“Technology problems are easy. I’ve never run into a technology problem that I couldn’t solve. People are hard.”
Richard Platts, Chief Technology Officer at Allegheny Intermediate Unit in Pennsylvania, succinctly captures a fundamental truth in educational technology: technology challenges are seldom insurmountable, but fostering understanding, acceptance, and adoption among people is far more complex. Platts notes that technical problems nearly always have solutions, hardware can be repaired, software updated, and systems configured. However, building trust, addressing concerns, and empowering faculty and staff to embrace new practices demands a thoughtful, people-centered approach.
Platts’ tenure as Technology Director at North Allegheny School District demonstrates his ideology. During the COVID-19 pandemic, the district was fairly prepared for online and hybrid learning because teachers already knew how to use digital tools. What it lacked was a consistent platform: middle and high schools used Blackboard with structured templates, while elementary schools mainly used Google Classroom.
While both platforms have merits, Google Classroom’s lack of structure and standardization resulted in teachers operating independently, each running their own version. This variability caused confusion for families with children in multiple grade levels and complicated district-wide support efforts. To address these challenges, Platts and his colleagues undertook the task of standardizing Blackboard as the unified platform across all grade levels, including elementary.
This case underscores the critical role of effective change management. The Blackboard transition at North Allegheny was a highly visible, faculty- and student-facing change that directly affected daily learning for students and families. A poorly managed transition, especially if teachers were unprepared, could have jeopardized learning for thousands. Rather than imposing the change, district leaders collaborated closely with the teachers’ union, engaging in months of dialogue to review both platforms and consider instructional impacts. Ultimately, a co-signed memorandum from district leadership and the union affirmed that the transition to Blackboard for elementary schools was a mutually agreed-upon solution.
To support faculty, teachers received Blackboard course shells preloaded with curriculum and essential integrations, along with summer professional development and ongoing coaching throughout the academic year. Despite these preparations, some teachers remained skeptical. Platts recalls one teacher describing the transition as a “terrible idea.” However, after experiencing the consistency and support provided, she later acknowledged that the district had made the right decision.
Throughout our discussion, Platts emphasized that technology deployment itself was not the district’s primary challenge; Blackboard functioned as intended. The real work lay in building trust, listening to concerns, supporting educators, and allowing stakeholders time to realize the benefits of change firsthand. While technology can be complex, the greater challenge and opportunity lies in thoughtful, collaborative change management. Engaging stakeholders, selecting appropriate tools, and embracing change with confidence in the faculty are essential for successful implementation.
AUTHOR: Jesse Davis, MPP
Blaschke Fellow (PT) (VA)
Jesse Davis is the 2026 CoSN Blaschke Fellow. His work focuses on how school districts can successfully implement emerging technologies through effective change management, governance, and stakeholder engagement. Jesse is also a graduate of Duke University’s Sanford School of Public Policy, where he earned a Master of Public Policy (MPP), and holds a BA in Political Science from Berea College.
Published on July 22, 2026
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