As artificial intelligence (AI) continues to reshape industries, K–12 education leaders are recognizing the need to approach this evolving technology with caution, clarity, and collaboration. At ISTELive 25, one of the nation’s leading edtech conferences, school district representatives and technology experts emphasized that successful AI integration in schools must begin with broad, diverse stakeholder input.
Districts across the country are at varying stages of AI adoption—some already implementing policies and procedures, while others are just beginning to explore possibilities. During the session “AI Capacity Building: Empowering District Leaders,” led by CDW’s Education Collaborative team, participants revealed the different paths districts are taking. Despite this diversity, a shared understanding emerged: AI must be addressed thoughtfully and inclusively.
Al Thomas, education community lead for CDW Education, urged educators not to fear AI but to embrace it wisely. “It’s important for us to have an understanding of what AI is and how we can best utilize it. It’s something we need to approach with wisdom and make good choices to implement best practices,” he said.
AI has rapidly evolved from a tool used to retrieve information into a system capable of automating tasks and influencing nearly every area of school operations, from classroom instruction to administrative workflows. But with this evolution comes a critical responsibility to ensure AI is used ethically and effectively.
One strategy gaining traction is the formation of AI task forces within school districts. Ellen Gianakis, assistant principal at Holmdel Public Schools in New Jersey, shared how her district formed a diverse AI task force that included teachers, technology staff, curriculum developers, students, parents, and board members.
“We tried to get a diversity of voices—different grade levels, disciplines, and viewpoints,” she said. The district conducted surveys, community forums, and collaborative workshops to begin shaping AI policy. One innovative activity involved setting up policy draft stations focused on specific themes like academic integrity, AI-generated assignments, grading guidelines, and acceptable use policies. The exercise encouraged collaborative discussion rather than finalizing any policy.
A major challenge in forming these policies is ensuring that all stakeholders—especially students and parents—have a clear understanding of AI. “Are you helping those who are part of the task force understand what you’re talking about?” Thomas asked. “When you bring in students, parents, community leaders, they need the education and literacy provided to them so they can truly give their voice.”
In addition to inclusivity and education, districts must also confront the security and privacy risks that come with AI adoption. With student data at stake, districts are urged to establish risk management protocols and tap into resources from federal agencies and trusted service providers.
“You have service partners available who can give you information and provide support, but also listen so that they can tailor resources to your district,” Thomas noted.
Ultimately, ISTELive 25 underscored that the path to AI readiness in K–12 education is not one-size-fits-all. It’s a process that requires ongoing dialogue, shared learning, and policy-making rooted in community trust and technical understanding. For school leaders, the message is clear: don’t wait for AI to arrive—prepare for it with inclusive, informed action.
