Schools spent roughly $30 billion on educational technology in 2024, with projections showing that figure nearly doubling by 2033. Yet teachers and students report feeling excluded from the decisions that determine which tools land in their classrooms.

The core problem centers on who controls edtech purchasing. Administrators and district leaders typically make technology selections based on vendor pitches, budget constraints, and district-level priorities. Teachers who will use these tools daily often learn about new platforms only after contracts are signed. Students, the end users, rarely have input at all.

This top-down approach creates friction. Educators report adopting systems that don't fit their pedagogical needs or classroom workflows. Some tools create extra administrative burdens rather than reducing them. When teachers lack agency in selection, adoption rates suffer and promised productivity gains fail to materialize.

The argument for shifting power is practical. Teachers understand their students' learning needs, their existing technology infrastructure, and what tools integrate seamlessly with daily instruction. Students can identify which platforms actually support their learning and which create barriers. Vendors design products for scalability and profit. Educators and students optimize for teaching and learning.

Shifting agency does not mean removing administrators from the process. Rather, it requires including teachers and student voices as decision-makers from the start. Districts could pilot tools with volunteer educator teams before district-wide rollouts. Student focus groups could test interfaces and workflows. Feedback loops should shape adoption rather than follow it.

The $30 billion spending trajectory reflects growing recognition that technology shapes education. How districts spend that money determines whether technology serves educators or whether educators serve technology. When vendors control purchasing decisions, their interests naturally dominate. When educators hold agency, classroom realities drive choices.

Schools investing in teacher voice and student input during edtech selection report higher implementation success and stronger returns on investment. The path forward involves dismantling the assumption that purchasing authority equals decision-making power and