Digital transformation means different things to different people, but there is one universal truth: at its core are people, processes, and technology. The people who need to adopt the technology as a means for transformation; the processes to standardize, streamline, and enhance the user adoption experience; and finally, the technology itself that supports organizational change.
For these three educational technology leaders, their experiences have helped influence and impact their organizations and communities for the better.
Focusing On The End User
Jack Hyman (MEd ’04)
CEO, HyerTek
Jack Hyman considers himself a jack-of-all-trades when it comes to technology. However, he quickly realized that no matter how advanced a tool is, it can’t reach its full potential if users don’t understand how to use it. In his role, it was critical that he be able to effectively communicate instructions to the end user. Recognizing the importance of bridging this gap, he pursued a master’s degree in Education Technology Leadership from the George Washington University Graduate School of Education and Human Development (GSEHD) to complement his technical expertise in computer science.
What stood out to him about GW's program was its holistic approach to teaching students how to build and integrate education, technology, and leadership. His experience was so positive, in fact, that he later became an instructor within the program. Hyman notes, “Other universities have a cartridge curriculum — follow the manuscript, same instructions, same curriculum, same rubric…GW provides the autonomy to develop curriculum based on your students and interests. You get individualized education and guidance from the instructor.”
This emphasis on tailored learning has been a recurring theme in Hyman's career. His passion for creating individualized, accessible training experiences for users led him to write five bestselling “...for Dummies” books in the technology space. It’s also what led him to create Hytek—a company dedicated to helping users navigate and optimize digital tools. Today, he’s exploring how AI can be used to construct individualized training experiences where content is created based on the user’s learning style and preferences. From learning management systems to sandbox environments, he is helping organizations transform their digital platforms to enhance the user experience and ensure that technology is used optimally.
Defining Processes
Sunny Blaylock (MEd ’06)
Crisis Management Trainer, Foreign Service Institute, Leadership and Management School
For Sunny Blaylock, being in the right place at the right time has been an understatement in her career. When she started her career in instructional design, the internet was just beginning to take off. She happened to be working for GW — converting paper-based independent study courses into online formats — just as their Education Technology Leadership master’s program launched as an online offering. What she learned from her coursework could immediately be applied to creating virtual learning environments for other students.
Nearly two decades and many, many international moves later, she still draws on those same fundamental lessons that she learned at GSEHD — especially the idea that there’s never just one solution. And sometimes, the solution isn’t technology as much as it is how we organize or communicate organizationally. For her, that’s led to roles that require thinking about how the processes and systems in place can support organizations — like in her current role, where she tests the efficacy of crisis preparedness plans in place at U.S. embassies and consulates.
By conducting simulations, she is able to help employees identify gaps and implement new, functional structures, allowing her to leave “with a tangible product that people created, moving to a place where it's not just consuming information but creating something so that you can act on it at a later time.” Sometimes that means creating a digital delivery mechanism; other times, it’s an in-person or hybrid approach. By adhering to the principle that there’s never just one solution, she continues to design and refine processes that best support organizations and their people.
Using Technology to Advance Humanity
Chris Boldon (MA ’17)
Director of Workforce Data Management, Office of Human Resources, University of Minnesota
When asked what digital transformation means, Chris Boldon explains that it’s about creating spaces where people can grow into the best versions of themselves. What he doesn’t explicitly say is how it also helps create and curate humanity — which allows individuals to grow personally and professionally. For example, using empathy as a leading principle, Boldon’s team is currently testing a program to leverage AI to identify employees at risk of burnout or leaving the institution. By analyzing seemingly unrelated data points—such as number of hours an employee works, project load, and performance evaluations—the system can detect patterns that signal when an employee may need intervention and support. This proactive approach would enhance employee well-being, satisfaction, and retention.
Boldon also sees opportunities for technology to cultivate empathy — the subject of his doctoral research. In gerontology studies at UMN, for instance, virtual reality is being used to emulate the experiences of aging patients, from losing fine motor skills to experiencing memory loss. By immersing healthcare practitioners in these realities, they can better understand what that feels like, looks like, and how one moves through the world with these new challenges. This technology has the ability to transform how care is delivered and improve patient interactions.
He credits GSEHD with emphasizing leadership as an equally important practice as instructional design. He explains that he learned “how to synthesize…information, how to create vision, how to explain how we're going to get there, and all of those things really kind of need to be integrated with the education technology practice that each of my teams has as we interact with those systems that are necessary.” It’s the intersection of humanity and technology that drives him forward, both in his work experience and in his current pursuit of a doctoral degree.
What unites these three leaders in educational technology is a shared commitment to ensuring that technology serves the user—enhancing, rather than complicating, how people navigate the world. They also recognize the power of digital tools and how they empower us to reach new heights, especially once the right questions have been asked. And at the core of their success is a common foundation: the skills, insights, and leadership mindset they developed through GW’s master’s program in Educational Technology Leadership.
If you’re interested in harnessing the power of technology to enhance learning and teaching practices, an advanced degree in educational technology leadership may be the path forward for you. Reach out to a GSEHD admissions coach today to learn more!