The ineffectual use of formative assessments impacts the K-12 education sector, particularly K-12 teachers, students, parents and school administrations. K-12 teachers can contribute to non-inclusive learning environments when they do not set clear learning goals, provide effective instruction or model learning strategies that help students understand their own learning progress; student can develop negative attitudes towards formative assessments as a result or if they have less exposure to them compared to summative assessments; parents may inadvertently pressure teachers to use summative assessments exclusively because of their own comfort with it; and school administrations may not have the resources or knowledge to support teacher professional development in the area of assessment. Furthermore, despite the affordances that digital technologies provide to address these challenges, K-12 teachers may not be leveraging them because they lack the pedagogical knowledge to. The following information covers key challenges in more depth:

Lack of awareness and understanding

Many educators and administrators may not be fully aware of the capabilities and potential applications of digital innovation. They might not understand how it can enhance teaching and learning or might view it as a novelty rather than a substantive educational tool.

Training and professional development

Effective integration of digital technologies including AI requires proper training. Many educators might not have received sufficient professional development on how to use these pedagogies in their classrooms. Without adequate training, teachers may feel unprepared or hesitant to incorporate these tools into their teaching strategies.

Concerns about accuracy and reliability

Digital content can sometimes be inaccurate or misleading. Teachers might worry about the reliability of the information provided by it and the potential for students to be misinformed. Ensuring the accuracy of digital innovation responses is crucial, particularly in an educational setting.

Ethical and privacy considerations

The use of digital technology in classrooms raises ethical and privacy concerns. Schools need to ensure that student data is protected and that AI usage complies with privacy laws and regulations. There might be apprehensions about how data is collected, stored, and used by for example certain AI tools.

Equity and access

Not all students have equal access to the technology required to use innovative digital tools effectively. There might be disparities in access to devices and reliable internet connections, leading to inequitable learning experiences.

Curriculum integration challenges

Integrating digital tools into existing curricula can be challenging. It requires thoughtful planning to align with educational standards and learning objectives. Educators might struggle to find ways to seamlessly incorporate technology into their lesson plans.

Resistance to change

There can be resistance to adopting new technologies within educational systems. Educators and administrators may prefer traditional teaching methods and be hesitant to change established practices.

Cost and resource allocation

Implementing innovative digital tools can be costly, requiring investment in software, hardware, and training. Schools with limited budgets may prioritize other needs over adopting new technologies.

References

Zhang, P., & Tur, G. (2023). A systematic review of ChatGPT use in K‐12 education. European Journal of Education. https://doi.org/10.1111/ejed.12599