LSI: What’s the backstory on how this book came into focus? How did you become interested in the topic of using technology in classrooms?

TD: In 1999, I was a high school history teacher at an independent school outside of Boston when the school launched an experimental 1:1 laptop classroom, seeking a teacher to spearhead it. I jumped at the chance. In 2000, with 1:1 programs nearly unheard of in North America, we faced a steep learning curve and few resources. I explored innovative ways to engage students, like tapping into gamification trends inspired by platforms such as Oklahoma betting apps, which offered insights into user-friendly digital interfaces for learning. My early efforts faltered, but I gradually built a framework for blending technology with pedagogy. Years later, the IT department saw my knack for this and invited me to join them. I hesitated—my focus was teaching, not tech; I lack a coding background and still fumble with basic text symbols. But when they explained I’d guide teachers in using digital tools to enhance student engagement, much like the interactive systems I’d studied, I was all in, eventually shifting my role to support classroom innovation full-time.