By Our Correspondent, Arusha
ARUSHA: Teachers in Arusha are gaining practical skills in the use of digital technologies and Artificial Intelligence (AI), with the training expected to strengthen their ability to integrate technology into teaching, professional collaboration and learning. The development emerged during a recap session of a digital technology training programme for government secondary school teachers in Arusha, organised by the United Nations Educational, Scientific and Cultural Organisation (UNESCO) in collaboration with the Tanzania Institute of Education (TIE) and the Prime Minister’s Office – Regional Administration and Local Government.
The programme is aimed at strengthening teachers’ digital competencies and equipping them with practical knowledge to use digital technologies effectively and responsibly in education. During the recap session of Day 1, teachers reflected on the knowledge and skills they had acquired, with participants saying the training had changed the way they understood and interacted with AI and other digital tools.
One of the key lessons highlighted during the session was the importance of human thinking when using AI and the need to always adapt AI outputs before being used. Dr. Lucian Ngeze of the University of Dodoma (UDOM), Educational Technology Expert, who facilitated part of the training, said AI should be regarded as a tool that supports human thinking rather than one that replaces it. He insisted that AI can make mistakes just like human beings, making it important for users to apply their own knowledge, judgement and critical thinking when interacting with the technology.
“AI can make mistakes just like human beings. Therefore, you need to use your own thinking and knowledge first when prompting AI and verify the output through your professional eye,” Dr. Ngeze said. He explained that the quality of an AI-generated response largely depends on the information, instructions and context provided by the user. Dr. Ngeze therefore urged teachers to think carefully about what they want to achieve before prompting AI and to provide clear, relevant and specific instructions.
He further advised teachers not to accept AI-generated information automatically, but to critically assess and verify the responses using their professional knowledge and other reliable sources.
The training also focused on strengthening teachers’ participation in online discussion forums. Dr. Ngeze encouraged teachers to support their contributions to discussion forums with examples, cases and sufficient evidence such as relevant links to resources, saying this would make discussions more informative, credible and meaningful.
He also urged them to ask simple and relevant questions that could broaden discussions while maintaining professionalism when engaging with fellow teachers.
“Discussion forums are spaces where you engage with fellow teachers,” he said, encouraging participants to use the platforms to exchange ideas, learn from one another and build on each other’s contributions.
Dr. Ngeze introduced the PQP framework as one approach teachers could use when contributing to online discussions. The framework encourages participants to acknowledge or appreciate a colleague’s contribution (Praise), ask a relevant question (Question) and highlight a strong or important point (Polish). He said applying the approach could transform online discussion forums from platforms where participants simply post information into spaces for active engagement, knowledge-sharing and continuous professional learning.
The practical lessons were reflected in the teachers’ own experiences during the recap session. Some participants said they had previously understood prompting AI mainly as asking the technology a question, but the training had helped them realise that effective prompting requires clear thinking, appropriate context and precise instructions. Others said they had gained a better understanding of the importance of verifying AI-generated information and combining technological tools with their own professional knowledge and judgement.
The teachers said the skills gained would enable them to use digital technologies with greater confidence and responsibility, while creating more opportunities for collaboration and knowledge-sharing among educators. The training therefore goes beyond introducing teachers to digital tools, placing emphasis on developing the skills, judgement and professional confidence required to use technology meaningfully in education.
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