The number of educational technology or “edtech” purchases that kindergarten to grade 12 (K to 12) schools need to make is growing. Edtech procurement is a complex process that involves identifying a need, researching what the market can provide, selecting a solution, and making a purchase. It may take the form of an informal pilot or trial, direct purchase from a single vendor, or competitive bidding process, such as a request for information (RFI), request for quotations (RFQ), or request for proposals (RFP). Across Canada, provincial, territorial, and regional governments are implementing new processes and policies to ensure effective edtech procurement. At the same time, the growing number of technology purchases is creating new challenges for government and board procurement teams. This study provides an in-depth look at edtech procurement policies and practices across Canada, highlighting commonalities, differences (such as centralized, decentralized, and divisional procurement), challenges, and strengths. It looks at innovative approaches to budgeting, staying on top of the market, procurement, assessment and decision-making, and implementation and process management. It concludes with a policy roadmap for improving edtech procurement in Canada, which suggests striking a balance between centralized, decentralized, and divisional procurement, enabling more collaboration between procurement stakeholders from different regions, and giving

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