Tennessee Teachers Oppose Classroom Cellphone Use but Are Interested in Artificial Intelligence, Survey Finds

A new statewide poll of Tennessee teachers found many remain skeptical of cellphone use at school.

Nearly half (50 percent) of high school teachers agreed with the statement, “Cell phones should be banned on my school’s campus.”

Educators’ concerns about cell phones rose significantly when asked about related classroom challenges.

73 percent of those surveyed agreed with the statement, “Cell phone use by students in my school contributes to cheating during tests and examinations,” and 83 percent agreed with the statement, “Cell phone use by students in my school disrupts students’ academic achievement.”

The Tennessee Department of Education (TDOE) and the Tennessee Education Research Alliance (TERA)gathered input from 39,738 teachers and 2,156 school leaders for this year’s Tennessee Educator Survey. Teachers responded to a number of topics, including student cellphone use and artificial intelligence (AI) in classrooms.

Survey Results Come as New Cellphone Law Takes Effect

The results come just over a month after a new Tennessee law regulating student cellphone use took effect July 1. The law requires local school districts to establish policies restricting cellphone use during instructional time, with exceptions for special circumstances. Districts may allow limited use, such as during lunch for high school students, or impose a complete ban.

In Knox County, as of a July school board meeting, phones are prohibited during class unless used for instruction with explicit principal approval. Rules for lunch, recess, and transitions remain under review.

In Williamson County, policy varies by grade level. Devices must be away during instructional time in all grades, but only high school students are allowed to use phones during lunch. Students in grades K-8 are not permitted to use phones during school hours. Mental health concerns were cited by leaders as a major factor in the policy.

AI in Tennessee Classrooms: Early Stages, Growing Interest

Under Tennessee law, all public-school districts and charter schools must have policies for AI use by students, teachers, and staff.

The Tennessee Educator Survey found that 40 percent of teachers use AI professionally, compared to a majority of administrators. These findings align with a June 2025 report from Tennessee SCORE, which found that 84 percent of administrators believe AI reduces time spent on administrative tasks.

When teachers do use AI, 56 percent said they use it to create assignments or tests, while 42 percent said they would use it to support students with learning differences. Administrators most often use AI to draft emails and communications.

How Districts Are Using AI

Breckan Duckworth, executive director of Opportunity and Gap Closure for Hamilton County Schools, said her district adopted AI tools in response to post-pandemic academic declines. The county partnered with Khan Academy to pilot Khanmigo, an AI-powered tutoring assistant, starting in late 2022.

“We’re now in year 2.5 of Khanmigo,” Duckworth said. “This year, we’ve added its ELA (English language arts) version. The adoption has been astounding.”

Meanwhile, in the Collerville Schools District, leaders formed a Technology Advisory Group (TAG), comprised of students and teachers to guide tech adoption, including AI evaluation. Leaders ultimately selected MagicSchool, an AI tool aligned to state standards.

“Safeguards are our priority,” said Lisa Higgins, chief technology officer. “Every program is vetted. It’s our job to make AI as safe and secure as possible.”

Sevier County Schools Assistant Superintendent Stacia Lewis said AI is being used to enhance, not replace, educators.

“People who use AI are going to replace those who don’t,” Lewis said. “But we’re using it to enhance, not replace, our educators.”

In Sevier County, administrators use AI to draft newsletters, summarize text, and create meeting templates. Teachers have reported that AI improves student accessibility, particularly through language translation.

“Are we preparing students for our past or their future?” Lewis asked.