Miguel Quinteros spent over a decade as something of a tech-savvy teacher — one not afraid to try new things in the classroom, in hopes that they would make learning more interesting, more intuitive and more engaging for his students.
He took that proclivity to the next level a few years ago, when he accepted a position as a K-12 technology coach in a small school district in western Michigan.
Quinteros loves the work he gets to do, trying to solve problems for teachers, students and administrators in his rural farming community, removing obstacles that come their way and generally continuing in his pursuit of looking for ways to make learning more fun and approachable to students.
And he hasn’t had to abandon teaching. In 2022, Quinteros’ district, Mason County Central School District, opened a first-of-its-kind immersive room that, with augmented and virtual reality advanced technology, allows students to deepen their learning with interactive, sensory-oriented lessons — from the World War I trenches to erupting volcanoes to ancient Greece. Quinteros manages the immersive room for the district and helps bring lessons to life for children of all ages.
“I just get to do the fun part now: teach,” he shares. “I don’t do the grading and the discipline anymore.”
In any given school, a robust school staff is quietly working behind the scenes to help shape the day for kids. In our Role Call series, we spotlight staff members who sometimes go unnoticed, but whose work is integral in transforming a school into a lively community. For this installment, we’re featuring Miguel Quinteros.
The following interview has been lightly edited and condensed for clarity.
Name: Miguel Quinteros
Age: 51
Location: Scottville, Michigan
Role: K-12 technology coach
Years in the field: Three in current role, after 11 as a teacher
EdSurge: How did you get here? What brought you to your role as a technology coach?
Miguel Quinteros: Well, I’m originally from El Salvador. I came when I was 25 for medical treatment, and then I had to stay in the country and find something to do. So I became a youth minister with the Catholic Church. Then I thought, ‘Oh, I like to work with young people,’ so I decided to become a teacher. When I was studying to become a teacher, I had to choose a major and a minor, and I picked social studies as my major and computer science as my minor. With my minor being computer science, I focused a lot on how to use technology in the classroom, how to do things that we would not be able to do otherwise.
Once I became a teacher, even though I was teaching Spanish, computer science and social studies to middle and high school students, I was always using technology in the classroom. It was a small town, and word got out. After the pandemic, I think a lot of school districts realized that teachers needed more support with technology, and a lot of tech coach positions came up. So then the district where I work now actually recruited me to come take this position.
When people outside of school ask you what you do, like at a social event, how do you describe your work to them?
Most of the time, I don’t like to tell people what I do. I feel like, especially being Hispanic, when people see me in social [settings], they assume that I work in the fields doing migrant work, agriculture. And the moment they know what I do, it’s almost like they give me more importance. I like people to see me for who I am as a person, not for what I do.
But if I meet somebody, and I can see that they genuinely accept me for who I am, then I open up more with them. Otherwise, I guess I’m kind of guarded with this topic. It’s sad, but that’s the reality, and I have to live in my skin every day.
Let’s say you met someone who was genuinely interested in you. How would you describe to them what your work entails, if you were feeling really talkative and generous that day?
I’d tell them I am a technology coach, and most people are like, ‘What is that?’ Because these are kind of new positions that have emerged. And then I explain that I go into classrooms and help teachers use technology, to make classrooms more engaging. I also order technology for the teachers and for the students — physical technology as well as learning apps. I provide teachers with training on how to use that technology.
And then they ask more questions. If they said, ‘So you don’t teach kids anymore?’ then I tell them about what I do with teaching young kids, too. My position is really unique because we have, in our district, an AR/VR immersive room, which I run and I create content for when I have downtime. It’s the first of its kind in a K-12 building in the whole country, and it’s open for our K-12 students. It’s this room with three big walls with projectors that become interactive to the touch and with surround sound. The floor is also interactive. It’s like virtual reality without the goggles.
If I didn’t have that immersive room, I would probably miss being in the classroom, because I went to school to be a teacher. And I like that part, the teaching aspect.
When did the immersive room open in your district? And what are you teaching kids in that setting? What does that look like?
The immersive room was an initiative for the district right after the pandemic. They were brainstorming ideas on how to get kids to come back to school after such a long period of time away.
So far it has accomplished that goal. We’re a rural community. We don’t have that much funding, and our kids come from very poor homes and backgrounds. A lot of children have never been to a museum, never been to cool places in the big city. With the immersive room, basically we can recreate any of that.
We can take a field trip to the deepest part of the ocean, for example. I have this one immersive experience that starts on the surface of the ocean and then lowers depending on what part of the ocean you want to visit. If you want to go to the part where the coral reefs are, or if you want to go to the deep part of the ocean where it’s dark and no light gets through, you can do that. And then once we are there, in the ocean, the buttons are interactive in the walls and the children take turns touching those buttons, which gives them information about the specific aspect of the ocean. So the kids come and they get to touch the walls and interact and learn that way. And the room also has this four-dimensional aspect. If I want to bring a seashore scent into this experience, I can upload that so they can smell like they’re right there in the ocean. And there’s also fans that can activate and recreate different wind variance.
So that’s what makes the lesson more interactive. We have other lessons to go to the moon, where we play with the gravity of the moon. There’s bricks that they pull with their hands, and they fall and it simulates gravity. And then we talk about gravity. ‘What happens if we throw this brick right here on earth? How fast would that go? And look what happens if we throw this brick on the moon and how much slower it goes down.’ Then we’ll learn about the phases of the moon, how the moon interacts with the oceans and how that influences us and our daily lives on earth. This is what makes it really cool for the students.
That sounds incredible. I’ve never heard of anything like that. And you’re saying you teach all grade levels in the immersive room?
Yes, right now, but the way it works is the teachers schedule time with me and they bring the kids. The teachers are there in the classroom with me also. When they sign up, they give me an idea of what they expect to see in the immersive room. And then when they come, I have the lesson ready and the moment they walk in, boom, they are immersed in the lesson. That’s what I like about the system.
What does a hard day look like in your role?
Sometimes, I have to make sure that rostering is OK. That means I have to spend the whole day fixing data and correcting names of students and making sure that everything is properly entered in the system and that students have access to their devices. And I have literally spent days repetitively deleting duplicate students. I guess that would be a hard day, just the monotonous work. I like variety.
What does a really good day look like?
A great day for me is when I get to do a little bit of everything: when I get to see the students, when I get to teach at least one class, when I get to interact with the teachers, helping them brainstorm ideas on how can we include students in this learning process with an app, and when I get to do some purchases too on that day, for some things that the teachers really need.
It just fills my heart when I am able to advocate for them because I tell them, ‘I like to do for you what nobody did for me when I was a teacher.’ Nobody will come and say, ‘What do you need? How are things going?’ I like to do that on a daily basis. If I find myself with the downtime, I don’t stay here at my desk. I walk and I go to the other buildings, and it’s like, ‘Oh, Miguel, by the way,’ and then they need me for something. I get to interact with the principal. I get lots of hugs when I go to the lower elementary with the younger kids, like kindergarten to second grade.
So I guess a fulfilling day for me would be when I get to serve all of my clients — and in my job, my clients are students, teachers, admin, and anyone who is walking through this building — and when I get to make their lives better, a little bit lighter.
What is an unexpected way that your role shapes the day for kids?
One way is all the educational apps that they use on a daily basis. If something goes wrong with it, they call me. But if everything is running smoothly, it’s because of the job I do. I guess that’s where my job gets taken for granted, when everything is running smoothly, everything is in place. We use tons of different learning apps — from Google Classroom to Clever — and I’m the person responsible for rostering them and then training the teachers.
What do you wish you could change about your school or the education system today?
I wish that the teaching profession would be more respected, that teachers would be able to get all the resources they need and the support that they need. I wish the politicians would put more money where their mouth is. Teachers are underappreciated. I wish that our society would realize that without teachers, there are no other careers. There’s no doctors, there’s no lawyers, there’s no politicians — without teachers.
Also one of the things that I wish we could change is that we expect all students to have the same credits. In Michigan, if you want to graduate high school, you have to have three science credits, four social studies credits, four ELA. Everyone has to have the same. And I think that’s seriously wrong because not all kids are the same. Everybody has different needs, everybody has different dreams, everybody has different backgrounds. We should provide students with a variety of choices.
Like OK, imagine this kid who is terrible at reading and he hates social studies, but he’s a hands-on kind of kid and he likes to take things apart. Why not provide a path for this kid where he will get to graduate with a high school diploma and with skills on how to do the particular job that the kid wants?
Your role gives you unique access and insight to today’s young people. What’s one thing you’ve learned about them through your work?
I’ve learned about how life is a lot simpler in a kid’s mind, and they know the joy of living day to day. When a kid comes and gives you a hug, they really mean it. When they give you a high five, it’s because they want to do that. I am touched by the sincerity of the kids and how many times they teach us that life can be fun, life is fun.
Before I became a teacher, I was doing youth ministry and I was recruiting this kid, this young man, and I was like, ‘Hey, I have some fun programs at the church. Come and join us.’ He looked at me and said, ‘What kind of fun? Your kind of fun, or my kind of fun?’ I said, ‘That is an absolutely great question.’
That kid kind of changed my life because when I became a teacher, I always kept that in mind. Still to this day, that echoes in my head: ‘What kind of fun? Is it your kind of fun, or my kind of fun?’ Learning does not have to be boring. It should be fun. And that was my passion, to make learning fun for the students, to the point that they don’t realize that they are learning because they’re having too much fun.
That’s what I like about students. Sometimes they can challenge you, they can ask you questions, and if you listen to them, we can learn a lot from young kids. I have learned a lot from them.
