One-to-one computing has fundamentally changed daily instruction in many K-12 schools. Digital devices support writing, research, assessment, personalized learning, communication, collaboration, and access to academic resources. At the same time, increased access to technology has raised a legitimate question for educators and families: How much time do students actually spend on school-issued devices, and what does this use involve?
Strengthening EdTech Leadership: Insights from the 2026 CoSN Matrix
Alongside other EdTech leaders nationwide, I recently contributed to the 2026 updates of the CoSN Digital Leap Success Matrix, a resource designed to help school system leaders advance their technology goals while navigating both expected and emerging challenges. The Matrix outlines the conditions and practices needed to support effective, equitable digital learning, and the 2026 update emphasizes secure, well-governed systems, sustainable infrastructure, and continuous improvement. Read more…
What Does Equitable Technology Usage Really Look Like in Schools?
In an era when nearly every student has access to a device (or two, three, or five), it’s easy to assume we’ve achieved equity in educational technology. However, handing out Chromebooks or iPads is just the beginning. True equity not only ensures access to the hardware but also guarantees educational impact and effective use of the devices. It’s about how technology is used, by whom, and to what end.
In my work with digital learning, filtering, instructional tools, and student wellness, I’ve seen how quickly “1:1” can become “1 to lost”…if we’re not thoughtful. So, what does equitable technology usage look like? Here’s what I believe… Read more…
Beyond the Device: Overlooked Pitfalls of 1:1 Programs…and What Schools Must Do First
As schools across the country race to equip students with Chromebooks, iPads, and laptops, a critical question often gets overlooked: Are we truly ready?
More importantly, do we have the vision, support, and systems to ensure these devices foster deeper learning rather than become another screen in an already (deeply) saturated digital world?
Like many educators, I’ve seen firsthand how adding more screens to students’ lives, especially without the right guardrails, has unintended consequences. Research is catching up with what teachers have felt for years. Read more…
Managing Digital Distractions: Addressing the Shift from Phones to Other Devices
High school students face significant challenges with social media use during instructional time, a concern shared by educators, including teachers, paraeducators, and administrators. With social media access unblocked or lenient smartphone policies, we are losing precious minutes meant for learning. Even when a smartphone or device is out of sight, the cognitive hook of a digital distraction can lure a student away from the lesson, and it can take 23 minutes to recover. In short, we must protect instructional time. Protecting instructional time requires clear boundaries with students, which may include implementing or adopting new policies on 1:1 programs, device filtering, and hard stops on device use at night (among other ideas). This could also include guidelines for communicating with parents, especially when parents encourage their children to use social media to connect. Read more…