Abstract
This study extends prior research examining K-12 teachers’ use of Generative Artificial Intelligence (AI) in southwest Ohio within the context of recent legislation requiring districts to adopt AI policies by July 1, 2026. Using thematic analysis, survey responses from teachers across two suburban public school districts were examined. Findings indicate that teachers continue to use AI primarily for planning and communication, with more advanced applications emerging since the previous study. Teachers reported expanded use for differentiated instruction, including materials aligned to Individualized Education Programs (IEPs), enrichment activities, and formative feedback. AI was also used to streamline professional communication. While these practices increased efficiency, AI remains largely a productivity tool rather than one that transforms real-time teaching and learning. Results highlight a disconnect between rapid classroom adoption and slower policy and professional development efforts, underscoring the need for coherent, system-wide support for effective AI integration.
Recommended Citation
Angelone, Lauren and Burton, Brett
(2026)
"More MagicSchool: A follow-up study on the use of generative AI by southwest Ohio teachers,"
Ohio Journal of Teacher Education: Vol. 41:
No.
1, Article 2.
Available at:
https://www.exhibit.xavier.edu/ojte/vol41/iss1/2
