Approximately 30% of preschool teachers in public schools reported using generative artificial intelligence (AI) in their classrooms during the 2024-25 school year, according to research from Rand Corp. released in December. This figure stands in stark contrast to K-12 educators, particularly high school teachers, who incorporated AI at a rate of 69%. In middle and elementary schools, the usage rates were 64% and 42%, respectively. The lower adoption of AI tools among pre-K teachers may stem from concerns over excessive screen time for young students during educational activities.
Despite the limited use of generative AI, over 80% of pre-K teachers expressed optimism about educational technology, agreeing that it “could be helpful” for tasks such as introducing students to the outside world, enhancing communication with families, and documenting learning progress. “In general, teachers are pretty optimistic that tech could be helpful,” said Jordy Berne, an associate economist with Rand, during a press call discussing the survey findings. This data was gathered from a sample of 1,586 pre-K educators in the spring of 2025.
When it comes to specific educational technologies, nearly all pre-K teachers reported using online video or audio for classroom activities, such as movement and dance breaks. Interactive whiteboards were also noted as popular tools because of their engaging, tactile nature. However, fewer than half of those surveyed had utilized structured educational programs on digital platforms, further indicating hesitance associated with screen time concerns.
In terms of professional development related to educational technology, more than 70% of pre-K teachers indicated they had received training in instructional planning, delivering instruction, and student assessment. Nevertheless, 59% reported needing additional professional development in one or more of these areas. The Rand report highlights a pressing need for enhanced training focused on the effective use of ed tech in pre-K settings, as well as an opportunity for technology developers to consider the impact of their products on children’s social and communication skills.
The study also urged state legislators and school district leaders to carefully monitor how pre-K programs balance screen-based educational tools with traditional learning activities to ensure a well-rounded educational approach for young learners.
In examining instructional materials, pre-K educators generally reported favorable impressions of resources designed for literacy, numeracy, and social-emotional development. However, there was a marked dissatisfaction when it came to materials that adequately supported the diverse learning needs of students, particularly English learners and those with disabilities. Only about half of the teachers felt that their instructional materials adequately met these needs. These insights were derived from two surveys and 13 focus groups that included nearly 2,500 pre-K teachers.
A significant portion of educators, approximately three-quarters of focus group participants, indicated that their instructional materials often fell short of meeting student needs, either being too difficult or lacking adequate guidance for addressing a range of abilities and ages in the classroom. Many teachers reported having to adapt instructional materials themselves to better suit their students.
The Rand research noted that nearly all pre-K teachers employed a mix of instructional resources, frequently supplementing commercial materials with those they developed or sourced independently. The report recommends that educational leaders at state and district levels provide clear guidance on selecting high-quality instructional materials, while curriculum developers should evaluate their offerings to better accommodate children requiring extra support.
In terms of professional development, pre-K teachers expressed a need for more training in managing children’s behavior, supporting cognitive development, and teaching math and scientific reasoning. The findings indicated that public school pre-K teachers received an average of eight hours of professional development per month. While most educators had received training in teaching social and emotional skills and managing student behavior, they were less likely to have received guidance on areas like mathematics and child development.
Behavior management emerged as the highest-priority training topic, with 64% of pre-K teachers calling for additional training in this area. According to teachers, increased support is necessary for students to develop social and emotional skills and improve their ability to self-regulate and interact with peers.
On a more positive note, fewer pre-K teachers expressed intentions to leave their positions, with the percentage decreasing from 18% in spring 2024 to 14% in spring 2025. About half of the teachers polled reported salary increases, with the average increase amounting to $3,000, raising salaries from approximately $63,600 in 2024 to about $66,800 in 2025. This 5% increase slightly outpaces the 4% rise seen among K-12 teachers during the same timeframe.
Regarding benefits, approximately 75% of public school pre-K educators received paid sick leave, health insurance coverage, and contributions to retirement plans. However, less common benefits, such as paid parental leave or additional compensation for hours exceeding 40 per week, were less frequently reported. The mixed picture of working conditions for pre-K teachers underscores a complex interplay of factors influencing job satisfaction and retention in the field.
See also
Luca Secures $8 Million to Transform AI Education for 30 Million Students in Mexico
King’s College London Announces Four AI+ Professorships to Enhance Interdisciplinary Research
Google Launches Gemini AI Podcast Lessons in Classroom, Enhancing Digital Education in 2026
Andrew Ng Advocates for Coding Skills Amid AI Evolution in Tech
AI’s Growing Influence in Higher Education: Balancing Innovation and Critical Thinking
