“In [state-initiated PD], the crucial initial stage, grounding the process in teachers’ own identified needs, is absent.” / “In this study, what counts as value is based on the participants’ experiences.” Another example of the power of #ActionResearch! www.tandfonline.com/doi/full/10....

“The real challenge, then, is not to ask what #AI can do in schools, but to ask what it should do, and why." 👇 Purpose-first decision making Contextual and cultural grounding #Teacheragency and #professionaldevelopment Safeguarding learners’ cognitive development journals.sagepub.com/doi/10.1177/...

How do we use #AI #LLM tools effectively if we are not first aware of what "effective" means? "students simply have limited metacognitive knowledge about what is in fact helpful for their own learning" Seems like #AILiteracy requires #LearningLiteracy? papers.ssrn.com/sol3/papers....

💡! This resonates with our own findings about the #productivestruggle required in #learning. "when five core “productive frictions” are eliminated from that infrastructure, we strip away the very forces that keep communities strong, productive and together." theconversation.com/the-price-of...

How do we mitigate the epistemological mono-cropping of the #ArtificialHivemind? There is a "pronounced Artificial Hivemind effect in open-ended generation of LMs, characterized by (1) intra-model repetition, ... and more so (2) inter-model homogeneity ..." openreview.net/forum?id=saD...

My colleague, Ms. Boon, said something simple but with profound implications: In order of us to help our students become conscious of something, WE have to be conscious of it first. Only then can we guide student learning through conscious and explicit design.

"If we want AI that includes everyone, we need to question the data that powers it" This is such an integral, urgent, but complex issue. Not only who controls and accesses what data, but how is that data processed, interpreted, and disseminated? www.utoronto.ca/news/how-sho...

❤️ "AI is not neutral," "AI is impersonal," and, most of all: "Nothing matters more than nurturing your human agency." open.substack.com/pub/erichuds...

I agree with @jonathanhaidt.bsky.social on this: "Those three terms — distraction, disconnection, and the erosion of meaning — summarize the Devil’s project. In order to defend young people, we need technology in childhood to promote the opposite: #focus, #connection, and #meaning." bit.ly/4ov7t8u

Love this from @leonfurze.com! "“It’s good enough” and “it’s better than me” represent two of the biggest problems with GenAI in education," problems that stem (in part) from systemic challenges to our "understanding of why we learn and create." We must clarify purpose! leonfurze.com/2025/11/24/g...

An emerging priority for #edcuators: How does #AI in #K12 educational contexts impact student #metacognition and #self-regulatedlearning #SRL? This recent study identifies positive potential. AI use increased SRL by serving students' need for autonomy, competence, and relatedness. bit.ly/4rG6x46

“Who made the world?” asked @theaieducator.io's son. ChatGPT can't answer (yet?) But it makes me wonder - what questions do we not WANT AI to answer, whether it can or not? That is, what questions are sacred to our own becoming, as individuals and as a species? preview.mailerlite.io/emails/webvi...

Exciting and profound things happen when we create hashtag#neurodiversity-affirming spaces! Always love presenting with @drkaradymond.bsky.social and Kathy Broad at #CSSE on our ongoing work exploring and experimenting with accessible pedagogy. Small changes can make a big difference!

CSSE is only one week away! So much to be excited about! Example: our Sunday keynote from Jim Cummins, "Language, Literacies, and Action Research: Reconceptualizing the Relationships between Theory, Research, Policy, and Educational Implementation!" Full schedule: sites.google.com/view/caare-a...

Coming to CSSE? Dr. Jim Cummins is delivering our keynote this Sunday at 12:15 PM! Language, Literacies, and Action Research: Reconceptualizing the Relationships between Theory, Research, Policy, and Educational Implementation 📆 June 1 (Day 1) ⏱️ 12:15 pm 📍 Waterfront Limberlost Place (WFL) - 501

Really excited by this year's program!

This is important for judicious #EdTech use in #k12 in general! Also, while #student voice and engagement is integral, we must be able to differentiate between superficial, attention-grabbing engagement and constructive engagement driving meaningful growth! www.edsurge.com/news/2025-05...

Great blog on political vs partisan and why science is always political.

#CommonSenseMedia: No social companion AI use under 18. This is incredibly important. In using and exploring #GenAI, especially with #youth, we have to be committed to understanding and proactively addressing BOTH it's positive AND negative potential. www.commonsensemedia.org/ai-ratings/s...

Love this. SO true in #k12 #classrooms as well. " #Belonging is feeling welcomed and accepted in a group, whereas mattering is feeling significant to the group’s individual members. #Mattering is an even more fundamental need than belonging. hbr.org/2025/05/the-...

I think we don't talk about this enough: "the costs of device use aren’t just about what #kids experience and absorb. It’s also about what they miss." And vice versa! We need to think about both sides of the coin when digitization or the opposite in #k12 #schools! open.substack.com/pub/jonathan...

@flintk12.bsky.social just released an AI glossary for educators - it's great! #AI #AIforEducation www.flintk12.com/ai-glossary

WE teachers need #dataliteracy! E.g. #k12 #teachers AND #students should: - ask questions about what data does (and doesn’t) show - recognize bias in data collection or interpretation - consider the ethical use of data, especially personal information www.eschoolnews.com/innovative-t...

Brief is this existence, like a brief visit in a strange house. The path to be pursued is poorly lit by a flickering consciousness whose center is the limiting and separating ‘I.’ When a group of individuals becomes a ‘we,’ a harmonious whole, they have reached as high as humans can reach./ Einstein

RAND study on AI training adds to the new #digitaldivide between lower-poverty and higher-poverty schools: more digitization is happening in the latter! Why? B/c of the luxury good of human interaction re Jessica Grose? More urgent problems needing to be addressed? Or? www.rand.org/pubs/researc...

"At Anthropic, we’ve attempted to shape the values of our AI model, Claude, to ... generally make it—for want of a better term—a “good citizen” in the world." Most important takeaway? #GenAI cannot be value-neutral! We need to recognize the profundity of this. www.anthropic.com/research/val...

I deeply appreciate efforts like this from AI-for-Education. We desperately need better ways to evaluate #EdTech. Two problems: 1. We need something #TEACHERS can use, with agency. 2. We need something that gives space to see and locate NEGATIVE impacts as well. ai-for-education.org/qa-for-ai/

Great insights re #copyright & #AI. Eg 4 Support for the centrality of human authorship 7 Support for greater transparency to facilitate determining liability 9 Some support for labelling of AI-generated content Glad #Canada is working to clarify these issues! ised-isde.canada.ca/site/strateg...

"This isn’t meaningful connection—it’s performative and mediated." We need to be judicious. #EdTech can be powerful when it enhances complexity and/or relationships. But mediating something through digital tech does not itself make anything better! www.brookings.edu/articles/min...

Unfortunately, #k12 #schools are top targets for cyber attacks. We are, generally, "target rich, security poor." This is why attacks on schools are increasing. While we need cybersecurity, we also need to all adopt a #securityculture. Thanks #MikeBiocchi! blog.checkpoint.com/research/a-c...

Love the thesis of this piece. "When we look at the world, we should not just examine, but examine with a deliberately different perspective." It takes intentionality and cognitive energy, but it is the heart of progress, personal and social.

It is challenging to discuss effective vs ineffective use of #GenAI with students. Here, I borrow James Nottingham's #learningpit to show how GenAI can be a #bridgeofillusion, tricking us into thinking we can skip the hard bits but in reality doing so leaves us in the same place as where we started.

In my own research on #professionallearning for #teachers in #K12 (shout out to Terra Nova school!), I've found that while choice is hugely important, its value is intimately intertwined with questions of #capacity and #motivation as well. If either are deficient, choice alone is not enough!

It's not black and white. I agree that #k12 #EdTech use needs to be more intentional. Too often we succumb to disempowering, cognitively disengaging uses that degrade learning. At the same time, #digitaltechnology use can be empowering and enriching. We need less of the former, more of the latter.

Yes, we need to label #GenerativeAI content, and/or we need to label real content. But the fundamental questions is, how do we verify the distinction? "generative AI “should have visible warnings that its outputs could be harmful, biased, or wrong" / and should “be labeled or watermarked"

Love this critical take on minless celebration of " #innovation," the ubiquity of "innovation peddlers," and a call to "clarify education’s purpose." Rick says, "the most critical thing we can do with these institutions is think about what they need as human beings." #holisticeducation #k12

This is an interesting use case, however, there will always be a layer of positionally that is, itself, significant to any theoretical or practical pursuit. It also requires interrogation, but this layer is obfuscated (but still there!) when we have LLMs synthesize/summarize.

This #Microsoftstudy shows #AI users are shifting from information gathering to verification, "from problem-solving to response integration," and "for analysis, synthesis, and evaluation, [...] from task execution to task stewardship." Not what we want in #k12 - underscoring need for guardrails/care

Forget “tapestry” or “delve” these are the actual unique giveaway words for each model, relative to each other. arxiv.org/pdf/2502.12150

"... neuroscience and AI researchers working for Meta have managed to analyze people’s brains as they type and determine what keys they are pressing, just from their thoughts." !!!

What happened when this school structured a course around cognitive competencies instead of traditional academic products like projects or essays? Spoiler: *So much learning.* 🤯 #assessment #metacognition #EduSky

"4. Don’t remove the friction from the learning process." Yes! #DeliberatePractice #AI #AIEducation

"75 percent drop in referrals"! I'm an EdTech coach. I think technology can have a positive impact on learning and growth. However, #holistic learning and growth are always the ultimate goal. This is why I generally support limiting/banning phone use in schools: for students, the costs > benefits.

It is abundantly clear that we as #K12 #schools need to move beyond the uncritical assumption that the more #EdTech the better. Instead, we need to ask: does using this tool for this task increase engagement or distraction? Empower or disempower? Enhance and enrich, or displace and degrade learning?

"The use of technology or algorithms for disciplinary measures, student enrollment decisions, and identity confirmation are met with resistance by a majority of parents." As #K12 #schools, we can't simply delegate the messing thinking to #AI - it may be where our humanity is most essential.

We don't talk about this enough! The process of deciding what knowledge to draw on and how in response to a question is necessarily and inherently filtered through values. Researchers know this, and are increasingly transparent about these lenses. How can we get the same transparency from AI?

Yes, evaluate EdTech. However, (1) RCTs findings cannot be decontextualized (e.g. Connelly et al 2018/Kaplan et al 2020) & (2) the effectiveness of any tool significantly depends on when and how it is used. We need ways to draw on teacher insights into when/how tools help - and hinder - learning.

Hello world. I'm excited to be here! Like many other educators, Twitter used to be my go-to source for educational happenings and insights around the world. I've missed what it once was - and am hopeful that Bluesky might not only fill the void, but do so with something better! #CriticalOptimism