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Dr. Scott McLeod led a lively presentation at breakfast hosted by Learning.com at NECC in June 2009. He asked the question, "Why aren't you (the technology coordinator) having a bigger impact?" "I really believe district-level technology coordinators are probably putting in more hours and have maybe a broader range of responsibilities than anybody else in this room. The people (tech coordinators) that I meet are very dedicated and hard working. They're really trying their very best in doing a great job for their school in making everything run so smoothly," "Why do I hear so many complaints about you?"

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The School Technology Needs Assessment (STNA, say "Stenna") was originally developed by SEIR*TEC at SERVE in collaboration with the North Carolina Department of Public Instruction's Educational Technology Division, as part of the LANCET project (Looking at North Carolina Educational Technology). The STNA was created to help building-level planners collect and analyze needs data related to implementation of the NC IMPACT technology integration model, as well as other contemporary frameworks for examining technology use in teaching and learning. The STNA is typically accessed through a web address unique to each school, using a free online surveying system provided by SERVE. After a the survey has been completed by all staff members, it is closed and the address of a web-based report is provided to the individual responsible for coordinating the needs assessment. For schools preferring other options, a paper-and-pencil copy of the STNA may also be downloaded and freely reproduced for use, or items may be adapted to any other surveying method (e.g., telephone, email, or other web-based system).

Expert teachers consciously and unconsciously find ways to orchestrate and coordinate technology, pedagogy, and content into every act of teaching. They flexibly navigate the affordances and constraints of each technology and each possible teaching approach to find solutions that effectively combine content, pedagogy, and technology. They find solutions to complex, dynamic problems of practice by designing curricular solutions that fit their unique goals, situations, and student learners. They use naturally make changes to their pedagogical approach and the content they cover to create a new "curriculum" that is also highly effective.