Lyford Rome, educational technology coordinator, says the best part of being an educator is providing a creative space to challenge his students to draw connections between seemingly unrelated disciplines and discover a new perspective of society.
“I believe very strongly in the unity of disciplines,” says Lyford. “The interdisciplinary nature of my classes challenges my students’ preconceptions and helps them discover deeper truths about the world and themselves. In the end, one can find that subjects like art and science both attempt the same thing—describing the human experience.”
You would never guess by his current title that Lyford began his career in education as a K-8 music teacher. After six years of teaching, Lyford followed his dream of composing music and designing digital sound for computer games in the 90s. During that time, he also created online tutorials for Atomic Learning, produced several ESL audio textbooks for McGraw-Hill, and became a NASA Solar System Ambassador.
Through those projects, Lyford became fascinated by the creative potential of technology and chose to return to education, where creative design became his focus. At Parker, he teaches Middle and Upper School classes including history of technology, 3D animation, digital audio production, human-centered design, and an interim session on science fiction cinema.
Lyford says he loves class discussions on deep topics like the relationship between architecture and concepts of privacy in different cultures.
“Deep discussions like these require a synthesis of the humanities, hard science, and practical skills,” says Lyford. “I love building eclectic conceptual landscapes for students to explore; allowing them to construct knowledge and meaning on their own. I am always amazed and humbled by the insights and interpretations made by my students!”
Lyford says the greatest compliment came from a student who said the discussions in class has influenced the way in which they approach their academic subjects.
“I love Parker’s commitment to ‘educating students who are able to participate in the fundamental human conversation on what is right, fair, and good,’” says Lyford. “I want my students to be thoughtful leaders and to enter any dialog with confidence and conviction.”
“I love building eclectic conceptual landscapes for students to explore; allowing them to construct knowledge and meaning on their own. I am always amazed and humbled by the insights and interpretations made by my students!”
