Navigating the Shifting Landscape of Educational Technology: Key Insights from the 2024 State EdTech Trends Report

The 2023-24 school year marked a transformative period in educational technology, driven by new challenges and opportunities that underscored the importance of adaptability and innovation in K-12 education. Released in January, the U.S. Department of Education’s 2024 National Educational Technology Plan (NETP) highlighted a crucial call to action for education leaders, urging them to address pressing divides in technology access, design, and effective use. The report underscores these divides while capturing state leaders’ evolving perspectives on the role of technology in education. This year’s trends report, crafted by the State Educational Technology Directors Association (SETDA), sheds light on these priorities and offers a glimpse into the future of educational technology in American schools.

The Era of AI in K-12 Education

For state and district education leaders, the dawn of AI in K-12 settings was a major breakthrough and a source of new complexities. This report captures the excitement and apprehension surrounding AI’s growing presence in education, describing its potential for personalized learning, resource allocation, and administrative efficiency. Yet, it also acknowledges the critical need for responsible AI use, particularly concerning privacy concerns and the risks associated with its deployment.

According to the first key finding in the report, state agencies are stepping up to meet the demand for more support in the responsible adoption of AI in education. The 2024 State EdTech Trends report notes that education leaders at the state level prioritize policies and initiatives to integrate AI responsibly. This reflects a broader national conversation on AI, with state education agencies (SEAs) considering how to equip educators and students alike to navigate this powerful tool with ethical and practical skills.

Persistent Focus on Cybersecurity

As education technology becomes more central to the K-12 landscape, protecting digital infrastructure has become paramount. For the second consecutive year, cybersecurity has been the top edtech priority among state leaders, reflecting the second key finding of the report. The report highlights a concerning trend, however: despite the priority placed on cybersecurity, fewer state leaders believe their states are receiving adequate funding to safeguard against potential threats.

The report suggests that states are taking varied approaches to address these concerns, from implementing robust monitoring systems to educating staff and students on safe online practices. Yet the funding gap for cybersecurity remains a pressing issue, leaving many leaders calling for more significant financial support to protect school networks effectively.

Addressing Digital Equity Amid Funding Concerns

In addition to cybersecurity, home connectivity continues to be an essential component of digital equity. However, the report’s third key finding shows an increasing anxiety over funding as federal pandemic-related financial aid expires. For many districts and states, these federal funds were vital for sustaining digital infrastructure and supporting athome learning initiatives that bridged connectivity gaps.

The report underscores that home connectivity remains the top unmet need across states. As funding becomes scarce, leaders fear that many students, especially those in rural or underserved areas, may lose essential access to the digital tools they need for modern learning. Some states are exploring partnerships with telecommunications providers or leveraging local resources to maintain access. Still, the long-term sustainability of such efforts remains uncertain as funding sources dry up.

Supporting Effective and Equitable Use of EdTech

The 2024 survey introduced new questions to capture how states invest in their capacity to implement effective and equitable edtech solutions, revealing opportunities to bolster edtech planning at the state level. The report’s final key finding suggests that state education leaders are increasingly committed to building their capabilities to support and guide local education agencies (LEAs) in using technology to enhance student learning experiences.

Notably, SETDA’s findings indicate a promising trend of state agencies embracing Universal Design for Learning (UDL) principles. In line with NETP’s recommendations, the report reflects a growing interest in UDL as a strategy to create inclusive, accessible education environments. This interest marks a shift toward intentional planning for equitable access, as state leaders recognize the role of UDL in leveling the educational playing field.