Sharon King

Sharon King taught secondary school for seven years before transitioning into educational technology — first as an instructional technology coach inside a school district, then as a curriculum consultant helping institutions evaluate and implement digital tools at scale. She holds a Bachelor's in Secondary Education and completed a graduate certificate in Educational Technology Design, and has led professional development workshops for hundreds of teachers on integrating technology into instruction without displacing the pedagogical thinking that makes good teaching good.

At vaeyc, Sharon writes specifically for educators: the teacher trying to figure out whether an AI writing assistant is a legitimate classroom tool or an academic-integrity problem waiting to happen; the curriculum coordinator evaluating three competing AI tutoring platforms with a limited pilot budget; the administrator who needs to explain an AI adoption policy to parents before the next board meeting. Her coverage is grounded in classroom reality, not vendor marketing, and she consistently centers the question of whether a technology actually improves learning outcomes rather than simply making instruction feel more modern.

Sharon is deliberate about her role as a skeptical evaluator rather than a tech evangelist. She has seen enough EdTech adoption cycles — tools adopted enthusiastically, then quietly abandoned after one academic year — to approach new AI products with structured questions before enthusiasm. Her reviews and guides at vaeyc reflect that discipline: she tests tools, talks to teachers who are using them, and reports what she finds rather than what a press release claims.

Her deeper interest is in helping educators develop durable frameworks for evaluating any new technology, so that the skills she writes about outlast the specific tools she covers. That orientation toward teacher agency and professional judgment is what distinguishes her work and earns the trust of the educators who read vaeyc.