Muhlenberg athletes are spending the summer of 2025 enjoying fantastic experiences on campus, in their hometowns, and across the country.

Junior cross country/track and field runner Isabelle Hoffman, a history major, was part of our Summer Check-In series last year when she began her research on the use of technology in classrooms. This summer, she expanded her research.

My research explores the use of digital technology in the classroom, specifically its effects on student learning, teacher efficacy, and student autonomy. In addition, this research examines whether the technological tools and support provided in secondary schools prepare students for post-graduation.

Last year, I focused on smaller sample sizes, mainly examining social studies teachers and history professors. I concentrated on this sample size as I am a history major and have mostly done fieldwork in social studies classrooms. Many teachers and professors had concerns about internet safety and cheating, particularly issues including AI deep fakes, cyberbullying, and interactions with strangers online. Misinformation online emerged as a critical concern across both groups.

This year, I have expanded my sample population to include all core academic subjects from teachers, professors, and students. This has been interesting to examine. I have noticed so far that humanities subjects, such as English or social studies, tend to incorporate AI tools more readily to create interactive lessons. In contrast, math classrooms report using less technology.

Educators hold varying views on how much AI students should be allowed to use to support their learning. However, most agree that when AI is used to enhance learning, its use is considered ethical. School districts have even started combating AI applications. Some implement structured AI rubrics, while others block AI tools entirely.

I am also investigating how we teach misinformation. In my survey, 60% of students said high school prepared them to find reliable information. However, only 42% of teachers and 10% of professors agreed that students are prepared to find reliable information effectively. In my interviews, I will be examining this disconnect. One teacher emphasized the importance of building misinformation education from kindergarten through high school, evolving from teaching about honesty and lying to analyzing bias and propaganda. 

Something new I have observed is that the views on technological preparedness vary by discipline. Science professors believe that students are often prepared when entering higher education with technological tools. However, humanities professors will say the opposite. As I continue this research, I will be examining why this is the case.

Finally, compared to last year, educators have expressed environmental concerns with AI. Teachers have stated that they will not use AI since it is harmful to the environment, and even noticed that students have the same idea. Also this year, during my interviews, more educators have brought up political concerns. Multiple educators have expressed that they are concerned that funding may end up cut for software systems and technological learning support tools that help support students in an academic environment. 

pictured above: Hoffman with Sally Richwine, senior lecturer in the Education Department