Project 2: Technology Needs Assessment Results Report

According to a 2024 survey conducted by Imagine Learning, there is a reported increase in teacher use of Artificial Intelligence (AI) technology. Of those educators surveyed, about 33% felt disappointed with the current AI implementation within their school district (Kelly, 2024). The reasons for this were ethical concerns, lack of data and tools, and the need for culture change (Kelly, 2024). According to Feller, (2019) teachers also felt disgruntled because they are often provided with tools that are not helpful, resulting in them seeking other types of technology better suited to their teaching and administrative needs (Feller, 2019). Due to this data, we created a needs assessment to diagnose areas of need for AI technology implementation. Previous surveys demonstrated educator disappointment with the use of technology information (Feller, 2019), so our needs assessment sought to gather data on educator familiarity, comfort, and use of AI technology and their preferences for AI budget allotment. With this information in mind, this survey targeted the real-world context of current classroom educators. Our results demonstrated teachers' feedback on their needs in the area of AI information. Within this results report, we outline our plan for how teachers can integrate current AI tools so that they can feel empowered in the new era of AI technology. 

The survey results provide a comprehensive overview of the current state of AI adoption among veteran educators from Pennsylvania and Texas. The majority of respondents are experienced teachers with advanced degrees, making their insights particularly valuable for understanding the challenges and opportunities associated with integrating AI into educational practices. 

Despite high levels of familiarity with AI, evidenced by 65% of respondents reporting they are very or extremely familiar with AI, a significant portion of teachers remain uncomfortable utilizing AI in their professional activities. This gap suggests an urgent need for targeted professional development. Specifically, while most teachers can identify AI-generated classwork and recognize potential educational applications, only three out of 21 teachers feel very comfortable using AI for planning and instruction. This discomfort is reflected in the usage statistics, where 42.9% of respondents have never used AI for lesson planning, and only 4.8% use it often.

To address these challenges, it is crucial to provide extensive training focused on practical applications of AI in educational settings. Teachers expressed a strong preference for training as the primary area for budget allocation, with 19 out of 21 respondents prioritizing this over other initiatives. This training should be hands-on and ongoing, addressing specific use cases such as generating test questions, scaffolding lesson plans, and providing automated feedback.

Rhea Kelly (2024) provides additional context for these findings. According to Kelly, a survey by Imagine Learning indicated that AI usage among students and teachers has increased significantly, with 86% of respondents familiar with AI tools for language processing, automatic grading, and generative AI. However, there is still a notable dissatisfaction with AI implementation, with 33% of respondents citing a lack of district-level strategy, training, support, and ethical guidelines as major concerns. These findings align with our survey results, highlighting the need for district-level policies and comprehensive training programs to support AI integration.

Another area for improvement is the utilization of AI for administrative tasks. Our survey shows a significant reluctance, with 61.9% of respondents not comfortable using AI for automating administrative duties like grading. Moreover, 76.2% have never used AI for these purposes. Kelly's article supports this, noting that respondents were least familiar with AI tools for personalized learning, data analysis, and scheduling/administrative tasks (2024). To overcome this barrier, professional development programs should include specific modules on how AI can streamline administrative tasks, demonstrating practical benefits and efficiency gains.

In terms of analyzing student data, the comfort level slightly improves but remains low, with over half of the respondents uncomfortable using AI for this purpose. Professional development should also cover data analysis tools, illustrating how AI can provide valuable insights into student performance and learning trends, thereby enhancing instructional decision-making. Kelly's survey findings further emphasize the potential of generative AI in analyzing student data, with 68% of respondents seeing its potential in this area (2024).

The survey also highlights the need for a more centralized approach to AI adoption. Respondents favored a campus-wide implementation strategy over individualized classroom-level approaches. This preference indicates that teachers are looking for consistent and coherent support structures, which can be facilitated through district-level initiatives and policies. Kelly's article underscores this need, with 37% of respondents advocating for district-level policies to establish best practices for AI use (2024).

Interestingly, the open-ended responses reveal additional insights, such as a desire for AI tools specifically tailored to subjects like Latin and the recognition of AI's potential in education. These comments suggest a need for customizable AI solutions that cater to diverse curricular needs and subject-specific applications.

In summary, the survey results point to a clear path forward: invest in comprehensive, practical AI training for educators, focusing on real-world applications in both instructional and administrative tasks. Develop a campus-wide strategy for AI adoption to ensure consistency and support. Finally, explore and promote AI tools that can be customized for different subjects to meet the unique needs of all teachers and students. By addressing these areas, schools can significantly improve the effective integration of AI in the classroom, ultimately enhancing educational outcomes. The findings from both our survey and the Imagine Learning report highlight the rapidly increasing influence of AI in education and the critical steps needed to harness its full potential.

In response to the growing importance of integrating AI in education, we propose a comprehensive, year-long professional development (PD) program for teachers. This program aims to equip educators with the necessary skills and knowledge to effectively use AI tools to enhance classroom learning and administrative tasks. The following actionable recommendations outline a phased approach to ensure a smooth and impactful integration of AI in our schools.

First, we suggest providing pre-service training on AI awareness and background knowledge. This training will give teachers a foundational understanding of AI, including its capabilities, limitations, and ethical considerations. Organizing pre-service workshops and online modules will cover the basics of AI, its applications in education, and offer hands-on sessions with AI tools relevant to classroom settings. As a result, teachers will gain confidence in their understanding of AI, preparing them for more advanced integration in their teaching practices.

Next, we recommend developing a pilot program with a cohort of teachers who will be the first to use AI tools in their classrooms and serve as experts and mentors within their schools. A diverse group of teachers will be selected to participate in the pilot program, receiving intensive training on integrating AI tools and ongoing support throughout the year. These teachers will document their experiences and best practices, acting as building experts and point persons for their peers, fostering a culture of collaborative learning and support.

To ensure continuous improvement, we propose conducting a mid-year PD check-in with the pilot cohort to assess the progress and challenges of AI integration. This session will allow for discussions of their experiences, sharing reflections, and addressing any issues, including a Q&A session for further support and clarification. By incorporating real-world feedback, we can ensure that the AI integration strategies are effective and that teachers are well-supported.

At the end of the year, the pilot cohort should lead a PD session focusing on successful AI applications in the classroom. This session will provide practical, hands-on training on specific AI use cases identified as beneficial during the pilot program. Repeating this session at the beginning of the following year (BOY) will help onboard new teachers and refresh returning staff, ensuring they are ready to implement these tools effectively.

Finally, to secure commitment from district leadership, we will compile a comprehensive report detailing the outcomes of the pilot program, including qualitative and quantitative data on AI’s impact on teaching and learning. This report will be presented to district decision-makers, advocating for sustained support and resources for AI integration. By doing so, we aim to ensure that there is consistent support from district- and campus-leadership levels as teachers use AI tools throughout the year, guaranteeing the long-term success of this initiative.

By implementing these recommendations, we aim to foster a culture of innovation and continuous improvement in our schools. This structured, phased approach ensures that teachers are well-prepared, supported, and confident in using AI tools to enhance their teaching practices and ultimately improve student outcomes.

The results of this survey demonstrate how the educators we polled understand and use AI technologies. The results show that while many educators are highly qualified to use AI technology, they are uncomfortable using it in the classroom. We estimate this discomfort could be due to a variety of factors highlighted within previous research on why teachers may not use technology in their classroom instruction, such as the manner and delivery of PD courses (Feller, 2019). 

Additionally, while other survey results show that students use AI technology to complete their assignments, our survey shows teachers feel they can identify when students use it. Because our students continue to use AI technology, it is essential that teachers also understand AI tools to address its use in their assignments and empower students to use AI technology appropriately. This can be interpreted as using AI technology with knowledge on information safety and ethical dilemmas concerning plagiarism. 

Therefore, we propose effective professional development to have a continuous impact on how to facilitate educators in understanding how to use AI tools to the best of their advantage so that educators are comfortable using AI and empower their students to be prepared for the future with AI technology.

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

Kelly, R. (2024, June 20). Teachers report increase in AI usage. The Journal. https://thejournal.com/Articles/2024/06/20/Teachers-

Report-Increase-in-AI-Usage.aspx