Teach others to use technology or equipment.

Teach others to use technology or equipment. is a detailed work activity in O*NET — a concrete unit of work shared across 18 occupations and seen in 20 occupation-specific tasks. It rolls up into the broader work activity Train others to use equipment or products. in Training and Teaching Others .

Detailed work activities are the most granular shared layer in O*NET's work-activity hierarchy (Generalized → Intermediate → Detailed → occupation-specific task). The figures below describe how this activity shows up across the economy and what independent studies measure about AI and this kind of work — not a prediction that the work will be automated.

AI exposure

Of the 20 tasks under this activity that the OpenAI / Eloundou “GPTs are GPTs” study rated, 3 (15%) are flagged as directly exposed to language models (E1) or exposed via model-powered tools (E2).

Exposure estimates overlap with model capabilities — whether a model could speed the task up — not whether the work will be done by software. Observed AI use is augmentation and assistance today, not jobs replaced.

Member tasks

Occupation-specific tasks O*NET maps to this detailed work activity, most important first.

• Establish, teach, and monitor students' compliance with safety rules for handling chemicals, equipment, and other hazardous materials. · Chemistry Teachers, Postsecondary · importance 4.7 · no direct exposure
• Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage. · Special Education Teachers, Preschool · importance 4.4 · no direct exposure
• Teach library patrons basic computer skills, such as searching computerized databases. · Librarians and Media Collections Specialists · importance 4.4 · direct LLM exposure
• Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. · Career/Technical Education Teachers, Middle School · importance 4.3 · no direct exposure
• Instruct and monitor students in the use and care of equipment and materials to prevent injury and damage. · Career/Technical Education Teachers, Secondary School · importance 4.3 · no direct exposure
• Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. · Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education · importance 4.2 · no direct exposure
• Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. · Kindergarten Teachers, Except Special Education · importance 4.2 · no direct exposure
• Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage. · Special Education Teachers, Elementary School · importance 4.1 · no direct exposure
• Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. · Elementary School Teachers, Except Special Education · importance 4.1 · no direct exposure
• Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. · Special Education Teachers, Middle School · importance 4.1 · no direct exposure
• Plan and teach classes on topics such as information literacy, library instruction, and technology use. · Librarians and Media Collections Specialists · importance 4.0 · exposure with tools
• Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. · Teaching Assistants, Special Education · importance 4.0 · no direct exposure
• Instruct and monitor students in the use and care of equipment and materials to prevent injury and damage. · Self-Enrichment Teachers · importance 3.9 · no direct exposure
• Demonstrate use of laboratory equipment and enforce laboratory rules. · Teaching Assistants, Postsecondary · importance 3.8 · no direct exposure
• Instruct and monitor students in the use and care of equipment and materials to prevent injury and damage. · Middle School Teachers, Except Special and Career/Technical Education · importance 3.7 · no direct exposure
• Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. · Special Education Teachers, Secondary School · importance 3.6 · no direct exposure
• Instruct and monitor students in the use of equipment and materials to prevent injuries and damage. · Secondary School Teachers, Except Special and Career/Technical Education · importance 3.4 · no direct exposure
• Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage. · Special Education Teachers, Kindergarten · no direct exposure
• Teach instructors to use instructional technology or to integrate technology with teaching. · Instructional Coordinators · exposure with tools
• Train faculty and media staff on the use of software and audio-visual equipment. · Librarians and Media Collections Specialists · no direct exposure

Occupations that perform this

• Chemistry Teachers, Postsecondary
• Special Education Teachers, Preschool
• Librarians and Media Collections Specialists
• Career/Technical Education Teachers, Middle School
• Career/Technical Education Teachers, Secondary School
• Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education
• Kindergarten Teachers, Except Special Education
• Special Education Teachers, Elementary School
• Elementary School Teachers, Except Special Education
• Special Education Teachers, Middle School
• Teaching Assistants, Special Education
• Self-Enrichment Teachers
• Teaching Assistants, Postsecondary
• Middle School Teachers, Except Special and Career/Technical Education
• Special Education Teachers, Secondary School
• Secondary School Teachers, Except Special and Career/Technical Education
• Special Education Teachers, Kindergarten
• Instructional Coordinators

Sources for this page

Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.

• O*NET 30.3 U.S. Department of Labor / National Center for O*NET Development
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

Data compiled June 2, 2026. Figures are estimates, not advice.

@misc{singulariki-teach-others-to-use-technology-or-equipment,
  title  = {Teach others to use technology or equipment.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/detailed-activities/teach-others-to-use-technology-or-equipment}
}