DISTRICT TECHNOLOGY SUSTAINABILITY IN A POST-PANDEMIC EDUCATIONAL SOCIETY

The expansion of one-to-one device initiatives in K-12 education, accelerated by pandemic-era investments, has increased the need to examine the long-term sustainability of instructional technology systems. This study analyzes the magnitude, distribution, and equity implications of device repair demand within a large urban public school district. Using multi-year operational data, the study applies an education finance framework to examine repair frequency, estimated post-warranty costs, and variation in repair demand across school levels. Findings indicate that device repair demand represents a recurring operational responsibility, with more than 15,000 repairs recorded over three years. Although repair costs appear fiscally manageable at the district level, they require consistent long-term planning and integration into technology lifecycle budgeting. Repair demand is not evenly distributed; middle schools experience the highest repair intensity and a disproportionately greater share of repairs relative to enrollment. These findings highlight important considerations for horizontal and vertical equity, suggesting that sustaining equitable access to instructional technology requires attention to how maintenance burdens are distributed. Implications emphasize the need for data-informed planning, differentiated support structures, and the integration of maintenance costs into long-term technology sustainability strategies.