Teachers and students lack meaningful input in technology purchases that directly affect their classrooms, even though schools spent approximately $30 billion on educational technology in 2024. This spending trajectory is expected to nearly double by 2033, yet decisions remain largely controlled by administrators and edtech vendors rather than educators who implement these tools daily.

The disconnect between purchasing power and classroom reality creates significant problems. Teachers encounter software that doesn't fit their pedagogical approach, wastes instructional time, or fails to address actual student needs. Students experience tools chosen without regard for their learning preferences or accessibility requirements. Yet educators rarely participate in vendor selection, implementation timelines, or sustainability decisions that shape their working environment.

Edtech vendors prioritize sales and market expansion over educator feedback. Their marketing targets decision-makers like superintendents and IT directors, not teachers who understand what works in classrooms. This creates a power imbalance where commercial interests outweigh educational ones.

Restoring educator agency requires structural change. Schools must include classroom teachers and instructional coaches in technology evaluation committees. Pilot programs should gather genuine feedback from users before district-wide rollouts. Teachers need time to assess tools and trial implementations before adoption deadlines. Student input matters too, particularly from students with disabilities who often face accessibility barriers with hastily adopted platforms.

Districts should also demand transparency from edtech companies about data privacy, integration capabilities, and ongoing support costs. Educators can evaluate whether tools actually improve learning outcomes or simply create new compliance burdens.

The financial stakes demand better governance. Spending $30 billion annually without robust educator input wastes resources on solutions that sit unused or frustrate users. When teachers help choose technology, adoption rates improve and implementation becomes more effective. Schools benefit from tools that match actual instructional needs rather than vendor promises.

Educators spend their careers understanding how students learn. Giving them agency in technology decisions respects their expertise and produces better outcomes than top