During a House subcommittee hearing on Tuesday, lawmakers and witnesses emphasized the urgent need for professional development for teachers in utilizing artificial intelligence (AI) tools safely and effectively in classrooms. The session, convened by the House Subcommittee on Early Childhood, Elementary, and Secondary Education, underscored that achieving this goal necessitates federal support.
While some bipartisan interest was noted in providing federal resources for professional development, Democratic representatives highlighted the challenges since the Office of Educational Technology was dissolved during the Trump administration’s layoffs at the U.S. Department of Education. “Historically, the department has helped provide critical resources to assist states, schools and districts in navigating technological challenges,” said Ranking Member Suzanne Bonamici, D-Ore. She expressed concern that the current administration has severely diminished the department’s capacity to offer these resources.
Subcommittee Chairman Kevin Kiley, R-Calif., remarked on the necessity of professional development, particularly for addressing the risks associated with AI in education, such as its potential effects on students’ critical thinking skills and data privacy. “I think there’s probably more of a role that we can play here in trying to expand access to high-quality, up-to-date professional development,” Kiley stated.
He also noted the rapid evolution of AI technology, emphasizing that guidance from experts could quickly become obsolete. Bonamici referenced a legislative framework on AI education and workforce readiness she introduced in January, which advocates for evidence-based professional development resources for educators to understand the opportunities and risks of AI in classrooms. “I hope we can work on this on a bipartisan basis,” she said.
While the landscape of teacher professional development on AI varies by district, student engagement with the technology is on the rise. A Pew Research Center poll released on February 24 indicated that just over half of teens have used AI chatbots to assist with their schoolwork.
During the hearing, Rep. Mark Harris, R-N.C., inquired of Aneesh Sohoni, CEO of Teach for America, about the support teachers require from their principals and superintendents. Sohoni noted that many teachers are concerned about the lack of professional development to effectively navigate the AI tools that students are already utilizing.
House Education and Workforce Committee Chairman Tim Walberg, R-Mich., remarked that while AI has the potential to save teachers time, training on these tools can sometimes add to their stress. He sought input from Michele Blatt, state superintendent of schools in West Virginia, on how AI training can empower teachers rather than becoming an additional burden. Blatt mentioned that the West Virginia Department of Education has developed a professional learning management system that offers resources accessible to all teachers. She observed that teachers adapt quickly to new technology when they participate in training.
Blatt added, “While the professional learning and the effective use of this technology is important, it’s not taking the level of training that we’ve seen with other things that we’ve rolled out in the state.”
Furthermore, the hearing revealed that federal guidance on AI in schools has been inadequate, with states stepping in to provide their own technology recommendations to school leaders. David Slykhuis, dean of the Dewar College of Education and Human Services at Valdosta State University in Georgia, likened the current situation to the “wild, wild west” due to the absence of federal oversight.
Rep. Summer Lee, D-Pa., pressed Slykhuis on the importance of national guidance on AI from the Education Department and the now-defunct Office of Educational Technology. Slykhuis emphasized that such guidance is essential, as private companies are rushing to fill the void. Although these companies may have good intentions, they operate for profit and could prioritize addictive designs similar to social media to drive revenue. “Without some federal guidance and some top-level guidance to sort of prevent that kind of thing, it just enters into a very dangerous space, regardless of how well-intentioned people are,” Slykhuis cautioned.
As educational institutions grapple with the integration of AI into learning, the call for structured professional development and federal support grows increasingly critical, highlighting the need for a robust framework to navigate the complexities of this evolving technology.
See also
Andrew Ng Advocates for Coding Skills Amid AI Evolution in Tech
AI’s Growing Influence in Higher Education: Balancing Innovation and Critical Thinking
AI in English Language Education: 6 Principles for Ethical Use and Human-Centered Solutions
Ghana’s Ministry of Education Launches AI Curriculum, Training 68,000 Teachers by 2025
57% of Special Educators Use AI for IEPs, Raising Legal and Ethical Concerns
