Last month, the Los Angeles USD became the first major district to听restrict screen time听in schools, a trend gaining momentum nationally as a new component听of digital literacy.

Instead of banning screens, educators must teach students to navigate technology and the online world, says Jamie Nunez, senior manager of outreach and training at Common Sense Media. This includes guidance on using artificial intelligence.

鈥淭here needs to be an understanding about how kids are accessing information and evaluating that information,鈥� he says. 鈥淢edia literacy, information literacy and, I would add, AI literacy鈥攖he ability to understand a tool like AI and what its outputs are鈥攁re just as important.鈥�

Between 2015 and 2021, teenagers spent an average of 8 hours, 39 minutes behind a screen, according to a 2021 Common Sense Media . Of course, not all of that screen time occurs at school.

鈥淒o we have a specific digital tool addiction in America? Yes, we do鈥搒chools are not the reason, not even close,鈥� LAUSD Superintendent Alberto Carvalho said at a September board meeting. 鈥淧arental responsibility is very much part of this equation.”

Carvalho dismissed parents鈥� concerns about their child鈥檚 screen time as 鈥渘ewly informed privilege,鈥� NBC News . Carvalho has since been placed on paid leave amid allegations of ties with AllHere, a failed tech company the district partnered with to create a multi-million-dollar chatbot that also flopped.

Find more solutions in the full “Field Guide for People Leadership,” which is available with .听Then, navigate to the People section of the Content Hub, which is listed in the menu on the left side of 91看片+.

Edtech companies are also part of the equation, argues Nunez. Some have 鈥渙verpromised鈥� on their products鈥� ability to deliver certain results.

鈥淭here鈥檚 a real need to hold edtech companies accountable听to听the outcomes of their tools,鈥� he says.

District leaders must double down on instruction that prioritizes learning over technology and the 鈥渘ew and shiny tool鈥� that is supplementing instruction.

Still, there are merits to what LAUSD is doing to limit screen time. Other leaders can do the same by ensuring regulations are age-appropriate. 鈥淲e need to enforce those digital literacy skills as early as second, third and fourth grade,” he says.

Transparency is a better course than outright bans, which stifle innovation. Superintendents should tell teachers, students and families why each edtech tool is being used and how it advances learning, Nunez adds.

鈥淭here is some merit to having restrictions on things like social media in school or phones and other devices,鈥� he says. 鈥淏ut I don鈥檛 think that goes far enough. We need to be thinking more critically about those uses. Are we preparing kids to use tools like AI in a critical manner instead of simply going back to pen and paper?鈥�

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We will save time. We will reduce costs. We will ease the burden on people. And in doing so, we will create space for what matters most.

Artificial intelligence has only strengthened that belief. It promises to streamline lesson planning, automate communication, accelerate data analysis, and reduce administrative load across our systems. It is easy, then, to assume that AI will simplify the work of schooling.

But history suggests something more complicated and perhaps more consequential.
In the 19th century, the economist William Stanley Jevons observed what has come to be known as Jevons paradox.

As steam engines became more efficient, the expectation was that coal consumption would decline. After all, if each engine used less coal, total demand should fall.

Instead, the opposite occurred. Coal consumption increased dramatically.

Greater efficiency reduced the cost of using steam power, which made it viable in more places and for more purposes. What began as a technological improvement became an expansion of the entire system.

The lesson is subtle but important. Efficiency does not always lead to reduction. Often, it leads to expansion.

I believe that dynamic is beginning to emerge in education as well.

AI in schools, and efficiency

Everywhere we look, AI in schools is lowering the cost of cognitive work. Tasks that once required significant time and effort can now be completed in seconds.

A teacher can generate multiple versions of a lesson. A principal can produce a detailed report with minimal effort. A central office team can analyze large sets of data and communicate insights almost instantly.

If we follow the logic of efficiency alone, we might expect this to reduce workload and create breathing room across the system. This seems to be the thing everyone is saying, but I believe we might have it wrong.

Because systems rarely respond that way.

When something becomes easier to produce, we tend to produce more of it. When something becomes faster, we expect it more frequently. When something becomes cheaper, we expand its use.

Consider instructional practice. If AI makes it easier to differentiate learning, the natural inclination will not be to maintain current expectations while working less.

Instead, expectations will rise. What was once considered exceptional鈥攈ighly personalized instruction, frequent feedback, multiple pathways through content鈥攂ecomes standard.

The ceiling moves. The system adjusts. And the overall volume of work expands, even as the effort required for any single task decreases.

A similar pattern is likely to emerge in administrative work. Reporting, compliance, and communication may all become more efficient, but that efficiency will invite new demands.

Districts may find themselves producing more frequent updates, more detailed analyses, and more tailored communications to stakeholders. The time saved in one area is quickly reinvested into expanding the scope of the work.

This is where the implications move beyond the classroom and into the broader operation of school systems.

Take school construction, for example. A surface-level interpretation of AI might suggest a reduced need for physical space. If more learning can occur virtually, perhaps we will need fewer buildings or smaller campuses.

But viewed through the lens of expansion, a different possibility emerges. If AI enables districts to offer more diverse and personalized learning experiences, then the demand for specialized spaces may increase.

Career and technical education programs, innovation labs, collaborative environments, and student support centers could all expand in response to a system that is now capable of offering more. The question may not be whether we need less space, but whether we need different space, designed for a more complex and flexible educational model.

The same tension appears in funding. Efficiency is often equated with cost savings, but that relationship is not guaranteed.

If AI increases the number of programs, raises expectations for personalization, and expands the scope of services provided to students and families, total system costs may rise even as the cost of individual tasks declines. Districts could find themselves more efficient in execution, but operating within a larger and more demanding system.

Staffing presents a similarly nuanced challenge. It is tempting to assume that greater efficiency will lead to fewer roles.

In practice, it is more likely to lead to different roles. As routine tasks are automated, the value of human work shifts toward judgment, relationships, and strategic thinking.

New responsibilities emerge even as others recede. The system does not necessarily contract. It evolves.

What not to do next

At its core, the Jevons paradox is not really about technology. It is about behavior within systems.

When constraints are removed, when something becomes easier, faster or more accessible, we tend to expand our use of it. That instinct is not inherently problematic; in many ways, it is what drives progress. But it does create a challenge for leaders.

Without intentional discipline, systems will grow in complexity faster than they grow in coherence.

That may be the central leadership question in the age of artificial intelligence. Not whether AI will make us more efficient鈥攊t will. Not whether it will increase our capacity鈥攊t already has.

The question is whether we will pair that capacity with clarity about what we are trying to achieve and restraint about what we choose to take on.

Because in a world where we can do more than ever before, the limiting factor is no longer capability; it is focus.

And the systems that navigate this moment most effectively will not be those that adopt AI the fastest, but those that are most intentional about what they allow their systems to become.

In the end, better tools do not simplify systems on their own. They expand what is possible. And leadership, more than ever, is the discipline of deciding what not to do next.

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That disconnect defines the central challenge facing K12 leaders today. Students have moved faster than the institutions meant to guide them, and the gap is widening.

Stanford University’s offers the most detailed picture yet of how AI is reshaping learning environments.

More than 80% of U.S. high school and college students now use AI for school-related tasks. At the same time, only half of middle and high schools have set an AI policy.

A recent Pew Research Center report breaks down how students use AI in school. They’re most commonly using AI to search for information (57%, homework help (54%) and fun or entertainment (47%).

Meanwhile, the Stanford report suggests that the vast majority of teachers say the rules that their schools have created are too vague. Only 6% report that their school’s guidelines are clear enough to follow.

The policy vacuum carries real stakes. When students operate without clear expectations, schools lose the ability to steer whether AI supports or replaces learning. Teachers are often left to make decisions without guidance.

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The researchers also gathered a list of the fastest-growing AI skills in the U.S., based on 2025 LinkedIn data. Here’s what skills matter most to your students’ future employers:

Taken together, the data point to a system under pressure from multiple directions: rapid student adoption, thin policy infrastructure, undertrained teachers, and a tightening pipeline of specialized talent. Districts that treat AI policy as an administrative checkbox are already behind.

For more AI guidance, read up on听District 91看片istration’s听latest AI coverage.

District 91看片istration uses artificial intelligence to support research and drafting, with all content reviewed and verified by the author.

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District 91看片istration uses artificial intelligence to support research and drafting, with all content reviewed and verified by the author.

91看片+: Superintendents and cabinet-level leaders can sign up for a to 91看片+ to livestream “Leading Through the Noise: Staying Grounded in a Politicized Environment” with Dr. Quintin Shepherd on April 28.

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On one side of the aisle, educators remain confident that artificial intelligence will never replace the human element of teaching. On the other side, AI is called the future of instruction, as it can offer on-demand learning, giving students more time to pursue interests beyond the classroom. Which prediction is correct?

Renowned educator John Hattie’s contends that the human element remains the most powerful influence on learning. At the same time, can encourage critical thinking while offering personalized feedback and writing guidance.

I argue that the correct prediction about AI’s future in K12 education is more complex than we think. Both conditions will co-exist. Students will still depend on teachers who use AI to streamline workloads, provide detailed feedback and ignite engagement through technology.

Educators now rely on AI to support instruction but not everyone in K12 is comfortable with AI entering the classroom.

A 2025 survey from the showed that four in 10 teachers want to use AI, while 28% do not. Those who use AI view the technology more positively because it saves time on lesson planning and other tasks.

Insufficient training and policies may be reasons for AI hesitancy. Roughly 45% of principals say their school or district has developed AI guidance, a recent analysis suggests.

Meanwhile, predictions that AI will soon assume the role of teachers have educators riled up. First lady Melania Trump touted the idea during a recent summit hosted by the White House. Her take: AI humanoids are the next tutors.

鈥淚magine a humanoid educator named 鈥楶lato,’鈥� she said. 鈥淎ccess to the classical studies is now instantaneous鈥攍iterature, science, art, philosophy, mathematics, and history鈥攈umanity鈥檚 entire corpus of information is available in the comfort of your home.鈥�

On the same day, President Donald Trump appointed leading tech entrepreneurs Mark Zuckerberg (Meta), Larry Ellison (Oracle) and Jensen Huang (Nvidia) to an .

Some education leaders fear the federal government will allow billion-dollar tech corporations to dominate public education.

“We must be clear: decisions about technology in education should be led by educators, not billionaires or profit-driven corporations,” said National Education Association President Becky Pringle.

鈥淲e must ensure that any use of AI in schools is guided by educators, protects students, and helps鈥攏ot replaces鈥攅ducators. Our students deserve more than algorithms,” she added.

Still, AI continues to dominate the edtech space. The AI in education market was valued at $5.88 bilion in 2024 and is expected to reach $32.27 billion by 2030, according to .

and other AI tutors that are uniquely geared toward teachers and students illuminate the future of personalized instruction. Khanmigo, for instance, can generate rubrics, homeschooling curriculum and writing instructions.

My previous column breaks down the most impactful AI tools you may be missing out on. Read it here.

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The Department of Education’s for K12 and higher ed grants aim to prepare students and teachers for an AI-driven workforce by building their skills in the appropriate artificial intelligence use.

The agency intends to support AI literacy through expanded computer science courses and professional development. The new guidelines should encourage educators to use AI to personalize instruction, use AI to serve students with disabilities and streamline administrative tasks.

Dual-enrollment AI coursework and high-impact AI tutoring are examples of programs that could rate highly in grant proposals.听The rule also requires all funded AI projects to incorporate universal design for learning and to accommodate students with disabilities and multilingual learners. Federal funds will also support the use of AI to improve academic initiatives.

Feedback from educators, parents and industry leaders inspired the provisions requiring age-appropriate AI use. Several commenters expressed concerns about student privacy and increased screen time.

“Children already spend an average of 7.5 hours a day on screens for non-school activities,” according to one commenter. “Increased AI use will only deepen this crisis and exacerbate the physical and mental health harms of screen time.

The department emphasized that state and local agencies remain responsible for safety policies.

Public hesitancy persists

Many comments mirror those made by leading advocates in recent weeks following an AI summit held at the White House last month. Education experts believe the government’s vision for AI in education is out of touch.

During the “Fostering the Future Together Global Summit,” first lady Melania Trump introduced the idea of personalized AI tutoring with a humanoid robot.

鈥淚magine a humanoid educator named 鈥楶lato,’鈥� she said. 鈥淎ccess to the classical studies is now instantaneous鈥攍iterature, science, art, philosophy, mathematics, and history鈥攈umanity鈥檚 entire corpus of information is available in the comfort of your home.鈥�

This idea drew pushback from teachers’ unions. The president of the American Federation of Teachers described the first lady’s scenario as “every parent’s worst nightmare.”

“The tech billionaires tried to get technology 20 years ago to replace teachers, now they’re trying to get AI to replace teachers,” Randi听Weingarten told .

Meanwhile, optimistic leaders听want to merge the human element of instruction with tailored AI support. One expert described AI as a co-worker or a team member designed to collaborate back and forth with the user to achieve a particular goal.

This 鈥渂anter,鈥� said Pitsco Education CEO Matt Frankenbery, plays out as prompt engineering, i.e., asking questions, refining inputs and iterating through conversations with AI. These interactions require intentional thinking, adjustment and other key cognitive skills.

Because of this, Frankenbery challenges the narrative that AI clouds students鈥� critical thinking skills.

鈥淚f you don鈥檛 have the critical thinking skills of how to write that prompt and how to refine it, then you鈥檙e going to struggle to use AI effectively,鈥� he explains.

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“You can’t put the genie back in the bottle,” says Matt Frankenbery, CEO of and school board president in his local school district.听Most of the district’s discussions about AI focus on concerns about students cheating.

Eventually, leaders will grow comfortable with AI as they better understand its limitations. Such familiarity will make room for thoughtful regulation instead of blanket restrictions.

“Just like Google searches, for many years there was great concern about cheating,” he says. “You quickly start to learn how to live with [AI], and you start putting together strategies for utilization versus trying to restrict it.”

In the coming years, Frankenbery expects widespread AI adoption in public schools. While some leaders continue their restrictions, others will view AI as a “thought partner” for students.

Frankenbery, a former middle school teacher, values collaborative learning and encourages students to solve problems as a team. AI听can play a similar role听in instruction as it encourages thoughtful collaboration between technology and the user.

“In essence, AI is another team member at this point,” he says. “To be an effective team member, you have to have base-level knowledge and thought processes that allow you to banter back and forth with your teammates and AI in general.”

This “banter” plays out as prompt engineering, i.e., asking questions, refining inputs and iterating through conversations with AI. These interactions require intentional thinking, adjustment and other key cognitive skills.

Because of this, Frankenbery challenges the narrative that AI clouds students’ critical thinking skills.

“If you don’t have the critical thinking skills of how to write that prompt and how to refine it, then you’re going to struggle to use AI effectively,” he explains.

Students must follow a developmentally appropriate path toward AI literacy, Frankenbery says. Leaders must carefully introduce AI gradually at the elementary level without neglecting basic foundation skills that students must be taught, including critical thinking. By the time a student leaves high school, they should be fluent in AI.

Closing the AI divide

There’s much work to be done to ensure students and educators are confident in their AI skills. Frankenbery encourages superintendents to tap into their local businesses and industry leaders who are already using AI to maximize efficiency.

“Hopefully, you’ll have a group of teacher leaders who hear that and say, ‘OK, now how do I translate how it’s being used in local business and industry?'”

The reality, he notes, is that many future-focused companies鈥攊ncluding his own鈥攁re already hiring people who demonstrate foundational AI knowledge.

“If you don’t have a comfort level with utilizing AI, that’s going to be a detriment to you in the interview process,” he says. “In K12 education, we can’t keep students from it. We have to get them comfortable with the appropriate uses of it.”

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1. AI literacy is now a graduation requirement
2. Data privacy is critical
3. Leaders are relying on task forces before committing to mandates

This legislative session, 25 states have introduced or enacted AI bills for education, according to an analysis from , an independent think tank at Georgetown University’s McCourt School of Public Policy. Among the 53 bills, only three have been enacted in two states:

• Idaho鈥檚 S.B. 1227 directs the state education department to develop a comprehensive generative AI framework addressing privacy, procurement safeguards, transparency, academic integrity, AI literacy standards and professional development. Districts must adopt aligned policies.
• Utah鈥檚 H.B. 218 requires a grade 7 or 8 digital skills course that covers AI literacy, cybersecurity and digital privacy.
• Utah鈥檚 H.B. 273 integrates AI into the state鈥檚 computer science standards and adopts broader digital literacy guidelines covering ethical AI use, information filtering and critical evaluation of digital content. The law also authorizes supervised 鈥淎I sandbox鈥� courses.

As for the remaining 23 states, legislation is on the move, and there’s a lot to speculate about around the future of AI in education.

AI literacy requirements

The most common theme throughout state AI legislation centers on embedding AI literacy into graduation requirements, academic standards or standalone courses. States like Iowa, Illinois, Ohio, Alabama and Missouri are considering requiring AI-related coursework鈥攑rimarily in computer science鈥攆or high school graduation.

Iowa has introduced a handful of bills that, starting with the graduating class of 2030-31, would require a semester of computer science and AI, covering foundational concepts, ethics and societal impacts.

Setting guardrails

Meanwhile, South Carolina, Oklahoma and Maryland are prioritizing student safety through parental consent requirements, student data听rules and bans on AI making high-stakes decisions.

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For instance, South Carolina’s would require schools to publicly disclose their AI tools and data practices each year. It would also prohibit AI from replacing licensed teachers in core instruction or grading and ensure that schools adopt policies governing how students use generative AI for coursework.

Compliance could be enforced through state funding, and parents would have enforcement rights, including the option to seek injunctive relief or damages.

AI task forces

Other states want to form AI task forces and advisory bodies before passing new laws. New York lawmakers intend to create a statewide AI working group within the state’s education department to develop recommendations on integrating the technology. Another proposal would prohibit most AI use in classrooms below the ninth grade.

Similarly, Hawaii’s H.B. 1676 would establish a University of Hawaii task force to make recommendations on equity, data privacy, professional development and responsible implementation.

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District 91看片istration听sat down with Dr. Kendall Latham, chief innovation strategist at , to learn what tech-related habits produce the most successful leaders.

Note: The following transcript has been edited for clarity and brevity.

What priorities are you hearing about from district and higher ed leaders?

Across K12 and higher education, academic leaders are focused on moving from AI exploration to real impact while managing growing complexity, including budget constraints, the need to attract and retain educators and IT staff and the challenge of aging COVID-era technology investments reaching end of life, where models like DaaS (desktop as a service) are helping to fill the gap.

The most common priorities we hear are AI readiness, cybersecurity, online safety and ensuring technology investments deliver long-term value. Leaders want to understand how to integrate AI in ways that improve learning outcomes, streamline operations, and support research without introducing new risks or inequities, and are increasingly turning to partners for more than hardware, including programs like Student Chromebook Technician initiatives, AI Innovator Studio challenges, and workforce readiness activations that support student success.

Institutions are looking for trusted partners who can help them build connected ecosystems where devices, infrastructure, security, and professional learning all work together. That foundation is what enables them to scale innovation and move beyond short-term pilots to meaningful transformation.

As part of this shift, many are embracing 鈥溾�� principles, using AI in responsible ways to enhance safety, improve efficiency, and better support both students and staff.

What are the most common gaps you see in a district or college’s technology infrastructure?

Our team has uncovered a mismatch between vision and infrastructure readiness. Many institutions have ambitious plans for AI and digital transformation, but the underlying systems are not yet equipped to support those goals.

AI requires capable devices, reliable connectivity, scalable compute, and strong cybersecurity. Without that foundation, performance suffers, risks increase, and adoption slows.

Another challenge is fragmentation. Technology is often implemented in silos, which creates inefficiencies for IT teams and inconsistent experiences for users.

What questions do the most effective leaders ask?

The most effective leaders move beyond questions about products and focus on outcomes and alignment. They ask questions like:

1. 鈥淗ow does this align with our long-term instructional or institutional strategy?鈥�
2. 鈥淲hat does success look like for students, faculty, and staff鈥攁nd how will we measure it?鈥�
3. 鈥淎re we building something that will scale, or just piloting something new?鈥�
4. 鈥淲hat problem are we actually trying to solve, and how will we know if it鈥檚 working for our students?鈥�
5. 鈥淲hat are we willing to stop doing to make space for this to be successful?鈥�
6. 鈥淗ow does this align with our broader vision? How does this actually improve teaching and learning鈥攏ot just add another thing?鈥�

These questions shift the conversation from buying technology to building systems that drive sustainable, meaningful change.

Our audience’s roles are constantly evolving to keep up with the rapid pace of technology innovation. What tech-related skills does a district or higher-ed leader need to succeed in 2026 and beyond?

Leaders need a strong foundation in AI and data literacy so they can evaluate tools, interpret outputs and guide responsible use across their institutions, with a focus not just on how these technologies work but on how they impact teaching and learning.

They also need a clear understanding of cybersecurity risk and governance, since protecting student and institutional data is now a core leadership responsibility.

These skills help leaders make informed decisions in an increasingly complex environment.

Systems thinking and change management are equally important. Technology decisions now impact every part of the institution, from instruction to operations to workforce readiness.

Leaders must be able to connect those areas and support ongoing upskilling for educators and staff. Those who can balance innovation with responsibility will be best positioned to build secure, scalable, and future-ready learning environments.

More from 91看片: The White House predicts AI鈥檚 new role in education. Is it accurate?

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At last week’s “Fostering the Future Together Global Summit,” the first lady promoted the use of robotic humanoid educators for personalized, at-home learning. First spouses from 45 countries gathered at The White House event.

“The future of AI is ‘personified,'” Trump said, predicting that families will soon move from mobile phones to humanoids that deliver “utility.”

“Imagine a humanoid educator named ‘Plato,'” she said. “Access to the classical studies is now instantaneous鈥攍iterature, science, art, philosophy, mathematics, and history鈥攈umanity’s entire corpus of information is available in the comfort of your home.”

Instant access to personalized and engaging instruction will produce well-rounded children who have more time to pursue interests outside of school, she added.

It’s a bold idea that requires bridging the public and private sectors, Trump explained.

“This technology may reset the modern world order and rebalance power,” she said. “Your children must be prepared to ascend within this framework.”

The reaction

The first lady’s prediction for the future of teaching is out of touch with reality, American Federation of Teachers President Randi Weingarten said in a statement.

“Anyone who cares about teaching and learning knows there is no substitute for the daily magic that happens between educators and students in the classroom,” Weingarten said. “As shiny as this technology may be, and as helpful it may be as a tool, it can never replace the human skills and knowledge needed to solve very human problems.”

Becky Pringle, president of the National Education Association, echoed Weingarten’s remarks, insisting that education not be dominated by billion-dollar tech companies.

“We must be clear: decisions about technology in education should be led by educators, not billionaires or profit-driven corporations,” Pringle said.

Since ChatGPT’s release in 2022, experts have claimed that teaching and other jobs that rely on human connection are safe from mass layoffs.听In a recent interview with District 91看片istration,听Khan Academy founder and CEO Sal Khan said teaching is one of the safest jobs in the market.

Regardless of how advanced AI tutors become, Khan said, students benefit most from human educators who, as “the conductor of the orchestra of the classroom,” can hold learners accountable.

Meanwhile, the White House wants Congress to that combines the Trump administration’s efforts to regulate political bias within AI models and eliminate barriers to innovation while upholding safety protections for children.

The White House proposal would override state laws that regulate how AI models are developed or penalize companies for how their technology is used, according to Politico. But it would听not听preempt state laws that protect children from deepfakes and other AI-generated sexual content.

Deepfake legislation has , including Florida, where lawmakers are split on Gov. Ron DeSantis’ proposed AI regulations. DeSantis’ “AI Bill of Rights” would bar companion chatbots from interacting with children without parental consent, according to The Florida Bar.

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