Letters | Hong Kong’s AI grant for schools shouldn’t leave out teacher training
Readers discuss the flaws of a hardware-first, training-last approach, shoring up accountability of owners’ corporations, and the aftermath of the Bondi Beach attack
However, a closer reading of the fine print reveals a flaw in the strategy – one that threatens to turn this investment into a classic case of “tools first, pedagogy last”.
The circular explicitly lists “subsidising teachers or parents to enrol/participate in AI-related courses/seminars/workshops” as an “improper use” of the funding. Schools are financially handcuffed when it comes to the most vital component of any educational reform: the teachers themselves.
This hardware-first, training-last philosophy will not result in sustained transformation. It assumes that if you place a powerful tool in a classroom, innovation will happen automatically. History tells us otherwise. We have seen waves of education technology trends – from interactive whiteboards to tablets – gather dust in corners because the pedagogy didn’t evolve to match the device.
Effective transformation of teaching and learning begins and ends with human capital. Artificial intelligence is a paradigm-shifting technology that requires educators to rethink assessment, inquiry-based learning and ethics. To expect teachers to master “AI for all subjects” – the stated goal of the policy – without allowing schools to use this specific funding for professional development is unrealistic.