Executive Summary - AI for Education: Opportunities for AI to support teachers in Sierra Leone, Tanzania, and other LMICs
Authors: Amy Nye, Moritz Georges, Luke Heinkel
How could AI aid teachers’ continuous professional development?
This FT Hub Helpdesk report is a desk-based review of existing literature on teacher training and professional development in Sierra Leone and Tanzania, use cases for generative AI for teachers, and existing AI initiatives. It presents an overview and analysis of how AI can be used to strengthen the knowledge base and skillsets required for teachers to design and carry out high quality, evidence-based lessons and to create a supportive environment for teachers.
Image credit: DALL’E - generated on 13.11.’24
The full report on AI for Education: Opportunities for AI to support teachers in Sierra Leone, Tanzania, and other LMICs will be available by the end of 2024. Register interest to receive this report in your inbox.
“Note: the contents of this report is based on FT Hub research and analysis and do not necessarily reflect the views or policy positions of FCDO.”
Topics covered in the report
The current status of teacher training and teacher professional development in Sierra Leone and Tanzania.
Background, context, and current policy implemented by the local government to support teachers.
The specific role that tech, AI and or otherwise, currently plays in teacher training, continued professional development, and day to day tasks.
Key challenges teachers face in Sierra Leone and Tanzania, which include limited resources, poor infrastructure, coordination across the education sector, limited digital literacy, and others.
A comprehensive review of existing AI tools that support teachers in Sierra Leone, Tanzania, low- and middle-income countries (LMICs), and globally outlining existing platforms and use cases.
We map the existing AI tools against the opportunities for AI to support teachers, providing an analysis of how existing platforms (e.g.: Teacher.AI, Khanmigo, Edthena, and generic AI tools, like ChatGPT) meet the needs of teachers and educators.
Highlighting existing tools and what they offer, as well as gaps in the current AI development and implementation, where there might be opportunities for testing and progress.
Ideal conditions for implementation for AI platforms and discusses the ethical and responsible tech considerations for using AI in education, specifically in LMICs.
Including cultural contextualization, bias, fairness, inclusivity, and data privacy.
Categorising existing AI tools
The framework the authors use for outlining existing AI tool capabilities and for identifying unaddressed potential for support includes categorization of AI tools into four categories:
Document summariser
Synthesizes information that is readily available to teachers, saving them time and effort of a routine task that would otherwise been done manually and in a less systematic way. This could take the form of synthesized materials or learning and teaching analytics.
Evidence checker
A resource for teachers and school leaders to reference up to date and factually correct information regarding content, pedagogic best practices, and make planning decisions.
Strategy checker
A tool to ensure that lessons, approaches, methodologies, curriculum, etc, are aligned with national guidelines, regulations, benchmarks and other metrics set beyond the individual classroom.
Virtual coach
Often in the form of a chatbot, the coach allows teachers to have tailored support in any number of areas. Examples include generating lesson plans, brainstorming activities, troubleshooting a specific challenge, further engage with professional development materials, and provide support to teachers.
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