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How can school districts turn change management into a consistent leadership practice? In the final episode of our three-part series, we explore the leadership recommendations in CoSN’s 2026 Blaschke Report, Change Management for Education Technology: A Practical Guide for District Leaders, authored by Jesse Davis, CoSN’s 2026 Blaschke Fellow. Building on Part 2’s discussion of ADKAR, this conversation examines how districts can organize the people, responsibilities, communication, and support needed to sustain technology adoption. We also consider how documenting lessons from one initiative can strengthen the next. In this episode We discuss the report’s seven recommendations for district leaders: Integrate change management with project management from the beginning. Hire dedicated change managers when possible, or equip qualified staff with sufficient time, training, and authority. Establish a network of trusted change champions who represent affected groups. Create dedicated channels for ongoing communication, questions, and feedback. Use evidence to guide decisions and adjust implementation. Give end users a formal role in evaluating technology before purchasing. Establish a change management council that brings departments together to review and coordinate changes. The conversation also highlights the report’s example from Corpus Christi Independent School District and explains how establishing a new organizational baseline helps districts carry their learning into future initiatives. A look back at the series Part 1 — Why EdTech Change Starts With PeopleWe introduced the report’s central message: successful technology implementation requires attention to both technical tasks and the people affected. The conversation explored identifying a genuine need, understanding current conditions, and involving stakeholders early. Part 2 — Putting ADKAR Into PracticeWe examined the five outcomes of ADKAR—Awareness, Desire, Knowledge, Ability, and Reinforcement—and how they help leaders understand what individuals need to adopt and sustain a change. Part 3 — Making Change Management a District PracticeWe bring those ideas together through the report’s leadership recommendations, exploring how districts can assign responsibility, provide support, involve users, and learn throughout implementation. Across the series, three questions connect the discussion: Why are we making this change? What do people need to make it work? How will leadership provide and sustain that support? Explore the report and learn more Read the 2026 Blaschke Report: Change Management for Education Technology: A Practical Guide for District Leaders. The report also introduces the companion School District Change Management Toolkit, including a change readiness checklist, a communication plan, and a change champion guide. Visit CoSN to explore additional resources supporting school system technology leadership. Share this series with colleagues and use it to begin a conversation about an initiative underway in your district. Produced in partnership with ⁠⁠⁠⁠⁠⁠⁠edCircuit⁠⁠⁠⁠⁠⁠⁠. CoSN is vendor-neutral and does not endorse products or services. Any mention of a specific solution is for contextual purposes. This episode was generated in part using AI tools. All content was reviewed and approved by CoSN and the edCircuit editorial team before publication.

When people struggle with a technology change, another training session may not address what they need. In Part 2 of this three-part CoSN podcast series, we explore ADKAR, the change management framework used in the 2026 Blaschke Report. Developed by Jeff Hiatt, founder of Prosci, ADKAR focuses on what individuals need to adopt and sustain a change. The conversation explains each outcome and considers how district leaders can identify the support people need at different points in a transition. In this episode Awareness: Understanding why the change is necessary. Desire: Choosing to participate in and support the change. Knowledge: Learning what to do and how to perform a role after the change. Ability: Applying that learning in actual working conditions. Reinforcement: Sustaining new practices through continuing feedback, monitoring, and support. We examine why understanding the purpose does not automatically create willingness to participate, why training does not automatically lead to practical ability, and why support must continue after launch. Brief examples from the report connect these ideas to school settings, while reflection questions help listeners consider a current district initiative. About the report and its author Change Management for Education Technology: A Practical Guide for District Leaders was authored by Jesse Davis, CoSN’s 2026 Blaschke Fellow. Drawing on research and interviews with education and technology leaders, the report offers guidance for managing both the technical and human sides of technology adoption. Coming next Part 3: Making Change Management a District Practice will examine the report’s seven leadership recommendations and how districts can establish a new organizational baseline to guide future initiatives. Resources Read the 2026 Blaschke Report Learn about the Blaschke Fund and Fellowship Produced in partnership with ⁠⁠⁠⁠⁠⁠edCircuit⁠⁠⁠⁠⁠⁠. CoSN is vendor-neutral and does not endorse products or services. Any mention of a specific solution is for contextual purposes. This episode was generated in part using AI tools. All content was reviewed and approved by CoSN and the edCircuit editorial team before publication.

A new system is up and running. Training is complete. But are the people expected to use it prepared for the change? In the first episode of this three-part CoSN podcast series, we explore the human and organizational side of education technology adoption through the 2026 Blaschke Report, Change Management for Education Technology: A Practical Guide for District Leaders. The conversation examines why a successful technical launch can still leave teachers, staff, students, and families needing support—and what district leaders should consider before moving forward with a technology initiative. In this episode What change management means for K–12 school systems. How project management and change management work together. Why communication, trust, and meaningful stakeholder participation matter. The importance of establishing a genuine need and understanding current conditions. Planning for readiness, clear responsibilities, and ongoing support. A preview of the framework and leadership recommendations explored in Parts 2 and 3. About the report and its author The report was authored by Jesse Davis, CoSN’s 2026 Blaschke Fellow. Drawing on research and interviews with education and technology leaders, it offers practical guidance for preparing school communities to adopt and sustain technological change. The Blaschke Fellowship supports emerging leaders in education technology policy and advocacy and honors the legacy of Charles Blaschke. Continue the series Part 2 will explore ADKAR, the report’s framework for understanding and supporting individual change. Part 3 will examine the report’s seven leadership recommendations and how districts can establish a repeatable change management practice. Resources Read the 2026 Blaschke Report: Change Management for Education Technology Learn about the Blaschke Fund and Fellowship Produced in partnership with ⁠⁠⁠⁠⁠edCircuit⁠⁠⁠⁠⁠. CoSN is vendor-neutral and does not endorse products or services. Any mention of a specific solution is for contextual purposes. This episode was generated in part using AI tools. All content was reviewed and approved by CoSN and the edCircuit editorial team before publication.

How can schools make their technology last longer while spending less and creating less waste? In this episode of the CoSN Webinar Series, Louis McDonald, CETL, shares the work of CoSN’s K–12 Technology Environmental Sustainability Committee and walks through the practical decisions behind its best practices playbook. Louis examines six areas districts can act on: energy efficiency, sustainable materials, device lifespans, electronic waste, repairability, and vendor practices. He explains how steps such as putting devices into sleep mode, choosing durable equipment, building repair programs, and planning for responsible trade-ins or recycling can affect both district budgets and the environment. The presentation also makes the case for bringing technology, finance, procurement, facilities, and instructional teams into these decisions. Districts do not have to tackle every area at once. Louis offers starting points and shows how leaders can measure the results. Featured speaker: Louis McDonald, CETL, Project Director, K–12 Technology Environmental Sustainability, CoSN Resources:  Watch the presentation and view the slides CoSN’s Sustainability Procurement Guidelines CoSN is vendor-neutral and does not endorse products or services. Any mention of a specific solution is for contextual purposes. For a complete listing of all CoSN's webinars, please visit:⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.cosn.org/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Produced in partnership with⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠edCircuit⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠.⁠⁠⁠⁠

Leading technology in a K–12 school system can be complex—and sometimes isolating. Technology leaders are expected to navigate cybersecurity, student data privacy, artificial intelligence, infrastructure, digital equity, budgeting, policy, and instructional needs, often at the same time. In this episode of the CoSN Podcast, two education technology experts discuss how CoSN membership connects leaders with peers who understand those responsibilities. The conversation explores the value of CoSN’s national community, practical K–12 resources, professional learning, credentials, advocacy, and 38 chapters serving 39 states. Listeners will also learn how institutional membership can support an entire district team and why the greatest value of CoSN membership may be the professional relationships built through the organization. In This Episode Why K–12 technology leadership can feel isolatingHow the CoSN Network connects leaders facing similar challengesThe value of national perspectives and local chapter relationshipsPractical resources covering cybersecurity, privacy, AI, digital equity, E-Rate, and other emerging issuesProfessional learning for new and experienced technology leadersCareer development through CETL and CCRECommittee, volunteer, mentoring, and leadership opportunitiesHow CoSN advocacy gives technology leaders a stronger voiceThe benefits of extending institutional membership across a district teamHow to select a membership option, join CoSN, or renew an existing membership Explore CoSN Membership CoSN Membership OverviewMember Benefits and PricingBecome a CoSN MemberExplore CoSN ChaptersIndividual MembershipsRenew Your MembershipCETL CertificationCybersecurity Readiness for Education Questions about membership, chapters, volunteer opportunities, account information, or renewals can be sent to [email protected]. Produced in partnership with ⁠⁠⁠⁠edCircuit⁠⁠⁠⁠. CoSN is vendor-neutral and does not endorse products or services. Any mention of a specific solution is for contextual purposes. This episode was generated in part using AI tools. All content was reviewed and approved by CoSN and the edCircuit editorial team before publication.

School filtering is more than a technical setting—it is part of the infrastructure that helps districts provide safe, reliable access to digital learning. In this episode, we explore CoSN CIRCUITS’ brief, Closing the Digital Safety Gap: E-Rate and the Evolution of School Filtering. The discussion looks at the filtering requirements connected to E-Rate, why school-managed devices offer stronger protections than personal devices and cellular networks, and the role local policy plays in determining what a district blocks. We also examine how modern filtering tools are evolving, why no filter is perfect, and why digital safety requires more than technology alone. What You’ll Learn in This Episode E-Rate and CIPA: Why districts receiving E-Rate funding must maintain internet-safety policies and content-filtering protections.Local decision-making: How school boards, district leaders, and community values shape filtering policies.Managed devices vs. personal devices: Why school-issued devices can be safer than personal laptops and phones using cellular data.The limits of filtering: Why bypass attempts require both technical monitoring and an appropriate behavioral response.Modern filtering tools: How machine learning and AI help identify harmful content and emerging risks more quickly.A layered approach to digital safety: Why filtering must be supported by clear expectations, digital citizenship, staff oversight, and family communication. Resources Mentioned CoSN CIRCUITS Committee — resources supporting reliable, secure, and adaptable K–12 technology infrastructure.Closing the Digital Safety Gap: E-Rate and the Evolution of School Filtering — download the full CoSN CIRCUITS brief.CoSN E-Rate Resources — resources and updates on the E-Rate program. Initial comments are due October 13, 2026. Reply comments are due November 12, 2026. Take Action ⁠Visit the Save Our E-Rate campaign⁠⁠Contact elected officials through CoSN’s Action Center⁠⁠Submit comments through the FCC⁠ Produced in partnership with ⁠⁠⁠edCircuit⁠⁠⁠. CoSN is vendor-neutral and does not endorse products or services. Any mention of a specific solution is for contextual purposes. This episode was generated in part using AI tools. All content was reviewed and approved by CoSN and the edCircuit editorial team before publication.

What does purposeful technology look like when a school district sustains a clear vision for more than a decade? In this episode of the Consortium for School Networking Podcast, we explore Dr. Stacy Hawthorne’s recent CoSN article, “Recognized: Sixteen Years of Purposeful Technology in Meriden Public Schools.” Meriden’s story demonstrates that meaningful technology integration is not defined by devices or screen time. It is shaped by access, instructional purpose, professional learning, and a long-term commitment to students. Over sixteen years, Meriden Public Schools has developed an equitable one-to-one program, introduced weekly Genius Labs for elementary students, expanded multilingual literacy support, and invested in educators through its six-stage “I’m Charged” professional learning framework. The episode also highlights Dr. Hawthorne’s forthcoming book, “Purposeful Technology, Powerful Learning: You Can’t Ban Possibility.” Featuring documented stories from thirteen school districts, the book examines how schools are using technology intentionally to address real educational challenges and create opportunities that otherwise may not be possible. Dr. Stacy Hawthorne, Ed.D., CETL, serves as Chair of the CoSN Board of Directors and Executive Director of the EdTech Leaders Alliance. IN THIS EPISODE: Why equitable access must remain at the center of district technology planningHow Meriden moved beyond devices to create meaningful learning experiencesThe role of professional learning and shared leadershipWhy purposeful technology cannot be measured by screen time aloneHow Dr. Hawthorne’s forthcoming book expands the conversation through stories from thirteen school districts LEARN MORE: Read the CoSN article: https://www.cosn.org/recognized-sixteen-years-of-purposeful-technology-in-meriden-public-schools/ Explore “Purposeful Technology, Powerful Learning: You Can’t Ban Possibility”: https://stacyhaw.github.io/Purposeful-Technology-Powerful-Learning/ Visit CoSN: https://www.cosn.org/ Produced in partnership with ⁠⁠⁠edCircuit⁠⁠⁠. CoSN is vendor-neutral and does not endorse products or services. Any mention of a specific solution is for contextual purposes. This episode was generated in part using AI tools. All content was reviewed and approved by CoSN and the edCircuit editorial team before publication.

For nearly three decades, E-Rate has helped schools and libraries afford the broadband and internal networks that support teaching, learning, communication, cybersecurity, and daily operations. Now, the Federal Communications Commission is reviewing whether the program should be narrowed, restructured, or potentially ended. This episode examines CoSN’s position, why being connected is not the same as having affordable and reliable connectivity, and how changes to E-Rate could affect school communities. The episode also explains why decisions about instructional technology and screen time should remain local—and how education leaders and community members can make their voices heard. Initial comments are due October 13, 2026. Reply comments are due November 12, 2026. Take Action Visit the Save Our E-Rate campaignContact elected officials through CoSN’s Action CenterSubmit comments through the FCC Produced in partnership with ⁠⁠edCircuit⁠⁠. CoSN is vendor-neutral and does not endorse products or services. Any mention of a specific solution is for contextual purposes. This episode was generated in part using AI tools. All content was reviewed and approved by CoSN and the edCircuit editorial team before publication.

As districts begin the 2026–27 school year, education technology leaders face a demanding mix of responsibilities—from cybersecurity and artificial intelligence to screen-time concerns, procurement, professional learning, and federal funding. In this episode of The CoSN Podcast, we examine ten practical CoSN resources designed to help K–12 leaders address immediate needs while building a stronger technology strategy for the year ahead. The discussion explores how districts can: Promote purposeful and responsible technology useEvaluate cybersecurity and AI readinessStrengthen vendor selection and technology procurementAdvocate for E-Rate and digital accessDevelop technology leaders and their teamsConnect with CoSN chapters, courses, publications, and peer networks Districts do not need to take on all ten areas at once. The goal is to select the resources that address their most pressing priorities, bring the right people into the conversation, and turn available guidance into meaningful action. Read the full article:  10 Key CoSN Back-to-School Resources for Ed Tech Leaders 2026 Explore additional tools and guidance through the CoSN Resource Library. Produced in partnership with ⁠edCircuit⁠. CoSN is vendor-neutral and does not endorse products or services. Any mention of a specific solution is for contextual purposes. This episode was generated in part using AI tools. All content was reviewed and approved by CoSN and the edCircuit editorial team before publication.

District leaders are being asked to respond to growing concerns about screen time while protecting the technology students rely on for learning, accessibility, assessment, intervention, and future readiness. This episode of the CoSN Podcast explores CoSN’s new resource, ⁠From Screen Time Mandates to Purposeful Technology Policies and Guidance: A CoSN Guide for District Leaders—Extended Executive Summary⁠, and its guidance for moving beyond screen-time mandates toward purposeful, locally informed technology policies. The episode examines why screen-time policies cannot rely on minutes alone. A student scrolling social media, a student using text-to-speech, a student completing a required assessment, and a student collaborating on a multimedia project may all be using screens, but the purpose, supervision, educational value, and consequences of removing that access are very different. CoSN’s position is clear: purpose should come before minutes. Districts should reduce excessive, passive, distracting, or poorly designed use while protecting technology that meaningfully advances learning. The discussion also explores the three commitments CoSN recommends as anchors for local policy: learning goals should come before tool selection, students should be protected within district-managed technology environments, and decisions should reflect local priorities and student needs. Listeners will learn: Why instructional screen time should be considered separately from personal smartphones and social mediaWhat minutes can and cannot tell a district about the quality of technology useHow the same amount of screen time can represent very different student experiencesWhy policies need clear definitions for active, passive, instructional, personal, protected, and low-value useHow grade-band guidance can protect analog and relational learning while building digital fluencyWhy many districts cannot accurately report per-student instructional screen minutes across every platformWhat parent oversight and opt-down provisions may require from vendors, staff, procurement, and help-desk teamsWhy policies must explicitly protect accessibility tools, assessments, interventions, and legally required servicesHow blanket restrictions can increase privacy risks, widen access gaps, and encourage unapproved technology workaroundsWhy screen-time expectations must align with existing privacy, cybersecurity, cell-phone, artificial-intelligence, assessment, and accessibility policies The guide encourages district leaders to connect policy goals with operational reality. Before adopting a policy, districts should determine what they can measure, whether promised controls can be supported, which uses must be protected, and how expectations will be communicated to educators and families. The goal is neither more screen time nor less screen time. It is better learning, safer systems, healthier habits, and purposeful technology use that reflects the needs of each local community. This document is publicly available through CoSN as part of a larger publication reserved for CoSN Members. Log in at www.cosn.org to access the full Member-Only content. Assets From Screen Time Mandates to Purposeful Technology Policies and Guidance CoSN Releases New Guidance for Developing Purposeful Education Technology Policies in K–12 Schools The full CoSN Guide for District Leaders is a member-only resource. If you are logged in to your member profile, access the full CoSN Guide here. Learn More To explore more CoSN resources, professional learning opportunities, and leadership conversations in K–12 education technology, visit CoSN. Produced in partnership with edCircuit. CoSN is vendor-neutral and does not endorse products or services. Any mention of a specific solution is for contextual purposes. This episode was generated in part using AI tools. All content was reviewed and approved by CoSN and the edCircuit editorial team before publication.

Schools are preparing students for a future they cannot fully predict—and asking educators to lead that work with technologies that can change almost as quickly as they arrive. In the third and final episode of the CoSN Podcast’s series exploring Cooper Sved’s work, the focus shifts from today’s devices to the skills, judgment, and professional support needed for what comes next. Drawing from Cooper’s articles “Preparation and Progress” and “EdTech Professional Development,” the episode examines how schools can prepare students for a changing world while giving teachers the trust, training, and time required to use technology effectively. Students may be comfortable with digital devices, but familiarity is not the same as digital literacy. Future readiness requires adaptability, critical thinking, source evaluation, responsible AI use, and the ability to decide when technology is—or is not—the right tool. That same principle applies to educators. A login and a product demonstration are not enough to create meaningful classroom use. Teachers need professional learning connected to instructional goals, realistic practice, ongoing coaching, and opportunities to help shape implementation. Listeners will learn: Why adaptability is more valuable than mastering one platformHow schools can prepare students for jobs and technologies that do not yet existWhy digital literacy must include privacy, credibility, attention, and responsible AI useHow technology can develop durable skills such as reasoning, collaboration, creativity, and problem-solvingWhy teacher hesitation can provide valuable information about an initiativeHow teacher voice, pilots, and feedback can improve EdTech decisionsWhy professional development should begin before a product is purchasedHow coaching, collaboration, planning time, and ongoing support strengthen implementationWhy platform usage alone does not prove that learning has improved Across all three episodes, Cooper offers a consistent message: the central question is not whether screens are good or bad. It is whether technology is being used with enough purpose, balance, precision, and human judgment to support students. This final episode brings the series together by showing that successful technology leadership depends less on predicting the next tool and more on preparing students and educators to approach change thoughtfully, critically, and confidently. Assets ⁠⁠2025 Blaschke Report & Toolkit⁠⁠ ⁠⁠Blaschke Report Preview and Blog Series from Cooper Sved⁠⁠ ⁠⁠What Does ‘Screen Time’ Mean, Anyway?⁠⁠⁠⁠⁠⁠ ⁠⁠Children, Screens, and Parent Perspectives⁠⁠ ⁠Cell Phones, Schools, and Solutions⁠⁠ ⁠Performance Without Paper⁠⁠ Preparation and Progress⁠ ⁠EdTech Professional Development Learn More: To explore more CoSN resources, professional learning opportunities, and leadership conversations in K–12 education technology, visit⁠ ⁠CoSN⁠⁠. Produced in partnership with⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠edCircuit⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠.⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ CoSN is vendor-neutral and does not endorse products or services. Any mention of a specific solution is for contextual purposes. This episode was generated in part using AI tools. All content was reviewed and approved by CoSN and the edCircuit editorial team before publication.

Cell phones are being removed from classrooms across the country, yet school-issued laptops, tablets, and other digital tools remain central to teaching and learning. Is that a contradiction—or an important distinction schools need to make? In Part 2 of the CoSN Podcast’s three-part series exploring Cooper Sved’s work, we examine the difference between limiting personal-device distractions and using educational technology with purpose. Drawing from Cooper’s articles “Cell Phones, Schools, and Solutions” and “Performance Without Paper,” the episode explores how schools can protect student attention while continuing to use technology to expand access, creativity, collaboration, and learning. As more states and districts restrict student cell phone use, Cooper encourages school leaders to look beyond the policy itself. Successful implementation requires clear expectations, consistent enforcement, family communication, student input, appropriate exceptions, and a plan for determining whether the policy improves learning and school culture. The episode also explains why restricting personal phones does not conflict with using educational technology. Personal devices and social platforms are often designed to capture attention. District-selected EdTech should serve a defined instructional, accessibility, or creative purpose. Listeners will learn: Why cell phone restrictions are not a complete solution by themselves What schools should consider when implementing and evaluating phone policies Why student experiences and school climate matter alongside academic data How digital citizenship develops responsible technology habits Why one-to-one device access does not guarantee meaningful learning How EdTech can support accessibility, creativity, collaboration, career preparation, and equity Why turning a paper worksheet into a digital worksheet does not necessarily improve instruction How teacher training and professional judgment shape successful technology use Schools do not have to choose between banning technology and embracing it without limits. They can establish boundaries around personal devices while using educational technology thoughtfully to strengthen teaching and expand learning opportunities. Subscribe to the Consortium for School Networking Podcast so you do not miss Part 3, when we explore Cooper’s articles “Preparation and Progress” and “EdTech Professional Development.” Assets ⁠2025 Blaschke Report & Toolkit⁠ ⁠Blaschke Report Preview and Blog Series from Cooper Sved⁠ ⁠What Does ‘Screen Time’ Mean, Anyway?⁠⁠⁠⁠⁠ ⁠Children, Screens, and Parent Perspectives⁠ Cell Phones, Schools, and Solutions⁠ Performance Without Paper⁠ Learn More: To explore more CoSN resources, professional learning opportunities, and leadership conversations in K–12 education technology, visit ⁠CoSN⁠. Produced in partnership with⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠edCircuit⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠.⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ CoSN is vendor-neutral and does not endorse products or services. Any mention of a specific solution is for contextual purposes. This episode was generated in part using AI tools. All content was reviewed and approved by CoSN and the edCircuit editorial team before publication.

Welcome to the first episode of a new three-part Consortium for School Networking Podcast series exploring the work of Cooper Sved, CoSN’s 2025 Blaschke Fellow. As both a practicing public school teacher and an education researcher and analyst, Cooper brings research, policy, family perspectives, and classroom experience into one of education’s most complicated conversations: screen time. This series moves beyond the question of whether screens are simply good or bad. Instead, it examines how schools can make more thoughtful decisions about personal devices, educational technology, student learning, family concerns, and teacher preparation. In Part One, we explore Cooper’s articles “What Does ‘Screen Time’ Mean, Anyway?” and “Children, Screens, and Parent Perspectives.” The episode examines why screen time should not be treated as one single activity. Time spent scrolling through social media is different from time spent using assistive technology, collaborating on a class project, receiving feedback, or creating something new. Although the same type of device may be involved, the purpose and experience can be very different. The discussion also considers the complicated relationship families have with technology. Parents may recognize the educational value of digital tools while still worrying about attention, development, online safety, and the amount of time children spend on devices. Listeners will learn: Why counting minutes provides an incomplete picture of screen useHow personal phones and social media differ from school-selected educational technologyWhy families may support technology while still asking for clearer boundariesHow schools can explain the purpose and value of digital tools more effectivelyWhy technology should support strong teaching rather than replace itHow digital and nondigital learning can work together in a balanced classroom Across this three-part series, we will also examine school cell phone policies, purposeful educational technology, digital literacy, student preparation, teacher trust, and the professional development required for successful EdTech implementation. Subscribe to the CoSN Podcast so you do not miss Part Two, when we explore Cooper’s articles “Cell Phones, Schools, and Solutions” and “Performance Without Paper.” Assets 2025 Blaschke Report & Toolkit Blaschke Report Preview and Blog Series from Cooper Sved What Does ‘Screen Time’ Mean, Anyway?⁠⁠ Children, Screens, and Parent Perspectives Learn More: To explore more CoSN resources, professional learning opportunities, and leadership conversations in K–12 education technology, visit CoSN. Produced in partnership with⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠edCircuit⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠.⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ CoSN is vendor-neutral and does not endorse products or services. Any mention of a specific solution is for contextual purposes. This episode was generated in part using AI tools. All content was reviewed and approved by CoSN and the edCircuit editorial team before publication.

The future of learning is being written now. In this opening keynote from CoSN2026, two of K-12 education’s most influential voices look beyond today’s challenges to envision what thriving schools could and should become. Moderated by Eva Rodriguez, CETL, the conversation features David R. Schuler, Ph.D., and Jean-Claude Brizard, M.S.Ed., discussing how superintendents and education technology leaders can courageously design learning systems that are innovative, safe, engaging, and responsive to the needs of every student. The session explores the leadership, collaboration, and long-term thinking required to move from reacting to change to actively shaping the future of education. More than a conversation about emerging technology, this keynote challenges education leaders to consider the decisions they can make today to build stronger schools for tomorrow. Featured Speakers David R. Schuler, Ph.D.Executive Director, AASA, The School Superintendents Association Jean-Claude Brizard, M.S.Ed.President and CEO at Digital Promise Moderator Eva Rodriguez, CETLChief Solutions Officer for K12 Insight Key Takeaways How education leaders can move from responding to change to shaping itWhat thriving, future-ready school systems could look likeWhy innovation must be balanced with safety, trust, and student well-beingThe role of superintendents and edtech leaders in creating engaging learning environmentsHow courageous leadership and collaboration can turn a shared vision into meaningful action This keynote was recorded live on April 13, 2026, at the CoSN2026 Annual Conference in Chicago. Resources CoSN Conferences We Trust in Kids: Student Voices in AI - Lego Education Watch the original CoSN2026 keynote on YouTube: CoSN2026 Opening Keynote: Tomorrow Starts Here Learn more about CoSN: ⁠https://www.cosn.org CoSN is vendor-neutral and does not endorse products or services. Any mention of a specific solution is for contextual purposes. Produced in partnership with⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠edCircuit⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠.⁠⁠⁠⁠

In this episode of the Consortium for School Networking Podcast, we explore key insights from the 2026 CoSN Network Meetup and the growing importance of fostering a true culture of belonging across K–12 education. The conversation examines how district leaders are moving beyond simple inclusion to create environments where students, staff, and community members feel valued, heard, and connected. From inclusive technology and student voice to staff wellness, mentorship, multilingual communication, and community partnerships, this discussion highlights what belonging looks like in practice and why it remains essential to effective leadership. Listeners will come away with a clearer understanding of how belonging shapes school culture, strengthens trust, and supports more inclusive, student-centered decision-making across the district. Article Mentioned in This Episode Fostering a Culture of Belonging for All: Insights from the 2026 CoSN Network Meetup Learn More To explore more CoSN resources, professional learning opportunities, and leadership conversations in K–12 education technology, visit CoSN. Produced in partnership with⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠edCircuit⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠.⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ CoSN is vendor-neutral and does not endorse products or services. Any mention of a specific solution is for contextual purposes. This episode was generated in part using AI tools. All content was reviewed and approved by CoSN and the edCircuit editorial team before publication.