As K–12 education leaders approach 2026, a significant shift is occurring in technology discussions. The focus has transitioned from “What should we buy?” to “What’s actually worth keeping?” The pandemic spurred rapid adoption of various technologies, but now districts are evaluating their effectiveness and relevance in the classroom.
The era of technology for technology’s sake has ended. Leaders are now demanding improved data governance and are increasingly aware that cybersecurity must be an organizational priority. The challenge extends to preparing students for a workforce shaped by artificial intelligence (AI) while mitigating risks associated with screen overload and data misuse.
The conversation around screen time has become particularly complex. Kris Hagel, chief information officer for Peninsula School District in Washington, recently faced tough discussions with parents concerned about device usage in schools. “We had to define pedagogical use versus passive consumption,” he explained, emphasizing that students aren’t using devices for mindless scrolling but for educational purposes. However, some educators like Evan Abramson, director of innovation and technology at New Jersey’s Morris-Union Jointure Commission, argue that the integration of edtech has undermined effective teaching. He stated, “We’ve taken the power from teachers and put it in technology’s hands.” In contrast, Susan Moore, director of instructional technology at Meriden Public Schools in Connecticut, cautioned against blanket bans on technology, asserting that virtually all students will enter a technology-driven workforce.
The dialogue has shifted from whether technology should be present in schools to how it should be applied, necessitating better communication and a more robust pedagogical framework.
AI is becoming an integral part of educational technology. Freddie Cox, chief technology officer of Tennessee’s Knox County Schools, noted, “AI is like corn syrup; it’s going to be in everything.” He urged school leaders to acknowledge AI’s growing role in purchasing decisions. The challenge lies not just in selecting appropriate tools but also in equipping educators to navigate this continuous change. Teachers in Hagel’s district expressed difficulty keeping up with evolving technologies, highlighting the need for ongoing support.
Some districts, like Gilbert Public Schools in Arizona, are approaching AI cautiously. Executive Director of Technology Jon Castelhano assembled an AI task force and focused on training teachers to ensure a thoughtful implementation. Tom Ingram, director of IT for Escambia County Public Schools in Florida, emphasized educating district leadership on AI’s implications in various applications.
Data governance, previously relegated to IT departments, is now a concern for all educational leaders. Chantell Manahan, director of technology at the Metropolitan School District of Steuben County in Indiana, noted that as AI tools become commonplace, the existing infrastructure is insufficient. “AI is only as good as the data that backs it up,” she said, stressing the need for improved governance, privacy, and ethics surrounding data usage. Issues like inconsistent definitions, unclear data ownership, and weak privacy controls are surfacing, necessitating a comprehensive approach to data management.
Financial constraints are prompting tougher evaluations of technology investments as federal relief funds dwindle. The so-called “ESSER cliff” has arrived, forcing districts to reassess rising hardware costs and infrastructure demands. Moore highlighted the need to assess the return on instruction, questioning vendor analytics that fail to demonstrate meaningful learning outcomes. Manahan anticipates that more districts will consolidate platforms to streamline operations, even if it results in sacrificing certain features. “It’s not just about funding; it’s about human capacity,” she stated, noting that the burden on parents, teachers, and leaders is unsustainable.
Cybersecurity is becoming an issue that requires collective responsibility. In New York, Steinberg recounted a phishing incident where a board member lost money due to a fake email impersonating the superintendent. “AI makes it easy to create believable emails,” he remarked, emphasizing the inadequacy of traditional cybersecurity measures. Districts are enhancing security protocols through awareness training, advanced email security, multifactor authentication, and network certificates. In a proactive step, Steinberg’s district has implemented multifactor authentication for students as young as fourth grade, utilizing pictograph-based systems.
As schools reevaluate their technology strategies, they are regaining control over the conversation. Instead of allowing vendors and external pressures to dictate decisions, leaders are prioritizing student needs when selecting educational products. “We need to get back to innovation and creativity among teachers,” Abramson emphasized, advocating for technology to serve as a supportive resource rather than a substitute for direct instruction. The educational landscape is shifting, driven by a focus on meaningful engagement and accountability.
See also
Andrew Ng Advocates for Coding Skills Amid AI Evolution in Tech
AI’s Growing Influence in Higher Education: Balancing Innovation and Critical Thinking
AI in English Language Education: 6 Principles for Ethical Use and Human-Centered Solutions
Ghana’s Ministry of Education Launches AI Curriculum, Training 68,000 Teachers by 2025
57% of Special Educators Use AI for IEPs, Raising Legal and Ethical Concerns
