Not everyone who teaches is a teacher — the problem with robot tutors
The robots are coming with the plan to have AI robotic tutors in 23,000 schools, but will this technology stand up to the rigors of a South African classroom and will it reduce the gap between the haves and have-nots?
A debate has emerged regarding the role of AI robotic tutors in South African classrooms, specifically whether these machines can qualify as teachers. This issue was brought to the forefront during a recent stakeholder engagement on the draft Minimum Requirements for Teacher Education Qualification, which aims to shape teacher preparation in universities. Representatives from various institutions, unions, and organizations gathered to discuss what should be included, excluded, and anticipated in the policy.
During the discussions, a critical statement emerged: "Not everyone who teaches is a teacher." This observation highlights the broader concerns surrounding the implementation of AI tutors in South African schools. With plans to place these robots in approximately 23,000 schools across the nation, the question arises whether this technology can truly enhance education or exacerbate existing inequalities between well-resourced and under-resourced institutions.
The development of humanoid robots like IRIS, created by former teacher Thando Gumede, has sparked discussions about the potential benefits and challenges of integrating AI in education. IRIS is designed to teach across subjects and languages, offering personalized lessons and instant feedback. However, the true impact of AI tutors remains uncertain due to the diverse realities faced by different schools and communities.
Two teachers from contrasting schools were interviewed to illustrate the varying perspectives on AI tutors. The first teacher, in a high-need school with substance abuse issues, expressed concerns about the robot's durability and the additional responsibility it would impose on already overwhelmed educators. In contrast, the second teacher, in a well-resourced school, welcomed the idea, believing it could alleviate some of the workload.
The disparity in responses underscores the potential divide in how AI tutors will be perceived and utilized across South Africa's education system.
As the conversation shifts to the core question of whether a humanoid tutor robot can be considered a teacher, it becomes evident that the true essence of teaching must be reevaluated. The policy and technology must address the fundamental aspects of good teaching and the role of teachers in guiding and nurturing students. Without this foundation, the introduction of AI tutors risks becoming another tool to address existing problems rather than a solution that enhances the teaching profession.
Written by urgent.news from Daily Maverick's reporting — not their text. Machine-written — may contain errors; check the original before relying on it.
