U.S. K-12 EdTech Spending Surged in 2020, Survey Finds

By Charles Sosnik

In 2020, U.S. K-12 education institutions spent $35.8 billion on educational technology — including devices, major software systems, digital curriculum resources and networks — an increase of $7.5 billion compared with 2019. That sharp rise was driven largely by emergency funding from the CARES Act and urgent capital investments to support remote learning. Many districts had to purchase devices, software and training quickly; one computer manufacturer reported selling more than 18 million machines into U.S. schools in under three months, and several districts cited difficulties filling orders amid the sudden spike in demand.

Hardware and networking purchases totaled $16.6 billion in 2020, up $4.5 billion from 2019, while major software systems reached $6.1 billion, an increase of $900 million over the prior year. Spending on digital curriculum climbed to $13.1 billion — $2.1 billion more than 2019 — as demand for digital textbooks, educational apps, curriculum subscription services, lesson plans, video subscriptions, eLearning and assessment tools rose. At the same time, spending on paper-based resources dropped by $1 billion to $6.9 billion in 2020 (this figure excludes staffing).

On average, districts spent $4.4 million each on digital curriculum resources in 2020, which translates to roughly $154.69 per student. Additional school-level spending averaged about $210,000 per school, or $87.50 per student. Many districts reported using digital learning resources that typically cost between $2 and $7 per student per year.

The survey also examined direct-to-consumer digital learning purchases and estimated that consumer spending on digital curriculum reached $22.8 billion in 2020 — about $9.7 billion more than combined school and district spending. LeiLani Cauthen, CEO of the Learning Counsel, observed that parents significantly increased their purchases of digital learning resources during quarantine, pushing consumer-side spending up by more than $1 billion in under six months, and returning consumer growth to roughly 25% year-over-year.

Key Metrics from the 2020 Digital Transition Survey

The Learning Counsel’s 2020 Digital Transition Survey collected responses from 32,827 educators, with 1,234 completed surveys. Below are the major findings reported by participating schools and districts.

87% of schools and districts now provide each student with a personal computing device.
58% expect device purchases to increase, while 25% expect purchases to remain the same.
75% expect spending on digital curriculum to increase (up from 70% in 2019).
13.46% reported achieving full digital coverage of core curriculum (math, language, science, social studies/history).
33.5% are considering purchases of esports-related equipment and software.
31% are considering social-emotional learning software systems.
33% are considering live tutoring systems.
39% report that 80–100% of teachers now use digital curriculum; 23% report 60–80%; 18% report 40–60%.
39.3% of respondents said their digital learning resources are split roughly 50% free and 50% paid.
34.55% said digital curriculum and content make up 50–75% of the typical school day.

Teacher Workload and Content Creation

From 2019 to 2020, teachers spending 4–10 hours per week searching for digital lesson materials rose from 32% to 45%.
In 2019, no respondents reported teachers spending more than 10 hours per week searching for lesson materials; in 2020, 7% reported that level of time spent.
Teachers spending 4–10 hours per week building their own digital learning content rose from 22% in 2019 to 47% in 2020.

Professional Development and Instructional Models

Professional development focused heavily on device use and digital communication platforms: 86% of respondents reported offering device training and training on digital communications tools (Google, Microsoft and other video conferencing apps). Training on teaching practices and academic standards was close behind at 84%.

Despite the shift to digital tools, most schools (62%) continued to rely on whole-group instruction rather than personalized or project-based learning models. Synchronous learning remained the predominant mode. Planning for digital resources also varied: 28% of districts still leave resource selection and sequencing entirely to individual teachers, 43% issue non-automated pacing guides with limited digital references, and 29% have centralized plans with digital resources and lessons organized by subject and grade (often in all-online schools).

Top Pressure Points for Schools

Tight budgets were the top pressure point at 47%.
Social and emotional needs of students and excessive testing tied for second at 41%.
Teacher shortages were cited as the highest pressure point by 25%.
19% described an “overall disequilibrium” as a major pressure point.

Administrators and teachers described digital transformation primarily as using data to improve instruction. Teachers also emphasized interactive whiteboards and video conferencing technologies, while administrators highlighted reporting and analytics capabilities.

Survey Reach and Recognition

The Learning Counsel completed the 2020 Digital Transition Survey in October. Engagement was strong, with 32,827 educators interacting with the online survey and 1,234 full responses. The survey saw a 300% increase in responses from small and medium schools and districts. As a result of their work in digital transition, 65 schools, districts and service agencies received EduJedi awards at levels including Gainer, Innovator, Achiever and Knight.

Respondent Demographics

25% Urban
29% Suburban
39% Rural
7% Education Service Centers, BOCES, or state entities

About the Author

Charles Sosnik is an education journalist and editor who serves as Editor in Chief at the Learning Counsel. An EP3 Education Fellow, he draws on deep connections in the education community to provide context and perspective on trends in K-12 learning. Charles frequently contributes to influential education outlets and writes about the evolving landscape of educational technology and practice.