Teachers Embrace AI Tools for Productivity, Stanford Study Reveals

A recent study from Stanford University highlights how teachers are increasingly utilizing artificial intelligence (AI) tools to enhance their productivity. The research indicates that while many educators are exploring AI applications, they tend to prioritize tools designed for teacher productivity over those aimed directly at students.

The study, which analyzed usage logs from the AI platform SchoolAI, tracked the activities of 9,000 teachers who registered between August 1 and September 15, 2024. Over a period of 90 days, the researchers discovered that a significant portion of teachers engaged with the platform, although not all did so consistently.

Among the findings, only 16 percent of participants used the platform just once, while 43 percent were categorized as short-term users. In contrast, 41 percent became regular users, logging in on eight to 49 days during the study. A mere 1 percent of teachers emerged as “power users,” utilizing the platform on 50 or more days. The director of Stanford’s study, Chris Agnew, noted that the proportion of regular users is slightly above typical software adoption rates, which usually hover around 30 percent after three months.

The research suggests that teachers are not yet fully integrating AI into their daily routines. Instead, their usage appears to be on an as-needed basis, with about a third of participants accessing the platform in any given week. The analysis also revealed variability in usage patterns, with different teachers favoring distinct tools.

Insights into Teacher Preferences

Within the SchoolAI platform, options include student-facing chatbots as well as productivity tools for teachers, such as lesson generators and grading aids. The analysis indicated that lighter users tended to spend considerable time with student chatbots. In contrast, regular users gradually shifted their focus to tools that support teacher productivity. Notably, power users predominantly allocated over 80 percent of their time to teacher-oriented features and chatbots.

Agnew emphasized that this trend reflects a “human in the loop” approach to AI in education. He explained, “The teacher can take the output of the AI and then filter it with all their depth of experience to inform their practice.” This contrasts with AI tools aimed directly at students, which may not account for the developmental differences in learning.

The timing of AI usage also presents interesting insights. Despite the assumption that teachers might use AI for grading and lesson planning after hours, the data showed that most teachers accessed AI tools during weekday mornings. While the study did not investigate the reasons behind this timing, Agnew speculated that teachers may be using these tools to brainstorm ideas or prepare materials ahead of their classes.

Future Directions for Research

As the research progresses, the Stanford team plans to delve deeper into the content of teacher-AI interactions and investigate how students engage with the platform. Understanding these dynamics could provide further insight into the evolving role of AI in educational settings.

Agnew concluded by acknowledging the importance of tracking active days but noted that this measure does not fully capture the impact of AI on teachers’ work. The ongoing study aims to provide a clearer picture of how AI tools can best support educators and enhance the learning experience for students.