Teachers' Views on AI & Phones in Schools: Challenges & Changes
As millions of American students embark on a new academic year, the nation’s public high school teachers find themselves at the epicenter of seismic shifts in education. Beyond the lingering echoes of a global pandemic, classrooms are grappling with the pervasive influence of smartphones and the nascent, yet disruptive, power of artificial intelligence. A recent focus group, gathering 12 public high school teachers from diverse backgrounds across the country, offered a candid glimpse into these evolving challenges, alongside their unwavering dedication to their profession and their broader perspectives on the nation’s trajectory.
The teachers expressed a wide spectrum of emotions regarding the current state of the country. While some, like Sarah from California and Danielle from Montana, shared an “optimistic” outlook, citing economic indicators like GDP growth and a focus on domestic issues, others painted a more somber picture. Jay from Missouri felt “hopeless,” lamenting what he perceived as a daily erosion of rights and a rollback of scientific and environmental policies. Elvionna from South Carolina noted a troubling trend of job losses, while Alex from North Carolina felt at a “standstill,” personally impacted by high interest rates and professionally concerned about the potential deportation of students in his minority-based school. Donyea from Maryland, though hopeful for improvement, expressed frustration over the lack of concrete plans from leadership, particularly regarding manufacturing jobs and societal divisions.
A near-universal concern among the educators was the omnipresence of cellphones and social media. Every participant advocated for a school-wide ban during instruction time, highlighting how these devices have fundamentally altered the classroom dynamic. Teachers described class time as merely a “pause” for students eager to return to their phones, which many students perceive as an extension of their “individuality” and “operating schema.” The devices, they noted, introduce external problems, foster distraction, and contribute to a noticeable decline in student motivation and social skills. Rachel from New Jersey, with 23 years of experience, observed a significant increase in apathy, while Brandi from North Dakota pointed to a clear lack of desire for face-to-face interaction among students. Even in schools with Yondr pouch policies, teachers observed students finding ways to circumvent the rules, demonstrating the profound hold phones have.
The advent of Artificial Intelligence (AI) presents a new frontier, described by one teacher as the “Wild West” of the classroom. Evan from New York characterized AI as a “double-edged sword,” offering immense opportunities for learning and creativity, but simultaneously enabling a new level of academic dishonesty and laziness. Math teachers like Alex and Elvionna already contend with apps that solve problems instantly, while writing instructors struggle to identify AI-generated essays. Elvionna, a veteran teacher who also trains other educators, recounted instances of fellow teachers submitting AI-written reflections, underscoring the widespread challenge. The lack of a unified school or district policy on AI further complicates matters, creating confusion for both students and staff.
Beyond technology, the lingering effects of the Covid-19 pandemic continue to shape student readiness and engagement. Teachers reported a decline in academic preparedness, particularly reading levels, and a rise in absenteeism. Tom from California, nearing his 29th year, observed a significant drop in student motivation and engagement, noting that schools are increasingly expected to fulfill roles traditionally handled by parents, such as enforcing attendance without punitive measures. Sarah from California highlighted a marked decline in students’ social interaction skills, attributing it to the screen-time prevalent during lockdowns. Despite these challenges, some teachers noted positive adaptations, such as the increased flexibility for virtual learning and access to online resources like YouTube for supplemental instruction.
Despite the mounting pressures, the teachers articulated a deep love for their profession. Many spoke of the profound satisfaction derived from fostering critical thinking, witnessing student growth, and making a tangible difference in the lives of young people, particularly those from challenging backgrounds. Elvionna, who teaches in a predominantly African American school, cherishes the opportunity to inspire students from similar backgrounds, while Donyea finds joy in helping math students overcome their perceived limitations. Yet, this intrinsic reward often comes without commensurate financial or career advancement opportunities, leading some, like Danielle and Alex, to question whether they would choose teaching again if given the chance, citing the demanding workload and stagnant salaries compared to other professions.
The discussion also touched on broader policy issues, including the potential cutting of federal funding to the Department of Education. Opinions diverged, with some Republicans like Sarah and Brandi expressing confidence in state-level control and local initiatives, believing it would reveal which states truly prioritize education. Others, particularly Democrats like Rachel and Dana, voiced concern that such cuts would disproportionately harm vulnerable student populations, including those with disabilities, and exacerbate educational divides. Donyea viewed it as a largely symbolic “shakeup,” given the relatively small percentage of federal contribution to state education budgets.
Finally, as the nation approaches its 250th anniversary, the teachers reflected on what America truly stands for. While some, like Sarah, emphasized “freedom” and a superior standard of living, Alex pointed to the unique challenge of gun violence, particularly in schools. Elvionna saw a disparity between America’s perception as a “melting pot” and the reality of a deeply divided nation. Jeff from Massachusetts characterized America as a place of “advancement” – for freedoms, incomes, and technological progress – driven by a collective desire for “better.” Dana from Florida maintained a steadfast belief in the “promise of America” to overcome challenges like intolerance and hate. Ultimately, the focus group revealed a cadre of dedicated educators navigating a complex, technology-infused landscape, deeply invested in their students’ futures while holding diverse, often conflicting, views on the nation’s direction.