Humanizing Academic Relations with Technology

Andrew Chiu, Technology Innovation Coach at Victoria Shanghai Academy (VSA)

Andrew Chiu is a seasoned professional in educational technology, with 13 years of experience in the field and 20 years in education. He began his career in computer science-related industries before transitioning to teaching and youth work, eventually merging his technical expertise with his passion for education. He has also worked in various roles across multiple schools in China and Hong Kong, including pioneering the role of Ed Tech Coordinator at the American International School.

Currently, Andrew serves as the Technology Innovation Coach and Head of Technology and Innovation at the secondary division of Victoria Shanghai Academy. He is committed to bridging the gap between educational practices and technological systems. Andrew's deep understanding of educational technology, particularly in Hong Kong and Southeast Asia, positions him as a key innovator.

In this article Andrew exemplifies how technological advancements can seamlessly bridge the gap between educators and students, enhancing the learning experience. He emphasizes the importance of personalization and advocates for academic institutions to adopt a human-centered approach that integrates technology, ultimately fostering a more effective and empathetic educational environment.

Building Resilient Ecosystems

Schools often operate within sophisticated systems that have established policies to focus on smooth operations. While this structure is essential for stability, I’ve found that it can also lead to rigidity, making changes difficult and complex to implement. Given how rapidly technology is improving, bringing in these variations can have far-reaching consequences. The challenge I see lies in how schools can effectively adapt while balancing the inherent resistance to change.

Essentially, advancements have forced us to rethink traditional approaches, showing that the old ways of teaching and learning are no longer sufficient. Embracing and managing these changes is crucial, and I believe it requires a strategic approach that leverages new possibilities while navigating the complexities of implementing change within educational settings.

Dealing with this constant evolution is a core aspect of my role as a technology leader in schools. As new technologies emerge, I focus on integrating them effectively to enhance the learning environment without disrupting the established systems that keep schools running smoothly.

Celebrating Groundbreaking Ideas

Creating a culture that embraces change and fosters innovation is a strategic yet complex task, one that goes beyond simply implementing new policies. It involves working closely with people, helping them shift their perspectives, redefine their roles, and expand their skill sets. I know this transformation also requires addressing how individuals interact with each other and identifying policies that either support or hinder innovation. While policies, such as mandating interdisciplinary or inquiry-based units, can set a direction, cultivating an innovative culture demands much more time and effort.

To achieve this, I focus on having a clear vision of our goals, effectively communicating that vision, and building the capacity to work with educators, parents, and other stakeholders. Another crucial factor is empowering individuals to understand and actively participate in this change.

This year, my team and I at Victoria Shanghai Academy are implementing an initiative called Demo Slam Playgrounds, which provides teachers a platform to present innovative ideas and successful practices in a monthly informal setting. These sessions are similar to teach meets and networking events, where teachers can showcase a new tool they’ve used, share a successful technique, or highlight a creative approach.

Giving teachers a stage to share their experiences promotes individual achievements and reinforces the belief that everyone can contribute to a culture of innovation.

Value Driven Implementations

At Victoria Shanghai Academy, we prioritize three elements: value, strive, and act. This motto forms the core of the school’s vision and has been integrated into the technology and innovation space through a “heart, head, and hands” framework. In this context, “heart” represents the value component, focusing on empathy, character, and human interactions. “Head” signifies the striving for academic knowledge and understanding, while “hands” emphasize action—how students affect their community through their learning.

This framework provides a structured lens for the Technology and Innovation Department when collaborating with teachers on redesigning units or implementing new tools. It prompts educators, myself included, to consider how our work helps students value human interactions, deepen their academic understanding, and empower them to act within their communities.

Additionally, this approach highlights the need for schools to align their strategic vision with practical implementation, bridging the gap between aspirational goals and the reality of everyday teaching. Understanding how to connect high-level objectives to classroom practice is crucial for all educational institutions aiming to foster a cohesive and impactful learning environment.

Time and again, technology has proven to fossilize changes in our relationships and capacity to network. It helps us curb insensitive approaches, creating a space for humanistic, positive and joyous experiences.

At VSA, like many other schools, we’ve developed our in-house information systems, which have provided numerous benefits but also presented challenges, such as the need for ongoing maintenance, security, and data management. The evolving role of technology in education has led me and other leaders to reconsider how much we rely on third-party solutions versus developing and maintaining our own systems.

This shift reflects a broader trend in education, where technology expectations have dramatically evolved. Tasks that were once unimaginable for teachers, such as creating textbooks or designing multimedia content, have become commonplace due to technological advancements. Similarly, the ability for schools to build their information systems, once rare and highly specialized, is now more feasible due to the availability of programming skills and advancements in AI, which can enhance development capacity.

However, this evolution raises important questions about resource allocation and strategic planning. We need to evaluate how much of our technology should be managed internally versus outsourced to third-party providers. As data becomes increasingly valuable, institutions like ours need to determine how we can best harness and analyze our data to inform decision-making. Each school’s unique context requires tailored solutions, making it essential to continuously review, evaluate, and plan strategically to meet these evolving needs.

A Humane Essence Between Teachers and Students

I believe the real impact of technology in education lies not just in the technology itself but in how it enhances human capacities and opportunities. AI, for instance, has the potential to transform education by automating time-consuming tasks, enabling teachers to better understand each student’s progress, and allowing for more effective differentiation. AI can provide insights into individual learning needs, helping us tailor challenges and support to students, something previously difficult for teachers managing large classes.

This personalization enhances the learning experience, allowing teachers like myself to shift from designing every detail to acting as facilitators and coaches. Technology won’t revolutionize education by itself; its greatest impact comes from changing human interactions, improving connections, and eliminating less humanistic tasks, ultimately creating more meaningful and positive learning experiences.

Sincerely Valuing Growth

In my experience, effective leadership in education hinges on two or three key elements. First, having a clear vision is essential—knowing who the school truly is beyond broad statements, understanding its identity, and aligning this with my values as a leader. Second, it’s all about the people. Policies and strategies can only go so far; it’s the culture and human connections that drive real change.

For me, especially in an environment of constant change, success comes from inspiring, motivating, and valuing my team. It’s about making sure that educators feel supported, valued, and committed to quality, rather than focusing solely on results like test scores. I emphasize nurturing a shared vision, engaging people in the journey, and prioritizing staff well-being as the school’s greatest asset.