Looking Ahead: Insights from the SETDA State EdTech Trends Report
Julia Fallon, Executive Director, SETDA, and Dorann Avey, Digital Learning Director, Nebraska Department of Education
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Educators increasingly rely on education technology tools as they shift instruction, redefine teacher roles, and design learning experiences that reflect how students actually learn. Technology should never lead the design of learning. But when used intentionally, it can personalize instruction, enrich learning environments, and help students master critical skills.
State ed leaders identify five key findings in the most recent State EdTech Trends Report from SEDTA: AI, funding, device bans, professional learning, and cybersecurity.
Each year, SETDA’s State EdTech Trends Survey and Report provides a national snapshot of state-level priorities, challenges, and innovations in education technology. This fourth edition of the report, developed in partnership with Whiteboard Advisors, reflects responses from over 75 state education leaders across 47 states, and for the first time, includes a focus group on artificial intelligence (AI).
We want to share not only the findings, but also some reflections from both the national and state perspectives.
Key Findings from 2025
This year’s survey surfaced five major themes shaping state education technology work:
AI Takes the Lead
For the first time, AI is both the top state initiative and the top edtech priority. Much like the internet’s arrival in classrooms decades ago, AI is generating both excitement and uncertainty. Leaders see its promise but also wrestle with how best to align it with student needs, safe use precautions, and district systems.Funding Challenges
Funding rose to the top as the most pressing unmet need. With federal and state budgets tightening and one-time pandemic-era relief funds sunsetting, state leaders are grappling with how to sustain innovation. AI in particular will require thoughtful, braided funding strategies as free tools evolve into monetized services.Device and Cell Phone Bans
Growing debates around cell phone and device bans are sparking concern about losing the digital learning gains made during the pandemic. Encouragingly, many states are framing the issue in terms of responsible use and digital citizenship in parallel to the dialogue around policy levers..Professional Learning as a Keystone
Technology integration only succeeds when educators are supported. While professional learning is not always at the top of the priority list, it remains critical and an area where states are still struggling to meet demand, especially as educators consider how to effectively and responsibly integrate AI into practice.Cybersecurity and Infrastructure
Cybersecurity remains a core concern. Without robust networks, safe systems, and equitable device access, none of the other priorities can thrive.
Nebraska’s Professional Learning Model
From a state perspective, Nebraska has leaned into systemic solutions for professional learning. By leveraging Canvas, which already serves as the state’s most widely used learning management system, the Nebraska Department of Education built an online catalog that expands access to high-quality professional learning.
This shift addressed several challenges: teacher and substitute shortages, the costs and logistics of traveling across 244 districts, and the need to scale training for 75,000 educators. Since launch, more than 70,000 educators have engaged in learning opportunities through the platform.
What makes this model powerful is not just the reach, but the integration with classroom practice. For example, digital citizenship training is paired with ready-to-use, grade-banded, fully-vetted content for teachers to adapt and deliver directly to students. This alignment ensures professional learning is not theoretical but immediately actionable.
Listen: 2025 State EdTech Trends
We discuss these ideas and more in a recent EDU Café Podcast. Take a listen!
Funding Flexibility and Policy Shifts
The report also highlights the importance of flexibility in funding. States like Nebraska have successfully braided federal ESSA Title II-A funds (primarily focused on professional learning) with Title IV-A and state-level innovation funds to build sustainable systems. Yet, shrinking budgets and fewer grant opportunities mean states must be increasingly creative.
SETDA will soon release a professional learning strategy guide to help states and districts better understand how to leverage federal funds for technology-enabled learning. Greater flexibility from policymakers will be critical to sustaining momentum and ensuring equitable access.
Collaboration at Every Level
Both of us believe deeply in the power of collaboration. State edtech teams are often small, sometimes just one or two people. Partnerships with regional service agencies, larger districts, other states, and professional organizations like SETDA help these small teams accomplish their goals.
We’ve seen encouraging examples: interstate projects that co-develop usable resources, and coalitions like the EdTech Quality Collaborative, which work to make districts more informed consumers of educational technology. These collaborations help stretch limited resources and foster smarter, more equitable edtech ecosystems.
What the Future Holds
As we look three to five years ahead, several shifts stand out to us:
AI will remain front and center, but states will need to move from experimentation to systemic, equitable implementation.
Digital design divides are becoming more visible. Beyond access, states must address gaps in the quality of digital content and tools.
Sustainable funding strategies will require creativity, flexibility, and stronger partnerships across sectors.
Accessibility and interoperability will grow in importance, ensuring that tools work for all learners and fit into broader systems.
Technology in education is not a passing trend; rather, it is a permanent, evolving part of how we teach and learn. As one Nebraska initiative demonstrates, when states think systemically, align funding creatively, and collaborate across boundaries, technology can truly empower educators and students.
The 2025 State EdTech Trends Report is a snapshot of both progress and challenge. It reminds us that while the tools may be new, AI today, the internet 25 years ago, the underlying questions remain: How do we use technology to equitably expand opportunity, empower teachers, and prepare students for the future? We are committed to continuing that conversation and to working together toward sustainable, student-centered solutions.
NGLC, powered by LEAP Innovations, is grateful for our collaboration and partnership with EDU Café Podcast that brings fresh voices and insights to the blog.
Photo at top courtesy of NGLC.
Julia Fallon, Executive Director, SETDA, and Dorann Avey, Digital Learning Director, Nebraska Department of Education
Julia Fallon is the executive director of SETDA, the State Educational Technology Directors Association.
Dorann Avey is digital learning director for the Nebraska Department of Education.
