If I allow myself to think back a couple of years, the shift happened over the course of that first real year of the pandemic. What started in the spring of 2020, shifted into high gear that summer — those of us who have been leading the charge for the use of technology in teaching and learning had our moment. It wasn’t how we imagined it would arrive, but it happened none the less. Everyone was forced to rapidly adopt technology just to keep the wheels turning. What was amazing was how quickly everyone just did what was needed with a relatively open mind.

The pandemic forced us to implement the world we had been imagining for a couple of decades overnight. In those uncertain times, technology became the lifeline, connecting educators and learners from their homes to virtual classrooms. Tools like Zoom, Teams, and Canvas weren’t just platforms; they were bridges that sustained education when in-person learning was impossible. I’m not sure we got to what we had hoped for all those years, but the need was obvious, and the focus was clear: connection.

In the earliest days of the pandemic, we did some “social listening” across the country and what we learned was that during that first spring semester, students were both terrified of what was happening from a health perspective, but also they were mourning the lack of real world connectedness to get the work of being a student completed.

While we worked to answer questions, how do we ensure students stay engaged, teachers can deliver lessons, and institutions continue functioning in a world suddenly upended? What we really sought to do was build meaningful connections, so everyone felt more supported and hopefully engaged.

Fast forward a few years, and the narrative has shifted. While the need for connection remains real, the emphasis today seems to be shifting toward personal productivity, efficiency, and enhanced learning. The same tools we forced into service to overcome the lack of connection and that kept us afloat are now evolving into catalysts for transformation.

Take artificial intelligence, for example. During the pandemic, technology primarily enabled remote access to education. Today, tools like ChatGPT and Copilot are driving the post pandemic shifts we are watching. They’re not just supporting education—they’re reshaping it. Consider the shift in how meetings are held, content is created, and progress is tracked automatically through AI meeting participants. In 2020, the priority was getting people into virtual rooms. In 2024, faculty and students alike are turning to AI in ways that I am not sure would have been possible without the 18-month technology adoption crash course that the pandemic provided.

We are seeing it in how learning tools are struggling to remain relevant in a world that is becoming increasingly reliant on AI. Video conferencing tools are now paired with real-time collaboration software and AI-powered insights. Classrooms can no longer be just good at organizing students and connecting people; they need to inspire innovation and bring an extra layer of intelligence to the discussion. If these tools are placed into the learning environment in an appropriate way, they become an active participant in the teaching and learning environment. The rooms can take notes, provide additional context, record key thoughts, and be the scribe while active learning can take place. We wouldn’t have gotten to this level of thinking without the adoption efforts and the open-mindedness toward technology that emerged during the pandemic.

The journey from connection to transformation underscores the immense potential of technology to accelerate the transformation of teaching and learning. For someone like me, this is one of the most exciting moments of my career, and I am excited to be here for it.