The U.S. State of State of EdTech 2026 “provides insights into the state of K-12 education through the lens of education technology leaders—professionals who play a critical role ensuring technology is safe, reliable, and effective in supporting student learning, teaching, and district operations.” I have taught every age, from preschool to graduate school so I am always interested in what’s going on with education. When it comes to the world of education and technology it feels like so much has changes in the last 20 years and that the pace of change keep quickening. Here are the key findings from the report…

Cybersecurity

Cybersecurity continues to rank as the No. 1 priority for education technology leaders, reflecting the essential role secure digital systems play in modern education. Most districts are actively investing in monitoring, detection, identity protection, and firewall technologies to safeguard networks, data, and learning continuity.

However, nearly two-thirds (65%) identify insufficient cybersecurity staffing and the lack of a dedicated budget as the top barriers to addressing cybersecurity challenges—highlighting the potential for a gap between responsibility and readiness. With increasing cyber insurance costs putting additional strain on budgets and new forms of AI-enabled cyberattacks increasing risks, districts must navigate how to best align funding decisions to keep up with ongoing pressures in the cybersecurity landscape.

Artificial Intelligence (AI)

Districts are making significant progress in establishing guidance for the responsible use of AI. More than three-quarters of districts (79%) report having AI guidelines in place, compared to 57% in 2025, reflecting growing clarity around AI’s role in education. The majority of education technology leaders welcome guidance and recommendations from state education agencies (SEAs) on these AI policies. Nevertheless, the vast majority report they do not want their SEA to issue AI mandates, underscoring the value of local decision making.

In just one year, education technology leaders have become strikingly more optimistic about AI’s potential, nearly doubling their confidence in areas like productivity and personalized learning and showing especially sharp gains in student tutoring and workforce readiness. Productivity gains are seen as the area of greatest impact: a vast percentage (96%) of education technology leaders view AI as having the potential to positively affect education. More than half of districts have AI initiatives that focus on productivity, such as productivity suites for administrators and teachers as well as training in the use of those tools. Fewer districts (41%) have initiatives for instructional platforms to support teaching and learning. More districts (64%) are using AI in operations—a notable jump from the prior year’s 37%.

Procurement

Responses to procurement questions indicate that many districts have established baseline purchasing practices, particularly around product safety. A majority of districts (56%) require vendors to provide information on the safety of their products. Fewer require information on the other key education technology quality indicators—such as evidence based design, inclusivity, usability, and interoperability—pointing to an opportunity to further strengthen and standardize procurement practices.

Regulations for accessibility impact all local education systems, though only 11% of districts regard accessibility as a key priority. As the framework of the Five EdTech Quality Indicators becomes more widely known, and expectations for meeting accessibility requirements are more broadly understood, districts are well-positioned to refine adoption criteria in ways that support high-quality education technology implementation.

Teaching and Learning

Districts continue to demonstrate strong foundational capacity to support education technology. The majority of districts (66%) report adequate staffing for core technical functions such as network administration, application installation, and maintenance as access to digital learning has expanded, with 1:1 implementation at an all-time high.

At the same time, most districts (58%) report they are understaffed when it comes to supporting the technology used for teaching and learning. Strengthening instructional support presents a clear opportunity to maximize the value of education technology investments and reinforce confidence among educators and communities.

Community interest and engagement around instructional technology is high. Nearly two-thirds (64%) of districts report that their communities express moderate to high levels of concern about the technology used for teaching and learning. This finding underscores the importance of clear communication, thoughtful implementation, and ongoing professional support to ensure technology continues to advance teaching and learning goals.