To Use or Not to Use
Whenever I give a keynote about generative AI, the same question shows up: when should we use it, and when should we leave it alone?… Read More »To Use or Not to Use
Development
The Teacher’s Burden: AI Is Breaking What Was Already Broken
Teachers are expected to learn AI, police AI, redesign around AI, and manage the fallout—all without additional time, training, or compensation. This is unsustainable.
Are You Thinking Too Small?
I’m just going to go ahead and answer that right away. The answer is yes. I probably am as well. I was just at a… Read More »Are You Thinking Too Small?
The Feedback Problem: What AI Gets Wrong That I Learned the Hard Way
AI feedback can be instant, judgment-free, and technically accurate. It can also overwhelm students and repeat the mistakes that took human teachers years to unlearn.
Fake It Until AI Makes It: Getting AI to Work Harder for You
Are you important enough for good AI responses? (Lie and find out)
AI and Special Education: Mitigating Bias and Improving Support for Learners
Above all, what I want from LLM is not to replace teachers’ thinking and expertise, but to assist us in tasks. I understand the reality… Read More »AI and Special Education: Mitigating Bias and Improving Support for Learners
LLM: Synonym for Bias
Most people do not know how many of the technologies they use work. I do not have specific numbers, but I’d guess that if I… Read More »LLM: Synonym for Bias
Choosing With Intent Part 2
In Part 1, I discussed the importance of choosing the use of LLM with intent for the purposes of content creation. This time we’ll focus… Read More »Choosing With Intent Part 2
Choosing With Intent Part 1
It’s important to consider our purpose when we choose to use AI for a task. What is the problem you are trying to solve? You… Read More »Choosing With Intent Part 1