With the rise of technology, its nature to coexist in educational spaces has become increasingly prevalent. The accessibility of information has become significantly greater through the creation of e-textbooks, various studying tools, and the continuing sophistication of devices.  While this has been a positive aspect of education, it's quickly come to be misused and, in most unspoken cases, unused. I witnessed this firsthand being in a district that's grown to be considerably forward in technology. While we continued to receive the latest devices and new applications, many of our teachers struggled to utilize them, causing the technology to be rendered useless. Between busy schedules and demanding curriculum, teachers had minimal time to invest in learning how to use the technology. Many were wary of the new technology, brushing it aside to gather dust in classroom corners. A prominent barrier preventing the utmost utilization of technology was the lack of proper implementation and technical support. To combat this growing issue and meet the demand for technology in education, I organized an incentive-based program equipping teachers with resources and encouraging the incorporation of technology into their classrooms. Within Chrome Squad, our school's on-campus IT service and internship, I sought to expand Chrome Squad's presence from the help desk to inside the classroom. Through creating a website hub, I provided examples across various grade levels and subjects of ways to use technology to highlight different aspects of classroom interaction in four categories: Engage, Feedback, Positive Learning, and Collaboration. Instead of shying away from the inevitable digital age, I, alongside my team in Chrome Squad, supported teachers through lunch and learns, professional development sessions, and instructional videos. Oftentimes, this included putting myself in the shoes of an elementary teacher and navigating optimizing technology through short attention spans and accessibility. On the flip side, a high school teacher trying to relate to an ever-changing generation of students. Soon enough, teachers applied for badges and proudly repped their earned water bottles and t-shirts. The competition between teachers in this program proved that technology could positively coexist in learning environments with proper support.  By creating an ease of access to the resources and lesson ideas, we eliminated the extra time and search that teachers had to do on top of their set curriculum planning. Instead of solely pushing new applications, we also showed teachers new ways to utilize technology that they were already familiar with. Watching teachers gain confidence with technology in their classrooms was a rewarding experience. Allowing the technology to mold to the teacher's learning instead of vice versa showed that the teachers were truly in our best interest when integrating technology into their teaching spaces. In turn, it gradually creates a belief that these small steps are creating a future of the sustainability of education alongside a world of technological advancements.  Through the creation of this program, the virtue of knowledge being power was constantly reinforced. I learned the value of perspective gained through simply giving information. Often, we settle for things being "the way it is" without ever making an effort to challenge the notion.  When in reality, knowledge, in this case, the resources and examples created for teachers, can serve as a bridge to forming understanding and change. Additionally, I learned about the importance of proper implementation and how guidance created confidence to try and trust new things. Equipping these teachers adequately increased proficiency, greater access to resources, and relatability with the latest generation, increasing classroom engagement and forming positive learning environments.

Growing up, I was always very reserved, building a world within myself. Between the rich Zimbabwean culture at home and the rural Texan one I had to learn at school, processing the duality of which I had to exist gave me no time to vocalize my thoughts. Despite this, an underlying understanding was always there; the polarization between the environments allowed me to notice nuances, draw similarities in interactions, and understand behaviors at a young age. As I transitioned into high school, the desire to be a voice for the school, taking action and sharing knowledge, triumphed over the comfort I’d found in staying silent. As I began contributing to conversations, I realized that the social awareness I developed as a kid was unique. I was able to think about solutions from differing viewpoints, identifying the big problems and the unspoken ones as well. Understanding the administrative perspective and relating to the student one, as well, was crucial to the creation of many programs during my time in high school.  An underlying trait of my service and leadership is education. Serving others with knowledge equips individuals with invaluable assets and the potential to break a cycle, uplifting future generations. After hearing about the increased number of ineligible students in sports and extracurricular activities due to academic performance, I developed Students Sessions, a peer tutoring program, to minimize the post-pandemic learning gap.  As an ambitious first-generation student, I spent my teenage years scouring the internet for academic programs and internships to enhance my learning experience. Attending multiple college academies and visits equipped me with information that I came back with a deep yearning to share with other students, spreading opportunities and acting upon newfound insight. I founded College Prep Sessions, a series of after-school sessions centered around key college application topics. The alignment of these themes with a food item, such as “Snack Cakes and Scholarships,” encouraged Seniors to take charge of their post-graduate endeavors and remain on track. Growing up in the sweet spot of emerging technologies, I’ve witnessed the impact of their absence and presence in lives. It was scratching calling cards for the chance to hear my grandmother’s voice and watching my father collect and send devices deemed “outdated” here to my relatives in Zimbabwe. At school, it was a gateway to learning in the classroom and during my internship at Southwest Airlines, the company’s core. Seeing technology in different personal, educational, and company contexts magnified the importance of implementation. While I enjoyed the technical aspect of physical repairs and troubleshooting, delivering a solution to people was ultimately my favorite part. To meet the demand for technology in education, I organized an incentive-based program equipping teachers with resources and encouraging the incorporation of technology into their classrooms across various grade levels and subjects. Instead of shying away from the inevitable digital age, I supported teachers through lunch and learns, professional development sessions, and instructional videos. From being a device for entertainment to a means of life, a mere difference in application significantly impacted its power. I plan on seeking a degree in Management Information Systems. In a world where technology is rapidly changing, we need “translators” to properly incorporate technological inventions into the world. I intend to become a translator, championing a global mindset within processes and solutions at the intersection of business and technology. Business concerns all sectors, a vehicle and amplifier of ideas, products, and solutions. Building upon the momentum of these worlds, I aim to increase positive, intentional efficiency, offering great perspective and creating more opportunities for innovations that are applicable on a global scale.