Too Many Tools, Not Enough Impact: Districts Rethink Their Edtech Stacks

On a recent evening in suburban Chicago, a group of parents, teachers and administrators gathered to talk about something that, until recently, rarely drew this level of public scrutiny: the role of technology in their schools.

The meeting was part of a three-session tech and learning focus group organized by Mary Jane (MJ) Warden, chief technology officer of Community Consolidated School District 15, in conjunction with the Teaching, Learning and Assessments Department.

The district, which serves 11,000 preK-8 students, spent the past several years — like so many others — adding digital tools. Now, with budgets tightening and concerns about screen time rising, it was time to take stock.

A re-examination of digital tools was already happening with curriculum reviews and tightening budgets after the pandemic. And then the screen time concerns arose.

Participants discussed everything from screen time to what district technology use looks like at home. Out of those conversations came something new: a “Portrait of a Digital Learner,” derived from the district’s Portrait of a Graduate, meant to develop clear expectations around what skills students need and, by extension, which technologies are worth keeping and how technology would be used by students toward positive learning outcomes.

“We’re trying to get much [clearer] about what this is going to address,” says Warden. “What do we need students to learn, and which tools will help us understand where they are?”

Across the country, district leaders are asking similar questions. After years of rapid expansion, many are now engaged in a quieter but more consequential phase: reassessing what stays, what goes and how to decide.

From Buying Tools To Proving Value

For much of the past decade, edtech decisions often began with the product. A new platform promised to boost engagement or personalize learning; districts piloted it, added it to an already crowded ecosystem and moved on.

That approach is no longer sustainable, says Erin Mote, CEO of InnovateEDU, a nonprofit focused on systems change in special education, talent development and data modernization in schools.

In March, the State Educational Technology Directors Association released a free EdTech Quality Action Toolkit, designed to help school and state leaders apply a common set of standards when selecting and reviewing products. The resource provides step-by-step guidance for integrating five indicators — safety, evidence, inclusivity, interoperability and usability — into the full lifecycle of edtech decision-making.

“We’re seeing a shift from ‘Does this look cool?’ to ‘Does this work?’” she says. “Districts have less money now; they have to be smarter.”

The end of pandemic-era federal funding has intensified that pressure. Technology leaders are now expected not only to manage infrastructure and compliance, but also to demonstrate what Mote calls a return on instructional impact.

In practice, that is changing how districts approach procurement. Instead of starting with vendor demos, many are beginning with specific learning needs.

“If you need to improve third-grade reading comprehension, you start there,” Mote says. “Then you ask: Which tool can move that needle?”

New Playbook For Evaluation

As districts rethink their approach, a more structured and more skeptical evaluation process is emerging.

One major shift is toward tracking actual usage. Platforms like ClassLink and Clever now give districts detailed analytics on which tools students and teachers are accessing, how often they’re used and, in some cases, how much time is spent in each application. That data has helped uncover what some leaders call “zombie licenses,” products that continue to be renewed despite minimal use.

At Joliet Public Schools in Illinois, technology leaders review usage data each spring alongside feedback from a districtwide technology committee.

“If we’re not getting usage or we have another product that does it better, we start asking hard questions,” says John Armstrong, chief officer for technology and innovation.

But usage alone is not enough. Districts are also weighing cost, redundancy and alignment with instructional goals.

During the pandemic, many schools layered new tools on top of existing ones. Now, leaders are working to simplify.

“We had so many products that teachers were going to four different places to run a lesson,” says Kelly Ronnebeck, associate superintendent for student achievement in East Moline School District 37 in Illinois. “We’re trying to get back to a slower, more intentional process.”

That often means replacing several standalone tools with a single platform that can do multiple jobs — even if it means giving up some features teachers value. In some cases, a newer system can replace several standalone tools at a lower cost but may not match each one’s individual strengths.

“It’s not always a perfect swap,” admits Armstrong. “Someone gives up something.”

At the same time, districts are placing greater emphasis on interoperability and data privacy. Tools must integrate with existing systems like learning management platforms and single sign-on tools, and vendors have to be willing to sign increasingly stringent data privacy agreements.

“If a company can’t meet those requirements, that’s a red flag right away,” says Phil Hintz, CTO of Niles Township District 219 in Illinois.

The Challenge Of Proving What Works

Even as districts adopt more rigorous processes, it remains stubbornly difficult to determine whether edtech tools actually improve learning.

“It’s such a huge challenge,” says Naomi Hupert, director of the Center for Children & Technology at the Education Development Center. “We see so much that doesn’t seem to make a difference but costs a lot of money.”

Part of the difficulty lies in the sheer breadth of what “edtech” encompasses, everything from learning management systems to specialized math platforms to communication tools. Each category has different goals, users and measures of success.

“It’s like asking whether ‘books’ work,” says Hupert. “It depends on the book, the context and how it’s used.”

District leaders have to piece together evidence from multiple sources: vendor-provided analytics, small pilot studies, teacher feedback and, occasionally, external research. But those data points don’t always align.

Jason Schmidt, director of technology in Oshkosh Area School District in Wisconsin, describes his approach as “trust but verify.”

“I know vendors are collecting tons of data, and they have to, but I still need to talk to teachers and understand how the tool is actually being used,” he says.

Even then, results can be uneven. A platform might show strong engagement overall but fail to support certain groups of students — or vice versa.

In Alexandria City Public Schools in Virginia, leaders are developing a formal framework to evaluate both edtech and nontech programs. But defining “value” has proven complex.

“It’s not just usage and cost,” says CIO Emily Dillard. In a district with a high number of English learners, some tools play a critical role for students who need targeted or specialized support.

“You might have a tool that isn’t working for most students — or takes time to show results — but for a small group, it’s the best thing we have. We have to think about what’s best for them, too,” says Dillard.

Building Systems for Quality

Recognizing these challenges, a growing coalition of organizations is working to create clearer signals of quality in the edtech marketplace.

Through the Edtech Quality Collaborative, 1EdTech, CAST, CoSN, Digital Promise, InnovateEDU, ISTE, and SETDA are developing a shared framework built around five indicators: safety, evidence, inclusivity, interoperability and usability.

The goal, says Korah Wiley, senior director of edtech R&D at Digital Promise, is to reduce the noise.

“Right now, there are a lot of certifications and labels, and it’s hard for districts to know what to trust,” says Wiley. “We want to brighten the signal of what quality looks like.”

The initiative includes a planned directory of vetted validators, an implementation guide for districts and a central hub to connect educators with high-quality tools. Leaders hope it will help districts make decisions more confidently and push developers to meet clearer standards.

“This is the cost of doing business in education,” says Mote. “If you want to be in classrooms, you need to be building evidence and demonstrating impact.”

What Happens When Tools Are Cut

For all the talk of frameworks and data, the hardest part of reassessment often comes when districts decide to let a tool go.

Those decisions can affect classroom routines, teacher preferences and even student outcomes. And they are rarely straightforward.

In some cases, tools are phased out because of cost or low usage. In others, they are replaced by more comprehensive platforms. Sometimes, they no longer align with district priorities.

But even when the rationale is clear, the transition can be difficult.

“Teachers build practices around these tools,” says Warden. “We have to be thoughtful about how we support them through change.”

Districts are increasingly pairing those decisions with professional development, clearer communication and, in some cases, community engagement. In Warden’s district, the focus groups that helped define the “Portrait of a Digital Learner” are also shaping how the district explains its choices to families.

“We want to be transparent about what we’re using and why,” she says.

A More Intentional Future

As districts move into this new phase, many leaders describe it as a reset that is forcing them to be more deliberate about how technology fits into teaching and learning.

That includes pushing back on broader narratives that treat all screen time as equal.

“There’s a big difference between passive consumption and purposeful edtech and we need to be clear about this,” says Mote.

It also requires clearer alignment between technology decisions and instructional goals. Without that, even the best tools can fall short.

“If you don’t know what you want teaching and learning to look like, it’s very hard to decide what tools you need,” says Keith Krueger, CEO of CoSN.

Back in District 15, Warden and her colleagues are trying to build that alignment. The conversations sparked by their focus groups are informing not just which tools they keep, but how they define success.

“We’re still digging out from COVID, when we had to move fast and add a lot. Now we have an opportunity to be more strategic.”

For district leaders across the country, that shift may be the most important change of all. The future of edtech, they suggest, will not be defined by the number of tools schools use, but by how thoughtfully they choose them.