DeKalb County School District

Terri Webb is a visionary leader in instructional technology, currently serving as Manager III in the Division of Instructional and Information Technology at DeKalb County School District. With over 13 years of experience, Webb leads teams that help educators embrace innovative digital practices. She specializes in coaching, modeling and designing transformative learning experiences that spark engagement, promote equity and raise instructional excellence.

Through this interview, Ms. Webb emphasizes deeply integrating technology with curriculum by empowering educators and students through data-driven, hands-on learning and personalized support.

From Second Grade to System-Wide Impact: What Technology Integration Really Takes

My journey with instructional technology began in a second-grade classroom in St. Louis. In 2007, our school adopted a new curriculum and began using digital tools to analyze student data. A CD-ROM-based assessment program may sound dated now, but it opened my eyes. For the first time, I could collect real-time data and act on it. I reorganized my schedule, staggered testing and dedicated Wednesdays to class-wide reviews. My students—seven-year-olds—began analyzing their performance and setting goals. They saw progress as something they could influence. I did too.

That shift changed how I viewed teaching. It wasn’t just about delivering content. It was about creating feedback loops where both teacher and student could act on data, quickly and meaningfully. When a district leader visited my classroom and later asked me to share this approach more broadly, I realized the value of integrating technology as part of instruction, not after it.

I pursued a degree in instructional technology and later moved to Georgia. There, I taught in a rotational computer lab, using tech-based literacy instruction to uncover early learning gaps. It wasn’t just reading or math. Gaps often started with keyboarding, spelling and number recognition. Working closely with classroom teachers, we addressed these together. Soon, the focus shifted from teaching tech in isolation to embedding it into instruction. Teachers brought class data into the lab. I helped students use tools like Excel to chart and interpret their performance. When students understood the value of what they were using, teachers followed suit.

 The most powerful shift I’ve made as a leader is learning to step aside. Too often, adults build systems around what we think students need. But the most honest insights come from students themselves. When we give them voice and choice, they guide us to what works 

That became my guiding principle—student understanding leads to teacher adoption. Tools like BrainPOP or educational games didn’t need selling. They just needed context. Once students saw purpose in them, use became second nature.

I joined the school leadership team and aligned lab instruction with academic goals. Eventually, I moved into a district role supporting over 25 schools. I partnered with principals to implement technology strategies tailored to their school’s goals and coached teachers on using tools ethically and effectively. Seven years later, I stepped into a managerial role, where I now lead district-wide instructional technology strategy. I focus on shaping a cohesive ecosystem that doesn’t just distribute devices but makes tech an essential part of daily learning.

Tech without Purpose Isn’t Equity

What I’ve seen across schools is a common challenge: devices without direction. Equity isn’t just about giving every student a Chromebook. It’s about making sure those devices mean something in the classroom. In many schools, devices sit unused or underused, not because teachers lack interest, but because no one has helped them connect tools to practice. That’s where I’ve concentrated my efforts—bridging that instructional gap.

We built digital roadmaps customized to each school. I used the SAMR model to help teachers transform traditional lessons into meaningful, tech-rich experiences. Once they saw the impact, the tools no longer felt optional; they became integral.

Teaching beyond the Screen

Today, work is no longer about software or hardware alone. We are moving into spaces where students explore real-world problems using AI, VR and simulations. The goal is not just to use these tools but to understand them deeply. AI, for instance, isn’t just something we add to lessons—it’s something we teach students to use critically and help others navigate responsibly. We want students to grow into people who don’t just consume technology but shape what comes next.

Career-Connected Classrooms Start Early

Career exploration isn’t something that begins in high school. My focus now includes helping students identify pathways early, starting in elementary school and building tools, plans and partnerships to guide them from classroom learning to real-world careers. We use backward design and machine learning to match student interests with job-embedded skills and create academic plans that support both the content and the career.

By incorporating AR, VR and interactive simulations, students explore professions long before choosing one. Within five years, I see a system where students define their goals, track their progress and connect directly with companies offering scholarships or internships based on those pathways. That kind of alignment between education and workforce readiness gives purpose to every lesson.

Sparking Curiosity before Competition

Our district runs an annual technology competition for students in grades 3 through 12, covering 14 categories from digital game design and coding to video production. We noticed something early on—by third grade, many students enjoyed creating projects but struggled to explain their work. That gap between creation and articulation made us pause.

To address it, we launched Tech for Littles, a program for pre-K to second graders. What started small has grown rapidly. More than 300 young students now engage in coding, game design and graphics work. They’re not just ready—they’re excited. This year’s event is focused on helping them explore early career ideas and understand the purpose behind the tools they use every day. In a 1:1 district, that early confidence matters.

Listen First, Then Lead

The most powerful shift I’ve made as a leader is learning to step aside. Too often, adults build systems around what we think students need. But the most honest insights come from students themselves. When we give them voice and choice, they guide us to what works. They want relevance, ownership and space to solve real problems—not pre-set answers. When we shift toward supporting students as active learners rather than passive recipients, everything changes.

That’s where education is heading—not toward more tools or newer apps, but toward models where technology, instruction and career goals intersect—driven by the people who matter most: the students themselves.