Dylan openly acknowledges that he didn’t always make the best choices in school last year. “I did not think before acting and didn’t consider the consequences for my actions,” he shared.
Yet despite these challenges, Dylan decided to apply for the student tech team. “I like to help lead kids to do the right things on their Chromebooks,” he said, adding that being on the tech team keeps him active and out of trouble. “In the first week of school, when we got our Chromebooks, a lot of students had trouble logging in because they didn’t know their passwords, so I helped most of the class.” Dylan also described helping his mother troubleshoot her Chromebook at home—an early sign of his growing technical confidence and willingness to help others.
Johnstone Principal James Pierce admitted he was surprised to receive Dylan’s student tech team application, but he recognized the importance of giving students who have faced challenges an opportunity to grow through responsibility. “We felt this could be the perfect chance to put that belief into action,” he said.
Together, we established clear expectations and accountability measures for the students, ensuring they understood the level of responsibility that comes with being part of the tech team.
Since joining the student tech team, Dylan has embraced the trust and responsibility given to him, which has motivated him to make better choices. The supportive, collaborative environment has helped him build confidence and accountability while learning the value of caring for devices and using technology responsibly. I’ve watched Dylan turn past mistakes into learning experiences and grow into a positive role model, showing his peers that past challenges can be turned into opportunities for growth and leadership.
Principal Johnstone has noticed the change as well. “Since joining the tech team, Dylan has made a complete turnaround in behavior and attitude—at school and at home,” he said. “He takes pride in being part of something meaningful where he can demonstrate leadership and use his skills in a positive way. His growth captures what we strive for in our school culture—giving students opportunities to redefine themselves, take ownership of their actions, and realize their potential. I hope Dylan’s transformation inspires other students to see that every opportunity can be a stepping stone toward better choices and future success.”
Importantly, being part of the tech team has also changed the way Dylan sees himself. “I see myself more as a leader [who gives] a helping hand to others in class, at home, or even in public,” he explained. “Teachers trust me more, and I think of my actions more because I know that as a tech team member, I should be a role model for [my peers].”
Often, students who struggle with responsibility simply need the right opportunity to feel trusted and valued. Providing meaningful roles—like joining a tech team or mentoring others—can truly help students take ownership of their behavior and see themselves as leaders.
What makes Dylan’s story so inspiring is that it goes far beyond technology—it’s about leadership, responsibility, and the power of trust. His involvement in Johnstone’s student tech team shows how giving a student who has faced challenges the opportunity to lead can spark real transformation. When we trust students with meaningful responsibility, they often rise to the occasion, just as Dylan has. His growth has not only influenced his own learning but has also had a positive impact on his peers, teachers, and the overall school culture. For me, watching Dylan’s journey reaffirms why student tech teams matter—they’re not just about devices or troubleshooting, but about empowering students to take ownership, step into leadership, and discover the best version of themselves.
Ready to start a student tech team in your school? Explore our Student Tech Team Toolkit and learn more about the Verizon Innovative Learning Schools partnership.
Thanks to Dr. Nicole Adell for her contributions to this blog post!
