s schools begin planning budgets for the 2026–27 school year, the conversation around classroom purchasing is shifting. Rather than asking “How much can we buy?” many educators are asking a more important question: “What will truly make a difference for teaching and learning?”

In a time of tightening budgets and increasing demands on teachers, quality matters more than quantity.

High-quality classroom resources do more than fill shelves—they support instructional clarity, reduce teacher workload, and create consistent learning experiences for students. Thoughtful purchases allow educators to spend less time troubleshooting tools and more time engaging students in meaningful learning.

When planning for the coming year, consider prioritizing resources that:

Align clearly with curriculum standards and instructional goals

Support multiple learning styles and grade levels

Are durable, adaptable, and sustainable over time

Reduce redundancy and overlap with existing materials

A smaller number of well-chosen tools often delivers greater impact than a long list of disconnected purchases.

Short-term solutions can be tempting, especially when funds are limited. However, investing in quality resources with longevity can stretch dollars further over multiple years. Ask questions such as:

Will this still be relevant in three to five years?

Does it integrate well with systems and tools we already use?

Can it grow with our instructional program as needs evolve?

Strategic purchasing helps avoid the cycle of replacing tools annually and instead builds a stable, reliable classroom environment.

The best classroom purchases are those teachers feel confident using. Resources that are intuitive, well-supported, and aligned with instructional practices reduce stress and increase adoption.

Whenever possible, involve teachers in purchasing conversations. Their classroom experience provides valuable insight into what is working, what is underutilized, and where quality improvements are most needed.

In Adventist education, stewardship extends beyond finances—it reflects our commitment to thoughtful decision-making, purpose, and care for students. Planning purchases with intention models responsible leadership and ensures that resources support both academic excellence and whole-child development.

To assist schools in this planning process, AEtech representatives Aaron Long and Desmond Suarez have prepared curated resources specifically designed to support thoughtful, high-quality classroom purchasing for 2026–27. These materials offer guidance, considerations, and practical tools to help schools make informed decisions that align with instructional goals and long-term sustainability.

As schools plan for 2026–27, this is an opportunity to pause, reflect, and choose wisely. By focusing on quality over quantity, schools can create classrooms that are better equipped, more sustainable, and more supportive of both teachers and students.

Intentional purchasing today lays the foundation for stronger learning experiences tomorrow

For additional insights on educational technology planning and classroom innovation, tune in to the EdTech Unpacked podcast.

Martha Ban, M.Ed.

Director of Technology for Education, North American Division

After approximately 30 years of classroom teaching, Martha transitioned to her current role as the Director of Technology for Education at the North American Division of Seventh-day Adventists. Her primary focus is advancing technology in education, demonstrating her unwavering dedication to supporting NAD educators in utilizing technology effectively. Martha is co-chair of AEtech and manages platforms such as AE-Connect, AE Dashboard/Data Rollup, eCertification, and AE Educator's Corner. Martha also serves on the Griggs International Academy board.