One in three Pre-K teachers use generative AI

The use of generative artificial intelligence is gradually making its way into pre-school classrooms, despite ongoing concerns around screen time and developmental appropriateness for young learners. A new report by nonprofit think tank RAND reveals that nearly one in three pre-K teachers in public schools have begun using generative AI tools in their classrooms.

However, usage remains limited, with around 20% of these teachers using such tools less than once a week. In comparison, generative AI adoption is significantly higher in upper grades, with 69% of high school teachers, 64% of middle school teachers, and 42% of elementary school teachers reporting usage.

The report highlights that while preschool educators are the least frequent users of AI across the pre-K–12 spectrum, their adoption is increasing, often without clear guidance or structured training. A key concern remains the developmental suitability of technology for young children, particularly fears that excessive screen exposure could interfere with the development of communication and social skills.

Beyond AI, the survey, conducted among approximately 2,000 public school pre-K teachers found widespread use of educational technology. Nearly all respondents (98%) reported using online video or audio content, with most incorporating it daily or weekly for learning breaks, music, and movement activities. Interactive whiteboards were used by 77% of teachers, largely in group settings that support collaboration and social interaction.

Other commonly used tools included electronic games, digital educational programmes, and platforms for family communication, which were used regularly by a majority of teachers. Many educators also saw value in edtech for virtual field trips, resource sharing, and supporting English language learners and students with disabilities.

However, the report identified a significant gap in professional development. While most teachers received training on how to use edtech tools, fewer than four in ten were trained to evaluate their quality, raising concerns as AI and digital learning tools continue to evolve.