Navigating Parental Engagement and Technology in School Districts: A Q&A Guide

Navigating the Challenges of Technology in Education: Insights from David Schuler

In 2026, as the landscape of education continues to evolve, the integration of technology remains a prominent concern for school leaders. David Schuler, the executive director of AASA, The School Superintendents Association, highlights this issue as he navigates the myriad of challenges facing superintendents today.

The Complexity of Modern Superintendency

Schuler articulates that the role of superintendents has never been more complex. During a recent conference, he expressed that technology is a significant factor contributing to this complexity. It isn’t just about implementing new tools; it’s also about understanding their implications for both teaching methods and student engagement. As districts strive to keep pace with technological advancements, superintendents are confronted with decision-making processes often fraught with uncertainty.

The Rise of AI Training for Teachers

As of fall 2024, about half of school districts reported providing artificial intelligence (AI) training for their teachers, according to a RAND survey. This marks a significant increase from the previous year, indicating a shift toward embracing AI in the classroom. However, many of these districts have opted for a DIY approach to training, primarily due to a lack of external resources. This trend underscores a critical need for enhanced professional development focused on technology integration.

Evolving State Policies on Technology Use

The landscape of technological integration is further complicated by evolving state and federal policies. Currently, 33 states have established guidelines regarding the use of AI in schools, and the U.S. Department of Education has issued directives on the responsible usage of federal grant funds for technology-enhanced education. As education leaders grapple with these regulations, they must also consider their implications on curriculum and classroom practices.

Dialing Back: Cellphone Bans and Restrictions

Amidst these technological shifts, many districts are exploring cellphone bans or restrictions. This move has ignited a range of opinions among parents, educators, and students. The challenge lies in balancing the benefits of technology—such as instant communication and access to information—against the potential distractions they pose in learning environments.

The Disruption and Its Aftermath

Schuler notes a current phase of disruption, akin to previous technological revolutions. While history suggests that clarity typically emerges after periods of uncertainty, he questions whether current rapid advancements in technology will allow for such clarity before the next wave of disruption hits. Superintendents find themselves at the nexus of these challenges, requiring innovative problem-solving and community engagement strategies.

Engaging Communities in New Ways

The pandemic has altered the dynamics of parental involvement in education, creating new challenges and opportunities for superintendents. Schuler emphasizes that parents became more engaged as they observed their children’s classrooms virtually. This heightened involvement can be beneficial, fostering partnerships between educators and parents. However, it also demands effective communication channels and streamlined systems for sharing information, particularly concerning students’ academic progress.

The Need for Streamlined Technology in Classrooms

One incident Schuler recounts illustrates the confusion that can arise when different teachers use various platforms for assignments. Parents increasingly desire straightforward access to their children’s educational materials, but inconsistent systems can complicate this process. Superintendents and educational leaders are tasked with collaborating with teachers to identify and implement streamlined solutions that facilitate parent engagement while also enhancing student learning.

Clear Protocols for Parent Concerns

As parental involvement rises, the importance of clear communication becomes paramount. Schuler advocates for establishing clear protocols when parents have concerns. By outlining a step-by-step process—beginning with communicating directly with the teacher and, if necessary, escalating to higher levels of administration—schools can cultivate a more structured and efficient approach to addressing issues. This not only empowers parents but also ensures that concerns are managed effectively by those closest to the situation.

Conclusion

In navigating the complexities of technological integration and community engagement, school superintendents like David Schuler play a crucial role in shaping educational practices. By focusing on collaborative problem-solving and clear communication, they can better manage the challenges and seize the opportunities that a rapidly evolving technological landscape presents.