When it comes to K-12 schools, it’s crucial to delineate the roles and responsibilities of various departments, particularly when it comes to audio-visual (AV) systems. While many may argue that commercial AV should fall under the purview of information technology (IT), this perspective overlooks the unique nature and requirements of AV technology — especially in an academic setting.

First, AV systems are fundamentally different from the IT infrastructure. The role of an IT director or director of technology primarily revolves around managing networks, data security and software applications — areas that demand specialized technical expertise. In contrast, AV equipment requires a distinct set of skills focused on installation, operation and maintenance specific to multimedia presentations and events.

As such, viewing AV as part of IT can lead to misallocation of resources and confusion in responsibilities. When AV is treated as an extension of IT, critical aspects — such as event support, equipment setup for performances or presentations and ongoing training for staff — may be neglected. This can ultimately hinder the effectiveness with which schools utilize their audio-visual capabilities.

Lastly, many, if not most, IT professionals have not been trained in, nor do they have experience in the theories, practices and principals of audio, video and control systems. Having that expectation from these professionals can put an IT staff in the difficult position of feeling responsible for technology and/or systems that shouldn’t fall under their purview. This can have the unintended consequence of decreasing morale, feeling inadequate or incapable of performing duties or fomenting resentment among a staff that feels insufficiently trained or supported in their responsibilities.

While there may be some overlap in technology use within K-12 environments, it’s essential to recognize that AV is not IT. By maintaining clear distinctions between these two domains — allowing dedicated professionals to manage each — educational institutions can ensure that both technological infrastructures thrive independently while serving their unique purposes effectively in enhancing educational experiences.

Ultimately, distinguishing between these two domains allows for more effective management strategies tailored to each area’s specific needs. This clarity fosters an environment where both technology sectors can thrive independently while contributing to a cohesive educational experience for students.