Q&A with Kristina Ishmael and Ji-Soo Song on their EdTech Careers

Gerald: Kristina and Ji-Soo, can you share your journey to your former roles at the U.S. Department of Education (USED), Office of Technology (OET)? What inspired you to pursue a career in educational technology?

Kristina: I started my career as a classroom teacher, working with preschoolers, kindergarteners, and second graders. Later, I became an English Language Learner (ELL) teacher in Omaha, Nebraska, where I supported students from migrant and refugee backgrounds, with over 115 world languages spoken in our schools. After seven years in the classroom, I transitioned to being a state edtech director, shaping policy and providing professional learning across Nebraska.

I joined the OET in 2016 as a fellow, focusing on open educational resources. Following that, I became a public interest technology (PIT) fellow at New America, working on large social issues like immigration and the opioid crisis. Initially, I struggled to see how I fit in with technologists and designers, but I realized my experience as a practitioner allowed me to gather valuable insights from families on the ground. I later joined the Biden-Harris transition team, identifying opportunities for the administration's first 100 days, which led to an incredible opportunity as Deputy Director at the OET for over two years. Today, I continue this work through my consulting firm.

Ji Soo: My journey began with an eye-opening education policy class at Dartmouth College. Growing up as an immigrant in Northern Virginia, I attended top-ranking schools, so I assumed that all U.S. public schools were great. That class made me realize there were significant inequities. I interned at the OET, where I gained policy experience, but I also wanted hands-on classroom exposure. So, I became a City Year AmeriCorps member, serving in one of the most disenfranchised communities in Washington, D.C., where I witnessed the digital divide firsthand.

Later, I joined the International Society for Technology in Education (ISTE), helping states adopt new ISTE standards and advocating for educator funding. In 2021, I became the OET's Digital Equity Advisor, leading initiatives like a national campaign for the Affordable Connectivity Program and supporting the 2024 National Educational Technology Plan (NETP). I’m currently the Director of Projects & Initiatives at the State Education Technology Directors Association (SETDA), continuing many initiatives I started at the OET.

Gerald: Can you describe a significant challenge you’ve faced in your career and how you overcame it?

Kristina: One challenge was finding allies, which requires a lot of intentionality. Edtech initiatives at the USED needed collaboration across different offices, like working with colleagues in the Office of Elementary and Secondary Education to show why edtech is crucial. We also needed to find advocates outside the department, like teachers and school staff. Another challenge was realizing I couldn’t do everything myself. Prioritizing my mental health was key to managing the workload and navigating the hurdles.

Ji-Soo: The federal government can be a bureaucratic maze. Plans often don’t work out due to unforeseen barriers, but you can't let that defeat you. You have to be adaptable and think of plans B, C, and D. For emerging policy leaders, the bureaucracy can be discouraging, but it’s there for good reason, to limit overreach. Also, education largely happens at state and local levels, so finding champions in other federal agencies can be a way to influence impactful work for students.

Gerald: What advice would you give to someone like myself interested in a public service fellowship or career in government?

Kristina: Working in government provides a unique perspective to understand how policy making works. I consider myself fortunate to have a state-level experience before I moved to the federal government because of the implementation power state departments of education have. I would encourage folks to consider public service, even if only for a one-year fellowship or internship.

Ji-Soo: Uplift the work of others, especially those on the ground—teachers, students, and local education leaders. Your role in the federal government isn’t just about policy; it’s about amplifying the voices of those directly affected by your work. Use your platform to highlight innovative efforts and advocate for those often excluded from opportunities. This mindset will not only help you make a meaningful impact but also leave a lasting legacy during your time in public service.

Gerald: What role does the OET play in supporting technology integration in K-12 and higher education?

Kristina: The OET focuses on integrating edtech effectively. My biggest fear when I started in 2021 was that after the COVID pandemic emergency remote learning phase, educators would be reluctant to use technology. However, we emphasized the importance of preparing students for the realities of today’s and tomorrow’s workforce. For example, when generative AI emerged in 2022, I encouraged my team to explore it, even as internal policies limited its use. Despite challenges, we tried to model tech adoption, culminating in flagship publications like the National Educational Technology Plan.

Gerald: What steps have the OET or White House Office of Science and Technology Policy taken to ensure AI and machine learning remain accessible, inclusive, and equitable for all students and educators?

Kristina: The OET’s work on AI is guided by principles from the OSTP, like the AI Bill of Rights, which ensures transparency and the right to opt-out when AI is used. President Biden’s Executive Order on AI, signed in late 2023, outlines responsibilities for various agencies to use AI responsibly. The OET was already exploring AI in education, leading to reports and guidelines for edtech developers and educational leaders on integrating AI equitably.

Ji-Soo: Although I wasn't deeply involved in AI policy, I emphasized digital equity. AI tools are often web-based, so broadband access is crucial for students to fully benefit. Additionally, many AI tools come with premium features that not all students can afford, creating another divide. Lastly, AI literacy is lacking among educators—70% haven’t received proper training. So, while innovation is exciting, we must address these equity gaps to ensure all students can participate.

Kristina Ishmael is currently a consultant with Ishmael Consulting, LLC. Ji-Soo Song is currently the Director of Projects & Initiatives at the State Education Technology Directors Association.