Teacher-Driven, Algorithm-Supported: EdTech Perspectives on Getting More Out of ALTs
0The application of AI in K-12 education has captured the attention of education professionals and the general public alike. While much of the attention is focused on preparing K-12 educators to adapt to current trends, it is important to consider that AI tools, such as adaptive learning technologies (ALTs), are already prevalent in many U.S. K-12 classrooms. Despite their prevalence, little research has been done to investigate the impact various ALT design features and implementation models have on K-12 students and teachers. In order to address this gap, researchers at foundry10 designed a study exploring the value of ALTs in K-12 education through the perspectives of stakeholders engaged in the daily use, implementation, and design of ALTs. This included teachers, teacher support professionals, and EdTech developers. We learned that teachers' expectations for the value-add of ALTs tended to be more modest compared to teacher support and industry professional groups. The findings generated by this study provide direct design and implementation recommendations that can be leveraged to enhance the value and user experience of ALTs for K-12 teachers and students (i.e., enabling teachers to modify students’ learning trajectory in ALTs, preparing teachers to make sense of ALT data, etc…), and more broadly inform the development and integration of emerging AI-based learning and teaching tools.