Digital Transformation

An ed-tech company is offering online after-school courses for students in grades K-6 featuring project-based, standards-aligned curriculum focused on topics like STEAM, civic engagement and life skills.

In response to growing unease about students’ steady diet of screen time, some Oregon teachers, schools and districts are cutting back on how much class time is spent on school-issued iPads and laptops.

Wary of adopting too many AI tools too quickly, some K-12 leaders are moving toward more structured governance models, forcing school systems to rethink how decisions are made, who is involved and how risk is managed.

Students are consulting artificial intelligence tools for their college searches, finding it useful for tracking down programs they might be interested in, flagging schools they hadn’t thought of and tracking deadlines.

Overburdened administrators are relying on artificial intelligence tools to handle mandatory teacher evaluations, but some educators have concerns about risks, readiness and oversight.

Amid gamified lessons, video-directed read-alouds and assigned work on tablets for students as young as age four, at least 16 states have introduced legislation in 2026 to reevaluate screen time or vet ed-tech tools.

Given so many conversations in the public sphere about how devices and screen time are affecting developing minds (and adult ones), educators might consider how technology has changed how we live and communicate.

The Lexington-Richland 5 school board is considering changes to how the district expects students to use Chromebooks after hearing concerns from parents about how much their kids are on the devices.

While AI tools can momentarily improve student performance, Stanford University researchers caution that those gains may not persist once the technology is removed — raising questions about whether the tools are supporting learning or substituting for it.

Findings from a survey of more than 1,000 parents and teachers show how students are learning both inside and outside the formal school system through online social platforms, and often from unvetted sources.

A proposal before the Wake County school board would involve the county, sheriff’s office and a vendor in putting cameras in school zones and on bus stop-arms, potentially discouraging speeders while raising revenue.

Instructure and InnovateEDU’s analysis of common classroom technologies found 60 percent of designated ed-tech tools and 98 percent of consumer tools haven't met standards of evidence recognized by the ESSA.

Free, teacher-vetted lessons offered online by the nonprofit CYBER.ORG are designed to support and re-establish the caregiver’s role as an active participant in a student’s tech-driven education.

Starting this spring, a new state test called the New Jersey Student Learning Assessments-Adaptive for grades 3-10 will be “adaptive,” meaning students will get different questions based on their previous answers.

As artificial intelligence and digital tools continually reshape their coursework, students say common frustrations include a lack of clear AI guidance, an overabundance of tools and apps, and Wi-Fi connectivity issues.

The tutoring and college-prep company Studyville Enterprises is nearly quadrupling its staff in the next five years and further developing its tutoring performance tracking and literacy software.

Odyssey CEO Joseph Connor, whose company is building infrastructure for the nation’s largest ESA rollout, says vetting local vendors is key to helping states and families make the most of digital wallets.

The up-and-coming generation of teachers who grew up with technology try to integrate it thoughtfully into lessons, though some are not used to separating their digital lives from their professional lives.