NASHVILLE, Tenn. — Amid the laundry list of challenges superintendents face in 2026, technology is toward the top for David Schuler, executive director of AASA, The School Superintendents Association.
"I don't think the job has ever been as complex as it is right now," Schuler told K-12 Dive on Friday during AASA’s annual conference.
Roughly half of districts reported having provided artificial intelligence training to teachers as of fall 2024, according to a RAND survey released last year. This was double the portion of districts that reported having done so the previous fall. However, many said they used a do-it-yourself approach to teacher training after finding a lack of external training options.
They've done so as state and federal policies on the use of AI and other technologies have continued to evolve in the last year.
At least 33 states have policies on AI use in schools, according to an October 2025 count by AI for Education. In July, the U.S. Department of Education also issued a Dear Colleague Letter on using federal grant funds on issues related to AI and responsible use of the technology.
Meanwhile, more states and districts are also experimenting with cellphone bans or restrictions, while opinions on the issue from parents, educators and students vary.
Amid this shifting technology landscape, K-12 Dive sat down with Schuler to discuss how it's impacting superintendents.
Editor’s note: The following interview has been edited for brevity and clarity.
K-12 DIVE: Can you tell me a little bit about the challenges superintendents are facing in this area?
DAVID SCHULER: On AI and technology and how to use it, there's people talking about turning it on and turning it off. And the reality is, you're not gonna be able to turn off tech.
Now, there's a bunch of state laws that have been proposed to limit screen time to X many minutes during school in a day, and so for our members, it's [about] trying to navigate as we go through this new technological revolution.
And we're in this kind of disruption phase right now, which we've had in the past, right?
We normally get to a sense of clarity on how to use the technology in the most effective way. The question I think we have to engage in right now is: Because technology is evolving so fast, will we reach clarity before the next disruption? Or is it going to continue to be disruption after disruption after disruption?
What has been the impact of these disruptions?
SCHULER: I think superintendents have had to navigate their communities in a much different way, and most of them are doing a really great, great job at it. But it is taking a lot more time and energy and intensity.
And it makes sense, right? It used to be [that] students came to our classrooms, and then during the pandemic, parents got to watch their students' classrooms. And so parents got engaged at a different level — which is wonderful, we want parents as partners.
But it's on a different level and in a different way. And then when the students came back to school, parents still wanted that level of engagement that they had. And depending on the district you're in, technology can help with that, or technology can really be a higher burden.
Can you give me an example that you've seen recently?
SCHULER: There's a middle school that I was visiting a couple weeks ago, and some of the teachers were using one platform, some were using another platform, and some were using no platform to post assignments for kids.
For middle school kids, parents want to be partners and make sure the kids don't have missing assignments. And so when you tell parents, "You have to go to four different places to find something," that makes it more challenging.
So I think you see our leaders trying to work with parents and with our teachers and with our principals to say, “OK, how can we best streamline things using technology?” Because the way to accelerate change or accelerate growth and achievement is to meet every kid where they're at, and technology can help us do that.
At the same time, how can educators navigate parents' increased involvement, partly as a result of technology?
SCHULER: I think it is very important for superintendents and school boards to clarify the protocols when there are concerns that a parent has, so that it's very clear exactly what steps should be followed and in what order. And [it should be] something that's easily accessible, so that people and parents know: You should talk to the teacher first, and then — depending what grade level — either the principal or department chair.
Not only because the superintendent or the principal doesn't want to deal with it right away, but they don't know the details of the situation. So talk to the person closest to the situation first, and then, if you're not happy with that answer, scale up — depending on what it is and how far you decide you want to take it based on whatever the issue is.
The clear expectations and protocols, I think, are imperative.
