CMS Managing Director Prof. Geeta Gandhi Kingdon Shares CMS Experience at
Google’s AI for Learning Forum in New York
City Montessori School (CMS), Lucknow, contributed to international discussions on Artificial Intelligence (AI) in education when its Managing Director, Prof. Geeta Gandhi Kingdon, participated in Google’s AI for Learning Forum in New York on 3–4 November 2026. She spoke in the session titled ‘Learning Science and Real World Impact’, sharing the experiences of CMS students and teachers using Gemini’s Guided Learning Tool (GLT) for mathematics and science learning across Grades 6 to 9 over the past year.
The Forum brought together leading education researchers, professors from Harvard, MIT, and Stanford, policymakers, practitioners and representatives of international organisations, including the Gates Foundation, Carnegie Foundation, MIT Systems Awareness Lab, Stanford Accelerator for Learning, International Society for Transformation in Education (ISTE), Harvard Graduate School of Education, Applied AI at Chicago Booth University, Brookings Institution, US National, Arkansas and California ‘Teacher of the Year’, EEDI (organisation for the education of Dyslexic Students), and Global Institute for Shaping a Better Future. CMS Lucknow was among the participating educational institutions, contributing an Indian school perspective to the global discussion on the responsible integration of AI into education.
A key focus of the Forum was the distinction between providing students with access to technology and using it effectively to improve learning. Discussions highlighted that educational technology alone does not guarantee better academic outcomes. The discussions also examined the growing role of AI in education. According to PISA 2025, approximately 66% of students in Singapore used AI chatbots weekly to support their learning, compared with an OECD average of 46%. Importantly, Singapore has integrated AI Literacy into their school curricula, training students to think critically about AI outputs and identify false or misleading information. The findings highlighted the importance of AI literacy, particularly teaching students to evaluate AI-generated information, recognise misleading content and exercise independent judgement.
An important concern discussed at the Forum was cognitive offloading—the tendency to rely on AI to complete thinking and problem-solving tasks instead of developing one’s own understanding. The discussion highlighted the need for educational AI tools that promote active participation rather than simply provide ready-made answers. Gemini’s Guided Learning Tool was discussed in this context. Its learning approach uses structured questioning, curiosity, scaffolding, metacognition and formative feedback to help students work through concepts step by step. Rather than replacing the learning process with instant answers, it encourages students to develop their own understanding through guided interaction.
Sharing CMS’s classroom experience, Prof. Geeta Gandhi Kingdon highlighted the relevance of evaluating AI through its actual contribution to teaching and learning. CMS’s year-long experience with Gemini’s Guided Learning Tool in mathematics and science provided a practical school-level perspective on how AI could support conceptual understanding while retaining the teacher’s central role in education.
Her participation reflected CMS’s commitment to engaging with emerging educational developments through research, classroom experience and international collaboration. It also reinforced the school’s vision of preparing students not merely to use new technologies, but to think critically, learn independently and apply knowledge responsibly.
