Transforming Education Through Technology Leadership

Hector Hernandez, Director of Technology Operations, Aspire Public Schools

Hector Hernandez is Director of Technology Operations at Aspire Public Schools, leading the strategic implementation and support of IT systems across one of the nation’s largest charter management organizations. With more than a decade in educational technology, Hector’s background spans infrastructure modernization, network administration, classroom tech integration and large-scale deployments.

This interview explores Hector’s vision for advancing equitable access, cybersecurity and instructional collaboration across Aspire’s schools, guided by a people-first mindset.

AT A GLANCE

• People Before Platforms – The most successful technology initiatives are built on strong teams, not just advanced tools. Investing in people lays the foundation for scalable, sustainable impact.

• From IT Support to Strategic Leadership – Today’s tech leaders are no longer just troubleshooters; they are key strategic partners driving digital transformation in education.

• Cybersecurity is a Cultural Shift – Protecting schools requires more than technical safeguards—it means building awareness, empathy and shared responsibility.

Leading with Purpose: A Career Rooted in Equity and Innovation

Technology in education is no longer just a support function; it’s central to how students learn and how schools operate. I’ve witnessed this shift firsthand, starting with repairing computers in Los Angeles schools and growing into leading tech strategy across a charter network. The real value of technology isn’t in the devices, but in how we use them to expand access and opportunity, especially for students who need it most.

My path into EdTech began early. In high school, I worked as an IT technician at my former Los Angeles Unified school. That experience showed me tech support was never just about fixing hardware—it was about keeping students and teachers connected to learning. Each working device mattered, particularly in underresourced communities.

In 2012, I joined the charter space, drawn by the flexibility to pilot tools, gather feedback and quickly improve instruction. Then the pandemic changed everything. The digital divide became a frontline barrier to learning. My team had to move fast—distributing devices, working with internet providers and supporting teachers new to virtual platforms. We learned that tech teams must work cross-functionally, anticipate challenges and lead with empathy, not just expertise.

“Access to learning tools and reliable connectivity shouldn’t be a privilege; they’re baseline requirements for modern education”

Equity in EdTech isn’t aspirational— it’s essential. The pandemic exposed what’s long been true: students need reliable tools and connectivity to engage fully in learning. These aren’t luxuries. They’re the foundation of a modern, inclusive education system.

Modernizing Without Disrupting

“Do more with less.” For K–12 EdTech leaders, this is a constant reality. Tight budgets meet rising demands, and modernizing systems means balancing innovation with disruption.

I faced this firsthand at a smaller charter organization while advocating to replace an outdated student information system. It was unreliable, lacked integration and forced constant workarounds—impacting everything from grade entry to enrollment. To drive change, I had to show how these issues affected school life, like teachers staying late or staff losing hours to system crashes. A full shutdown wasn’t an option due to essential historical data, so we rolled out a phased transition that preserved core functions while introducing a modern platform. It was a pivotal lesson: thoughtful, strategic modernization is the only sustainable path.

Cybersecurity as a Cultural Priority

When I mention cybersecurity in education, eyes often glaze over. But weak practices can directly disrupt learning—ransomware doesn’t just cost money; it costs instructional time and damages trust. At Aspire, we’ve built an approach that combines strong technical safeguards—secure authentication, network protections, endpoint monitoring—with human-centered strategies. Our most effective defenses come from fostering a culture of awareness, trust and shared responsibility.

One small but telling example: phishing tests revealed that staff clicked suspicious links not out of carelessness but fear of missing urgent messages from families or leadership. The issue wasn’t just training—it was unclear communication protocols. Instead of more mandatory sessions, we streamlined those systems and redesigned our training to focus on real-world scenarios educators face. Engagement and retention improved significantly. In education, effective cybersecurity must reflect front-line realities. Technical fixes only work when paired with empathy and context.

Breaking the Instructional-IT Divide

‘That's an IT problem’ versus ‘That's an instructional issue’—this false divide has plagued education for years. In reality, technology and instruction are inseparable.

This plays out daily. Selecting devices means ensuring kindergartners can log in independently, high schoolers in engineering courses have the right tools and students with motor challenges can fully participate. When evaluating a math program, instructional teams focus on pedagogy while IT ensures data security, system integration and network compatibility. Only by combining these perspectives can we make decisions that serve students well.

The pandemic showed this clearly. Schools that maintained strict separations between technology and instruction struggled. Those with integrated planning adapted quickly. One principal told me, ‘I never understood why you pushed so hard for joint planning until COVID hit. Then I realized technology wasn't just supporting our instructional program—it was our program.’

AI in Education: Real Promise, Real Caution

My first experience with AI in education came through adaptive learning tools that promised personalized instruction at scale. The results often fell short, teaching me to approach AI with measured skepticism—open to its potential, but mindful of overhyped claims.

At Aspire, we’ve set clear guardrails while encouraging innovation. Our AI policy was built with input from teachers, parents and IT staff to reflect shared values and practical needs. Teachers use AI to generate differentiated reading questions and scaffolds for English learners. Our operations team uses it to identify preventive steps in maintenance, saving time and cost.

We take a cautious approach to student-facing AI, vetting tools for age appropriateness, privacy and alignment with our goals around critical thinking and digital literacy. Through piloting, we’ve adopted solutions that support struggling readers while fostering independent research—a potent mix for engagement and growth.

People Over Platforms

People matter more than technology. The most advanced cybersecurity system or AI tool won’t succeed without a strong team behind it. I’ve seen how investing in people expands what’s possible. Our team rose to the challenge during tough times by prioritizing professional development—funding certifications, conferences and learning time. Even during budget cuts, we protected training.

Trust matters, too. When a network engineer proposed an unconventional fix for our aging infrastructure, I backed the idea despite skepticism. The result: a 30 percent boost in network performance at half the cost. That kind of outcome only happens in a culture that supports risk-taking.

The schools that succeed in digital transformation aren’t always the best funded. They’re where tech leaders build strong teams and earn a seat at the strategy table. Get that right, and the rest follows.