New survey reveals approximately one in four teachers say their school uses drones to patrol their campus – and the same number say their school has experienced a large-scale data breach in the past school year (2023-24)
(WASHINGTON, DC) — Today, the Center for Democracy & Technology (CDT) published new survey research showing that the explosive growth of artificial intelligence (AI), along with many other technologies, in schools has happened despite parents expressing concern and lack of awareness about these tools being used in educational settings.
“Since CDT began this quantitative research in 2020, we have seen a rapid expansion of educational data and technology use, including AI, in K-12 schools. However, this has happened without meaningful engagement with the families that they serve,” said CDT President and CEO, Alexandra Reeve Givens. “Decisions to implement edtech tools in the classroom should be made transparently and in consultation with those they impact the most – students and their families.”
In the 2023-24 school year, CDT found that:
- AI and other technologies are being used for student safety and academic purposes, despite high concern among parents and lack of awareness about level of use:
- Approximately one quarter of teachers report that their school uses drones to patrol school campuses. Nearly half of parents are concerned about this practice, with Black and Hispanic parents expressing heightened concerns compared to white parents.
- Fifty-five percent of teachers say that their school uses student data to predict whether individual students are at risk of poor academic outcomes. About half of parents are concerned about this approach, with Black and Hispanic parents again expressing heightened concerns compared to white parents.
- Seventy percent of high school students report that they have used generative AI, whereas only 46 percent of parents of high schoolers say that their child has used the technology.
- Eighty-eight percent of teachers say that their school uses student activity monitoring software to track what students are doing online, but only 45 percent of parents know about the use of this technology by their child’s school.
- Finally, teachers reveal ongoing issues caused by lack of strong privacy and security practices:
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- Nearly one in four teachers report their school has experienced a large-scale data breach in the past school year, and 13 percent of teachers say that they or another teacher have been doxxed.
- One third of teachers report their school does not have policies in place regarding student privacy for gender expansive students, or they are not sure that their school has one.
“Introducing new technologies into K-12 schools also introduces new threat vectors and risks of irresponsible use. This underscores the importance of schools needing to clearly communicate with families and educate them about how edtech tools are being used in their child’s school – including its potential harms,” says Elizabeth Laird, Director of the Equity in Civic Technology Project at CDT. “Just because technology is rapidly evolving doesn’t mean that community engagement should be left behind. Schools can do both.”
CDT’s research is based on nationally representative surveys of 6th-12th grade public school teachers and parents, and 9th-12th grade students. The full text of the research report can be accessed at: https://cdt.org/insights/out-of-step-students-teachers-in-stride-with-edtech-threats-while-parents-are-left-behind/
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The Center for Democracy & Technology (CDT) is the leading nonpartisan, nonprofit organization fighting to advance civil rights and civil liberties in the digital age. We shape technology policy, governance, and design with a focus on equity and democratic values. Established in 1994, CDT has been a trusted advocate for digital rights since the earliest days of the internet. The organization is headquartered in Washington, D.C., and has a Europe Office in Brussels, Belgium.
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