AI is driving an evolution in teaching and learning

Key points:

More than half of educators and district administrators already actively using ai are leveraging it to improve student learning experiences and outcomes, according to Cambium Learning. K-12 Educator ai Survey 2024which explores how ai is being implemented in schools today.

The state of primary and secondary education has reached a tipping point and ai has emerged as a versatile and potential-filled tool to meet the changing needs of teachers, students and schools. The survey aims to better understand how educators are using ai today, its impact and opportunities, and what this means for the future of education.

Key findings from the 2024 K-12 + ai Educator Survey, conducted by Hanover Research, include:

Educators are using ai to personalize and improve student learning, not just to manage classrooms more efficiently, but challenges remain

Educators say they use ai to manage their classrooms more efficiently, with nearly half of respondents using it to grade texts (47%) or plan lessons (44%). Additionally, educators and administrators see ai as a path to more personalized student experiences and better learning. More than half say they are leveraging ai to create personalized learning experiences for students (56%), provide real-time performance tracking and feedback (52%), and help students with critical thinking skills (50%). Outside of the classroom, administrators say they use ai to improve administrative efficiency, including to interpret and analyze student data (61%), manage student records (56%), and manage professional development (56%).

The use of ai in the education sector is not without its challenges. When ranking the top three barriers to ai adoption in educational settings, surveyed teachers and administrators identified the following: data privacy and security, insufficient training for teachers on how to use ai, and uncertainty about the effectiveness of ai in improving student outcomes. Other barriers identified include concerns about the ethical use of generative ai, limited access to reliable internet for all students, and lack of technical support for ai implementation and maintenance. While 80 percent of administrators believe a candidate’s technical skills are very important in the hiring process, this has also presented challenges. In the face of staff shortages, administrators most frequently cite a lack of technological skills among teachers as a difficulty in hiring (38 percent).

While post-pandemic challenges remain, most educators and administrators view increased use of technology positively.

While technology adoption accelerated during the pandemic, student learning loss as a result of the pandemic, staff shortages, and insufficient support for student and staff mental health and well-being are making it even harder for educators to feel successful. Cambium’s survey reinforced the inherent difficulty of being a teacher right now: 37 percent agreed that their job is harder than it was before the COVID-19 pandemic.

Yet despite the challenges, there is also optimism. Perhaps surprisingly, the majority of teachers surveyed (87 percent) plan to stay in their profession. Additionally, the 37 percent of teachers who believe their jobs are easier post-pandemic ranked increased use of technology to streamline assignments (43 percent) and increased use of technology to personalize student learning (40 percent) as top contributors, with technology use in classrooms viewed positively by 81 percent of teachers. Administrators also see increased use of technology in the classroom as a key way to attract more teachers to the profession.

As the use of ai and advanced technology grows, educational professions continue to evolve

This surge in innovation has given rise to new demands, skills, and potential risks. In response, schools are introducing new requirements and opportunities to help prepare, support, protect, and equip education professionals with the tools they need. More than half of administrators and teachers surveyed confirmed that they are now required to complete edtech and cybersecurity training as part of their professional development. Additionally, 20 percent of respondents said their schools/districts have created new job titles, such as edtech specialist, technology teacher, ai education researcher, education data analyst, ai development expert, ai strategic scientist, and edtech consultant.

“We are at a pivotal moment in education. ai is no longer a theoretical opportunity or challenge; it is no longer a question of ‘will we or won’t we.’ ai is not only here, it is already being used in K-12 schools in the United States and around the world,” said Ashley Andersen Zantop, President and CEO of Cambium Learning Group. “Despite the many challenges K-12 teachers, students, and faculty currently face, the K-12 education community continues to innovate and embrace new technologies. As an education technology organization, we have a fundamental duty to operate as a trusted steward of our community. We strive to remove barriers to opportunity by supporting our students, educators, and families with solutions and thought leadership based on the safe, responsible, and effective use of ai and other emerging technologies that empower the people we serve.”

This press release originally appeared online.

Laura Ascione is the editorial director of eSchool Media. She holds a degree from the prestigious Philip Merrill School of Journalism at the University of Maryland.

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