Generative AI in U.S. Schools Raises Concerns Over Student Learning

U.S. schools have rapidly adopted generative AI tools that can write essays, solve math problems and perform other cognitive tasks traditionally done by students. This capability is seen as a unique challenge for American education, prompting calls for new policies and teacher training.

Historically, each new classroom technology—from film and radio in the 1920s, to educational television, personal computers and social media—was introduced before solid evidence of learning gains existed. Studies of earlier technologies showed little impact on student achievement despite large public investments.

Educators are turning to frameworks such as the TPACK model, created by Punya Mishra and Matthew J. Koehler, to guide the effective integration of technology, emphasizing the need for teachers to develop technological, pedagogical and content knowledge. The model highlights gaps in digital literacy and the importance of aligning tools with instructional goals as AI becomes more pervasive.