Ed Tech Team Student Role Personas

Student Team Members on Educator Ed Tech Team

Chase is always looking for ways to get their own and their peers’ ideas heard by
administrators. Before the school’s Student Ed Tech initiative, Chase was involved with the
Student Government Association though didn’t get the chance to take on a lot of responsibilities.
Most of what they’d worked on was overseeing a few club budgets. Acting on the Educator Tech
team as a Student Member, they’re hoping to have a bigger voice regarding the
decision-making processes implementing new technology across their school and district. They
even have a few suggestions themselves, but would like some guidance on where to start. Due
to their time with SGA, Chase is familiar with some general bureaucratic necessities but wants
to have support from a couple other peers when going into Educator Ed Tech Team meetings.
They are joined by Mark, who is pretty new to most technology that isn’t a phone app, and
Daniela, who plans to major in computer science once she goes to college.

Student Ed Tech Team

Meet the Avengers--or the self-proclaimed Avengers--of P.S. 12345: Malik, Elizabeth, Anne,
Daniel, Sungjin, and Kennedy. They’re students across grades 9-12 who have teamed up to run
a Student-led Ed Tech Team that functions in parallel to the school’s Educator Ed Tech Team.
They discuss much of the same issues as their adult counterparts and come to a consensus on
critical ed tech issues based on findings from the Student Coordinator + Representatives of
their school community. They collaborate closely with a Student Liaison whenever they need
to, as well as Chase and Mark, who go on to the Educator Ed Tech Team with the agreed upon
decisions they’d come to in the Student Ed Tech Team.

Student Liaison
Scenario 1: Carlos knows the hierarchical ins and outs of his school structure. He also had a
brief stint as an intern for the DOE. As a result, Carlos knows a number of adults across admin
that can help students who have got ideas but are not sure who to turn to. Carlos likes
connecting people and building communities through those opportunities. He doesn’t
necessarily have the best grasp on educational technology himself, but he knows it’s important
to how schools continue to evolve and would like to be part of that change. He coordinates with
the Student Ed Tech Team whenever they have an idea and aren’t sure where to go next.

Scenario 2: Conversely, Leia doesn’t have a lot of experience across school and DOE
structures, but is great at reaching out and connecting with people. She absolutely loves helping
people reach their goals, and she understands that sometimes those goals need to be heard by
the right people. She took on the Student Liaison role, read up on the organizational structure
within her school, and has a mentor who can help her get to know the DOE as well. Like Carlos,
she coordinates with the Student Ed Tech Team whenever they have an idea and aren’t sure
where to go next.

Student Coordinator + Representative

George and Valerie have joined an Ed Tech Initiative at their school and, after hearing about the
different roles they could take on, decided to team up. Both are motivated by the chance to help
their school community evolve through data.

George is much more extroverted than Valerie and excited to reach out to their school
community to gather insights from their peers. George is particularly motivated by this chance to
gather information from a variety of sources: he wants to hear from all kinds of students whether
they are participating in more advanced classwork or getting extra help. He can get a little
frustrated when he sits down to look at the information he’s put together, finding that he ends up
with a lot of research that he isn’t entirely sure what to do with next.

Meanwhile, Valerie prefers to work with the data itself . She pays close attention to the layout of
the data, such as whether it can be best communicated in pie charts, graphs, or anecdotal
writing. She also likes administrative tasks that help her keep track of everything they’ve
gathered thus far and find common threads between peers’ responses. However, Valerie
sometimes feels like she needs a soundboard to do so, and George is more than happy to help.

Together, they brainstorm qualitative and quantitative research protocols/forms, such as

interviews and student technology assessments. They also prepare a presentation of their
findings for the Student Ed Tech Team.

Elementary Voice
Mr Orakpo, a third grade teacher, knows the students at his elementary school have some great
ideas, but he also knows they might need support in getting those heard. [Once a month/Twice
a month/Three times a quarter] he holds a “Student Tech Voice” meeting that is open to
students across grades [X through Y]. Some students who join include:
- Sadiya, a 4th grade student who likes watching videos on her tablet, but needs
accessibility measures.
- Tamar, a 2nd grade student who wants to one day “build things like his dad.”
- Philip, a 5th grade student whose older sister teaches him about computers.
- Maria, a 3rd grade student who has trouble with internet access in her home.