How should school leaders be thinking about emerging technologies and digital equity?

What we advocate for at Digital Promise is for school leaders to think about emerging technology and digital equity from a systems perspective. School districts should think about digital equity first, beginning with a conversation and agreement from the community about the role that technology should play in education for that community, making sure that everyone has had an opportunity to weigh in and to understand the potential that technology can play in education. This gives support for school leaders to make the types of investments they need to make in technology to ensure that the community’s vision is realized.

It is also important that school leaders think about current and emerging technology from an evidence-based pedagogical lens. There has been a lot of research around what works for teaching and learning, what works in schools, what works in classrooms across the country, and we think that leaders should be thinking about the integration of technology and evidence-based practices to create more powerful learning experiences.

We believe that leaders should be thinking about how prepared their educators are to utilize emerging technologies and artificial intelligence (AI) in particular. To what degree do our teachers and our leaders have digital competency and are our professional development systems aligned to continue to build capacity in our educators on what’s possible and how to use those tools in conjunction with evidence-based practices?

We also think that there has to be clear policies and alignment of resources in place as we think about the role technology can and should play in education. Do we have funding to ensure that every student has access to a WiFi or broadband connection when they leave school? Do we have policies and resources that ensure that students know how to utilize those devices for learning and for creation to demonstrate what they’ve learned?

What is the current digital skills gap and why is it important to address it now? What other digital divides are prominent?

The digital skills gap has a direct impact on future job opportunities and earning potential. This gap begins as early as K-12 when students lack equal access to devices and the internet outside of school or miss out on opportunities to develop essential digital competencies needed to thrive in an increasingly digitized society. A 2020 study found that students with only slightly below-average digital skills are almost 30 percent less likely to plan for college, while those with stronger digital skills are more likely to pursue STEM careers.

Addressing the digital skills gap requires understanding the three digital divides outlined in the 2024 National Educational Technology Plan. The digital-use divide where many students experience passive technology use in the classroom, such as completing worksheets on a tablet. These activities do little to build digital competency or deeper technology skills. The digital-design divide stems from educators lacking the necessary training, resources and professional development to design meaningful, technology-rich learning experiences. And the digital-access divide where many students lack reliable high-speed internet, personal devices and essential digital tools at home, limiting their ability to build digital literacy and skills beyond the classroom. Closing these gaps requires a comprehensive approach that ensures equitable access, effective teacher training, and active digital learning experiences — so that every student is prepared for success in a digital world.

What do you see as the role of school boards in embracing technology and digital equity? For those boards that are hesitant or slow to embrace these concepts, what do you think are the main barriers?

Boards have the responsibility of really stewarding the district’s resources and the policies that govern the school district and, in conjunction with the superintendent, sets the vision. Digital Promise’s Digital Equity Framework provides a really clear blueprint that leaders can use to put together the foundation for future usage of artificial intelligence and other emerging technological tools in education. Visionary leadership in digital transformation is where school boards can have the greatest impact. An effective board actively participates in shaping and solidifying the community’s vision for the role of technology in teaching and learning.

This means not only helping to define that vision but also ensuring that it is embedded in the district’s strategic plan and reflects the needs and aspirations of the community. Beyond vision-setting, the board must also focus on policy and governance — establishing regulations that guide the district’s use of technology in alignment with evidence-based practices. It is their responsibility to understand the transformative role technology can play and to create policies that support its effective and equitable integration. Finally, school boards play a critical role in resource allocation and sustainability. They must ensure that the district is well-resourced, thinking proactively about long-term funding for technology. This includes planning for the ongoing purchase and replenishment of devices, securing access to essential software and digital tools, and guaranteeing that every student has the technology they need to become digitally competent and succeed at a high level.

What do you see as the role of local education leaders versus state education leaders? How are they different and where should they work together?

I believe states and local education leaders should have a strong, collaborative relationship that involves constant two-way communication regarding the realities of the classroom and the barriers that prevent good teaching and learning. I believe there should be a commitment to jointly develop policies that work for teachers and learners.

What are the biggest challenges schools face in making sure all students have the same access to technology, and what are some solutions?

The biggest challenge is the digital-access divide. Some students may be able to afford the MacBook Pro, while some students will only have access to a cell phone. I believe school districts should play a larger role in ensuring all students have the appropriate access to devices, software and internet connectivity if these tools will enable stronger, more in-depth learning. School districts can partner with educational organizations like Digital Promise to start or accelerate their digital equity journey.

In order for schools and districts to address the digital-access divide, it’s also crucial to ensure flexibility in state funding for local educational agencies so they can develop sustainable, long-term plans to replenish devices, connectivity and software. These are no longer optional extras — they are as essential to learning today as textbooks were 20 years ago. Recognizing this shift, it’s critical to integrate these components into budgetary planning, while also forging partnerships with organizations that can provide strategic support or supplemental funding. Collaborating with local organizations and philanthropic partners can further strengthen these efforts, ensuring that schools have the resources they need to support students effectively.

How can schools better prepare to support current teachers in learning to use digital technologies effectively?

The most effective way to develop teachers’ digital competency is by integrating it seamlessly with the content and skills they are already learning. If educators are adopting a new curriculum, digital tools should be embedded in the process — showing them how technology enhances both teaching and learning. This approach is key to building educator capacity because it avoids teaching technology in isolation. Instead, it reinforces that using digital tools is just as essential as mastering the new curriculum itself. To support this, professional development should go beyond theory — it should be hands-on and job-embedded. Teachers should receive guidance on designing units and lesson plans that naturally incorporate technology. We should model how to use digital tools effectively during mini-lessons, in group activities and in independent student work. Additionally, technology should be demonstrated as a tool for assessment, time-saving and creating personalized learning experiences that meet students at their level, pace and needs. This approach — what we call ongoing, job-embedded professional development — ensures that technology is not an add-on but an integral part of an educator’s daily practice. By consistently supporting teachers in this way, we empower them to use digital tools effectively to enhance student learning.

How does a student’s digital competency affect their long-term economic and social outcomes?

If students lack the skills to navigate and use technology effectively, they will face significant barriers in many aspects of life. Without digital literacy, they may struggle to access essential services like remote health care, secure well-paying jobs or take advantage of opportunities in the digital economy. They may also find it difficult to become creators and owners of their own content and intellectual property, as they won’t know how to leverage the internet, social media and digital tools to monetize their skills and talents. Furthermore, in a world where so much communication happens online, a lack of digital fluency can hinder their ability to connect, collaborate and express themselves effectively. Beyond basic digital skills, students must also develop AI literacy, computational thinking and an understanding of online ethics and responsible digital behavior. Without these skills, they risk being left behind in a society increasingly shaped by technology. This is not just a passing trend — it’s a fundamental shift in how we live, work and interact. Preparing students for this new reality isn’t optional; it’s essential for their ability to thrive in the modern world.

Can you tell us about the Digital Promise Digital Equity Framework and how it can help LEA leaders?

The Digital Equity Framework is a set of principles, guidelines and policy recommendations designed to bridge the digital use, access and design divides at the state level, the K-12 level and for higher education. We see those three systems needing to interact with each other and support each other. And we see the state level helping create the enabling conditions for both K-12 and higher education. The K-12 framework is a systematic way for leaders, teachers and coaches to advance digital equity by closing the digital teaching and learning gaps in schools. So, we walk leaders through each one of the framework’s five domains. The first one is leadership for digital transformation, and that’s where the vision is set and where you concretize that into your strategic plan. The second domain is coherent systems, resources and policies. The third domain is about consistent access to devices and connectivity. And the fourth domain is around digital competency. How do we make sure that our educators and all of our people, our aides, our assistants, our office staff, our building leaders and principals — everyone has a level of digital competency so they can exist in this new world? The final domain is powerful learning propelled by technology — that is, learner-centered pedagogy that uses digital tools and resources to support teaching and learning, resulting in high student engagement. The goal is for learners to develop those competencies that are vital for success in today’s digital world.