2023-2024学年美国教师人工智能工具采用不均情况

AMERICAN

EDUCATOR

ResearchReport

PANELS

JULIAH.KAUFMAN,ASHLEYWOO,JOSHUAEAGAN,SABRINALEE,EMMAB.KASSAN

UnevenAdoptionof

ArtificialIntelligenceTools

AmongU.S.Teachers

andPrincipalsinthe

2023–2024SchoolYear

fall2023,nearlyoneinfiveteacherswasusingartificialintelligence(AI)toolsforteach-ing,withevenhigherproportionsofEnglishlanguagearts(ELA)orsocialstudiesteachersdoingso(Dilibertietal.,2024).AnothersurveyfromImpactResearch(2023)suggested

A

ccordingtoaRANDAmericanTeacherPanelsurveyofK-12publicschoolteachersin

KEYFINDINGS

■ComparablewithprevioussurveysoftheAmericanTeacherPanel,theresultsindicatethatone-quarterofELA,math,andscience

teachersusedAItoolsforinstructionalplanningorteachinginthe2023–2024schoolyear.Nearly60percentofsurveyedAmerican

SchoolLeaderPanelprincipalsalsoreportedusingAItoolsfortheirworkin2023–2024.

■Althoughone-quarterofteachersoverallreportedusingAItools,

theauthorsobservedvariationinusebysubjecttaughtandsomeschoolcharacteristics.Forexample,almost40percentofELAor

scienceteachersreportedusingAIcomparedwith20percentof

generalelementaryeducationormathteachers.Teachersandprin-cipalsinhigher-povertyschoolswerelesslikelytoreportusingAItoolsrelativetothoseinlower-povertyschools.

■Eighteenpercentofprincipalsreportedthattheirschoolsordis-

trictsprovidedguidanceontheuseofAIbystaff,teachers,orstu-dents.Yet,principalsinthehighest-povertyschoolswereabouthalfaslikelyasprincipalsinthelowest-povertyschoolstoreportthat

guidancewasprovided(13percentand25percent,respectively).

thattheuseofAIamongteacherscouldbeevenhigher,butmea-surementchallengesmakeitdif-ficulttoknowforsure.1Further-more,upwardof90percentof

alargesampleofschooldistrictsuperintendentswhoweresur-veyedinthe2023-2024schoolyear(EAB,2024)agreedthatAI“willtransformthewayweedu-catestudentswithinfiveyears.”Thatsaid,alittlemorethanone-thirdofthosesuperintendentsindicatedthattheirdistrictshadplansforsupportingortrainingteachersontheiruseofAI.

Inthisreport,wefollowuponDilibertietal.(2024)by—again—askingteachersabouttheiruseofAItoolsfor

2

Abbreviations

AI

artificialintelligence

AIRS

AmericanInstructionalResourcesSurveys

AMES

AmericanMathematicsEducatorStudy

ASLP

AmericanSchoolLeaderPanel

ATP

AmericanTeacherPanel

CCSSO

CouncilofChiefStateSchoolOfficers

ELA

Englishlanguagearts

FRPL

freeorreduced-pricelunch

IEP

IndividualizedEducationPlan

LLM

largelanguagemodel

theirinstruction.Thistime,wedrewonAmerican

InstructionalResourcesSurveys(AIRS)datafrom

spring2024toaskaboutuseofAItoolsduring

the2023–2024schoolyear.TheAIRShavebeen

monitoringteachers’useofinstructionalmaterials—includingpublishedcurriculummaterialsandonlineinstructionalproducts—since2019.TheAIRSare

distinctfromtheK–12publicschoolteachersurveyfieldedin2023forDilibertietal.(2024),inthatthesurveyshavealargernationallyrepresentativesampleofK–12publicschoolteacherswhoteachanyofthreesubjects:ELA,mathematics,andscience.Thus,the2024AIRSallowustodrawmoredistinctionsamongteachersintermsofhowtheyusedAIfordifferent

subjectareas.WealsoexaminetheextenttowhichprincipalsareusingAItoolsandforwhatpurpose

bydrawingonnationallyrepresentativeK–12publicschoolprincipaldatafromasurveyfieldedinspring2024aspartoftheAmericanMathematicsEduca-

torStudy.Last,weusethatprincipaldatatobetter

understandhowmuchguidanceschoolsanddistrictsprovidedtoteachersontheuseofAItoolsandprod-uctsduringthe2023–2024schoolyear.

Weexploredthefollowingresearchquestions:

•HowmuchandforwhatpurposeswereK–12publicschoolteachersusingAItoolsfortheirELA,mathematics,orscienceinstruction

duringthe2023–2024schoolyear?

•HowmuchandforwhatpurposeswereK–12publicschoolprincipalsusingAItoolsfortheirworkinthe2023–2024schoolyear?

•Towhatextentwereschoolsanddistricts

settingpoliciesforuseofAItoolsduringthe2023–2024schoolyear?

Ourinvestigationofthesequestionsprovides

usefulinformationforthosewhosupportteachersattheschool,district,andstatelevels,aswellasprovid-ersanddevelopersofAItoolsforusebyteachersandstudents.Ourdataalsoprovideguidancetoresearch-ersoncriticalquestionstoexplorerelatedtoteachers’andprincipals’useofAI.

Background

Roughlyadecadeago,evenbeforewefieldedthe

AIRS,weweregatheringdatathroughtheAmericanEducatorPanelsonwhichinstructionalmaterials

U.S.teacherswereusingregularlyfortheirclassroominstruction.Welearnedthatonlinesupplemental

materialshadbecomethego-toresourceformany

teachersduringthe2014–2015schoolyear(Opfer,

Kaufman,andThompson,2016).Accordingto

Opfer,Kaufman,andThompson(2016),25percentto30percentofteachersmightusesomeofthemostpopularcomprehensivetextbooks,suchasHarcourtReadingorGoMath.But,inaddition,largenumbersofU.S.elementaryteachers(86percent)reported

usingTeachersPayTeachersatleastonceaweek;

53percentofmathematicsandELAteachersin

grades6–12alsoindicatedusingTeachersPayTeach-ers.Theauthorsalsofoundthatmostofthesecond-aryELAandmathematicsteacherswereconsultingavarietyofonlineresourcesfortheirinstruction,suchasPinterestandKhanAcademy,androughlyone-halformoreofelementaryteachersreportedusingReadworksandReadWriteThink(websitesthatsup-portstudents’readingcomprehension).

FindingsfromOpfer,Kaufman,andThompson(2016)indicatethattheinternethasbeendeeply

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influencingwhatteacherstaught.Atthistime,manystatesparticularlyLouisianaandtheCouncilofChiefStateSchoolOfficers(CCSSO)hadbeenput-

tinginplacereformstoencourageschooldistrict

adoptionofhigh-quality,standards-alignedinstruc-tionalmaterialsthatteacherswouldideallyusecon-sistentlyeverydayfortheirinstruction(Kaufman,

Cannon,etal.,2018;CCSSO,undated).These

reformswerebasedonthehypothesisthatinstruc-tionalmaterialreformswerethebestwaytoimproveteachersinstructionatscale.Incontrast,teachers

highuseofonlinematerialsofunknownordubi-

ousqualitywaslikelyincreasingvariationintheir

instruction:Someteachersmightusethosematerialsinwaysthatalignwithacademicstandards,challengestudents,andbuildknowledgeovertime,whileotherteachersmayusethosematerialsinscattershotwaysthatarenotalignedwithacademicstandardsanddonotleadtomarkedincreasesinstudentlearning.

ToolsthatemploygenerativeAI,suchasChatGPT,arethelatesttechnologyadvancementthatisbegin-

ningtoinfluencehowpubliceducatorsleadandteach.YetjustaswithsuchinternetresourcesasTeachersPayTeachersorPinterestthelikelihoodthatgenera-tiveAItoolsareleadingtomeasurableimprovementsinteachingandlearningislow.AsnotedbyKleimanandGallagher(2024)inarecentarticleaboutstate

policyandAI,“[T]heheartofthematteristhatgen-erativeAIdoesnotdistinguishconstructive,accurate,appropriateoutputsfromdestructive,misleading,orinappropriateones.”AImayindeedtransformlessonplanningandteaching,asthoseotheronlinelessonrepositorieshave,butnotnecessarilyashoped.

Justasconcerningasthevariablequalityof

AI-driveninstruction,betterandmorethought-

fulusesofAImaybereservedfordistrictswith

moreresourcestotrainandsupportteachers.As

Dilibertietal.(2024)note,somewhatgreaterpro-

portionsofsuperintendentsinsuburbanandlow-

povertydistrictsaswellasthosewithmoreWhitestudentsreportedinfall2023thattheyhadalreadyprovidedtrainingtoteachersonAIuseorplannedtodosointhe20232024schoolyear.Thesefind-

ingshaveconcerningparallelswithourresearchontheuseofonlineresources,inwhichweobserved

that,althoughuseofTeachersPayTeachersandotheronlineresourcesincreasedoverallfrom2015

to2017,useshotupparticularlyamongteachersinschoolswithmorestudentswhoareeligibleforfreeorreduced-pricelunch(FRPL),Englishlanguage

learners,orstudentswithIndividualizedEducationPlans(IEPs)(Kaufman,Opfer,etal.,2018).Kaufman,Opfer,etal.(2018)positsthatteachersworkingwiththeseless-advantagedstudentpopulationswereusingsuchsitesasTeachersPayTeachersbecausethey

lackedtheinstructionalguidanceandresourcestheyneededtodifferentiatetheirinstructiontosupport

diversestudentneeds.

TheU.S.DepartmentofEducationsOfficeofEducationalTechnologyreleasedatoolkitin2024tohelpeducationalleadersguidetheintegrationofAIintoteachingandlearninginschoolsystems.

Thetoolkitencouragesdistrictandschoolleaders

tobuildastrategicplanningprocessforuseofAI

thatisinformedbyevidenceoneffectiveuse,buildsAIliteracyamongeducators,anddependsonthemlisteningtoandrespondingtotheircommunities

(OfficeofEducationalTechnology,U.S.DepartmentofEducation,2024).Yet,thoseeducationalleaders

whoarebestpoisedtotakeadvantageofsuchtoolkitsarelikelythoseinschoolswithmoreresourcesandcapacitytodoso.

AsAItoolsandproductsforeducationalpur-

posesbecomemoreprevalent,studiesshouldtracktheiruseamongeducators.Researcherscouldiden-tifytheparticularneedsAIisaddressinginschoolsandpotentiallyguidethedevelopmentofAI

productsthatbettermeetthoseneeds.Inaddition,dataoneducatoruseofAIcouldhelppolicymakersandpractitionersconsiderdisparitiesinthatuseandimplicationsforequitable,high-qualityinstructionacrosstheUnitedStates.Forallthesereasons,this

reportpresentsresultsfromnationallyrepresentativesurveysontheuseofAItoolsamongK12public

schoolprincipalsandteachersandtheguidancebeingprovidedbyschoolstosupportthatuse.

OverviewoftheDataSourcesandMethodsinThisReport

Thisreportdrawsondatafromtwodifferentsources:

(1)teachersurveydatacollectedfromthespring

2024AIRS,whichwereadministeredtoanational

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sampleofK–12ELA,mathematics,andsciencepublicschoolteachersintheRANDAmericanTeacher

Panel(ATP);and(2)principalsurveydatacollectedfromthespring2024AmericanMathematicsEdu-

catorStudy(AMES),whichwasadministeredtoa

nationalsampleofK–12publicschoolprincipalswhoarepartoftheRANDAmericanSchoolLeaderPanel(ASLP).The2024AIRSteachersurveywascom-

pletedby9,126teachers,andthe2024AMESprinci-palsurveywascompletedby3,631principals.Inbothdatasets,responseswereweightedtobenationally

representative.

Inthe2024AIRSteachersurvey,wedefined

AIasincluding“chatbots(e.g.,ChatGPT),adaptivelearningsystems(e.g.,KhanAcademy),andvirtualassistants(e.g.,AmazonAlexa).”2Inthe2024AMESprincipalsurvey,weleftAIundefined.

Weaskedsurveyitemsinthefollowingtopicareasinthe2024AIRSteachersurvey:

•whetherteachersusedAItoolsandproductsfortheirinstructionalplanningorteachinginthe2023–2024schoolyearand,ifso,whethertheyusedAItoolsorproductstoplantheir

instructionortointroduceAItotheirstudents

•thefrequencywithwhichteachersusedAIfortheirinstructionalplanningorteaching

•anopen-endedquestiontoteachersabouthowtheyhaveusedAItoolsorproductstoplan

theirinstruction.

Weaskedsurveyitemsinthefollowingtopicareasinthe2024AMESprincipalsurvey:

•whetheraprincipal’sschoolordistricthas

providedanypolicyorguidanceonuseofAIproductsortoolsinthe2023–2024schoolyear

•whetherprincipalsusedAItoolsorproductsintheirjobasprincipaland,ifso,anexampleofhowtheyhaveusedthosetoolsorproductsinthe2023–2024schoolyear

•whomprincipalshavesoughtguidancefromaboutwhetherorhowtouseAIintheirjobs

•whatconcernstheyhaveaboutusingAIintheirjobasprincipal.

Throughoutthisreport,wepresentsamplewideandsubgroup-specificmeansandproportionsofvari-ablesofinterest.AllreportedmeansandproportionsareweightedtobenationallyrepresentativeofK–12publicschoolELA,mathematics,andscienceteach-ers(includingelementaryteachersofallsubjects)andK–12publicschoolprincipals.Additionalmethod-

ologicaldetailsfortheteachersamplearedescribedinthe2024AIRStechnicaldocumentation(Doanetal.,2024);furthermethodologicaldetailsfortheschoolleadersamplearedescribedinthe2024AMEStechni-caldocumentation(Schweigetal.,2024).

Tocompareresponsesforteachersandprincipalsinschoolswithdifferentdemographicprofiles,we

matchedtheirresponsestoschool-leveldatafromthe2022–2023CommonCoreofData(NationalCenterforEducationStatistics,undated).Wecompared

responsesofteachersandprincipalsinkeydemo-

graphicsubgroups(e.g.,educatorexperience,gradesandsubjectstaught),alongwithschooldemograph-ics(e.g.,thepercentageofstudentswhoareeligibleforFRPL,thepercentageofstudentswhoidentifyaspeopleofcolor,andlocale).Toinvestigatedifferencesamongschoolswithvariedpercentagesofstudents

whoareeligibleforFRPL,wespecificallycomparedresponsesofprincipalsandteachersinschoolswhere0-24percentofstudentsreceiveFRPLtoprinci-

palsandteachersinschoolswhere25-49percent,

50-74percent,and75-100percentofstudentsreceiveFRPL.Werefertolowest-povertyschoolsasthose

schoolsinwhich0percentto24percentofstudentsarereceivingFRPL.Werefertohighest-poverty

schoolsasthoseinwhich75percentto100percentofstudentsarereceivingFRPL.

Unlessotherwisenoted,wereferenceonlydif-ferencesamongeducatorsubgroupsthatarestatisti-callysignificant(p<0.05).Wedidnotmakestatisti-caladjustmentsformultiplecomparisonsbecausetheintentofthisreportistoprovideexploratory,

descriptiveinformationratherthantotestspecifichypothesesorcausalrelationships.

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Asnotedabove,ourreportincludesfindingsbasedonanalysesofteacherandprincipalsurveyresponsestotwoopen-endedquestions,whichwereansweredbyasubsampleofthoserespondents:

•Inthe2024AIRS,weaskedteachersto

“brieflydescribehowyou’vetypicallyusedAItoolsorproductstoplanyourinstruction.”OnlyteacherswhorespondedthattheyusedAItoolsorproductstoplantheirmath,ELA,orscienceinstructioninapriorclose-endedsurveyquestionreceivedthisopen-ended

question.Thus,1,883teachers,orabout

21percentofthewholesampleofsurveyedteachers,werepresentedthisquestion,and

1,878teacherschosetorespond.

•Inthe2024AMES,weaskedprincipalsto

“provideoneexampleofaspecificArtificial

Intelligence(AI)productortoolyouhave

used,andhowyouhaveusedit,inyourjobasaprincipalthisschoolyear(2023–2024).”OnlyprincipalswhorespondedthattheyusedAI

productsortoolsintheirjobasaprincipalinapriorclose-endedsurveyquestionreceivedthisopen-endedquestion.Thus,1,960principals,or55percentofthewholesampleofsurveyedprincipals,werepresentedthisquestion,and

1,955principalschosetorespond.

Inanalyzingourqualitativedata,ateamof

researcherscodedeachofthe1,878teacherresponsesfromthe2024AIRSandthe1,955principal

responsesfromthe2024AMES.Thequalitativeteamcodedthedatausingacodingschemeinductively

developedbythequalitativeleadforthisreport.Thecodingschemewasdesignedsuchthatwecouldcap-turebroadthemesandfiner-grainedsubthemestomeaningfullydescribethevarietyofteachers’and

principals’responses.Weusedestablishedproce-

durestoensurereliabilityintheprocessofcoding

thequalitativedata(BernardandRyan,2010).Atthestartofthecodingprocess,thequalitativeleadmetwithateamoftwoothercoderstoreviewthecodingschemeandclarifydefinitionsandexamplesforeachcode.Then,excerptsweredividedamongthethreemembersofthequalitativeteam.Thequalitative

teammetfrequentlythroughoutthecodingprocesstoensurereliabilityinapplyingthecodes,resolve

potentialambiguities,anddiscussrevisionstocodesortheadditionofemergentcodes.Forinstance,

whenmembersofthequalitativeteamhadquestionsabouthowtointerpretspecificopen-endedexcerpts,theteamwouldcollectivelydiscusswhichcode(s)

toapplytotheexcerptandrefinedefinitionsforthecodes,asappropriate.Whenanalyzingthecoded

excerpts,weexcludedanalysisofexcerptswedeemeduninterpretable(i.e.,toovagueordifficulttounder-stand).Thisprocessresultedintheanalysisof1,861interpretableteacherresponsesand1,942interpre-tableprincipalresponses.Weexaminedthepossibil-ityofsubstantivedifferencesinteachers’responses

bysubjectmatterandgradelevelandinprincipals’responsesbythepercentageofstudentseligibleforFRPLintheirschools.Notabledifferencesbythesesubgroupsaredescribedinthereport.

Giventhebroadnatureoftheopen-ended

questions—andthenonrepresentativenatureofour

qualitativesample—readersshouldkeepinmindthattheteachers’andprincipals’perspectivesexpressed

throughthesequestionsmaybemoreorlessprevalentinthegeneralpopulationofteachersandprincipalsthanourdatacurrentlysuggest.Thus,theprimary

goalofourqualitativeanalysiswastounderstand

keypatternsandthemesintheuseofAIbyteachersandprincipalsratherthantodeterminetheoverallprevalenceofvariousresponses.Tothatend,whenwediscusstheopen-endeddata,weprovideproportionsand/orfrequencycounts(e.g.,“about20teachers,”

“about300principals,”or“one-thirdofrespondingteachers”)toprovidereaderswithasenseofhowfre-quentlysomethemesaroseinouranalysisprocess.

Insomecases,weprovidethenumberofteachersorprincipalswhoexpressedsentimentsthatalignedwithspecificthemesratherthanproportionsbecauseourcodingschemecapturedsubthemesthatweredrawnfromarelativelysmallproportionofourtotalsampleofteachersorprincipals.

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HowMuchandforWhat

PurposesWereK–12Public

SchoolTeachersUsingAIToolsforTheirELA,Mathematics,

andScienceInstructionDuringthe2023-2024SchoolYear?

One-QuarterofTeachersReported

UsingAIToolsforPlanningorTeaching,withHigherUseAmongELA,Science,andSecondaryTeachersThanMath

andElementaryTeachers

ThesurveyaskedELA,math,andscienceteachers

abouttheirleveloffamiliaritywithAItools,from

neverhavingpreviouslyheardofAItousingAItools

orproductsfortheirinstructionalplanningorteach-

ing.Figure1showsonlytheproportionofteachers

whoreportedusingAItoolsforplanningorteaching

inthe2023-2024schoolyear.Aboutone-quarterof

teachers,overall,reporteddoingso.Thispercentage

isslightlyhigherthanthe18percentofK-12public

schoolteachersacrossallsubjectswhoreportedusing

AItoolsinfall2023(Dilibertietal.,2024);however,

becausethesamplesdrawonsomewhatdifferentpop-

ulationsofteachers,wecannotdirectlycomparethem.

AlthoughnotincludedinFigure1,nearlytwo-

thirdsofteachersreportedthat,eventhoughtheyhad

FIGURE1

PercentageofK–12ELA,Mathematics,andScienceTeachersWhoReportedUsingAIToolsorProductsforInstructionalPlanningorTeaching

50

Percentageofteachers

40

30

20

10

25

302724*23*

29*29*25*22

393721*18*1834*

Allteachers

ELA(ref.)

Science

Math

Elementaryeducation

Elementary(ref.)

Secondary

0–5years

6–10years

11–20years

21ormoreyears(ref.)

0–24%(ref.)

25–49%

50–74%

75–100%

0

MainsubjectGradelevelYearsofexperiencePercentageof

studentseligibleforFRPL

TeachercharacteristicsSchool

characteristic

NOTE:Thisfiguredepictsresponsedatafromthefollowingsurveyquestion:“WhatstatementbestdescribesyouruseofAItoolsandproductsaspartofyourinstructionalplanningorteachingthisschoolyear(202324)?”Responsechoiceswereasfollows:(1)“ThisisthefirsttimeIveheard

aboutAItoolsandproductsforinstructionalplanningorteaching”;(2)“IveheardofAItoolsandproductsbuthaveneverusedthemforinstruction-alplanningorteaching”;(3)“IveneverusedAItoolsorproductsformyinstructionalplanningorteaching,buthaveusedthemoutsideofmyjob”;and(4)“IveusedAItoolsorproductsforinstructionalplanningorteaching.”Onlythosewhorespondedwith(4)IveusedAItoolsorproductsforinstructionalplanningorteachingaredisplayed.Anasterisk(*)indicatesthatpercentagesforthatsubgroupsignificantlydifferatthep<0.05levelfromthereferencegroup(ref.)beforecontrollingforanyteacher-orschool-levelcharacteristics.Theblackbarsrepresent95-percentconfidence

intervals.Theuniverseofrespondentswasallteachersinthesample.ref.=referencegroup.N=8,814.

7

neverusedAIforinstructionalplanningorteaching,theyhadeitheratleastheardofAItools(46percent)orusedAItoolsoutsidetheclassroom(15percent).Thesedatasuggestthat,eventhoughuseofAIforplanningorteachingmaynotbehighlyprevalentnow,most

teachersarefamiliarwiththeconceptofAI,whichcouldlaythefoundationforfutureuse.

CertaincategoriesofteachersweremuchmorelikelytouseAItoolsforplanningandteachingcom-paredwithothers.Figure1showsthefollowing:

•Almost40percentofteacherswhosemainsub-jectwasELAorscience(includingteachersattheelementaryandsecondarylevels)reportedusingAItools,incomparisonwithabout

20percentofteacherswhoreportedtheirmainsubjectaselementaryeducationormath.3

•Secondaryteachers(thosewhoareteachinggrades6–12)werealsoabouttwiceaslikelyaselementaryteacherstoreportusingAItoolsforteachingandplanning(34percentcom-paredwith18percent).

•TeacherswithfeweryearsofexperiencewerealsomorelikelytouseAItoolsforteachingandplanningthanveteranteacherswith21ormoreyearsofexperience.

•Last,teachersinthelowest-povertyschools(i.e.,thosewherelessthan25percentofstu-dentsqualifiedforFRPL)weremorelikelythantheircounterpartsinhigher-povertyschoolstoreportthattheyusedAItoolsforplanningorteaching.

Aswewilldiscussfurtherlaterinthisreport,

thesedifferencesmayreflectteachers’varyingaccesstoknowledgeorresourcestoengagewithAItoolstoenhancetheirinstructionandguidanceonAIuse.

AmongTeachersUsingAIToolsor

Products,AVastMajorityReported

UsingThemforInstructionalPlanning;Only36PercentReportedIntroducingAIToolstoStudents

Thesurveyaskedteacherswhetherthey“usedAItoolsorproductstoplan”theirELA,math,and/orscienceinstruction,aswellaswhetherthey“introducedAI

toolsorproductstostudents”inELA,math,and/or

scienceclass.Amongtheone-quarterofteachers

nationallywhoreportedusingAItools,64percentsaidthattheyusedthemforinstructionalplanningonly,whetherfortheirELA,math,orscienceinstruction;

only11percentsaidthattheyintroducedthemtostu-dentsbutdidnotdoinstructionalplanningwiththem;and25percentsaidthattheydidboth(seeFigure2).

ElementaryteachersweremorelikelytouseAItoolsforinstructionalplanningandtointroduceAItoolstostudentsfortheirELAinstructionthantheirmathorscienceinstruction.Amongsecondaryteach-ers,weobservedaslightlydifferentpattern.AmongsecondaryteacherswhousedAItools,92percent

ofbothELAandscienceteachersreportedusingAItoolsforinstructionalplanningversus83percent

ofmathteachers.About35percentto37percentof

secondaryELA,math,andscienceteachersreportedintroducingtheirstudentstoAItools,althoughsec-ondarymathteacherswereslightlymorelikelythantheircounterpartstouseAItoolsonlywithstudentsversususingAItoolsforinstructionalplanning.Wedidnotaskteacherstoelaborateonwhatitmeant

tothemto“introduce”AItoolsorproductstotheirstudents.Thus,welackinformationaboutthevarietyofwaysteacherscouldbedoingso.

ALittleMoreThanOne-Halfof

TeachersWhoUsedAIToolsfor

InstructionalPlanningReportedUsingThemOnceaMonthorLess,AlthoughTeachersinHigh-PovertySchools

UsedThemMoreFrequentlyThanTheirCounterpartsinLow-PovertySchools

GiventhepredominantuseofAIforinstructionalplanning,weexaminedtrendsamongteacherswhousedAIforthispurpose.Amongteacherswho

reportedusingAIintheirinstructionalplanningorteaching(i.e.,one-quarterofteachers),53per-

centsaidthattheyusedAIonceamonthorless

frequently,and29percentsaidthattheyusedAI

afewtimespermonth(seeFigure3).Only19per-centofteacherswhousedAIforinstructional

planning—4percentofallteachersnationally—saidthattheyusedAIatleastweekly.

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FIGURE2

PercentageofTeachersWhoReportedUsingAIwithStudentsand/orinInstructionalPlanningforELA,Math,orScience

TeacherswhoonlyintroducedBothTeacherswhoonlyusedAItoplan

AItotheirstudentstheirinstruction

100

7

11

25

7

30

15

12

Percentageofteachers

80

60

40

20

75

28

20

20

7

12

49

37

4

8

25

7

68

11

64

62

6364

56

31

0

AllteachersusingAI

ELAMathScience

ELAMathScience

Allgeneralelementary teachers

Secondaryteachers

Generalelementaryteachers

NOTE:Thisfiguredepictsresponsedatafromthefollowingsurveyquestion:”WhatbestdescribeshowyoucurrentlyuseAItoolsorproductsfor

yourinstructionalplanningorteachingthisschoolyear(2023–24)?”Teac