Reclaiming the Classroom: EdTech as a Tool for Teacher Empowerment

South African EdTech Week brought us closer to the voices and experiences of teachers, reminding us why they must remain central to conversations about education innovation.

Through meaningful dialogue between educators, founders and education stakeholders, we explored how technology can better respond to the realities of teaching and learning, with teachers not only being heard, but actively shaping the future of education.

01 | Bringing EdTech Innovation Closer to the Classroom

A significant moment from Day 1 was seeing the 10 Mastercard Foundation EdTech Fellowship founders present the progress, growth and impact of their solutions over the past six months.

What made this particularly meaningful was the opportunity to share their innovations directly with teachers, education leaders and other stakeholders.

It was a reminder of the importance of connecting those building EdTech solutions with the people who will ultimately use them in classrooms.

02 | Are We Empowering Teachers or Giving Them More Responsibility?

There is a difference between placing teachers at the centre of education innovation and expecting them to fix the education system.

With growing class sizes, connectivity challenges and increasing professional demands, teachers already have a lot on their plates.

Teacher empowerment should mean making their work easier, not adding to their responsibilities.

03 | Teacher Confidence Is Not Something We Can Overlook

During the opening spotlight talk, Tidimalo Nkotoe highlighted the importance of teacher confidence in digital transformation.

Introducing technology into schools does not guarantee its adoption. Without adequate training, confidence and ongoing support, even promising tools can remain unused.

Are we simply introducing new tools, or equipping teachers to use them meaningfully?

04 | What Happens When Innovation Meets Classroom Reality?

The Teacher Voices conversation highlighted challenges such as limited connectivity, large classrooms, unequal access to devices and limited support for learners at home.

A solution may work well in a demonstration, but its real value is tested in the classroom.

Understanding these realities needs to inform how EdTech solutions are designed from the beginning.

05 | What Does It Mean to Build With Teachers?

During the Build for the Child. Build with the Teacher workshop, hosted by Teachers CAN and Digitisd, participants explored the importance of involving teachers and children in the design of EdTech solutions.

Teachers bring valuable knowledge of classroom realities that can help shape more practical and relevant solutions.

Teachers should be contributors to innovation, not simply recipients of it.

06 | Technology Integration Is Also a Leadership Responsibility

Conversations around school leadership, AI policies and teacher development highlighted the need for clearer guidance and ongoing support.

As schools navigate questions around AI, safeguarding and academic integrity, teachers cannot be expected to figure everything out independently.

Meaningful technology integration requires supportive leadership and systems, not just willing teachers.

07 | How Should We Measure Meaningful EdTech Adoption?

During the opening spotlight talk, Tidimalo Nkotoe challenged the idea that digital transformation can be measured by the number of devices distributed.

Access matters, but so does what happens afterwards.

Are teachers using these tools confidently? Are they meeting classroom needs and contributing to better learning outcomes?

The real measure is the value technology creates over time.

08 | Reclaiming the Classroom Is a Shared Responsibility

Day 1 reminded us that meaningful education innovation goes beyond technology. It requires understanding the people, relationships and systems that shape how it is used.

Teachers have an important role in shaping EdTech adoption, but that responsibility cannot rest on their shoulders alone.

How are we making it easier for teachers to teach, rather than simply giving them more tools to manage?

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South African EdTech Week 2026 | Insights from Day 2

Reclaiming the Classroom: EdTech as a Tool for Teacher Empowerment

Day 2 of South African EdTech Week continued the conversation about teacher empowerment, this time exploring the opportunities EdTech can create for employment, professional development and the future of work in education.

The discussions also challenged us to think about what needs to change for these opportunities to reach more teachers, young people and schools.

01 | Could EdTech Create New Opportunities for Teachers?

Teachers have valuable experience that extends beyond classroom instruction.

The fireside conversation explored opportunities for educators to contribute to content localisation, mentor other teachers and support the adoption of technology in schools.

What if teachers were also recognised for the knowledge and skills they bring to building and supporting EdTech solutions?

02 | Technology Creates Opportunities Beyond the Classroom

EdTech also presents opportunities for young people to work as learning facilitators, ICT support staff and digital learning coordinators.

These roles can help schools introduce and manage technology while creating pathways into employment for young people, including those who have developed practical skills outside traditional qualifications.

The opportunity is not only to build technology, but to develop the people who help make it work.

03 | Are Teachers Ready, or Are They Adequately Prepared?

An important distinction raised during the discussion was the difference between readiness and preparedness.

A teacher may be willing and confident enough to explore technology but still lack the training, connectivity or classroom resources needed to use it effectively.

We cannot expect teachers working in very different school environments to achieve the same results without addressing those differences.

04 | What Happens After Technology Reaches a School?

Providing devices or installing computers does not automatically improve teaching and learning.

The conversation highlighted the importance of ongoing training, technical support and people who can help teachers use these tools meaningfully.

Technology integration needs continued support, not just an initial investment in equipment.

05 | Can AI Give Teachers More Time to Teach?

AI and other EdTech tools are already changing how teachers approach lesson preparation, assessments and learner support.

The discussion explored how technology can reduce administrative demands, provide insights into learner progress and help teachers identify where additional support is needed.

The opportunity is to use technology to support teachers in doing their work, rather than replacing the human role they play.

06 | What Is Holding EdTech Adoption Back?

The fireside conversation highlighted how lengthy approval processes, limited funding and unclear policies can make it difficult for EdTech solutions to reach public schools.

While private organisations can introduce promising solutions, wider adoption requires government involvement, clearer processes and stronger partnerships.

If technology is moving quickly, how can education systems become better equipped to respond?

07 | What Skills Matter in an AI Enabled Future?

As technology changes how we learn and work, technical knowledge alone will not be enough.

The conversation emphasised critical thinking, curiosity, communication and the ability to collaborate. Teachers also spoke about being open to learning from one another and acknowledging what they do not yet know.

Preparing for the future of work means developing the skills to question, understand and use technology responsibly.

08 | Can Technology Close the Gap Between Classrooms?

A question raised during the discussion was whether EdTech could help learners in overcrowded or under resourced classrooms access the same quality of education as those in better equipped schools.

Technology can support more personalised learning and help teachers identify individual learner needs, but it cannot resolve every inequality on its own.

Meaningful progress requires us to address the conditions in which technology is being used, not only the tools available.

09 | The Human Element Still Matters

One message that continued throughout the discussion was that technology is only part of the solution.

Teachers, learning facilitators and school leaders bring the understanding, encouragement and relationships that help learners engage meaningfully with education.

The question is not simply what technology can do, but how it can better support the people making learning possible.

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