Automation Belongs in the Office, Not in the Heart of the Classroom
AI is transforming schools, but much of the conversation focuses on classroom use, detection tools, or student shortcuts. This roundtable reframes the discussion by asking a different question: Where does AI genuinely belong in schools?
Drawing on experience in systems architecture and school operations, this session explores how AI can responsibly improve productivity in administrative workflows, data management, reporting, and operational systems — freeing educators from repetitive tasks without weakening the teacher–student relationship. Participants will examine how to distinguish between productive automation and pedagogical erosion, and leave with a clearer framework for using AI to strengthen school systems while protecting meaningful learning.
Facilitated By
Gareth Rose
Technology Coordinator, Nagoya International School
I help schools run smoothly without losing sight of great teaching and learning.
With experience in top international schools in Japan, Germany, and New York, I design systems that connect data, technology, and people so everything works together clearly and efficiently. I streamline school platforms, automate repetitive admin tasks, and build reliable systems that give leaders and teachers their time back.
I also guide schools in using AI thoughtfully, focusing less on catching misuse and more on designing meaningful learning that AI cannot easily replace. I believe if a task can be completed by AI, it should be redesigned to better support real thinking and learning.
Alongside my technical work, I am a certified Concept-Based Inquiry trainer and curriculum author. I help schools build inquiry-driven programs that deepen understanding, strengthen student agency, and ensure technology always supports pedagogy.
