How ABC Unified is leading the edtech charge

Laurel:
Thank you so much for joining us for our Kami-hosted Unstoppable Schools series!

I’m so excited to be hosting today. My name is Laurel Aguilar-Kerchoff. I’m an EdTech leader and teach at California State University, San Bernardino, in California. I also have the distinct pleasure of working here at Kami.

We’re launching this brand-new thought leadership series, and for my guests today, I’m incredibly honored to welcome two amazing colleagues whom I admire deeply. Joining us are Mike Lawrence and Cortney Pyle from ABC Unified. We’ll be exploring how ABC Unified is leading EdTech change and innovation across schools and districts throughout the country.

Mike, I’ll hand it over to you to introduce yourself first, then Cortney, and we’ll get this conversation started.

Mike:
Great! Good to see you, and thank you for having us. I appreciate it.

My role here is Director of Information and Technology. Before that, I held a number of roles: I started as a high school English teacher, worked for a nonprofit association, and even spent some time in the EdTech industry. I’m thrilled to be here, happy to share what I can, and especially excited that Cortney was able to join me.

Cortney:
Hi! I’m Cortney Pyle, and I teach sixth grade at Stowers Elementary in Cerritos.

I’ve been part of our district’s Technology Integration Program—we call it TIP—for eleven years, since the very beginning. It’s been such a great journey, and it’s still evolving because technology is constantly advancing. Our work is never done!

Laurel:
That’s incredible—eleven years for the TIP Program! It’s such a testament to innovation and forward thinking. I’m so excited to hear more.

When we talk about educational technology, we’re really looking at measurable student learning outcomes and how technology supports that. It’s not about using the latest shiny tool or assuming one platform will solve all our problems. (Even though I work for Kami, I have to say—it’s true!)

We want to use EdTech to transform education—to make learning accessible, relevant, and empowering for students.

So, Mike, from a leadership perspective at the district level, and then Cortney, from your classroom perspective, how have you both approached digital learning in ways that empower students and teachers?

Mike:
That’s a great question.

From when I was a classroom teacher to now at ABC Unified, one big surprise I discovered was that teaching with technology isn’t really about the tech itself. Early on, when colleagues asked me to share what I was doing, I thought it would be all about “click here, drop-down there.” But I realized I was really helping teachers make a mindset shift—rethinking teaching and learning.

Teachers who are confident in their subject areas often have to let go of a little control when using new tools. They might not be the tech expert in the room—and that’s okay. Students can take the lead while the teacher maintains the learning objective. That shift in mindset is key.

At ABC Unified, my role as Director of IT actually reports through Academic Services, and I sit on the Cabinet. My purpose isn’t just technical—it’s to make sure students succeed, whether they’re using a pencil and paper or a device.

I have to balance the technical side (network reliability, devices, infrastructure) with the instructional side (curriculum and learning outcomes). That through-line has taught me that technology serves a human purpose: helping students succeed.

Laurel:
I love that—and I didn’t realize your role was tied so closely to curriculum and instruction. That’s such an innovative model for district leadership.

Cortney, knowing you’ve been part of TIP for over a decade, how have you navigated this shift as a teacher and EdTech leader?

Cortney:
From my perspective, it’s all about getting students college and career ready.

Eleven years ago, our work started small—teaching students how to organize their Google Drives, build slide decks, that kind of thing. Now, those are second nature.

Each school had a TIP leader, and we’d meet regularly. One of my favorite experiences was our bus tours—we’d literally get on a school bus, visit other campuses, and see what our colleagues were doing with tech. That cross-pollination of ideas was priceless.

A common misconception early on was fear—teachers worried about technology failing mid-lesson or not knowing what to do. To help, our district assigned tech liaisons who rotated among schools, co-taught with us, and troubleshot tech issues in real time. That support made all the difference and helped teachers focus on integrating tech meaningfully.

The goal was always to bring the curriculum to life for students.

Laurel:
That support sounds incredible. Mike, from a leadership standpoint, that’s a significant investment. For districts or schools that don’t have that kind of funding, what advice would you give?

Mike:
Start by connecting EdTech to curriculum.

In California, we leverage LCAP funding (Local Control Accountability Plan) and MTSS (Multi-Tiered Systems of Support) to fund roles like our site Tech Champions and classified Tech Assistants. These positions are critical—they provide consistent on-site help and build confidence among teachers.

Even if your district can’t match that level of investment, look for existing funding tied to student support—special education, English learners, foster or homeless youth—and align your EdTech initiatives with those goals.

It’s also important to recognize that fear of technology has resurfaced with AI. Some teachers feel they need to lock things down—back to paper essays and banning tools. But we’re working to show that AI can empower teachers and students, helping them save time, be creative, and learn how to use AI responsibly.

The AI our students use today is the least powerful they’ll ever experience. It’s our job to prepare them to use it wisely and effectively.

Laurel:
That’s such a powerful point—especially about aligning funding with learning outcomes.

Cortney, how has professional development supported teachers through this evolution?

Cortney:
Small-group PD has been the most effective.

We bring in half-day subs so grade-level teams can work together. Primary and upper-grade teachers have different needs, so we tailor sessions accordingly. Sitting side-by-side with teachers, reviewing their curriculum, and showing them tech tools that directly fit their lessons builds confidence and relevance.

Time is always the biggest challenge. Teachers need time to explore and play with tools—to see their value firsthand. Once they experience how tech can simplify their work and engage students, they’re hooked!

Many teachers don’t know what they’re missing until they see it in action.

Laurel:
Exactly. It’s still about the human connection—guiding teachers one-on-one, making sure tech serves learning, not the other way around.

What advice would you give to teachers just starting this journey?

Cortney:
It’s a journey—that’s my biggest message.

There’s so much out there, and it can be overwhelming at first. It takes time to find what fits your teaching style and your students’ needs. Be patient and persistent. Over time, it gets easier, and you start to see how the right tools enhance instruction.

Ultimately, it’s about changing culture—and that takes time.

Laurel:
That’s so true. We often forget that educators are on a learning journey too.

Mike, from a district perspective, how do you ensure teachers know what tools and support are available?

Mike:
It starts with intentional investment and transparency.

There’s an old budgeting model that splits funding into fifths: infrastructure, hardware, software, support, and professional learning. At ABC Unified, I’m proud that our budget for professional learning nearly equals what we spend on premium software.

We take a multimodal approach—large district-wide PD events with hundreds of teachers, keynote speakers, and breakout sessions; smaller targeted workshops; stipends for Tech Champions; and on-site coaching through our professional learning specialist, Chad Lanes.

We also host virtual and on-demand learning through our EdTech Hub.

The key is to invest as much in people as you do in products. Don’t just buy devices—support teachers to use them well.

We also regularly audit our software to eliminate redundancy and redirect savings toward training and support. Even small efficiencies—like selling back old devices—can free up funds for what really matters: empowering teachers and students.

Laurel:
That’s excellent advice—so practical and actionable.

As we wrap up, I’d love to hear your thoughts on the future of innovation in teaching and learning.

Cortney:
For me, it’s about giving students the tools to express their imagination.

Whether it’s writing stories, creating AI-generated visuals, or designing multimedia presentations, technology helps students bring their ideas to life. The key is teaching them to use these tools responsibly—that’s where digital citizenship comes in.

We want students to stay creative and imaginative, even as screen time increases.

Mike:
I see the future as personalized learning powered by AI.

AI will help teachers tailor instruction, and wearable technologies will open new possibilities for engagement and accessibility. But ultimately, it’s about student agency—empowering learners to take ownership of their education.

If we can teach students to understand how they learn, think critically, and use technology thoughtfully, they’ll be ready to tackle challenges our generation hasn’t solved yet.

Laurel:
I love that—and I couldn’t agree more.

There are so many takeaways from today’s conversation: actionable strategies, leadership insights, and inspiration for empowering teachers and students alike.

Thank you so much, Mike and Cortney, for sharing your experiences and insights, and thank you to ABC Unified for supporting this work.

For everyone watching, we’ll share resources and links so you can continue this journey with us.

This has been part of the Kami Unstoppable Schools Series—we’ll see you next time!

Mike & Cortney:
Thank you!