The CoSN Podcast, produced and distributed by edCircuit, provides current and aspiring K-12 edtech leaders with timely insights and strategies to succeed in the ever-evolving world of school system technology. Hear from Certified Education Technology Leaders (CETL), visionary district changemakers, and instructional experts, who will discuss essential topics such as digital equity, innovation, IT leadership, cybersecurity, and more.
The CoSN Podcast
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124 episodes
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Podcast Overview
The CoSN Podcast, produced and distributed by edCircuit, provides current and aspiring K-12 edtech leaders with timely insights and strategies to succeed in the ever-evolving world of school system technology. Hear from Certified Education Technology Leaders (CETL), visionary district changemakers, and instructional experts, who will discuss essential topics such as digital equity, innovation, IT leadership, cybersecurity, and more.
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Publishing Since
1/30/2020
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Recent Episodes
August 11, 2026
Preparing Students and Teachers for What Comes Next (Part 3)
<p>Schools are preparing students for a future they cannot fully predict—and asking educators to lead that work with technologies that can change almost as quickly as they arrive.</p><p><br></p><p>In the third and final episode of the CoSN Podcast’s series exploring Cooper Sved’s work, the focus shifts from today’s devices to the skills, judgment, and professional support needed for what comes next.</p><p><br></p><p>Drawing from Cooper’s articles “<a href="https://www.cosn.org/preparation-and-progress/" target="_blank" rel="ugc noopener noreferrer">Preparation and Progress</a>” and “<a href="https://www.cosn.org/edtech-professional-development/" target="_blank" rel="ugc noopener noreferrer">EdTech Professional Development,</a>” the episode examines how schools can prepare students for a changing world while giving teachers the trust, training, and time required to use technology effectively.</p><p><br></p><p>Students may be comfortable with digital devices, but familiarity is not the same as digital literacy. Future readiness requires adaptability, critical thinking, source evaluation, responsible AI use, and the ability to decide when technology is—or is not—the right tool.</p><p><br></p><p>That same principle applies to educators. A login and a product demonstration are not enough to create meaningful classroom use. Teachers need professional learning connected to instructional goals, realistic practice, ongoing coaching, and opportunities to help shape implementation.</p><p><br></p><p><strong>Listeners will learn:</strong></p><ul><li>Why adaptability is more valuable than mastering one platform</li><li>How schools can prepare students for jobs and technologies that do not yet exist</li><li>Why digital literacy must include privacy, credibility, attention, and responsible AI use</li><li>How technology can develop durable skills such as reasoning, collaboration, creativity, and problem-solving</li><li>Why teacher hesitation can provide valuable information about an initiative</li><li>How teacher voice, pilots, and feedback can improve EdTech decisions</li><li>Why professional development should begin before a product is purchased</li><li>How coaching, collaboration, planning time, and ongoing support strengthen implementation</li><li>Why platform usage alone does not prove that learning has improved</li></ul><p><br></p><p>Across all three episodes, Cooper offers a consistent message: the central question is not whether screens are good or bad. It is whether technology is being used with enough purpose, balance, precision, and human judgment to support students.</p><p>This final episode brings the series together by showing that successful technology leadership depends less on predicting the next tool and more on preparing students and educators to approach change thoughtfully, critically, and confidently.</p><p><br></p><p><br></p><p><strong>Assets </strong></p><p><a href="https://www.cosn.org/2025-blaschke-report-toolkit/" target="_blank" rel="noopener noreferer">2025 Blaschke Report & Toolkit</a></p><p><a href="https://www.youtube.com/watch?v=wfDuOeYlTYU&t=1s" target="_blank" rel="noopener noreferer">Blaschke Report Preview and Blog Series from Cooper Sved</a></p><p><a href="https://www.cosn.org/what-does-screen-time-mean-anyway" target="_blank" rel="noopener noreferer">What Does ‘Screen Time’ Mean, Anyway?</a></p><p><a href="https://www.cosn.org/children-screens-and-parent-perspectives" target="_blank" rel="noopener noreferer">Children, Screens, and Parent Perspectives</a></p><p><a href="https://www.cosn.org/cell-phones-schools-and-solutions/" target="_blank" rel="noopener noreferer">Cell Phones, Schools, and Solutions</a></p><p><a href="https://www.cosn.org/performance-without-paper/" target="_blank" rel="noopener noreferer">Performance Without Paper</a></p><p><a href="https://www.cosn.org/preparation-and-progress/" target="_blank" rel="noopener noreferer">Preparation and Progress</a></p><p><a href="https://www.cosn.org/edtech-professional-development/" target="_blank" rel="noopener noreferer">EdTech Professional Development</a></p><p><br></p><p><strong>Learn More</strong>: </p><p>To explore more CoSN resources, professional learning opportunities, and leadership conversations in K–12 education technology, visit <a href="www.cosn.org" target="_blank" rel="noopener noreferer">CoSN</a>.</p><p><br></p><p>Produced in partnership with <a href="www.edcircuit.com" target="_blank" rel="noopener noreferer">edCircuit</a>. </p><p><br></p><p>CoSN is vendor-neutral and does not endorse products or services. Any mention of a specific solution is for contextual purposes. </p><p><br></p><p>This episode was generated in part using AI tools. All content was reviewed and approved by CoSN and the edCircuit editorial team before publication.</p>
August 4, 2026
Phones, Platforms, and Purpose in the Classroom (Part 2)
<p>Cell phones are being removed from classrooms across the country, yet school-issued laptops, tablets, and other digital tools remain central to teaching and learning. Is that a contradiction—or an important distinction schools need to make?</p><p>In Part 2 of the CoSN Podcast’s three-part series exploring Cooper Sved’s work, we examine the difference between limiting personal-device distractions and using educational technology with purpose.</p><p>Drawing from Cooper’s articles “<a href="https://www.cosn.org/cell-phones-schools-and-solutions/" target="_blank" rel="ugc noopener noreferrer">Cell Phones, Schools, and Solutions</a>” and “<a href="https://www.cosn.org/performance-without-paper/" target="_blank" rel="ugc noopener noreferrer">Performance Without Paper</a>,” the episode explores how schools can protect student attention while continuing to use technology to expand access, creativity, collaboration, and learning.</p><p>As more states and districts restrict student cell phone use, Cooper encourages school leaders to look beyond the policy itself. Successful implementation requires clear expectations, consistent enforcement, family communication, student input, appropriate exceptions, and a plan for determining whether the policy improves learning and school culture.</p><p>The episode also explains why restricting personal phones does not conflict with using educational technology. Personal devices and social platforms are often designed to capture attention. District-selected EdTech should serve a defined instructional, accessibility, or creative purpose.</p><p><strong>Listeners will learn:</strong></p><ul><li><p>Why cell phone restrictions are not a complete solution by themselves</p></li><li><p>What schools should consider when implementing and evaluating phone policies</p></li><li><p>Why student experiences and school climate matter alongside academic data</p></li><li><p>How digital citizenship develops responsible technology habits</p></li><li><p>Why one-to-one device access does not guarantee meaningful learning</p></li><li><p>How EdTech can support accessibility, creativity, collaboration, career preparation, and equity</p></li><li><p>Why turning a paper worksheet into a digital worksheet does not necessarily improve instruction</p></li><li><p>How teacher training and professional judgment shape successful technology use</p></li></ul><p>Schools do not have to choose between banning technology and embracing it without limits. They can establish boundaries around personal devices while using educational technology thoughtfully to strengthen teaching and expand learning opportunities.</p><p>Subscribe to the Consortium for School Networking Podcast so you do not miss Part 3, when we explore Cooper’s articles “<a href="https://www.cosn.org/preparation-and-progress/" target="_blank" rel="ugc noopener noreferrer">Preparation and Progress”</a> and “<a href="https://www.cosn.org/edtech-professional-development/" target="_blank" rel="ugc noopener noreferrer">EdTech Professional Development.”</a></p><p><br></p><p><strong>Assets </strong></p><p><a href="https://www.cosn.org/2025-blaschke-report-toolkit/" target="_blank" rel="noopener noreferer">2025 Blaschke Report & Toolkit</a></p><p><a href="https://www.youtube.com/watch?v=wfDuOeYlTYU&t=1s" target="_blank" rel="noopener noreferer">Blaschke Report Preview and Blog Series from Cooper Sved</a></p><p><a href="https://www.cosn.org/what-does-screen-time-mean-anyway" target="_blank" rel="noopener noreferer">What Does ‘Screen Time’ Mean, Anyway?</a></p><p><a href="https://www.cosn.org/children-screens-and-parent-perspectives" target="_blank" rel="noopener noreferer">Children, Screens, and Parent Perspectives</a></p><p><a href="https://www.cosn.org/cell-phones-schools-and-solutions/" target="_blank" rel="noopener noreferer">Cell Phones, Schools, and Solutions</a></p><p><a href="https://www.cosn.org/performance-without-paper/" target="_blank" rel="noopener noreferer">Performance Without Paper</a></p><p><br></p><p><strong>Learn More</strong>: </p><p>To explore more CoSN resources, professional learning opportunities, and leadership conversations in K–12 education technology, visit<a href="www.cosn.org" target="_blank" rel="noopener noreferer"> CoSN</a>.</p><p><br></p><p>Produced in partnership with<a href="www.edcircuit.com" target="_blank" rel="noopener noreferer"> edCircuit.</a> </p><p><br></p><p>CoSN is vendor-neutral and does not endorse products or services. Any mention of a specific solution is for contextual purposes. </p><p><br></p><p>This episode was generated in part using AI tools. All content was reviewed and approved by CoSN and the edCircuit editorial team before publication.</p>
July 28, 2026
Beyond the Clock: What “Screen Time” Really Means
<p>Welcome to the first episode of a new three-part Consortium for School Networking Podcast series exploring the work of <a href="https://www.linkedin.com/in/coopersved/" target="_blank" rel="ugc noopener noreferrer">Cooper Sved</a>, CoSN’s 2025 <a href="https://www.cosn.org/the-blaschke-fund/" target="_blank" rel="ugc noopener noreferrer">Blaschke Fellow</a>.</p><p><br /></p><p>As both a practicing public school teacher and an education researcher and analyst, Cooper brings research, policy, family perspectives, and classroom experience into one of education’s most complicated conversations: screen time.</p><p><br /></p><p>This series moves beyond the question of whether screens are simply good or bad. Instead, it examines how schools can make more thoughtful decisions about personal devices, educational technology, student learning, family concerns, and teacher preparation.</p><p><br /></p><p>In Part One, we explore Cooper’s articles “<a href="https://www.cosn.org/what-does-screen-time-mean-anyway" target="_blank" rel="ugc noopener noreferrer">What Does ‘Screen Time’ Mean, Anyway?</a>” and “<a href="https://www.cosn.org/children-screens-and-parent-perspectives" target="_blank" rel="ugc noopener noreferrer">Children, Screens, and Parent Perspectives.</a>”</p><p><br /></p><p>The episode examines why screen time should not be treated as one single activity. Time spent scrolling through social media is different from time spent using assistive technology, collaborating on a class project, receiving feedback, or creating something new. Although the same type of device may be involved, the purpose and experience can be very different.</p><p><br /></p><p>The discussion also considers the complicated relationship families have with technology. Parents may recognize the educational value of digital tools while still worrying about attention, development, online safety, and the amount of time children spend on devices.</p><p><br /></p><p><strong>Listeners will learn:</strong></p><ul><li>Why counting minutes provides an incomplete picture of screen use</li><li>How personal phones and social media differ from school-selected educational technology</li><li>Why families may support technology while still asking for clearer boundaries</li><li>How schools can explain the purpose and value of digital tools more effectively</li><li>Why technology should support strong teaching rather than replace it</li><li>How digital and nondigital learning can work together in a balanced classroom</li></ul><p><br /></p><p>Across this three-part series, we will also examine school cell phone policies, purposeful educational technology, digital literacy, student preparation, teacher trust, and the professional development required for successful EdTech implementation.</p><p><br /></p><p>Subscribe to the CoSN Podcast so you do not miss Part Two, when we explore Cooper’s articles “Cell Phones, Schools, and Solutions” and “Performance Without Paper.”</p><p><br /></p><p><strong>Assets </strong></p><p><a href="https://www.cosn.org/2025-blaschke-report-toolkit/" target="_blank" rel="ugc noopener noreferrer">2025 Blaschke Report & Toolkit</a></p><p><a href="https://www.youtube.com/watch?v=wfDuOeYlTYU&t=1s" target="_blank" rel="ugc noopener noreferrer">Blaschke Report Preview and Blog Series from Cooper Sved</a></p><p><a href="https://www.cosn.org/what-does-screen-time-mean-anyway" target="_blank" rel="ugc noopener noreferrer">What Does ‘Screen Time’ Mean, Anyway?</a><a href="https://www.cosn.org/children-screens-and-parent-perspectives" target="_blank" rel="ugc noopener noreferrer"></a></p><p><a href="https://www.cosn.org/children-screens-and-parent-perspectives" target="_blank" rel="ugc noopener noreferrer">Children, Screens, and Parent Perspectives</a></p><p><br /></p><p><strong>Learn More</strong>: </p><p>To explore more CoSN resources, professional learning opportunities, and leadership conversations in K–12 education technology, visit <a href="www.cosn.org" target="_blank" rel="ugc noopener noreferrer">CoSN</a>.</p><p><br /></p><p>Produced in partnership with <a href="www.edcircuit.com" target="_blank" rel="ugc noopener noreferrer">edCircuit</a>. </p><p><br /></p><p>CoSN is vendor-neutral and does not endorse products or services. Any mention of a specific solution is for contextual purposes. </p><p><br /></p><p>This episode was generated in part using AI tools. All content was reviewed and approved by CoSN and the edCircuit editorial team before publication.</p>
124 total episodes available
Recent guests on The CoSN Podcast
Guests from recent episodes — sign up to see every guest that has ever appeared on this show.
Merve Lapus
Guest
CoSN Edtech Innovations Committee members
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Carlos Medina
Guest
a district leader
Guest
Anita Vermeer
Guest
Zac Chase
Guest
Ross Lemke
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Reg Leichty
Guest
Andrea Johnson
Guest
Amy McLaughlin
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Vince Humes
Guest
Tony Harvey
Guest
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