But if the pendulum is swinging away from edtech hype, CoSN’s EdTech Innovation Committee members discussed in a recent virtual meeting that there’s a shift that needs to happen with innovation: Centering the “why” of our work, prioritizing communication, and becoming even more intentional with when innovating.
Throughout the conversation, members explored a central challenge facing school systems today: how do education leaders continue driving meaningful innovation when budgets are shrinking, priorities are shifting, and communities are asking harder questions about technology’s role in schools?
Prioritizing Purpose
One theme to emerge from the discussion was the value of communication and storytelling in purposeful edtech innovation.
CoSN Board Chair and committee member Stacy Hawthorne, CETL (EdTech Leaders Alliance, Ohio) shared that districts must begin with curriculum, pedagogy, and instructional purpose before deciding where technology belongs. Rather than focusing on devices themselves, she explained that schools should focus on whether technology meaningfully supports teaching and learning outcomes.
“This isn’t a tech conversation that we’re in at this point in time, this is a trust conversation that we’re in,” said Hawthorne. “And in the absence of us sharing what is working well with technology in schools, people have filled the narrative and filled the void on our behalf.”
Earning Trust, Acknowledging Mistakes, and Moving Forward
Committee members agreed with Hawthorne, noting that many current tensions around technology are not simply about screens or devices — they are about trust.
Committee member Holly Doe (MSAD #11, Maine) shared that part of her district’s recent technology planning work involved acknowledging where technology implementation may not have always been effective. As part of revising the district’s technology plan, her team examined screen time usage in middle schools and considered how instructional practices could evolve moving forward.
“Sometimes building trust is just acknowledging with our administrators and with other people in our districts that we have made some mistakes, but [also explaining] how we move forward with purpose and do better,” said Doe.
Responding to Growing Community Concerns
Committee Co-Chair Ryan Cox (Osseo Area School District ISD 279, Minnesota) said that a number of Minnesota districts have seen a growing parent interest in screen time and device use in schools, with books such as The Anxious Generation and Digital Delusion sparking conversations in many communities in Minnesota and beyond.
Rather than dismissing those concerns, committee members discussed the importance of engaging families directly and proactively communicating the “why” behind instructional technology decisions.
Committee member Micah Miner, CETL (Beach Park School District #3, Illinois), suggested that districts have an opportunity to address issues through board-level conversations, educational outreach, and stronger communication around instructional goals. “Part of the ways in which we can manage it is to make sure that we’re proactive with our boards … to make sure we manage the conversation before it manages us,” said Miner.
Remember: Tech Use Today Prepares the Workforce for Tomorrow
Committee member Rajesh Adusumilli (Arlington Public Schools, Virginia) raised concerns about reducing conversations to simple screen time metrics while overlooking the growing need to prepare students for an AI-driven workforce. He spoke about how infrastructure, digital literacy, and access remain essential components of future-ready learning environments.
“It’s very clear that the colleges are expecting that students come prepared with an understanding of what AI means, how to manage it, how to ethically use it, and how to kind of operate in that realm,” said Adusumilli.
Committee Co-chair David Jarboe, CETL (D2 Harrison Schools, Colorado), expanded on the connection between innovation and workforce expectations, noting that career and technical education is becoming a major driver in K-12 decision-making. “Many of the conversations around innovation and technology are being shaped by evolving workforce demands and economic priorities,” Jarboe noted. “Understanding those trends can help schools better prepare students for future opportunities.”
Jarboe also noted that innovation in education is often shaped by factors beyond the classroom, including decisions made by legislators, governors, and policymakers. “Educators are frequently adapting to new initiatives and requirements as they emerge,” he shared. “Recognizing industry as a driver could provide valuable perspective and support.”
Rethinking Devices, Access, and Safety
The group also discussed operational shifts that districts are already making in response to financial pressures and changing community expectations.
Theresa McSweeney, CETL (Boise School District, Idaho), suggested that classroom-based device models, rather than take-home programs, may help reduce some family concerns around excessive screen usage. “I would wonder if families might feel more in control over their own screen time without worrying as much about what’s happening in the classroom if the devices were staying behind at school all day, instead of also going home,” McSweeney said.
Districts should carefully consider how at-school-only device policies align with their digital equity objectives and the needs of their students and families, with local leadership best positioned to make those determinations. CoSN believes this is a local control issue.
Miner and Andy Fekete, CETL (Community Consolidated School District 93, Illinois), shared that both of their districts are having conversations about moving toward classroom-based devices due to challenges related to device damage, liability, and non-academic device use at home.
While the committee members talked about access, safety concerns also remained central to the discussion.
CoSN CEO Keith Krueger highlighted the growing pressure districts face around filtering inappropriate content and ensuring student safety on school-issued devices.
“I don’t think it’s just about access, but it’s about access to inappropriate materials [on school devices], at least in the news coverage that is gaining traction,” said Krueger.
He added: “The one thing we can firmly say is that if you have the choice between a child on a school device and a school network versus a personal device, they’re much less likely to be safe in a personal device.”
Innovation Is Evolving, Not Disappearing
Despite the challenges discussed throughout the EdTech Innovation Committee meeting, members returned to the idea that innovation in education is not going away, it is simply entering a new phase: One less defined by devices alone and more focused on intentionality, instructional value, transparency, and trust.
CoSN’s EdTech Innovation Committee meets virtually every month to develop resources on CoSN’s Driving K-12 Innovation Top Topics and other timely trends that have the potential to significantly impact K-12 education.
2026 Advisory Board Transition Year
CoSN’s Driving K-12 Innovation initiative is entering an exciting new phase designed to create deeper collaboration, stronger implementation-focused insights, and expanded engagement opportunities for Advisory Board members and the broader community.
As part of a transition to a new annual project timeline launching in 2027, the 2026 Part 2 Advisory Board will focus on the development of the new Driving K-12 Innovation in Action Report, focused on showcasing how districts are operationalizing innovation trends in practice.
Rather than revisiting trends already identified in the 2026 report, this cycle’s Advisory Board members will collaborate to showcase how districts are operationalizing innovation in practice around the Top Topics in 2026. This work will include strategic discussion, synchronous engagement opportunities, and case study development designed to provide districts with concrete examples and actionable insights.
The publication will be released during a webinar in November 2026 highlighting innovation stories, implementation strategies, and lessons learned from international edtech changemakers.
AUTHOR: Stephanie King, Writer and Communications Manager,
CoSN’s EdTech Innovations Committee and Driving K-12 Innovation
Published on June 16, 2026
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