A new report commissioned by SETDA provides a deep dive into 2025 state educational technology trends. We all know that the landscape has shifted: With federal pandemic relief funds depleted and a new administration in Washington, state education agencies are now leading the charge on educational technology. But this isn’t just a budget story—it’s about who’s driving innovation, policy, and equity in our digital classrooms. At the same time we are seeing our relationship to technology changing rapidly. AI is being integrated into many areas of our lives and at the same time we are rethinking the use of devices in the classroom.
5 Critical Trends Shaping Your Schools Right Now
1. AI Takes Center Stage
For the first time ever, artificial intelligence has overtaken cybersecurity as the #1 state edtech priority. This isn’t hype—it’s happening in classrooms across the country.
What states are doing:
- Utah hired a full-time AI specialist who’s already trained 4,500+ teachers
- North Carolina invested $1.2M in AI pilot programs through district grants
- Massachusetts launched leadership cohorts to help 17 districts develop AI strategies
- Nearly 40% of states now provide AI procurement guidance
- What this means for you: AI literacy is no longer optional. Your teachers need support navigating this technology, and your district needs policies that protect privacy while enabling innovation.
2. The Funding Cliff Is Here
Funding jumped to the top of the “unmet needs” list. The numbers tell a stark story:
- Only 6% of states have plans to sustain ESSER-funded edtech initiatives (down from 27% last year)
- Uncertainty about funding nearly doubled in one year
- States identifying funds for broadband dropped by 11 percentage points
- Reality check: The tools and infrastructure you’ve come to rely on may be at risk. Now is the time to advocate for sustainable funding and make hard choices about what’s truly essential.
3. The Device Ban Debate
Three out of four states have either adopted device restrictions, issued guidance, or are actively considering them. The drivers? Student mental health, reduced distractions, and improved engagement.
But here’s the twist: 60% of states are simultaneously investing in digital citizenship education—teaching students to use technology responsibly rather than just removing it.
Delaware’s approach: Instead of just banning devices, they’re implementing comprehensive media literacy standards that teach students to navigate bias, evaluate sources, and engage ethically online.
The question for leaders: How do we teach students to use technology wisely and at the same time implement limitations on its use.
4. Professional Learning Never Stops Being Critical
Every year, educator PD makes the top priorities list. This year, it showed up everywhere—as a top need, a top strategy for responsible tech use, and a key initiative.
States getting it right:
- Nebraska built a statewide Canvas-based learning network serving 60,000+ users (more than double their educator workforce)
- Wyoming launched an Innovator Network that compensates teachers to develop and lead AI training for peers
- North Carolina runs collaboratives with 100+ teachers piloting AI tools
- The takeaway: Technology investments fail without investing in the people using them. Professional learning isn’t an add-on—it’s the foundation.
5. Cybersecurity Hasn’t Gone Anywhere
AI may have taken the top spot, but cybersecurity held steady at 21% of state priorities—exactly where it was last year. Why? Because new technologies like AI actually increase security risks while processing massive amounts of student data.
The concerning trend: States reporting “very little funding” for cybersecurity more than doubled from 2024 to 2025 (17% → 35%).
What’s at stake: Student data, system integrity, and community trust. This is infrastructure that can’t be deferred.
Three Questions Every School Leader Should Ask
- How will we sustain the systems and infrastructure that digital learning now depends on—without ESSER funds?
- How do we balance innovation with equity, security, privacy, and student well-being?
- How do we foster safe, healthy, responsible relationships with technology while equipping students for a digital future?
Success Stories Worth Studying
Utah’s Data Science Pilot
By investing consistently in teacher training and infrastructure, Utah successfully launched a high school data science program. Because the groundwork was already laid (coaches, devices, broadband), districts could focus on teaching—not troubleshooting tech.
Alabama’s ACCESS Program
Virtual CTE courses are breaking down geographic barriers in rural areas, offering 23 career pathways to students who previously couldn’t access them. Over 28,000 students are now enrolled statewide.
Washington’s Collaborative Approach
Partnered with school directors’ associations to release model AI policies and classroom guidance, ensuring educators at all levels have adaptable resources—not one-size-fits-all mandates.
The Bottom Line
State edtech offices are the unsung heroes connecting educators, policymakers, and technology providers. They’re developing policies, implementing programs, and ensuring equitable access while protecting student rights.
As federal support wanes, state leadership becomes critical. The decisions being made right now—about AI, funding, device policies, and professional learning—will shape classrooms for years to come.
Your role as a school leader? Stay engaged. Know what your state is prioritizing. Advocate for resources. Share what’s working.
Want to Dive Deeper?
This article was adapted from the SETDA 2025 State EdTech Trends Report. The full report includes detailed state spotlights, complete survey data, and open-ended responses from edtech leaders nationwide.
Leslie Stebbins is the director of Research4Ed. She has more than twenty-five years of experience in higher education and K-12 learning. Her clients include Harvard University, the U.S. Department of Education, Tufts University, and the Gates Foundation. She has an M.Ed. from the Technology Innovation & Education Program at the Harvard Graduate School of Education and a Master’s in Library and Information Science from Simmons College. https://www.linkedin.com/in/lesliestebbins/
