Anchored in Innovation: How Teachers Can Influence Big Tech Purchases

In a conversation with my school's administrator, both myself and my team teacher mentioned a few strong negatives about drones that we are required to use for our 6th grade STEM class. We have recently grown frustrated with the drone's limited features and poor connectivity when working on block-based coding platform. My school's administrator responded with, "Why are we still using them then?" and "Look for an alternative and tell me what you find." I looked at my team teacher in shock. Can we really do that? Do we actually have that strong of an influence? Isn't that supposed to be a school board decision? Those were just a few of the questions I said aloud to my team teacher after our conversation with our administrator. In my experience as an educator, I have been presented with limited opportunities to make decisions on new technology for my school. I am writing this blog to advocate change in that area. 

What's the Problem?

It is not surprising that school systems spend a large portion of their budget on technology. What is surprising is that its primary users get very little say in what is brought into schools. Many technology decisions are made at the district or administrative level. Although they are necessary stakeholders in the purchasing process, teachers are often left out of the decision-making process. As a result, teachers are left with tools that may not fit their needs. Adding on to this issue, once new technology is purchased and brought into schools, teachers receive limited guidance on how to appropriately use the tool with their students. Schools are left with unused or underutilized tech that doesn't enhance student learning. 

Impact of Teacher Involvement

When teachers have a say in decisions for school technology, administrators can take comfort in knowing that the technology is more likely to be effective and aligned with instructional goals. When teachers can take part in the decision-making process, schools can predict student engagement, smoother implementation, and a greater return on investment in their future. 

Ways Teachers Can Influence Tech Purchases

                                             

Here are practical steps educators can take to ensure that tech purchases align with classroom needs and enhance student learning:

Start the Conversation with Administrators

One way that teachers can influence tech decisions is by initiating conversations with administrators. Teachers can approach discussions with administrators with constructive feedback and potential solutions. In these conversations, teachers can get specific about what they like and don't like about a product and share how it is impacting instruction. 

One way that teachers can influence tech decisions is by initiating conversations with administrators. Teachers’ pedagogical beliefs play a big role in shaping their decisions about how to integrate technology into their classrooms (Kopcha et al., 2020), so teachers should have a voice in selecting tools that align with their instructional approach. By sharing constructive feedback and potential solutions, teachers can help administrators understand both the benefits and limitations of current technology. In these conversations, teachers should get specific about what they like and don’t like about a product and explain how it impacts instruction.

Gather Data

Administrators often rely on data to justify investments, so teachers can make a stronger case by tracking how technology is used in their classrooms. This might include documenting student engagement and technical issues, as well as gathering feedback from colleagues who use the same tools. When planning lessons or implementing large-scale technology initiatives, teachers navigate between theoretical possibilities and real-world classroom contexts, making decisions both in the moment and through reflective practice on past and future actions (Kopcha et al., 2020). By collecting data and reflecting on how technology impacts instruction, teachers can provide administrators with concrete evidence to support or reconsider tech purchases.

                                (Kopcha et al., 2020)

Participate in Pilot Programs

Many schools conduct pilot programs before investing in new technology, and teachers can volunteer to be part of the testing process. This allows educators to provide real-world classroom insights and feedback on whether a tool meets student learning goals. For example, if my school was considering a new type of drone for 6th grade STEM, I might test it with students, assess its ease of use, and determine how well it supports our state digital literacy and computer science standards.  By actively participating in pilot programs, teachers can influence purchasing decisions before they are finalized.

Advocate for Professional Development and Support

Even the best technology can collect dust if teachers don’t receive the necessary training and support. Educators should advocate for professional development sessions when any new technology is introduced, ensuring they feel confident in integrating new tools into their instruction. This might include hands-on training from vendors, instructional coaching, or faculty workshops. Frazier and Hearrington (2024) state that teacher professional development plays a big part in effective change management because teachers themselves are the ones who must put the changes into practice. Without proper training, new technology can fail to make an impact in the classroom. By ensuring that professional learning opportunities are a priority, schools can maximize their investment in technology and empower teachers to use new tools effectively.

Teachers may not always have the final say in school technology purchases, but their voices matter more than they realize. By initiating conversations, gathering data, participating in pilot programs, and advocating for professional development, educators can help ensure that technology investments support student learning. When teachers are included in the decision-making process, schools can make smarter purchases that align with instructional goals and have a lasting impact. Let's speak up teachers! You might be surprised by how much influence you actually have.

References

Frazier, M., & Hearrington, D. (2024). The technology coordinator's handbook (4th ed.). International Society for Technology in Education.

Kopcha, T. J., Neumann, K. L., Ottenbreit-Leftwich, A., & Pitman, E. (2020). Process over product: the next evolution of our quest for technology integration. Educational Technology Research & Development, 68(2), 729–749. https://doi-org.ezproxy.montevallo.edu/10.1007/s11423-020-09735-y

Teachercast: EDU productivity & edtech strategies.

Helping your school district make edtech purchasing decisions: Ask the tech coach podcast. [Video]. Youtube. https://www.youtube.com/watch?v=OXpkpYRdGn8