Updated September 16, 2026
Technology has become an essential part of teaching and learning, but keeping classroom devices ready for instruction introduces its own set of challenges. Uncharged devices, tangled cables, outdated charging setups, and time spent troubleshooting can turn technology from a learning tool into a classroom disruption.
In a recent JAR Systems survey, 64% of respondents estimated that teachers lose between 30 minutes and an hour or more of instructional time each week managing classroom technology infrastructure. When schools are working to maximize every minute available for teaching, even small technology disruptions can add up quickly.
During a recent JAR Systems webinar, Amy Jaeckel, Executive Director of Technology and Information for Green Bay Area Public School District, joined JAR Systems to discuss how schools can take a more intentional approach to classroom technology infrastructure. Drawing from her firsthand experience in K–12 technology, Jaeckel shared practical examples of how infrastructure, classroom routines, and student accountability can work together to keep learning on track.
One of the first steps is evaluating whether the technology infrastructure itself is making device management easier or creating additional work.
Schools should consider charging solutions that are low maintenance, easy to implement, device agnostic, and designed to reduce clutter. USB-C charging solutions, for example, can eliminate the need to wire individual AC adapters into carts and stations. This can reduce setup and maintenance demands on technology teams while providing greater flexibility across different device models.
Jaeckel experienced the burden of traditional charging infrastructure firsthand earlier in her career. When classroom enrollment changed from year to year, she recalled having to rewire charging carts to accommodate different numbers of students. Removing that recurring work, she explained, gives technology staff more time to focus on supporting instruction and learning.
Rather than automatically placing one large charging station in a corner, schools can consider how students move throughout the room. Positioning charging solutions where students can easily retrieve and return devices can reduce congestion during transitions. In some classrooms, dividing devices between two smaller charging stations can also prevent the entire class from gathering in one location.
This is one strategy being used in Green Bay elementary classrooms. Jaeckel shared an example of a teacher who had two charging stations on opposite sides of the classroom. For one student who struggled with staying focused, the arrangement meant the student could retrieve a device without walking across the room and becoming distracted by classmates. A seemingly small infrastructure decision resulted in a smoother transition and one less opportunity for behavioral redirection.
Even when students are expected to arrive with charged devices, batteries do not always last through the school day. This becomes especially relevant as districts extend device lifecycles and batteries begin to degrade over time.
Schools can prepare for this by establishing designated active charging areas where students can continue working while their devices receive power. Teachers can also encourage students to check battery levels during transition periods, lunch, study hall, or other downtime and proactively charge before a low battery interrupts instruction. The goal is to address charging needs before they become instructional disruptions.
Classroom technology management does not have to fall entirely on teachers or IT teams. Students can play an active role in keeping devices ready for learning. At the beginning of the year, teachers can establish expectations for how devices should be charged, stored, and handled. Those expectations should be reinforced consistently throughout the year, so students understand that taking care of classroom technology is part of their responsibility.
Schools can take this a step further by assigning a student “Tech Captain.” This student can help check that devices are plugged in correctly, support classmates with established device-management procedures, and provide teachers with another set of eyes at the end of the day. The webinar highlighted these roles as an opportunity to develop student leadership and ownership of the classroom environment.
Effective classroom technology management requires more than choosing the right hardware. Technology and instructional teams also need a shared understanding of what is actually happening inside classrooms. Regular communication can help IT teams understand teachers’ daily challenges while giving instructional leaders greater insight into infrastructure decisions. Classroom walkthroughs can be particularly valuable because technology leaders may discover charging or device-management challenges they were not previously aware of.
Teacher feedback should also be part of the evaluation process when districts select classroom technology and charging infrastructure. The people interacting with these solutions every day can provide important insight into whether a solution actually supports classroom workflows.
Every minute a teacher spends managing devices is a minute that could be spent teaching, collaborating with students, or preparing meaningful learning experiences. By treating charging infrastructure as part of a broader classroom management strategy, schools can reduce disruptions, improve device readiness, and create a more productive learning environment.
At JAR Systems, we believe charging solutions should help educators focus on what matters most: teaching and learning. That's why we design USB-C charging systems that simplify device management, reduce classroom clutter, and ensure technology is ready when students need it.
When the right infrastructure is in place, technology becomes a tool for engagement, not a barrier to it.