  Generative AI (genAI) is being used in education for different purposes. From
the teachers' perspective, genAI can support activities such as learning
design. However, there is a need to study the impact of genAI on the teachers'
agency. While GenAI can support certain processes of idea generation and
co-creation, GenAI has the potential to negatively affect professional agency
due to teachers' limited power to (i) act, (ii) affect matters, and (iii) make
decisions or choices, as well as the possibility to (iv) take a stance. Agency
is identified in the learning sciences studies as being one of the factors in
teachers' ability to trust AI. This paper aims to introduce a dual perspective.
First, educational technology, as opposed to other computer-mediated
communication (CMC) tools, has two distinctly different user groups and
different user needs, in the form of learners and teachers, to cater for.
Second, the design of educational technology often prioritises learner agency
and engagement, thereby limiting the opportunities for teachers to influence
the technology and take action. This study aims to analyse the way GenAI is
influencing teachers' agency. After identifying the current limits of GenAI, a
solution based on the combination of human intelligence and artificial
intelligence through a hybrid intelligence approach is proposed. This
combination opens up the discussion of a collaboration between teacher and
genAI being able to open up new practices in learning design in which they HI
support the extension of the teachers' activity.
