I’ve spent the past week speaking with Oklahoma educators, lawmakers, and technology specialists about the state’s evolving approach to classroom technology. What became immediately clear is that Oklahoma’s education technology landscape is approaching a critical inflection point.
Last Tuesday, the Oklahoma Senate Education Committee convened a special interim study to reevaluate the state’s existing technology policies in K-12 schools. The session, led by Senator Adam Pugh, brought together stakeholders from across the education spectrum to address mounting concerns about digital learning tools and artificial intelligence in classrooms.
“We’re trying to balance innovation with proper guardrails,” explained Senator Pugh during our conversation after the hearing. “The technology landscape has changed dramatically since our last major education technology bill in 2019, and our policies need to reflect these new realities.”
The interim study was prompted by growing concerns from parents and educators about inconsistent technology access across districts and questions about student data privacy. According to data presented at the hearing, about 38% of Oklahoma’s rural schools still struggle with reliable broadband access, creating what educators call a “digital divide” between urban and rural students.
Superintendent Janet Wilson from Midwest City-Del City Public Schools presented compelling testimony about the challenges her district faces. “We have the devices, but without consistent policies on how they should be used and maintained, we’re not maximizing their potential,” Wilson noted during the committee session.
One of the most contentious topics discussed was artificial intelligence in the classroom. Oklahoma currently lacks comprehensive guidelines for AI use in educational settings, leaving districts to create their own policies—or in many cases, operate without clear direction.
Dr. Thomas Reynolds, an education technology specialist I interviewed from the University of Oklahoma, emphasized that this patchwork approach is problematic. “Some districts are embracing AI tools with thoughtful implementation plans, while others are either banning them outright or allowing unrestricted use. Neither extreme serves students well,” Reynolds explained.
The committee heard testimony from teachers who described both the promise and perils of current technology implementation. Marsha Bryant, a high school English teacher from Tulsa, shared how proper technology integration transformed her classroom. “When we have clear guidelines and proper training, these tools allow me to personalize learning in ways I never could before,” she told lawmakers.
Oklahoma’s current education technology statute, last substantially updated in 2019, predates many significant technological developments, including the mainstream emergence of generative AI tools like ChatGPT. This gap has led to considerable uncertainty among school administrators about proper implementation and oversight.
State data presented at the hearing indicated that Oklahoma schools spent approximately $42 million on educational technology last year, yet many districts report that teachers receive less than eight hours of technology-specific professional development annually.
Senator Mary Boren raised concerns about this discrepancy during the session. “We’re investing millions in hardware and software but comparatively little in helping educators use these tools effectively,” she noted.
The committee is considering several potential legislative approaches, including establishing a dedicated Educational Technology Advisory Council comprised of educators, technology specialists, and parent representatives. This body would be tasked with developing statewide guidelines for technology implementation, including AI-specific policies.
Another proposal under consideration would establish minimum technology proficiency standards for teacher certification, ensuring all new educators enter the classroom with fundamental digital skills.
Privacy advocates at the hearing pushed for stronger protections regarding student data, particularly as more schools adopt platforms that collect information about learning patterns and behaviors. Current Oklahoma law has limited provisions addressing the commercial use of such data.
The interim study’s findings will likely inform legislative action in the upcoming session, with committee members indicating that a comprehensive education technology bill could be introduced early next year.
For Oklahoma students, the stakes are significant. Research presented to the committee showed that proper technology integration can boost student achievement by up to 12% in core subject areas, but only when implemented with clear policies and adequate teacher training.
“This isn’t just about putting devices in classrooms,” Dr. Reynolds emphasized in our follow-up conversation. “It’s about creating an ecosystem where technology enhances rather than distracts from learning.”
As the committee continues its work, educators across the state are watching closely, hoping for guidance that will help them navigate the increasingly complex digital learning landscape. The challenge for lawmakers will be crafting legislation flexible enough to accommodate rapidly evolving technology while providing the structure schools need to implement it effectively.
What’s clear from the interim study is that Oklahoma’s approach to classroom technology stands at a crossroads, with decisions made in the coming months likely to shape the state’s digital learning environment for years to come.
