s artificial intelligence (AI)-powered education technology (edtech) apps proliferate and post-pandemic achievement gaps widen, school board leaders are feeling the pressure to modernize learning, perhaps now more than ever before. But what does modernization actually mean in K-12 education? Why is it so important? And how can boards of education lead modernization efforts in a way that helps, rather than harms, the students they serve?
In every other sector, modernization has meant integrating systems, streamlining workflows and aligning technology with the needs of the people it serves. The same must be true for K-12 education. That means making sure that tools talk to one another, that educators can access the insights they need in one place, and that families experience school communication and engagement as seamless and accessible. But at the same time, K-12 systems are expected to be technologically nimble while juggling concerns that other industries don’t have to navigate, like policy, procurement, protection, privacy and the challenges of serving minors in an environment where the stakes are children’s futures.
Leaders on boards are well-positioned to navigate the work of modernization while keeping the unprecedented issues facing K-12 education in mind. For the past four years, my organization, SETDA — a professional membership association representing state educational technology leaders — has published an annual report on state edtech priorities and trends. Our report documents the strategic shifts underway as state education systems respond “to a world where technology is ubiquitous and where new and emerging innovations create never-before-seen opportunities and risks.” Each year, we highlight the tremendous work happening across the country, though much still remains to be done.
When it comes to modernization, we now stand at a critical inflection point, and state board leaders have a critical role to play. Today’s edtech ecosystem is still far too fragmented. Thousands of districts and vendors operate in parallel, without shared standards or frameworks, and we cannot afford to keep building bespoke workarounds for all of them. We need common rails, smarter procurement, and state and district leadership that centers systems thinking. Though the task will be difficult, we need school board leaders to push for systems that are thoughtful, streamlined and connected. When families get different messages from five different platforms, they stop checking all of them. That isn’t a tech failure. It’s a system failure.
This is where integration, interoperability and the “edtech tax” come into play. The costs are felt by app developers and districts alike, stifling innovation and creating barriers for under-resourced school systems and small providers. The inefficiency also carries inherent risk, with each separate touch point between a district and an edtech provider serving as a potential point of vulnerability for cyberattacks or data breaches.
But the cost isn’t just financial — it’s human. Teachers burn out. Parents check out. Students tune out.
There are many ways boards can bring these deleterious costs down. They can develop policies that actually enhance the student learning experience by promoting equitable access to technology for students, providing appropriate professional development and support for educators, and making sure that all schools have necessary and coherent tech infrastructure.
Board leaders can also evaluate how technology is supporting areas that state education agencies (SEAs) manage: assessment and accountability, curriculum and instruction, and school administration and special education, among others. And they can work with state legislatures, governors and SEAs to develop a collaborative vision to address the challenges facing students in their states, especially those in rural, underpopulated or otherwise less-resourced districts.
Boards should advocate for budgets that support technology, infrastructure upgrades, ongoing maintenance, and information technology and edtech staff. Funding gaps can be bridged with innovative models like public-private partnerships. Above all, these funds must be distributed equitably and paired with implementation support and guidance. Because when systems are noisy and disconnected, it is the most vulnerable students who suffer the most.
Our collective mindset must shift from compliance-driven technology adoption to mission-driven modernization — which will require policy, procurement and people systems to evolve. School board leaders have an essential role to play. They can model integrated, interoperable, privacy-forward, learner-centered systems at their own local educational agencies. County offices of education can support rural and under-resourced districts with tools and guidance that meet them where they are. And they can champion policies and practices that reward interoperability, accessibility and impact.
The road ahead won’t be easy. Budgets will tighten. Technology will evolve faster than regulations. And staffing will continue to challenge implementation. But the opportunity before us is real. If boards are able to get effective systems in place now, then they can make data and technology solutions work for them, not against them. This can empower educators, engage families and support learners with the clarity, consistency and care they deserve. Technology won’t solve this alone. Leadership, policy and thoughtful procurement are just as essential as the tools we choose.
This is the work of the Great Modernization. And it’s work worth doing.