Beaverton School District

Steve Langford

Steve Langford is a seasoned educational technology leader with extensive experience in shaping digital transformation across K–12 environments. As chief information officer at Beaverton School District, he oversees technology strategy, cybersecurity, infrastructure and the integration of innovative tools to support both learning and operational excellence. With a strong focus on equity and student-centered solutions, Langford is known for aligning technology initiatives with instructional goals and organizational priorities. He is a trusted voice in the EdTech space, frequently contributing to national conversations around digital learning, data privacy and responsible use of emerging technologies like generative AI.

In an interview with CIOReview, Langford discusses the importance of collaborative, student-centered tech leadership in K–12 education.

Embracing AI to Transform Learning

Cybersecurity continues to be at the top of the list, especially as we face increasingly sophisticated and frequent attacks. It is an area where we need to remain as proactive as possible, both in our response strategies and in efforts to minimize threats.

Another significant and emerging challenge is navigating the impact of generative AI. Its influence extends beyond K–12 instruction and student learning to include the operational side, such as the business functions of education. We are focused on integrating these technologies into the classroom to prepare students for the future, while also examining how they are reshaping the way we run our systems and manage daily operations.

We are still in the process of understanding the full scope of change that may be coming, particularly in how emerging tools like generative AI could affect classroom learning.

As we navigate this space, a major focus is defining what responsible use looks like. We are working to address valid concerns around bias, accuracy and cognitive overreliance. At the same time, we have a responsibility to help students learn how to use these tools thoughtfully and responsibly.

Ultimately, we need to prepare students not just for school but for what comes next, whether that is higher education or the workforce. These technologies will be part of their lives no matter where their path leads, so it is essential to equip them with the skills and mindset to engage with them effectively.

Enhancing Learning with a Purpose-Driven Tech Initiative

In Beaverton, our approach to generative AI has been intentional and methodical. Rather than jumping straight to applications, as many organizations are tempted to do, we began by taking a step back to understand the problems we’re trying to solve and how technology might meaningfully enhance student experiences and improve the way we work.

“Our long-term vision for technology is rooted in its power to serve as both an accelerator and an enabler for student learning and for improving operational efficiency.”

We have likened our process to stepping stones on a path. The first step was forming an advisory committee made up of students, teachers, parents, community members and staff from across both instructional and operational areas. This group focused on defining what responsible use of AI should look like for both students and adults in our district.

Before we even discussed specific tools, we spent about five months developing a shared understanding of responsible use. This effort resulted in a comprehensive set of guidelines. From there, we examined which policies needed to be created or updated to align with those guidelines.

Only after clearly establishing expectations and policy alignment have we begun exploring applications that meet those standards. We’re now at the stage of identifying which tools are best suited for students and staff. Once selected, we’ll align professional development and support around those tools.

In short, our path starts not with the excitement of the tools themselves but with a deep understanding of how to use them responsibly and effectively.

Laying the Digital Groundwork for Long-Term Success

Our long-term vision for technology is rooted in its power to serve as both an accelerator and an enabler for student learning and for improving operational efficiency. We see technology as a tool that can help students stay engaged, support diverse learning styles and streamline the way we work.

In our IT department, the goal is to continuously find solutions that enhance learning and improve day-to-day operations. We're not the sole source of innovation, but we play a key role by partnering with schools and departments.

By bringing our technical expertise to the table, we help address challenges and co-create solutions that make learning more effective for students and work more efficiently for staff.

What It Takes to Lead Technology in Public Education

I believe that when we talk about the skills required for technology leadership, it's important to recognize that it's not just about understanding the technology itself. We already have talented staff who bring that expertise. What truly matters is the ability to build strong partnerships within the school system and beyond. As we continuously develop and improve systems, it’s essential that we do so alongside the people who will actually be using and benefiting from them.

Effective technology leadership is rooted in interpersonal skills. Leaders need to be collaborators and problem solvers and constantly on the lookout for opportunities to improve. When presented with new innovations, the response shouldn't begin with ‘this can’t be done,’ even if that might sometimes be the case. Instead, the mindset should be customer-focused, with a genuine commitment to ongoing growth, adaptation and improvement.