Educators are continuing to show confidence in integrating technology into their teaching, with many planning to use AI more in the future, according to a new report from adaptive learning company HMH.
The 2024 Educator Confidence Report, based on responses from over 1,200 educators, highlights the changing landscape of education and addresses critical K-12 issues such as mental health, compensation concerns, and the increasing role of digital technologies like generative AI in transforming classrooms.
Outlook on classroom technology
Over the past decade, educators have consistently shown a high level of confidence in their ability to use technology to enhance teaching and student achievement. Many see technology as a time-saver, a tool to inform instruction, and a support for diverse learning needs.
Key findings include:
- 97 percent are confident in their ability to use technology effectively in instruction
- 66 percent believe that tools combining instruction with supplemental practice, intervention, and assessment on one platform would be a game-changer
- 81 percent of educators with 10 or more years of experience feel that technology has had a positive impact on the profession over the past decade
Outlook on generative AI: Early optimism, caution ahead
The 2024 report introduces the AI Confidence Index, which measures educators’ feelings about the impact and potential of generative AI. In just one year, the use of generative AI by educators has increased significantly.
Of the educators using generative AI:
- 76 percent find it valuable to their work
- 73 percent say it saves them time
- 72 percent plan to use it more in the upcoming school year
Educators generally agree that tools utilizing generative AI:
- Are an inevitable technological advancement (77 percent)
- Should be used positively and ethically (84 percent)
- Require professional development to address their application (76 percent)
However, there is still some wariness among educators about students potentially using generative AI to take shortcuts:
- 58 percent have concerns about plagiarism
- 54 percent are worried about student over-dependence
- 35 percent are concerned about the lack of professional development on implementing these tools safely
Those who have not yet used generative AI tools are even more concerned about the need for professional development to use the technology safely and effectively.
Outlook on teaching: There’s work to do
While educators have shown resilience and a willingness to adopt new technologies over the past decade, many still have negative feelings about the profession. Mental health challenges for both students and teachers remain a pressing issue.
According to the report:
- 41 percent of educators feel positive about the profession, down from 36 percent previously
- 64 percent feel negatively about the state of teaching and learning
- Top concerns include inadequate compensation, mental health issues among educators and students, and lack of funding
While fewer educators are considering leaving the field compared to 10 years ago, 41 percent have not ruled it out, and 26 percent plan to leave within the next five years.
“Our nation’s educators have faced significant challenges over the past decade, but they have also shown resilience and a willingness to embrace new technologies,” said Jack Lynch, CEO of HMH. “As we look ahead, there are opportunities to combine technology with the traditional aspects of the classroom.”
“This year’s report shows increased positivity among teachers who want to stay in the field, but there is still work to be done to improve the professional experience for educators,” said Francie Alexander, Senior Vice President of Research at HMH. “Teachers play a crucial role in students’ lives, and it’s important to provide them with the tools and support they need to deliver a quality education.”
Material from a press release was used in this report.
Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.