The Human Side of AI in Education - Empowering, Not Replacing, Teachers
- The White Hatter
- 19 hours ago
- 9 min read
Recently, we read a posting online where a parent, who is also a medical doctor, voiced their concern about what happens when AI becomes deeply embedded in the classroom, potentially replacing many of the roles traditionally held by teachers? This parent stated that some schools already operate entirely on AI-driven adaptive learning systems.
Their point, education is about far more than just mastering curriculum, which we 100% agree with. For many children, school serves as a safe haven, a refuge from the instability or challenges they may face at home. As this parent stated, the relationships students build with caring educators can be not only transformative but, in some cases, life-saving, again something that we are 100% in agreement with here at the White Hatter. This is one reason why some students, rather than welcoming the summer break, actually fear the fact that they will not have the support that they depend on for two months while school is out. This is an extremely valid concern, given that we have been to some schools where this is a reality for many students.
However, we were curious about this parent’s statement that, “some schools already operate “entirely” on AI-driven adaptive learning systems.“ which was news to us. So we decided to do some research to see if this statement was true.
While we could not find any schools that operate entirely on AI without human educators, some have adopted models where AI plays a central role in “some” instruction such as:
Teach to One (New York City, USA)
Teach to One (1) is a middle school mathematics program that integrates technology to develop personalized curricula specific to mathematics. A machine learning algorithm collects data to generate daily lesson plans tailored to each student's needs. Teachers can review and adjust these plans, ensuring a blend of AI-driven instruction and human oversight. The program operates in several schools across New York City.
We also located two school that have “integrated”, not replaced human’s, with AI-driven adaptive learning systems into their “entire” curriculum:
SPARK Schools (South Africa)
SPARK Schools (2) is an independent school network in South Africa that uses a blended learning model combining classroom instruction with adaptive software. This approach allows for individualized learning, with students receiving instruction both from teachers and through adaptive education technology. The network includes 21 primary and five high schools, educating over 17,000 students.
Alpha School (Texas & Florida, USA)
Alpha School employs a "2-Hour Learning" model where students complete core academic subjects using AI-driven applications in just two hours daily under the guidance of an educator. These AI applications adapt to individual learning paces, allowing students to progress as they master concepts. The remainder of the day focuses on life skills, projects, and personal development. To be honest, this adaptation and integration of AI-driven adaptive learning, to allow for more “life skills” education that is mentored by teachers, intrigued us.
Recently, Forbes wrote an article "Alpha School: Using AI To Unleash Students And Transform Teaching” by Ray Ravaglia explores how Alpha School is revolutionizing education through artificial intelligence. (3) Founded by MacKenzie and Andrew Price, Alpha School employs a "2-Hour Learning" model where students complete core academic subjects using AI-driven applications in just two hours daily. This approach frees up the remainder of the day for life skills development, hands-on projects, and the pursuit of personal interests under a teacher’s guidance.
At the heart of Alpha School’s educational model is the use of artificial intelligence to drive highly personalized learning. Students engage with AI-powered platforms that adapt to their individual needs, pace, and mastery levels. This tailored instruction allows students to progress more efficiently through subjects like math, science, and language arts, minimizing time spent on material they’ve already mastered while reinforcing areas where they need more support.
However, this school places strong emphasis on life skills that are essential for success in today’s world but are often underdeveloped in traditional education systems. During the afternoons, students participate in structured activities that foster critical thinking, creativity, collaboration, and communication outside the use of technology. These sessions are designed to help students gain confidence, develop emotional intelligence, and learn to navigate complex social and practical challenges.
One standout aspect of Alpha School’s approach is its focus on project-based learning. A key initiative, known as the “Masterpiece” project, challenges students to identify, design, and execute a large-scale personal project over the course of the school year. For example, one student spearheaded the development of a mountain bike park, demonstrating initiative, leadership, and problem-solving. These projects are not only meant to build skills but also to empower students to make meaningful contributions to their communities and explore their passions deeply.
Some concerns that we should not ignore:
Alpha School reports exceptionally high academic outcomes, including an average SAT score of 1545 out of 1600 among its high school students. However, it’s important to note that these performance metrics have not been independently verified.
The school’s annual tuition is approximately $40,000 (US), which may be a significant factor for parents evaluating its accessibility and affordability. Nonetheless, for families seeking a forward-thinking and technologically integrated educational experience that prioritizes both academic excellence and holistic development, Alpha School presents an innovative and compelling option.
Our Thoughts
Like it or not, artificial intelligence is rapidly transforming the world and the educational landscape, reshaping how learning is delivered, personalized, and assessed. As seen in emerging models like Alpha School and SPARK Schools, AI is being used to tailor instruction to each student's individual pace and proficiency, which allows for highly efficient learning and mastery of core subjects. This personalized approach not only appears to optimize learning time, but also frees educators to focus more on mentoring, guiding life skills development, and facilitating deeper project-based learning. While AI is not replacing teachers outright, it is redefining their roles from being the primary source of information, to becoming facilitators of a more holistic and emotionally intelligent education model. To us, this asymmetrical educational approach reminds us of a tech/human based method to learning that is similar to the Waldorf style approach to education.
We believe that the AI evolution signals a clear need for schools and educators to pivot, given the disruption it is starting to bring to education. As AI becomes more deeply embedded in classroom instruction, teachers will need to develop new skills in tech fluency, data interpretation, and human-centred mentorship. This means we need to train our educators about the positives and negatives of the us of AI. Schools will need to reimagine traditional schedules and curricula to integrate AI-driven efficiency with rich, relational learning experiences that technology cannot replicate.
The fact remains that AI in schools is no longer just an edtech issue, It has also become a child safety issue as well.
Our students and educators are navigating blind through AI-generated algorithmic waters. We are handing educators and young people tools more powerful than anything we had growing up, yet many are receiving little to no formal training on how to use them responsibly, ethically, or safely.
To draw a parallel, consider the Royal New Zealand Navy. During a mission off the coast of Samoa, one of their ships ran aground, caught fire, and sank. The cause? A lack of training and awareness. Crew members didn’t realize autopilot was still engaged. The solution wasn’t to ban autopilot; it was to educate people on how to use it properly. Sound familiar?
Instead of banning AI tools or reacting out of fear, schools should:
Teach AI not as a subject, but as a digital literacy survival skill.
Involve students in shaping the rules and policies around AI use in their own learning environments.
Stop asking, “Should we use AI?” and start asking, “How do we ensure both educators and students are safe and informed when using it?”
Like it or not, AI fluency needs to be a part of our duty of care. Schools that delay acting on this reality are essentially saying, “Let’s wait until something goes wrong.”
AI is not the enemy. Poor implementation, lack of teacher training, and policies that exclude student voices surrounding the use of technology and AI are the real problems. AI integration must be accompanied by thoughtful, evidence-based professional development for educators, ensuring they can interpret AI outputs, understand data privacy issues, and maintain the ethical guardrails needed in a tech-infused classroom.
The emotional safety, mentorship, and moral guidance teachers provide cannot be replicated by machines. Rather than resisting AI, we should empower educators to embrace it thoughtfully, using it to enhance the relational and human elements that define great teaching.
If done right, AI can personalize instruction, free up time for deeper learning, and equip students with the tools they need to thrive in a world shaped by algorithms. But this can only happen if we keep humans at the center of education.
The future of education doesn’t belong to AI. It belongs to those who know how to use AI well, with intention, ethics, and care.
The emotional safety, mentorship, and moral guidance provided by educators will remain irreplaceable. Therefore, rather than resisting AI, we believe that educators must be empowered to embrace it as a tool that when used thoughtfully, can elevate both academic outcomes and the social-emotional growth of students. The future of education won’t be about choosing between AI or teachers, it will be about how to thoughtfully synergies both to serve the whole child.
While the integration of AI into education holds immense promise, such a transition must be approached with careful consideration, grounded research, and a strong pedagogical foundation. Education is not a one-size-fits-all endeavour, and while AI can support personalized learning paths, it cannot independently account for the complex human dynamics that shape how students learn, grow, and connect. Implementing AI tools without a clear understanding of developmental psychology, learning theory, and diverse classroom needs risks reducing education to a series of algorithmic transactions, rather than fostering the rich, relational, and contextual learning experiences that students require.
From a pedagogy perspective, any shift toward AI-assisted learning must ensure that technology supports, not supplants, sound teaching practices. Teachers must be included in the design and deployment of these systems to ensure they align with best practices in student engagement, critical thinking, privacy, and inclusive education.
Given AI, it is clear to us that the role of the teacher must evolve, not dissolve. Educators will need professional development that equips them to interpret AI-generated insights, use them to inform instruction, and continue building the emotional and ethical framework that no machine can replicate. Without this intentional, research-informed approach, schools risk creating environments that may be efficient but lack the human connection, mentorship, and creativity that define truly effective education.
The integration of AI into education is no longer a hypothetical, it is a present-day reality unfolding across a growing number of schools around the world. As we've discussed in this article, models like Alpha School and SPARK Schools are not eliminating educators but rather redefining their roles in compelling and sometimes controversial ways. AI, when used thoughtfully, has the potential to personalize instruction, improve academic efficiency, and free up time for the kind of project-based, socially enriching, and emotionally intelligent learning that is often sidelined in traditional classrooms.
Yet, this transformation cannot be driven by technology alone. At its core, education is a deeply human process, shaped by trust, mentorship, and connection, all qualities no algorithm can authentically replicate. As such, educators must remain at the heart of any AI-driven model, not as passive operators of machines, but as informed, empowered mentors who guide, support, and inspire.
What this transformational moment calls for is not fear, but foresight. Rather than resisting AI out of concern that it may diminish the teacher’s role, we must ensure that its integration strengthens and elevates the most vital aspects of education. This includes equipping teachers with the tools, training, and voice they need to shape how AI is used, involving students in conversations about how technology impacts their learning, and grounding every decision in privacy, pedagogy, ethics, and equity.
There will be no one-size-fits-all model. What works for one school community may not work for another, and that's okay. What matters is that the use of AI in classrooms is driven by good research and pedagogy that’s best for children, not just academically, but socially, emotionally, and developmentally.
In short, the future of education doesn’t belong to AI, it belongs to those who know how to use it well with intention, and that means keeping teachers, not technology, at the center of the learning experience.
A CAUTIONARY NOTE:
Most AI platforms, including tools like ChatGPT and DALL·E, include specific age-related terms of service. Typically, users must be at least 13 years old to create an account, and those under 18 are expected to use these platforms only with the permission of a parent or legal guardian.
Before any educator introduces AI into the classroom, whether for creative writing, research assistance, or media generation, it’s critical to first consult with the school principal and follow the policies set by the school district. Introducing AI technology into the learning environment without administrative approval can open the door to confusion or even liability if issues arise.
We also strongly recommend informing parents or caregivers before using any AI tool with students. It's important not only to explain what platform will be used, but also how it supports learning goals. This should be done transparently and in plain language, ideally as part of a larger discussion on digital literacy and responsible tech use. Informed consent from parents or caregivers should be obtained before allowing their child to use these tools, especially given the privacy, ethical, and developmental considerations tied to emerging AI.
For students whose parents do not grant permission, educators should prepare an alternative, equivalent learning experience that ensures those students aren’t penalized or excluded. Planning for these situations ahead of time helps create a respectful, inclusive, and legally sound learning environment.
Ultimately, using AI in the classroom can open up exciting new possibilities, but it should always be done thoughtfully, responsibly, and with respect for the rights and concerns of all involved.
Digital Food For Thought
The White Hatter
Facts Not Fear, Facts Not Emotions, Enlighten Not Frighten, Know Tech Not No Tech
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