# We Need to Give Agency to Educators, Not Edtech Vendors

American schools spent roughly $30 billion on educational technology in 2024, with projections showing the market nearly doubling to approach $60 billion by 2033. Yet teachers and students report feeling sidelined in the technology purchasing decisions that directly affect their classrooms.

The core problem centers on who decides which tools schools buy. Administrators and district leaders typically make edtech selections based on vendor pitches, budget considerations, and perceived scalability. Teachers, who use these tools daily, often discover problems only after implementation begins. Students experience friction with platforms chosen without their input on usability or pedagogical fit.

This spending pattern reflects a misalignment of authority and expertise. Educators understand their classroom needs, learning objectives, and student demographics better than any vendor. Yet procurement processes frequently exclude them from meaningful decision-making roles. When teachers do provide feedback, it often comes too late to prevent costly mistakes or after contracts lock districts into multi-year commitments.

The consequences ripple across schools. Teachers spend professional development time learning systems they didn't choose. Tech adoption rates suffer when educators lack buy-in. Students encounter platforms that don't match how they actually learn. Meanwhile, districts absorb replacement costs when initial purchases prove ineffective.

Solutions require structural change. Schools should establish teacher-led technology committees with real authority over evaluations and selections. Districts need to pilot tools with educators before scaling purchases. Vendors should engage end users, not just administrators, during product demonstrations. Teachers deserve time to assess technology in actual classroom conditions before commitments happen.

The $30 billion annual edtech spending represents a substantial investment in student learning. That investment performs best when it reflects educator expertise and classroom reality, not vendor influence or administrative convenience. Redirecting agency toward the people who know their students transforms technology spending from a top-down mandate into collaborative improvement. Teachers