Reflecting on Early AI Adoption in K–12 Education: What the 2023–2024 Data Tells Us
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As conversations about AI in education accelerate, it’s easy to lose sight of how this all began. Before we dive headfirst into the latest tools and trends, it’s worth pausing to reflect on how teachers and principals were first encountering AI in their daily work.
While the 2023–2024 school is a lifetime ago in AI time— the data from that period gives us critical insight into where schools started, what challenges emerged early on, and which groups may already have been left behind. These insights remain highly relevant as we work to integrate AI more intentionally and equitably into classrooms and school systems.
I want to take a moment to reflect on some data collected during the 2023–2024 school year, as detailed in the report "Uneven Adoption of Artificial Intelligence Tools Among U.S. Teachers and Principals in the 2023–2024 School Year" from the RAND corporation. Now, in the fast-paced world of AI, this might feel like ancient history, but bear with me! Understanding this earlier snapshot can still provide valuable insights into the trends, initial adoption patterns, and challenges educators were facing at the dawn of this AI era in K-12 education.
Peeking Under the Hood: The Study's Methods
This report draws on two key surveys: the American Instructional Resources Surveys (AIRS) for teachers and the American Mathematics Educator Study (AMES) for principals, both conducted in spring 2024. The teacher survey focused on ELA, math, and science teachers and explicitly defined AI to include "chatbots (e.g., ChatGPT), adaptive learning systems (e.g., Khan Academy), and virtual assistants (e.g., Amazon Alexa)". Interestingly, the principal survey did not provide a specific definition of AI. This difference is important to keep in mind when interpreting the findings. The researchers asked teachers about their use of AI for instructional planning and teaching, as well as whether they introduced AI to students. Principals were asked about their AI use in their roles and whether their schools or districts provided AI guidance. The data from thousands of teachers and principals were weighted to be nationally representative.
Key Findings: A Glimpse into AI Adoption in 2023–2024
Even in this relatively early stage, the study revealed some significant trends:
Teacher Adoption: Around one-quarter of teachers reported using AI tools for instructional planning or teaching. However, this wasn't uniform. ELA and science teachers showed higher usage (almost 40%) compared to math and general elementary education teachers (around 20%). Secondary teachers were also about twice as likely to use AI as elementary teachers. Younger teachers were more likely to use AI tools than their more experienced counterparts, pointing to a generational shift in comfort and experimentation with technology. Most importantly, teachers in higher-poverty schools reported lower AI use.
Principal Adoption: A significant nearly 60 percent of principals reported using AI tools in their jobs.
Purpose of Use: For teachers, the primary use of AI was instructional planning. Common applications included generating lesson materials (assignments, activities, lesson plans), creating assessments, and differentiating instruction. Only a smaller percentage of teachers reported introducing AI tools directly to students. Principals most commonly used AI to draft communications and for other administrative tasks.
Frequency of Use: Among teachers using AI for instructional planning, over half reported using it once a month or less. However, teachers in higher-poverty schools who did use AI tended to use it more frequently than their counterparts in lower-poverty schools.
Guidance and Support: Only 18 percent of principals reported that their schools or districts provided guidance on AI use. Notably, principals in the highest-poverty schools were half as likely to report such guidance compared to those in the lowest-poverty schools.
Concerns: Principals' top concerns regarding AI use included a lack of professional development, data privacy, and uncertainty about how to use AI in their jobs.
Implications for Educators: Then and Now
Even though the AI landscape has shifted dramatically since this data was collected, these findings highlight some crucial points that remain relevant:
The Digital Divide Extends to AI: The observed differences in AI adoption and guidance between lower- and higher-poverty schools are concerning. This suggests that without intentional efforts, the benefits of AI might disproportionately reach students and educators in more affluent settings. As AI continues to integrate into educational resources, addressing this equity gap in access and support is paramount.
Initial Teacher Focus on Planning: The initial focus on using AI for instructional planning suggests teachers were exploring how AI could alleviate some of the time-consuming aspects of their work. While the specific tools and capabilities have advanced, the fundamental need for efficient planning support likely remains.
Generational Trends May Inform Support Strategies: Younger teachers' greater use of AI suggests a generational difference in technology confidence and experimentation. Tailoring professional learning to meet different comfort levels could be a key part of scaling effective adoption.
The Need for Guidance and Professional Learning: The low percentage of schools providing AI guidance and principals' concerns about a lack of professional development underscore a persistent need. Educators need support in understanding how to effectively, ethically, and safely integrate AI into their practice. This includes evaluating the quality of AI-generated content and understanding data privacy implications.
Principal Leadership is Key: Principals play a crucial role in shaping the adoption and use of new technologies. Their own comfort level, access to information, and the guidance they provide significantly influence teachers' engagement with AI.
Key Takeaways for On-the-Go Folks:
In the 2023–2024 school year, around 25% of teachers and nearly 60% of principals were using AI tools.
ELA and science teachers, secondary teachers, younger teachers, and those in lower-poverty schools showed higher initial AI adoption.
Teachers primarily used AI for instructional planning (generating materials, assessments, differentiation).
Many educators lacked formal guidance and professional learning on using AI effectively and ethically.
An equity gap in AI adoption and support existed between lower- and higher-poverty schools.
While the AI tools themselves have rapidly evolved, the fundamental challenges of equitable access, the need for robust professional learning, and the importance of thoughtful integration into instructional practices remain critical considerations for educators today. Let's continue to explore and learn together as we navigate this ever-changing landscape!