During the pandemic, school districts have accumulated a huge amount of digital tools. However, as pandemic relief funds are being settled and pressure is increasing to show the impact on education, many districts are now facing a new challenge: cleaning.
According to LearnPlatformUS school districts used an average of 2,739 EDTECH tools between 2023 and 24. Now, district leaders are reevaluating these tools to identify redundancy, reduce costs, and prioritize what actually helps students and teachers.
Edsurge contacted three school systems: Oklahoma City, Oklahoma, Natic, Massachusetts and Grapevine, Texas.
Regardless of the approach, these districts agree that the EDTECH strategy must begin with a clear educational vision. That’s the guide behind it Edtech Systems Guide He was released by the Massachusetts Department of Elementary and Secondary Education. This guide categorizes the EDTECH purchasing cycle into three processes: EDTECH selection, implementation and evaluation.
AJ Coté, assistant director of education technology at the Massachusetts Education Department, said:
From sprawl to strategy
When Executive Director Eric Hileman joined Oklahoma City Public Schools in 2012, IT department followed the “lock and block” mentality and restricted access to technology as a control. The pendulum later swayed too far in other ways, and by the time the pandemic hit, 1,800 apps were in use in the district, none of which were completely judged.
Hillman and Neil Kellogg, directors of digital sourcing and data privacy, implemented strategies to keep it all under control. Trustworthy apps Program, Light Speed Insight Internal help desk tracking to assess tools for privacy, usage and impact.
“We discovered a literacy program that cost $37,000 and no one is using,” says Kellogg.
The district is developing a system that uses data from to measure effectiveness Northwest Evaluation Association Other sources. This process is part of a five-year plan to build an accountability culture for Edtech use. Already, Oklahoma City schools have reduced their tool inventory to 250 approved apps, each being reviewed for interoperability, privacy and coordination with educational goals.
Kellogg emphasizes that these are not just technical decisions. “I once found an unopened smart podium worth $16,000 in the cabinet,” he says. “It’s important to have what we actually have: digital or physical.”
Fairness, Accessibility, and AI
At Natick Public Schools in Massachusetts, the pandemic has introduced an explosion of Edtech tools. Many of them provided overlapping features. Today, Grace McGrey, Director of Digital and Personalized Learning, focuses on streamlining through today’s equity lenses.
In 2022, the district established the Equity and Accessibility Committee with representatives from the system-wide department. Goal: To develop a smarter, more comprehensive framework for evaluating EDTECH tools.
The committee was built on existing standards (already usability, data privacy, and alignment with goals) by adding new elements such as AI capabilities, language support for English learners, and accessibility capabilities for students with disabilities.
“AI is converting tools and pushing prices up,” Magley says. “We had to rethink how we would rate everything from automation to vendor value.”
The key tools go through a year-long pilot with teacher feedback, training and student learning data collected on standardized worksheets. Still, reducing the amount of tools can be painful. Teachers often spend a lot of time creating content on a particular platform.
“I understand the challenge,” says McGrey. “But we can’t maintain a system that doesn’t match our vision.”
To support your shift, Magley communicates with staff through newsletters and presentations. Her team cut $100,000 in tools last year and hopes to double that saving this year. Replacing high-cost systems with tools like Magic School AI allows staff to build their own personalized tutoring bots at a fraction of the cost.
Student voices are important
For Kyle Berger, chief technology officer for the Grapevine Collieville Independent School District, a suburb of Dallas, Texas, Tech is like cleaning up a garage. “I have 50 drivers, but I only use two,” he says. “We need to rethink what is essential.”
Berger uses Lightspeed Insight and ClassLink analysis Not only will it monitor the use of the tool, it will also place premiums on student and teacher feedback. His Student Advisory Board will help you identify which ones work in the classroom and which ones are not.
“It doesn’t matter how much you pay if the students aren’t engaged,” he says.
One of the new criteria he added is screen time. After hearing concerns from his family, he began to evaluate the tool based on passive screen use and active screen use. He is also exploring how Google Gemini can help correlate data used with academic achievement.
Redundancy is another focus. Berger recommends bringing the vendor back to the table and introducing updates or features that may reduce the need for additional tools. His goal is to reduce Edtech spending between 5% and 10% per year without compromising student achievement.
“We’re trying to get to a small set of core apps by subject area,” he says. “It’s sustainable for both teachers and students.”
Vision First, Second Tool
Beth Rabbit, CEO Learning Acceleratora nonprofit organization that works to ensure that all students receive an effective and equitable education, underscores the importance of raising the voices of students and families when evaluating Edtech.
“We may find tools that are low-cost, easy to maintain and highly valued, or tools that are top-down priorities but don’t suit the culture or workflow,” she says.
Collecting these perspectives reveals blind spots and helps districts tailor their tools to their actual needs.
Reflection based on evidence, equity and community voices is what defines the next era of education technology. After years of unidentified growth, we are now focusing on tools, smarter systems and better outcomes for all learners.
