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Laws that shape what happens in classrooms, on school devices, and inside student data systems are being written right now and often without meaningful input from the educators who will have to implement them. That was the central message when the EdTech Leaders Alliance (ETLA) team took the stage at CoSN 2026 in Chicago, presenting their session, Policy Power: Demystifying the Legislative Process for Educators. Carly Ghantous, Erica Shumaker-CETL, Danni Tymitz-CETL, and Amy Tudor-CETL made the case that staying informed isn't optional anymore. It's a professional responsibility.
Three Reasons to Pay Attention
During the session, we framed legislative engagement around three straightforward ideas. First, watching what's happening helps you anticipate changes before they land on your desk. Ohio's student data privacy law, SB 29, is a perfect example. It didn't appear out of nowhere. More than 40 states already had similar laws in place, so districts that were paying attention weren't caught flat-footed when it arrived. Second, being informed means you can advocate proactively, not just react. You can share your perspective, communicate with colleagues, and help shape the direction of policy rather than just comply with whatever passes. Third, and most fundamentally, it's about protecting students. Every piece of proposed legislation deserves the question: Is this actually in the best interest of kids, their learning, and their futures?
What's Moving Right Now
The ETLA team is currently tracking legislation in four key areas affecting K-12 education technology: screen time, accessibility, media literacy, and cybersecurity. Here's a snapshot of what's happening across the country.
Screen Time
This is one of the most active legislative areas right now. Two laws have already been signed in Utah — one increasing parental oversight of school-issued devices, another requiring age-based screen limits and device restrictions by grade level. Bills are advancing in Virginia, Tennessee, Vermont, and several other states, with proposals ranging from outright bans on devices in K-5 classrooms to requirements that ed tech vendors register and certify their products annually. Some of the more extreme proposals treat screen time as an addictive behavior, and some lack basic protections for students with IEPs or 504 plans. ETLA is watching this space closely and even created a resource to help develop your own Parent Technology and Screen Time Training event.
Accessibility
This one is already here. Under Title II of the ADA, all public school districts must ensure their websites and mobile applications meet WCAG 2.1 Level AA accessibility standards. The deadline for larger districts (serving 50,000 or more people) is April 24, 2026. Smaller districts have until April 26, 2027. Keep in mind that the population count includes all community members, not just students enrolled in the district. If you haven't started your accessibility audit, now is the time. ETLA has you covered with our Web Accessibility Guidance Resource if you’re not sure where to get started.
Media Literacy
In 2024, the ETLA team conducted a national research project mapping media literacy legislation across all 50 states. They found that just under half of states have passed some form of media literacy instruction law, while 15 states have made no attempt at all, and 13 more have tried and stalled. Looking at the data geographically, the team noticed that successful legislation tends to cluster by region, suggesting that states are learning from their neighbors. If your state hasn't acted, finding a nearby state with a working model could be the fastest path forward.
Cybersecurity
K-12 cybersecurity is underfunded and underestimated and the numbers show it. According to CoSN’s Cybersecurity Report, sixty-one percent of school districts rely on general operating funds rather than dedicated cybersecurity budgets. Only 27% view phishing as high-risk, and just 13% flag ransomware as a major threat. Meanwhile, the federal MS-ISAC program that provided free cybersecurity training to districts has been eliminated. States are starting to step in: Arkansas and Texas have led the way with enacted legislation covering cybersecurity insurance, AI use policies, and coordinated cyber response programs. The key recommendations from this work include designating a cybersecurity lead at the state education agency level, mandating district risk assessments, and requiring vendors to meet minimum cybersecurity standards.
How to Use Your Voice
The second half of the session was practical and action-oriented. We walked through how to track legislation using tools like GovTrack.us, state legislature tracking sites, and Google Alerts set up around key education technology topics. For advocacy, the message was simple: you don't have to be a lobbyist to make a difference. Calling or emailing your legislators, submitting written testimony, and engaging your school community all count. CoSN's advocacy page offers templates and action tools specifically designed to help educators communicate with lawmakers about ed tech issues. AI tools can even help you draft testimony if you're not sure where to start.
For first-time advocates, the advice was straightforward: do your research, be authentic, and start small. You don't need to weigh in on every bill. Pick one issue that matters to your students and your district, learn it well, and make one contact. The sample script the team shared can take less than a minute to deliver. Include your name, your zip code, your school district, the bill number, and whether you support or oppose it. That's it. Legislators and their staff track those calls to get a feel for how the community will react to proposed legislation.
The Bottom Line
Legislation that affects education technology, student privacy, classroom devices, and school cybersecurity is being introduced every single week. The educators who understand how these processes work — and who show up to participate — have real influence over outcomes. Our message wasn't that this is easy or that it requires a huge time commitment. It was that the cost of disengagement is too high. Students need people who understand what happens in schools to be part of the conversation happening in statehouses and the chambers of Congress.
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