This voice is automatically generated. Please let us know if you have any feedback.
Diving overview:
- According to a University of Michigan study, a majority of teachers (78%) say generative artificial intelligence tools help them tackle classroom challenges such as managing classroom data, creating lesson materials, grading, detecting cheating, and differentiating lessons.
- However, the proportion of teachers is even higher (85%)., expressed concerns about the use of AI by students. A slight majority (52%) said the same about teachers’ use of technology, according to a report on the findings.
- Additionally, a slight majority of teachers (52%) said they do not trust AI, and a similar proportion (53%) said they were not confident in their ability to use AI in the classroom. However, a far greater majority (79%) were confident that they could learn to do so.
Dive Insight:
Joe Mirabelli, a postdoctoral researcher and co-author of the report, said high school English teachers are perhaps the most hesitant group, but many are responding to concerns about cheating by “flipping the script” and giving students assignments in class rather than at home.
Meanwhile, elementary school teachers argue that AI is not developmentally appropriate because it requires screen time, added lab expert Gene Saunders, a co-author of the report.
Approximately 1,000 K-12 teachers responded to the survey, which was conducted from January to May 2024.
Key concerns include AI not being developmentally appropriate, especially among elementary school students, and concerns about student misbehavior among middle school and high school teachers.
Mirabelli said teachers in rural and urban areas have expressed concerns that students will be left behind given access to AI and a potential lack of resources.
“Classrooms don’t have computers. Or maybe it’s a cart that gets them from class to class. Are there any AI skills that students are going to lose, or… are there national standards that are going to be difficult to meet because they don’t have access to them?” he said.
Sanders added that students in juvenile detention centers don’t even have access to the internet.
The report primarily focused on how AI can support teachers’ work, which Mirabelli said received less attention than the impact on students. Teacher respondents overall believe AI will help facilitate the work they are already doing, as well as the “busier jobs” such as math and science, where assessments are fact-based and easy to interpret, he said. “They are excited about AI to speed up their workflows.”
Generative AI can also help teachers provide differentiated instruction to students who are progressing more or less faster than average on a topic, Sanders said. But because AI is so new, “the conversation that came up pretty often was, ‘I’m sure we can do new things, but how do I implement them? What are the tools for me?'” she said.
Mr Saunders said teachers were keen to learn and more than 90% wanted more support in using AI tools.
And many reported not knowing what tools are out there other than the well-known ChatGPT platform, Mirabelli said. “Many of these teachers don’t have time in their day to track these tools,” he said.
Mirabelli said AI tool developers need to speak directly not only to teachers, but also to members of district and state-level certification boards. At the same time, he said, superintendents and principals should create standardized policies on AI use and include structured guidance on how teachers can use AI as part of their professional development.
“This is definitely what the teachers in our study wanted: ‘Can we find time in our existing institute days to explore AI and receive instruction on it?'” he said. “If you have an anti-cheating policy, here are some tools to help you catch up. Do you have a list of approved tools that you want teachers, students, and parents to know about?”
Saunders said it can be difficult for teachers to tackle AI tools if they don’t have such guidance or know if they have school support. “We need policies that are flexible, recognizing that some aspects of policy will be difficult, but also recognizing that doing nothing can be problematic.”
