Inside the CoSN Conference Community

Walk into the CoSN annual conference and one thing becomes immediately clear: This isn’t just another education technology event.

Yes, there are sessions. Yes, there are vendors. But ask attendees why they come—and why they return year after year—and the answers point somewhere deeper.

“It’s a family reunion,” says Melissa Dodd, chief business officer at Lafayette School District in California. “If I get to attend one conference a year, this is the one I choose.”

Across dozens of conversations with district leaders, nonprofit partners, and industry experts at CoSN2026 in Chicago this April, a consistent theme emerges: CoSN is about gaining perspective on leadership, strategy, and where K–12 education is headed next. 

A Community That Solves a Structural Challenge in Education Technology

K–12 technology leadership is isolating work. In many districts, the CTO or technology director is one of only a handful of people (or the only person) responsible for everything from infrastructure and cybersecurity to data privacy, device strategy, tools and platforms, and artificial intelligence. The breadth of responsibility is wide, and the pace of change is relentless. 

That isolation comes up repeatedly in conversations.

“It can be very lonely work,” says Dodd. “You need people you can call, ask questions, and learn from.”

The CoSN conference provides a way to address that isolation, not just during the event, but year-round. The relationships formed through sessions, shared meals, and informal hallway conversations often evolve into ongoing peer networks. Group chats, advisory committees, and professional collaborations extend well beyond the event itself. 

“This isn’t just networking,” says Beatriz Arnillas, vice president of fundraising and special projects for 1EdTech and a former CoSN committee co-chair. “We connect at CoSN and stay connected.” 

That distinction matters. In a field where decisions carry high stakes and limited margin for error, having trusted peers to turn to is essential. 

The Shift from IT Support to System-Level Leadership

If CoSN is anchored in community, it is also grounded in the understanding that the role of the K–12 tech leader has fundamentally changed. 

Historically, tech teams were seen as operational, responsible for keeping systems running, devices connected, and issues resolved. But over the past decade or so, that perception has shifted dramatically. 

“Before COVID, we thought technology was important,” says Sheryl Abshire, education technology specialist and former CTO. “During COVID, districts realized that the people leading tech needed a voice at the table.”

That shift has elevated the expectations placed on technology leaders. Today, they are helping shape instruction, equity, policy, and long-term strategy.

“You can’t stay in firefighting mode,” says Chris Stanley, senior education strategist at Barton Malow and former assistant superintendent in Michigan. “You need space to think at a higher level.”

The CoSN conference creates that space. By stepping away from day-to-day demands, leaders get to examine how their district is doing, how it compares to others, and where it needs to go next.

Just as important, the conference reinforces a shared definition of the role itself. Through frameworks, professional development, and peer dialogue, it helps align expectations for what effective technology leadership looks like in modern K–12 systems.

From AI to Screen Time: The Issues Defining the Moment

Across interviews, several key issues surfaced consistently, offering a snapshot of what’s currently shaping decision-making in districts nationwide.

Artificial Intelligence: Moving Beyond Experimentation.

Many districts are already in implementation mode, developing policies, piloting tools, and thinking through long-term implications.

But what stood out in conversations was a focus on intentionality. “How are people actually leveraging AI beyond the tools?” asks Amanda Lanicek, CTO of Springtown ISD in Texas. “That’s what I’m here to figure out.”

“The AI sessions at CoSN are more targeted on district leadership and policy vs. ‘shiny new tools,’” says Christine Fox, chief growth and innovation officer at CAST.

Leaders spoke about the need for governance frameworks, staff training, and student guidance. There’s also growing recognition that restricting these tools is not an effective approach. “We need to teach students how to use them responsibly,” says Joan Wade, executive director of AESA and recipient of the CoSN Partnerships That Matter Award, “not just take them away.” Wade was excited to visit CoSN’s AI Playground and see if it would be a good fit for AESA’s annual conference later this year. 

Cybersecurity: A Persistent and Evolving Threat.

If AI represents opportunity, cybersecurity remains a constant pressure. Districts continue to face increasingly sophisticated threats, and many leaders described cybersecurity as one of their most urgent responsibilities.

“Cyber is near and dear,” says Lanicek. “We’re all dealing with it and learning from each other.” 

Sessions focused on real-world incidents, lessons learned, and emerging threats were among the most attended, underscoring both the scale of the challenge and the value of shared knowledge.

Student Well-Being, Screen Time, and Responsible Technology Use.

Another issue gaining traction across districts is how schools should navigate student device use, particularly when it comes to mobile phones and screen time.

Attendees acknowledged that communities and school boards are increasingly grappling with concerns about student attention, distraction, and well-being. But many cautioned against oversimplifying the issue or treating all technology use the same way.

“SHLB [Schools Health & Libraries Broadband Coalition] understands that there’s a growing concern about adolescent use of personal mobile devices, but we also know that technology can be not just beneficial but transformative in educational settings,” says Joey Wender, executive director of SHLB. “We believe that issues of mobile phone usage should not be conflated with general screen time discussions.”

That distinction reflects a broader conversation happening across K–12 education: how to ensure technology remains focused on learning while also promoting healthy digital habits. For district leaders, that means thinking beyond blanket bans and instead creating thoughtful policies that help students understand when technology supports learning, when boundaries are necessary, and how to manage distractions responsibly.

Several leaders emphasized that these decisions are rarely one-size-fits-all. Districts are balancing instructional goals, student well-being, family expectations, and local community needs—all while preparing students for a world where digital fluency is increasingly essential.

Learning Happens Through People

One of the more subtle but important distinctions about CoSN is how attendees define “learning.”

While sessions and keynotes are valuable, many participants emphasized that the real insights often come from conversations.

“The topic isn’t as important as who’s presenting it,” says Will Brackett, technology director for Oak Park Elementary District 97 in Illinois. “I’ll go to a session just to hear from someone I’ve never met before to broaden my horizons.” 

This people-first approach changes how knowledge is exchanged. Instead of passively consuming information, attendees actively engage—asking questions, sharing experiences, and comparing approaches in real time.

It also contributes to a level of openness that can be harder to achieve at other conferences.

“One of the most powerful things about CoSN is that people go to sessions,” says Fox. “They’re engaged, they’re listening, they’re connecting.” 

Even vendors describe the conference as a chance to understand the real challenges districts are facing and to collaborate on solutions.

An Ecosystem, Not a Marketplace

Unlike many conferences where districts and solution providers operate in parallel, attendees describe a more integrated dynamic where different stakeholders actively work together.

“It’s not just companies sponsoring,” says AESA’s Wade. “They’re at the table co-designing solutions with tech directors. I don’t see that anywhere else.”

Nonprofits, state organizations, and advocacy groups also play a critical role, contributing perspectives on policy, funding, and equity. The result is a more holistic view of the challenges facing K–12 and a stronger foundation for addressing them. 

“At CoSN, I get to learn, meet new vendors, and connect with the vendors we already work with,” says Jon Garrett, coordinator of technology systems at Tippecanoe School Corporation in Indiana.

Looking Ahead: Preparing for What’s Next

For all the discussion of current challenges, the conference is ultimately focused on the future. Leaders come to solve immediate problems and to discuss emerging technologies, policy shifts, or new expectations around teaching and learning.

“You find people who’ve solved the problems you’re facing today,” says Kevin McMillian, IT administrator at Beaverton School District in Oregon, “and you also see what’s coming before it becomes a problem.” 

That dual perspective is one of the many reasons attendees return year after year. Because in a field defined by constant change, staying current isn’t enough. Leaders need to stay ahead, and they need a community with which to do it.

Or, as Abshire says, “CoSN is the place to prepare you for whatever you want your future to be. You can get it here!”

This article was originally published by Consortium for School Networking and has been republished with permission. Read the original article on CoSN: More Than a Conference: Inside the Community Powering K–12 Tech Leadership.
PUBLISHED: April 29, 2026

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