{"id":224913,"date":"2026-06-02T18:31:00","date_gmt":"2026-06-02T22:31:00","guid":{"rendered":"https:\/\/testing.news-you-need.com\/index.php\/2026\/06\/02\/report-school-it-officials-worried-about-ai-adoption-cybersecurity\/"},"modified":"2026-06-03T00:20:19","modified_gmt":"2026-06-03T04:20:19","slug":"report-school-it-officials-worried-about-ai-adoption-cybersecurity","status":"publish","type":"post","link":"https:\/\/testing.news-you-need.com\/index.php\/2026\/06\/02\/report-school-it-officials-worried-about-ai-adoption-cybersecurity\/","title":{"rendered":"Report: School IT Officials Worried About AI Adoption, Cybersecurity"},"content":{"rendered":"

Report: School IT Officials Worried About AI Adoption, Cybersecurity<\/a><\/p>\n

https:\/\/www.edsurge.com\/news\/2026-06-02-report-school-it-officials-worried-about-ai-adoption-cybersecurity<\/a><\/p>\n

Publish Date: 2026-06-02 18:31:00<\/a><\/p>\n

Source Domain: www.edsurge.com<\/a><\/p>\n

Author: <\/a><\/p>\n

Using an unordered list, summarize the following article with between 4 and 8 key points. While schools have made progress in technology adoption \u2014 from artificial intelligence guidelines to vetting education technology \u2014 they still struggle with the lack of resources, funding and expertise, according to a new report. The annual State of EdTech report from the Consortium for School Networking polled roughly 600 chief technology officers for K-12 schools. One of the biggest takeaways, according to CoSN CEO Keith Krueger: AI adoption is higher than ever. According to the report, nearly three-quarters (79%) of school districts have AI guidelines in place, up from 57% in 2025. \u201cGiven how many school districts we have, given how many small and rural ones there are, it\u2019s shocking at how quickly at least the guidance around responsible use of AI is,\u201d Krueger says. \u201cAs a foundational step, we\u2019re seeing movement.\u201d But respondents repeatedly stated they are running into roadblocks of insufficient staffing and funding. \u201cThere\u2019s never going to be enough training, and we have to make sure the training is quality and meeting administrators with what they want and need,\u201d Krueger says, adding it\u2019s not just about training on a specific tool, but \u201chelping them think in new ways how to use the tools.\u201d Most of the districts polled are in favor of AI guidelines, either set by the districts themselves or state education agencies, but do not want state or federal mandates. Typically, mandates are formed, then approved, by a board \u2014 something that is time-consuming and does not lend itself well in the fast-moving world of AI. \u201cThis week, this month, this year is changing rapidly,\u201d Krueger says. \u201cIt doesn\u2019t mean we change fundamental beliefs of what\u2019s cheating (with AI), for example, but things are moving rapidly. You don\u2019t want to have too many solidly, board-approved things which can get locked in when you need to evolve.\u201d The most common AI initiative among districts is training staff on the use of instruction-focused generative AI tools, with 7 out of 10 respondents saying they do so. Productivity-focused measures focused on instructional staff and teachers followed, with 54% and 53%, respectively, deploying those initiatives. One of the largest jumps was the amount of districts having initiatives focused on AI\u2019s operational purposes, from 37% in 2025, to 64% in 2026. Less than half (41%) of initiatives focus on using AI for teaching and learning. \u201cI would say the low hanging fruit is on the operational and teacher productivity side,\u201d Krueger says. \u201cWe should continue to explore and think through the great uses that are in the classroom. But, overnight we shouldn\u2019t just wildly go trying to do those things when it’s going to take time to figure out the instructional piece.\u201d The CoSN State of EdTech Report showcases districts’ AI initiatives. Source: Consortium for School NetworkingCybersecurityThe largest concern about AI use: cybersecurity attacks. According to the report, nearly all respondents (98%) are concerned that AI can bring in new forms of cyber attacks, with just 2% stating they are \u201cnot at all concerned.\u201d That same percentage also has concerns on student data and AI\u2019s effect on its privacy.The CoSN annual EdTech Report shows districts are concerned about AI fast-tracking more cyber attacks in coming years. Source: Consortium for School NetworkingWhile the concern over cybersecurity is strong, two-thirds of respondents state they have insufficient staffing and budget to address those challenges. Cybersecurity concerns continue to cause schools woe, most recently with the Instructure attack in May that caused several schools to pay a ransom and shut down one of the world\u2019s largest digital education platforms. \u201cThe high visibility breaches and attacks that we\u2019ve seen underscore the real cost to our school system by not investing in better cybersecurity,\u201d Krueger says. After 17 years of utilizing the State of EdTech report, Krueger says he believes a tipping point may have finally been reached on addressing cyber concerns. \u201cCertainly those in charge of technology have been yelling loudly that cybersecurity is a problem,\u201d he says, adding the issue has become more well-known among superintendents and school board members. \u201cI think they will start to say, \u2018We can\u2019t just have these broadband networks and not have them safe and secure.\u2019 But it\u2019s a huge challenge, given the lack of human capacity in schools for cybersecurity.\u201d EdTechAnother major finding from the report is an issue that has been bubbling beneath the surface in both tech evangelist and oppositional circles: vetting educational technology. Edtech vetting has been under consideration amid the screen-time backlash in classrooms, with some states pushing for better review of the vetting process. Oftentimes, schools rely on the vendors\u2019 own data and are unequipped to review the software themselves to ensure children\u2019s safety. \u201cThere is nobody right now that is confirming these products are safe, effective and legal,\u201d Kim Whitman, co-lead for Smartphone Free Childhood US, said in a previous interview with EdSurge. \u201cIt should not fall on the district\u2019s IT director; it would be impossible for them to do it. And the companies should not be tasked with doing it \u2014 that would be like nicotine companies vetting their own cigarettes.\u201dAccording to the report, most schools now have a process for vetting free edtech tools before they\u2019re used in schools, either through IT or a list of approved vendors. But that process still has some gaps: only 29 percent require information about if the product is inclusive and accessible for all learners. That is particularly worrisome for accessibility advocates who already fear they are being left out of the conversation.\u201cParents with children who have a disability must have a seat at the table,\u201d Sambhavi Chandrashekar, global accessibility lead for D2L, an online learning platform, said in a previous EdSurge interview. \u201cBlanket rules that are blind to fundamental human differences will do more disservice than good to students at the margins.\u201dAnd while more than half (55%) of the edtech processes require vendors to provide information about safety, that leaves roughly 45% not addressing safety concerns. \u201cIt\u2019s a huge warning sign; there\u2019s a whole lot of progress and work that has to happen in this area,\u201d Krueger says. He suggested reviewing the five quality indicators for edtech and AI products, with districts benchmarking their current status and set it as a priority to push forward. \u201cOne of the biggest powers we have is procurement, so getting serious about how we buy them, and when,\u201d Krueger says. \u201cWhether or not we move forward will depend on if we set it as a priority and get serious about the awareness, the training and the policies.\u201d
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