Greg Pardo recognized he was ready for a change when he came across a job opening for a Verizon Innovative Learning Lab STEAM Specialist in New Brunswick, New Jersey. After spending 23 years in the same role within a local school system — as a computer science teacher, STEM interventionist, and in other positions — he found himself unable to advance into administration.

"I was always striving to move up, but never quite getting there," Pardo reflects. "It was frustrating."

In the three years since joining McKinley Community School as a STEAM Specialist, Pardo has advanced to the position of Supervisor of Instructional Technology for the New Brunswick School System. His swift career progression is attributed to his decades of experience in tech education, strong interpersonal skills, and the professional development he received through Verizon Innovative Learning.

Though he didn’t grow up in a tech-savvy environment, Pardo always had a passion for science and engineering. "We had one TV in our house," he recalls, smiling. "The channel knob broke, and my dad fixed it with a vise grip. We didn’t have a remote — I was the remote."

However, his grandfather was interested in new technology and bought a personal computer when they were still a novelty. Pardo enjoyed programming the computer and playing video games, sparking a lifelong fascination with how machines, robots, and computers function.

Today’s children grow up in a world far different from Pardo’s youth, with smartphones replacing corded phones and cassette players. Many students have instant access to information and can create impressive digital artwork with just a few taps. Traditional teacher-centered classrooms no longer resonate with this generation of self-directed learners.

"They want to create their own knowledge. They want to create their own information. They want to create their own learning," says Pardo.

As a STEM educator, Pardo began experimenting with student-led classrooms, and his participation in Verizon Innovative Learning’s professional development sessions greatly enhanced his abilities.

"My work with Verizon Innovative Learning boosted my confidence as an administrator, equipping me with the tools to truly understand how to integrate technology in the classroom," says Pardo.

In Verizon’s program, students engage in lessons that build problem-solving skills. "Students collaborate, and the teacher guides them from the side," explains Pardo. "This approach encourages kids to communicate, think creatively, and solve problems. That interaction unfolds more naturally when lessons are project-based or problem-based."

Technology discussions frequently extend to real-world scenarios. An architecture project might spark interest in the engineering of bridge structures, while a virtual reality tour of the Egyptian pyramids offers students — many of whom rarely leave New Brunswick — the opportunity to explore the world. Programming a robot to move could even lead to questions about careers in lunar rover development.

Now, as the District Supervisor of Instructional Technology, Pardo shares his expertise in student-centered learning with educators across the district, often advocating for changes in teaching approaches.

"Many of our teachers are still teaching the way they were taught," says Pardo, referring to the traditional "chalk and talk" method that has dominated classrooms for centuries. "It’s hard for them to let go of that. My job is to encourage them to ease up a bit." This shift fosters greater student engagement and involvement.

Anthony Mwangi, Robotics teacher at New Brunswick Middle School and Verizon Innovative Learning Lab Mentor, says Pardo has revolutionized his teaching. "Mr. Pardo encourages teachers not to give students the answers but to help them discover solutions on their own," says Mwangi.

For Pardo, enhancing students' science and engineering education isn't solely about increasing technology use in the classroom. Educators need to leverage the most effective tools to support students’ learning and help them reach their full potential.

Verizon Innovative Learning is an integral part of the company’s responsible business strategy, aiming to provide digital skills training to 10 million youth by 2030. Teachers can access free lessons, professional development, and immersive learning experiences to incorporate innovative learning methods in the classroom by visiting Verizon Innovative Learning HQ.

"Working with Verizon Innovative Learning gave me the confidence to understand how to integrate technology in the classroom effectively," says Pardo, now District Supervisor of Instructional Technology for New Brunswick School System.

Educational technology providers worldwide are bracing for a shift after years of increasing adoption of digital tools aimed at enhancing learning experiences in classrooms.

Several countries—including those once at the forefront of ed-tech integration—are now facing growing concerns from parents regarding screen time, young students’ internet access, and whether technology is hindering essential skills like handwriting and critical thinking.

Many industry leaders liken this trend to a pendulum swing, predicting that the preference for digital tools will eventually return. However, this shift presents immediate challenges for the global ed-tech sector in the coming years.

And this is just one of several hurdles K-12 education vendors anticipate.

During the annual Bett UK ed-tech conference in London, executives from education companies worldwide shared insights with EdWeek Market Brief about the most pressing challenges the industry will face in 2025 and beyond.

Five key issues emerged, including helping educators keep pace with rapid advancements in artificial intelligence, navigating political uncertainty, and addressing ongoing concerns about data privacy and digital tools.

These perspectives shed light on broader trends unfolding in different markets, including the United States, and highlight the obstacles education providers may encounter when expanding internationally.

Additionally, these discussions offer insights into why some companies may—or may not—consider entering the U.S. market in the near future.

One of the most striking shifts away from digital learning is occurring in Sweden, a country that has long been a leader in ed-tech adoption.

 

Sweden began implementing a 1:1 student-to-device ratio in the early 2000s, well before many school districts in the U.S. followed suit. Now, the Swedish government is reconsidering some of its technology policies, favoring a return to traditional learning tools like paper and pencils.

 

Beth Havinga, executive director of the European Ed-Tech Alliance, has observed a similar trend in other European nations, including Finland, Spain, and Hungary. While each country has distinct motivations, they all share a common goal of reducing student reliance on digital tools.
 

In the United States, this concern has taken shape through restrictions on cell phones and social media usage in schools.

 

Despite these shifts, digital tools will continue to play an integral role in education as students need to develop proficiency with modern technologies. The key, according to Jennifer Gu, chief operations officer at IXL Learning, is to ensure that technology enhances learning rather than isolating students.
 

 

“At the end of the day, we all want our students to have balance in how they engage with technology,” Gu emphasized.
 

By 2030, IBM projects that AI will influence approximately 80% of tasks across major industries, including education, according to Justina Nixon-Saintil, the company’s chief innovation officer.

As with any emerging technology, educators will respond differently. Nixon-Saintil categorizes them into three groups: those who quickly understand AI’s benefits, those who are cautiously open to exploring it, and those who require additional support to recognize its value.

In Compton Unified School District, located in Compton, CA, technology is viewed as more than a tool for productivity; district leaders see it as a catalyst for transformation and are committed to ensuring equitable access for all students.

“Our goal is to shift students from being mere consumers of technology to becoming its creators,” explains Alvaro Brito, the district’s team administrator.

The district took its initial steps toward this vision by collaborating with Verizon and its nonprofit partners to introduce Verizon Innovative Learning Labs in seven of its 36 schools. These labs are state-of-the-art experiential learning environments designed for Title I schools. They feature cutting-edge technologies like augmented reality (AR), virtual reality (VR), and 3D printing, paired with a project-based curriculum that encourages students to use technology, social innovation, and design thinking to create solutions that positively impact their communities.

Recognizing the success of these labs, district leaders sought to expand their reach to all 36 schools. “We didn’t want only a few schools to benefit from these incredible labs; we aimed to replicate the experience across the entire district,” Brito says.

The Verizon Innovative Learning Lab program has empowered schools nationwide to become hubs of innovation, and Compton Unified saw significant benefits from the initiative. At Davis Middle School, the district’s first lab participant, the program boosted student engagement, attendance, and interest in solving real-world community problems. “Verizon noticed these positive changes as well,” notes Michele Dawson, Compton Unified’s senior director of innovation and technology.

Using the existing labs as a blueprint, educators developed a plan to scale the program. Principals identified suitable spaces within their schools for transformation, while technology and furniture were procured to create similar learning environments.

Staff training was also a critical component of the expansion. In summer 2022, 30 teachers participated in a week-long professional development session led by Arizona State University, which designs the program’s STEM curriculum and training. “We assembled a cohort of educators from across the district to train on the technologies featured in the labs,” Brito explains.

The result was the rapid establishment of STEAM labs throughout the district, benefiting both students and teachers. These labs became innovation hubs where educators could learn to use new technologies and build their skills.

Students, naturally adept at adapting to technology, embraced the labs enthusiastically. “They often think they’re just playing, but they’re actually developing skills that could one day benefit them and their families,” shares Susanna Miranda, principal of Clinton Elementary School.

Miranda is deeply committed to preparing her students for the future. “I want my students to see themselves as engineers and coders,” she says. As a member of the same community, Miranda feels a personal connection to her students and is determined to provide them with every opportunity for success.

Dawson reflects on the program’s broader impact: “We’ve accelerated our students’ journey into 21st-century learning and innovation. This initiative has transformed the trajectory of Compton Unified School District, propelling it into the future.”

In recognition of the fact that teachers play a crucial role in inspiring students to pursue higher levels of education and careers in science, Perot Museum has unveiled a new program with teachers and educators as the target group. Their new system is called Kosmos Energy STEM Teacher Institute.
 
Sponsored by the Kosmos Energy, the new program has been designed to improve the quality of education imparted by K-12^th grade teachers. It has been designed to be not only more engaging but also increase the level of participation from the student in subjects such as science, technology, engineering and math (STEM).
 
“Based upon teachers’ innate love of teaching and their passion for inspiring students, we wanted to give them an opportunity to do that with respect to science and math. The Kosmos Energy STEM Teacher Institute is going to provide teachers with access to wonderful instruction, year-round mentoring and resources that will boost their skills and help them change students’ perceptions of STEM subjects. This extraordinary gift from Kosmos Energy will have long-lasting effects that will change the lives – and future careers – of both teachers and young people,” said Eugene McDermott chief executive officer of the Perot Museum of Nature and Science.

Andrew G. Inglis, Kosmos Energy’s chairman and chief executive officer added to the conversation saying, “We are pleased to support the Perot Museum’s efforts to raise the quality of STEM education in our home community, as well as inspire students to pursue careers in these fields. Our success in finding and developing oil and gas over the last decade has been built on our expertise in the STEM disciplines, and we know how important these subjects are to both our industry and the nation. This program aims to provide teachers with the professional development and resources needed to give all of our children the best education possible.”
 
The idea of this joint program is to equip education providers starting right from pre-school to college, with tools, knowledge, enthusiasm and creativity that will help them channel students to STEM subjects.
 
This engaging program was showcased at The Hockaday School in the Lyda Hill STEM Institute wing. Already more than 130 teachers have volunteered for the intense training which will last for a month. Being the inaugural year, only 160 teachers will be trained in this year.
 
“A combined lack of student engagement in STEM subjects and a shortage of qualified STEM teachers have contributed to a STEM crisis in our country,” said Walker. “As a result, U.S. students are falling dangerously behind in STEM subjects, creating serious concerns for workforce development in companies and industries where the U.S. was once a leader.”
 
Science subjects have seen a major drop in student participation, since the majority of U.S students choose to opt out of science classes in high school and college. More importantly, almost 1/3^rd of middle and high school teachers are uncertified in math and in science. The remaining are “out of field”.
 
 
References:
http://www.businesswire.com/news/home/20150713005401/en#.VaZMMqSqqko