Teachers turn to artificial intelligence tools for efficiency gains in classrooms

Heather Gauck, a special education teacher in Grand Rapids Public Schools, has used artificial intelligence (AI) tools to save significant time on lesson planning, grading, and administrative tasks. After years of working late nights to support her students and family, she credits AI with giving her back valuable hours.

“This year alone, I’ve used AI to help with lesson plans, differentiating materials, writing parts of IEPs [individualized education programs], communicating with families, and all of that adds up to an entire planning day that I get back,” Gauck said. She looks forward to using the technology more in the upcoming school year.

A recent poll conducted by the Walton Family Foundation and Gallup found that teachers who use AI weekly save nearly six hours per week—amounting to about six weeks over a school year. The survey included more than 2,200 teachers nationwide. According to educators cited in The 19th, these time savings could reduce teacher turnover and allow for greater focus on student needs instead of paperwork.

The report titled “Teaching for Tomorrow: Unlocking Six Weeks a Year With AI” found that around 30 percent of teachers use AI every week. Sixty percent reported using it during the 2024-25 school year for activities such as providing feedback to students, personalizing lessons, communicating with parents, and returning home earlier from work.

“The teachers are innovating,” said Andrea Malek Ash, lead author of the report and senior research consultant at Gallup. “They are trying to figure out how this can benefit their students, how it can benefit their educational practice and their teaching at school.”

Gauck uses tools like ChatGPT and MagicSchool AI for adapting instructional materials quickly for her diverse group of students. She notes that if such technology had been available when her own children were younger—her youngest is now in college—it would have made balancing work and family easier.

“I have, say, 20 students on my caseload, and every single student is different, so it was my job to meet and to try to figure out every single one of their different needs,” she said.

Some critics express concerns about privacy risks or academic dishonesty related to AI use in schools. In response Gauck said: “It’s not going away.” She recommends hands-on training with ethical classroom-focused tools rather than banning AI outright. Her advice is for schools to provide opportunities for educators—and students—to learn responsible use gradually.

Despite growing interest in AI among educators only about one-fifth work at schools with an official policy on its use—a trend Malek Ash believes should change. “Put a policy together because it will help your entire school reap the benefits of that AI dividend no matter what the policy is,” she said. “Listen to your teachers. Go to them to find out where to start and what would be most helpful to them in terms of how to support them.”

According to “Teaching for Tomorrow,” 37 percent of teachers use AI at least monthly when preparing instruction; others frequently rely on it for creating worksheets (33 percent), modifying materials (28 percent), administrative tasks (28 percent), or developing assessments (25 percent).

Maria Ott from the University of Southern California’s Rossier School of Education says teachers are best positioned to decide when AI is appropriate—for example automating routine feedback but not evaluating complex essays.

Teachers should be asking: “How do you use this as a thought companion, to give you some ideas but not replace your expertise?” Ott said. “How do you use it generate ideas...but then you as the educator decide ultimately what goes into your classroom or what doesn’t go into your classroom?”

The study found that optimism about student outcomes is higher among regular users: 48 percent believe weekly engagement with AI will improve student engagement compared with just 25 percent among non-users.

Kira Orange Jones CEO of Teach Plus—a nonprofit focused on equity teacher leadership and achievement—said: “It all comes down putting tools hands teachers creating opportunities early Ensuring at table help design develop lead better outcomes learning which care about.”

Gauck shared examples where MagicSchool AI enabled breakthroughs such as supporting a conflict-prone child via a secure chatbot until she could intervene personally:

“It was sort of her safe guided digital helper...It was pretty amazing see.”

She also highlighted privacy considerations noting Michigan’s Department Education provides guidance including frameworks from Michigan Virtual nonprofit organizations aimed at K-12 schools. Her preferred tools comply with federal standards like FERPA and COPPA; Seesaw integrates teacher-controlled features without giving direct access or using data without consent.

For another student struggling with literacy MagicSchool helped bring his story idea—told verbally—to life:

“And see smile face priceless because he was no longer somebody who was failing school,” Gauck said.“He was an author...that was his idea.”

Jaycie Homer teaches career technical education at Sixth Grade Academy Lovington New Mexico serves as department head while managing multiple extracurriculars; she finds that integrating AI keeps workloads manageable especially given high proportions economically disadvantaged students in Title I schools there.

Homer developed districtwide policies ensuring educator input oversight ongoing evaluation benefits risks.“We also look closely each tool complements curriculum teaching practices,” she said

Ott advocates collaboration among grade-level teams regarding best practices:“Teachers should driving this...They’re ones going ignite innovation As expertise expands lot coming classrooms across nation might opportunity really enhance profession ways can’t maybe even fully comprehend yet because so new we’re learning go exciting time”

Homer uses Diffit Gradescope other platforms reducing admin work by five-six hours per week allowing more relationship-building personalized instruction particularly beneficial large populations English learners Hispanic backgrounds special needs

Sixty-four percent surveyed reported improved quality modified materials sixty-one gained insights performance fifty-seven enhanced feedback grading

“Our teachers working under-resourced across country often find constantly making trade-offs spend limited time many solutions incomplete could actually gives spend places focused creating affirming environment” Orange Jones said

AI has also helped Homer avoid burnout letting her devote attention own children outside class—an important factor since stress contributes significantly high turnover rates according national data

Beyond administration Homer employs simulations role-playing scenarios broaden horizons rural areas lacking resources specialists:“Students small towns don’t need wait big staff resources start innovating anymore opens doors geography kept closed too long”

However rural adoption still lags urban suburban counterparts according study Homer leading webinars advocating legislative guidance New Mexico expand access support

Gauck emphasized importance adapting responsibly:“As educator job role duty try figure out safe ethical moving fast furious pace instead sticking head sand need curious optimistic educate ourselves appropriately”