Project 1 Needs Assessment Survey

Teachers have agreed that technology can be a resource that facilitates both instruction and instructional planning. Teachers implement technology in their classrooms through instruction, website or software use, learning centers, and more (Boni, 2018). Despite teacher awareness of what would benefit their students, many educators need help accessing the tools and platforms to integrate technological resources for educational and curriculum purposes. This gap can hinder the implementation of optimal teaching strategies, which can enhance learning outcomes. (Lue, 2024). Therefore, this survey aims to identify teachers' use of Generative AI technology and how they suggest districts prioritize resources to overcome barriers to its use. 

Teachers are not provided with adequate technology tools (“School Districts Often Out of Touch With Teachers' Technology Needs,” 2019) . This has led teachers to make individual action plans through trial and error before finding the correct method to implement technology (Klein, 2019).  Therefore, there should be a needs assessment to diagnose areas of need. District-implemented professional development can provide information and opportunity so that classroom teachers stay current on technological and pedagogical advancements. To understand each level’s needs, this survey will poll educators from several districts, including high school world language teachers, eighth-grade history teachers, and elementary math, English language arts, and science teachers. Teachers understand that technology can fulfill educational needs and provide a more individualized approach to learning (Boni, 2018). Therefore, different levels of education will be assessed to understand the criteria needed to resource better all elementary, middle, and high school teachers. 

This survey assesses teachers' current use of AI technology and self-identified barriers to its implementation in their praxis. As stated, teachers are not provided adequate resources to integrate technology into their classrooms. Due to the increasing demand for understanding how to utilize AI technology at both the classroom and curriculum level, this survey’s goal is to understand better how the administration can better address the needs of all level teachers so that teachers can be better equipped to utilize AI technology to facilitate current pedagogies and advancement of student knowledge and provide better tools for student progress and achievement. 

Feller, D. (2019). School districts often out of touch with teachers' technology needs. Education Week, 38(32), 4. https://www.edweek.org/technology/districts-often-out-of-touch-with-teachers-biggest-tech-needs-survey-finds/2019/04

Hamilton, B. (2018). Integrating technology in the classroom: Tools to meet the needs of every student. International Society for Technology in Education, 2018. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/utrgv-ebooks/detail.action?docID=5880825.

Klein, A. (2019, September 18). Digital learning tools are everywhere, but gauging effectiveness remains elusive, survey shows. Education Week, 39(05), 5. https://www.edweek.org/leadership/digital-learning-tools-are-everywhere-but-gauging-effectiveness-remains-elusive-survey-shows/2019/09

Lue, G. (2024, February 29). How school districts are integrating generative AI into their policies. Digital Promise. https://digitalpromise.org/2024/02/29/how-school-districts-are-integrating-generative-ai-into-their-policies/ 

Melo, N. (2023, February 14). Incorporating artificial intelligence into the classroom: An examination of benefits, challenges, and best practices. eLearning Industry. https://elearningindustry.com/incorporating-artificial-intelligence-into-classroom-examination-benefits-challenges-and-best-practices 

WHAT YOU WANT. (2019). Tech & Learning, 40(1), 8. https://link.gale.com/apps/doc/A598305020/BIC?u=txshracd2633&sid=bookmark-BIC&xid=a7cefa42