By Shrawani Thapa

What began as a simple lending library of technology has evolved into a multifaceted system of support for teachers and students across Butte County and the North State.

The Butte County Office of Education’s Educational Technology department—lovingly known by its partners and staff as EdTech— helps educators integrate technology into their classrooms and navigate a rapidly changing digital landscape. EdTech offers timely, professional support through customized on-site and virtual training, meeting educators where they are. The department also hosts live workshops on instructional tools and strategies, manages the EdTech Exchange—a free-to-rent inventory of more than 150 classroom-ready tools, gadgets and robots—and connects instructional coaches with teachers. These coaches help with everything from lesson planning to troubleshooting tech issues.

From providing one-on-one support to accomplishing districtwide goals, EdTech delivers consistent, high-impact results. For example, the department currently has two coaches heading up north to train in the area of AI to another district in the region, said Tracey Allen, Senior Director of Professional Learning at BCOE.

Allen has led EdTech since its launch in 2017. A former teacher, instructional coach and administrator, she brings a deep understanding of the challenges educators face—from rising workloads to shifting student needs. For Allen, EdTech fulfills a long-held goal of meaningfully integrating technology into classrooms. With her team, she has transformed what was once a simple lending library into the robust, multi-tiered support system it is today.

Her team of coaches represents a wide range of K-12 teaching experience. With firsthand knowledge of the classroom, they travel across the North State, helping teachers implement effective, tech-integrated lessons that enhance learning for students.

“They know what it’s like to be in the classroom. They understand the demands on teachers,” Allen said. “They love to support teachers and find ways to make their jobs easier, so they can be the best versions of themselves for their students. They love to enhance lessons by supporting teachers as they implement technology in their classrooms.”

Together, the EdTech team demonstrates that educational technology isn’t just about training and tools. It’s about building teacher confidence, fostering a sense of community, expanding equitable access, and increasing student engagement.

Anna Brink-Capriola, an EdTech coach with more than a decade of K-12 teaching experience, sees technology as a pathway to ease, joy and connection in the classroom—a way to create spaces where students want to be.

In her coaching role, Brink-Capriola often watches teachers evolve into learners themselves. She recalls working with an elementary school teacher who had been unexpectedly reassigned to teach high school science.

Brink-Capriola met with the teacher every Tuesday morning to co-plan lessons. At first, she taught the classes. Over time, the teacher began leading some of the lessons they had planned together—and eventually, teaching independently. The teacher grew increasingly confident, recognizing what a well-developed, tech-integrated lesson looked like and applying that knowledge on their own.

In the process of helping the teacher adjust to a new role, Brink-Capriola fostered student engagement and built lasting community.

“It’s vulnerable in a lot of ways because I’m not an expert, and these teachers are on the front line every day in their classrooms,” she said. “What helps us all come together is that we’re all taking risks. I’m taking a risk trying to help them figure out a new technology or tool to use. They’re taking risks every day. That vulnerability has created really tight bonds. It’s become something that we do together, and it helps me feel like I’m part of a community.”

Brink-Capriola also sees the direct impact on students, who develop not only new skills but a willingness to take creative risks.

“Because I’m in the classroom with them, I get to see it right away,” she said. “I get to see students more engaged. I get to see their skills build in areas where they hadn’t before—whether it’s computer science, learning how to code, or just watching them feel more safe and able to take more risks. It’s really amazing.”

Laurie York, another EdTech coach, shares similar experiences. With more than 15 years of K-6 classroom experience, York leads virtual classes for educators on topics ranging from artificial intelligence to Google Workspace applications. She also co-manages the EdTech Exchange, the department’s collection of classroom-ready tools, each with instructions and resource links to help educators integrate them into their lessons.

“Our real goal is not just handing teachers something that’s fun for a couple of days, although that certainly is part of it,” York said. “It’s about how we can help integrate this into the actual lessons that are already going on in the classroom, and add to that student engagement.”

Jake Carr and Janet Brownell round out the EdTech team. With two new coaches added this past year and a growing slate of free supports, EdTech is widening its reach. A key driver is the Coaching Collaborative, launched last year to bring educators together across Butte County and beyond, especially in rural districts, to share best practices and sustain ongoing professional learning.

As the team readies its Educational Technology Showcase in October—a hands-on display of classroom-friendly devices, robots and demonstrations—Allen’s message to teachers is both invitational and purposeful.

“Reach out, connect, and continue to learn and grow,” Allen said, “because you’ll be amazed with what your students can do if you empower them with different educational technology tools and resources that are available.”

Just as importantly, she underscores the why behind EdTech’s work.

“We never want technology to be implemented for implementation’s sake or technology’s sake. It really should be grounded in the outcomes teachers are striving to achieve while meeting the diverse needs of the students they serve.”

Shrawani Thapa is an intern in the BCOE Superintendent’s Division and a student at UC Davis. Email her at sthapa@bcoe.org.