AI Is Not the Teacher, Education Leaders Warn Schools.
Education stakeholders have cautioned teachers against overreliance on Artificial Intelligence (AI) in classroom instruction, maintaining that the technology should complement teaching and learning processes rather than replace the role of teachers.
The position was presented during the Freedom 250 EdTech Innovators Summit held at the Kenya School of Government, which convened educators, policymakers, technology companies, university representatives and development partners to deliberate on the future of digital learning and education technology in Kenya.
Participants at the summit noted that while Artificial Intelligence continues to gain prominence within the education sector, education technology encompasses a broader range of digital solutions, including digital content, Learning Management Systems (LMS), virtual learning, blended learning, digital assessment platforms and other innovations designed to enhance teaching, learning and school management.
Speaking during the summit, Tufunzeni Executive Director Dennis Omolo stated that technology should be deployed as an instructional support tool that strengthens teachers’ effectiveness rather than replacing classroom educators.
“Technology will not replace great teachers. It should help teachers teach better and learners learn better. For us, the real question is not simply whether schools should adopt technology, but how we ensure that innovation improves real learning outcomes and reaches every learner,” Omolo said.
Stakeholders observed that the increasing integration of Artificial Intelligence within education systems must be accompanied by sustained investment in teacher professional development to enable educators to effectively incorporate digital technologies into classroom instruction while preserving meaningful teacher-learner engagement.
The summit identified four priority areas requiring attention before education technology can be implemented effectively across schools in Kenya. These include:
- Strengthening digital infrastructure across learning institutions.
- Expanding affordable and reliable internet connectivity.
- Developing locally relevant digital learning content.
- Implementing inclusive policies that ensure learners in rural and underserved communities have equitable access to digital education resources.
Participants further noted that responsible adoption of Artificial Intelligence and other education technologies will depend on equipping teachers with the competencies required to utilise digital tools effectively while maintaining instructional quality and learner participation.
The stakeholders also observed that a significant number of education technology innovations experience limited adoption because they are developed without sufficient collaboration with teachers and schools. Greater engagement between technology innovators, educators and learning institutions was identified as necessary to ensure digital solutions respond to classroom needs and improve implementation outcomes.
The summit showcased a range of education technology solutions developed by Kenyan innovators, providing teachers, school leaders and education stakeholders with opportunities to engage with digital platforms supporting school management, digital learning, learner assessment, Science, Technology, Engineering and Mathematics (STEM) education, and personalised learning.
Speaking during the event, Drew Giblin, Counsellor for Public Affairs at the U.S. Embassy Nairobi, stated that partnerships between institutions remain essential in promoting innovation and expanding access to quality education.
“The United States is proud to work with Kenyan partners to support innovation, professional development, English language learning and educational exchange. As we mark America’s 250th anniversary, we are reminded that innovation thrives when people, institutions and communities work together to solve shared challenges,” Giblin said.
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Stakeholders additionally emphasised the need for schools to prepare learners for changing labour market demands by strengthening competencies in critical thinking, creativity, digital literacy, communication, collaboration and problem-solving alongside the responsible integration of technology within teaching and learning processes.
The deliberations concluded with renewed emphasis that Artificial Intelligence should function as an enabling educational tool within schools, supported by adequate teacher capacity building, digital infrastructure, inclusive policies and collaboration among educators, technology developers, government institutions and development partners to enhance learning outcomes across the education sector.
AI Is Not the Teacher, Education Leaders Warn Schools.
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