creating with AI in Padlet and other apps, developing stop motion in Google Slides and iMovie, learning HTML with Codemoji and binary code and creating ads in Canva, to name a few. She says digital literacy is important because technology is everywhere. “Being digitally literate is crucial for functioning effectively in many aspects of life, including education, work and personal tasks,” she says. “Teaching digital literacy encourages students to think critically about the information they encounter online. It equips students with the knowledge and skills to navigate the online world safely and responsibly.” Ierardi has a long list of favorite tools to use with classes. Some examples include Google (because it offers so much for free), Typing.com, Blooket, Kahoot, Piskel, Brush Ninja, Word Art and Storyboard That and Photos for Class. She says rapidly changing technology and the unpredictability of online resources can be a challenge of working with technology in education. “Sometimes I can plan a lesson, check it the night before, and then the day I deliver it, there’s been a change,” she says. Other challenges include monitoring students’ screen time to ensure they stay on task and addressing habits and managing apps that students are allowed to use at home, but not in school. When she’s not teaching students about safe and effective online navigation and communication, she’s offering training to her fellow educators. Ierardi offers weekly tech tips for faculty and staff, conducts trainings on various topics such as AI and provides one-on-one assistance on apps and devices. Her latest project is a podcast called Teaching is Hard. “This was an initiative to expand the reach of the professional development we offered in the district,” she says. “I work with the Elementary Curriculum Director, Lisa Dix, to produce weekly podcasts.” Her advice to others in similar roles: learn as much as you can and try to stay up to date or even ahead of the curve. Ierardi says the best way to do that is to attend conferences, do research on YouTube, join online forums and tune in to social media conversations. A couple of her favorite edtech experts are Alice Keeler and Eric Curts. Another great way to stay current on the latest in edtech is to join an organization like MassCUE to connect with others like her. “I find a lot of schools don’t have a dedicated Digital Literacy Teacher, so I’d love to meet you."   Kristina Ierardi is a dedicated educator with a passion for integrating technology into the classroom to enhance student learning experiences. She holds a Massachusetts Professional Teaching License in Information Technology for K-12 education, a Master’s Degree in Higher Education Administration from Boston College and a Graduate Certificate in Instructional Technology from Framingham State University. She has been an educator serving Massachusetts public school students for over 30 years. Currently she teaches Digital Literacy and serves as an Instructional Technology Specialist at Bourne Public Schools. She possesses the expertise to effectively teach and incorporate technological tools into the curriculum. She integrates AI, iMovie, Canva, Sphero Robots, stop motion, animation, and many other applications and tools into teaching students to responsibly use and communicate with digital devices. She is a Google Certified Educator (Level 1 and 2) and a Certified Educator for Clever’s Enhanced Teacher Portal. Her background also includes web development with HTML, JavaScript and game development with GameSalad. She is proficient in using and teaching both Google Workspace apps and Microsoft Office programs. Her background in higher education includes serving as a Teaching and Learning Center Mentor, Academic Advisor, admissions recruiter, adjunct faculty member, Professional Development Co-Chair, and the Coordinator of Career Services and Experiential Learning at Cape Cod Community College. She has effectively utilized and instructed on Learning Management Systems (LMS), including Moodle, Blackboard, and Canvas. She is also skilled in using and teaching PowerSchool, Jenzabar, and other student databases and applications. Kristina is committed to utilizing innovative educational platforms to create engaging and dynamic learning environments. She recently co-presented at the MassCUE conference on GAME ON! Free Online Tools to Create Winning Learning Activities. She also presents on LinkedIn and other career development tools. Her latest project is co-hosting and producing the Teaching is Hard podcast on Podbean.

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