In the clever changing landscape of creative industries, the lines between disciplines are increasingly blurred. The rapid pace of change in technology, culture, and industry has left higher education grappling with a fundamental challenge: how can institutions prepare students for careers that may not yet exist and how to adapt when the sector changes? 

At the Academy of Contemporary Music (ACM), this challenge is met head-on with an approach that doesn’t just adapt to industry trends but anticipates them. Our interdisciplinary provision is a response to a pressing need in the education sector: to go beyond rigid, siloed curricula and embrace a model that mirrors the realities of the creative world. It’s built around a rapid development cycle that brings students, academics, thought leaders, and industry professionals together in a draw demand model. 

Today’s students aren’t just looking for qualifications – they are seeking experiences, networks, and skills that translate directly into professional success. This generation is defined by their adaptability, their desire for creative autonomy, and their need for learning environments that offer more than just passive instruction. They want active, meaningful engagement. Content is no longer king, especially with the ubiquity of high quality online courses outside of the formal HE sector which anyone can access. Really, what the HE sector needs to respond to a a decentralisation of education. 

Today’s students aren’t just looking for qualifications – they are seeking experiences, networks, and skills that translate directly into professional success

But traditional higher education has often been slow to respond. While some institutions remain fixated on lectures and exams, ACM takes a different approach. Our courses are designed to be immersive and experiential, breaking down barriers between disciplines and fostering collaboration across creative fields. Whether it’s a music producer working alongside a game designer, or a songwriter teaming up with a digital marketer, our students learn by doing – and by doing together. 

Soft skills have long been undervalued in education, often dismissed as secondary to technical expertise. But in the creative industries – and beyond – they are critical. Communication, problem-solving, adaptability, and resilience are not just ‘nice to have’; they are essential for success. We know that all industries are changing and the need for agility, to be able to work as project stakeholders and managers, and leadership is essential irrespective of your field. 

At ACM, we don’t just teach these skills; we reframe them. Our students engage in industry-driven projects where they learn to lead, negotiate, collaborate, and solve complex problems in real-time. They are assessed not only on technical proficiency but on their ability to navigate group dynamics, deliver under pressure, and communicate effectively.

The challenge that we face is in making sure that these elements are not at odds with technical skill development and competencies. We believe that in higher education first and foremost as something wondrous, inquisitive, experiential, fulfilling, introspective, and deeply developmental to the individual. Those kind of graduates by their very nature are more likely to be not only employable but resilient, empathetic, ethically minded, critical thinking, and ready for any vocation they may choose. 

What sets ACM apart is not just what we teach, but how we teach it. Our partnerships with industry leaders – including Metropolis Studios in London – ensure that our students work in environments that directly reflect professional settings. They gain hands-on experience, solve real-world problems, and receive feedback from active professionals. They also have a brilliant time while they are doing this, and build long lasting relationships and networks which they will carry with them for the rest of their career. 

This goes beyond guest lectures or industry visits. Our curriculum is co-designed with industry partners, who help shape course content, set project briefs, and provide mentorship. This means that our graduates are not just familiar with industry practices; they have already operated within them – our ultimate goal is to completely dissolve the boundary between education and industry for our students and partners. Our role at ACM, as much as it is to provide excellent quality teaching and learning, is that of a facilitator. 

We understand that no two students are the same. That’s why our programmes are flexible and modular, allowing learners to tailor their education to their ambitions. From digital micro-credentials that certify specific skills to interdisciplinary projects that span multiple fields, ACM offers a personalised, career-focused learning experience. Our students graduate with more than just degrees – they leave with portfolios of work, professional networks, and the confidence to navigate an uncertain future.

Higher education is at a crossroads. As industries transform, so too must the institutions that prepare their talent. ACM’s interdisciplinary, industry-integrated approach is our answer to this challenge, ensuring that our graduates are not only equipped to succeed – they are prepared to lead.

About the author: Tom Williams is executive dean of education at ACM. Tom is an education leader and specialist with over twelve years experience in higher education working in both the public and private sector across a range of departments and roles. Tom is passionate about developing education practices to dissolve the barrier between education and industry. His expertise is in music and the wider creative industries, as both an educator, researcher and practitioner of twenty years. Tom is currently the Executive Dean of Education at the Academy of Contemporary Music in the UK.

Key points:

As districts grapple with mounting financial pressures, a new report notes a noticeable shift in edtech strategy as leaders prioritize impact over volume, demanding stronger alignment with institutional goals.

The eighth EdTech Top 40 report also reveals that K-12 district leaders want evidence of effectiveness and long-term value from every tool they adopt. The report, published by LearnPlatform by Instructure, offers a comprehensive, data-rich snapshot of how K-12 schools across the United States used digital tools, resources and edtech solutions during the 2024-25 school year. 

The report analyzed more than 64 billion interactions from 3.7 million students and 546,000 educators across the United States and provides a comprehensive view of how districts are navigating a crowded and complex educational technology landscape.

Since the surge in edtech adoption in 2020, engagement levels have continued to grow at a steady pace. The report found that districts accessed an average of 2,982 distinct edtech tools annually–a nearly 9 percent year-over-year increase–highlighting ongoing challenges related to tool sprawl and duplication.

On average, districts saw students access 1,165 tools and teachers access 1,045 tools each month. Students used 48 tools over the course of the year, up from 45 the prior year. Educators also saw a modest increase, with 50 tools accessed annually, up from 49 the previous year. 

“Districts are under increasing pressure to simplify and optimize their tech ecosystems to maximize value and learning impact while avoiding tool sprawl and staff burnout,” said Melissa Loble, chief academic officer at Instructure. “In this environment of budget cuts, it’s critical to ensure every investment drives real learning outcomes. We’re entering a new era where every tool must prove its value by supporting instruction, improving outcomes and aligning to long-term goals. This year’s EdTech Top 40 reflects that evolution.”

As schools face a defining moment in allocating limited budgets, the message is clear: evidence and alignment must guide edtech decision-making. This is reflected in this year’s Edtech Top 40, which found that 45 percent of the tools in the report have published ESSA research, up from 32 percent last year. ESSA-aligned research provides districts with independently reviewed evidence of a tool’s effectiveness in improving student outcomes, helping education leaders make informed, accountable decisions. The rise in evidence-backed tools signals growing demand for solutions that demonstrate a measurable impact.

Analysis, tools, and reports are compliant with all federal and state student data privacy laws, including FERPA, COPPA, CIPA and PPRA. The EdTech Top 40 is based solely on quantitative analysis of engagement and does not reflect user sentiment, effectiveness, or utility.

This press release originally appeared online.

eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.

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Key points:

Since its official founding in 1994, the Tennessee Educational Technology Association (TETA) has been a driving force in uniting K-12 leaders across the state, championing the advancement of education through innovative technology integration.

Over the past 31 years, TETA’s membership has grown from a small group of dedicated technologists to a robust professional learning community that includes a diverse array of roles. TETA’s collaborative approach and adaptive philosophy have supported its steady growth and made it a replicable model for K-12 professional organizations nationwide.

The origins of TETA

Much of TETA’s success and longevity can be attributed to its founding members, who hailed from various regions of Tennessee and understood the collective need to provide the support and professional development that technology coordinators and educational staff needed to navigate the new technology landscape in the late 1980s and early 1990s.  From the very beginning, the focus for these members was on education–not the technology itself–and building a community where individuals could seek guidance and information from one another.

To foster strong relationships among its members, TETA formed three regional groups: West TETA (WTETA), Middle TETA (MTETA), and East TETA (ETETA). Leaders from each group would then meet to ensure alignment across the state. While the original framework has become more formalized over time, its core structure remains intact. Members continue to meet in person once a month with their regional groups and engage in various professional strands, cohort groups, and events with the broad membership group throughout the year.

“No matter what role we play, the camaraderie and networking within TETA mean we’re never alone,” said Beth Lockhart, personalized learning facilitator at Lenoir City Schools, ETETA president, and TETA vice chair. “Whether you’re in a small or large district, TETA connects us with a statewide knowledge base that helps us all succeed.” 

Sustaining and growing the organization

One of the key factors in TETA’s sustained growth has been its ability to evolve with the changing landscape of educational technology. TETA’s membership has expanded from technology coordinators and IT staff to teachers, instructional coaches, and virtual school educators. This inclusivity has allowed TETA to remain responsive to the needs of its members.

The organization has also been proactive in providing professional development and certification opportunities to its members. In addition to offering three learning networks, TETA hosts two major conferences each year: the Summer Institute Conference and the Tennessee Educational Technology Conference (TETC). These events offer a platform for educators to learn about the latest trends in educational technology, share best practices, and network with peers. TETA also hosts a yearly Administrators Technology Academy, which is designed to inform administrators of new and innovative ways to implement technology with the goal of improving student learning.

“TETA is committed to helping our members grow–whether that’s through supporting CETL certification or offering training opportunities,” said Ashley Rust, CTO at White County Schools and MTETA president.

Another significant aspect of TETA’s growth has been its strategic partnerships. Jill Pierce, TETA’s executive director, has spearheaded efforts to align TETA with several national organizations, including CoSN, SETDA, NCTET, Access4 Learning, the Student Data Privacy Consortium, and K12 SIX. “TETA’s active involvement with national organizations keeps our members informed on critical and timely issues like cybersecurity, regulatory developments, and student data privacy,” said Pierce. “These connections enable our members to grow professionally and deliver valuable insights back to the education technology community.”

Paving the way for female leaders in technology

TETA is also breaking new ground in leadership representation. This year, each of TETA’s regional chapters is led by a female president, and the organization’s executive director is also a woman.

“I’m incredibly proud that we have four women in leadership positions,” said Kathy Ross, Director of Technology at Fayette Academy and WTETA President. “The progress that we’ve made together is about more than just titles–it’s about setting an example. It’s a big deal to have women in tech, to see them involved, advancing, and paving the way for others to follow.”

Future goals

TETA’s current leaders understand that the organization’s success and longevity stems from active members’ participation and leadership, and they recognize the critical role member engagement will continue to play in sustaining TETA’s future. “Our goals and strategic vision revolve around our membership and focus on how we can continue to provide opportunities that enable our members to support all K-12 staff members–ranging from brand-new teachers to veteran educators,” said Jason Winkler, instructional technology supervisor at Arlington Community Schools and TETA board chairman. “At every board meeting, we review member feedback. It’s a constant process of reflection and growth, because what worked 10 years ago likely won’t work today.”

A blueprint for success

For other education technology leaders and associations looking to replicate TETA’s success, there are five key takeaways:

• It is essential to create a vision and mission that prioritizes education and not the technology itself
• Inclusivity and adaptability are essential–both foster a sense of belonging and collaboration, which is vital for the growth and sustainability of any organization
• Providing a variety of professional development and in-person and virtual networking opportunities, such as monthly regional meetings, learning networks, and certification opportunities, ensures members have the support and resources they need to navigate the ever-changing landscape of education technology
• Strategic alliances with national organizations are essential to keep members equipped with timely, impactful resources and information
• Fostering a culture of listening, transparency, respect, and open dialogue strengthens trust, empowers members to share diverse perspectives, and drives innovation

Conclusion

By staying true to its mission and adapting to the changing needs of its members, TETA has created a successful model that can be replicated by other education associations. As the landscape of educational technology continues to evolve, TETA’s commitment to professional growth and support will continue to benefit K-12 school districts, not only in Tennessee but across the nation.