Consortium for School Networking

The guide also defines different categories of technology use, explains how expectations should evolve from early childhood through high school, and provides tools educators can use to determine whether technology is the right choice for a lesson. It also helps districts comply with minutes-based mandates and communicate clearly about what their current systems can and cannot measure.

Keith R. Krueger will step down as Chief Executive Officer of CoSN — The Consortium for School Networking in spring 2027, concluding a 32-year tenure that helped shape CoSN into the leading professional association for K-12 education technology leaders. Since becoming CEO in 1995, Krueger has guided CoSN through every major era of education technology, from early dial-up connectivity to generative artificial intelligence.

Insights into the state of K-12 education through the lens of education technology leaders—professionals who play a critical role in ensuring technology is safe, reliable, and effective in supporting student learning, teaching, and district operations. 1) Cybersecurity continues to rank as the No. 1 priority for education technology leaders, reflecting the essential role secure digital systems play in modern education. Most districts are actively investing in monitoring, detection, identity protection, and firewall technologies to safeguard networks, data, and learning continuity.

Providing digital access to all learners is a critical foundation for their success in learning and life. This includes access not only to devices and broadband, but also to emerging technologies such as artificial intelligence tools that are increasingly embedded in learning platforms and productivity applications. However, providing this access comes with a great responsibility to help young people learn to be safe and responsible in their online activities.

The ubiquity of screens in American K–12 schools has become a pressing and controversial issue in public education. This report examines the different ways screens appear in classrooms and homes. It also examines how educators, families, and policymakers can work together to navigate their inevitable impact on children. Our report aims to clarify the term “screen time” as it relates to children in K-12 education. In public debates, the term is often used without distinction, making complex and thoughtful conversations between relevant parties difficult.

Reports on Artificial Intelligence usage in K-12 tend to focus on strategies to leverage AI for teaching and learning, students’ and teachers’ academic readiness to effectively use AI, or the challenges AI poses in evaluating students’ homework. Based on survey responses from 281 CoSN members, this report addresses AI use in operational areas of education such as HR, finance, facilities, and transportation. The short, 15-question survey was conducted from June 19 to July 18, 2025.

To preserve E-Rate’s legacy while adapting to today’s challenges, SETDA and CoSN respectfully recommend Congress and the USF Working Group to:

A group of more than 400 school district leaders have signed a Consortium for School Networ