“AI can… be the ultimate training partner, a sparring partner for the mind that forces us to level up. The essential challenge is to keep agency at the center of the interaction and to make sure we are directing the conversation rather than outsourcing it.” www.psychologytoday.com/us/blog/the-...

We invite you to meet Dr. Rachel Horst www.rachelhorst.ca with us on Wed. evening, September 17 at 8E/7C/6M/5P. We'll be meeting in Kumospace.com/youthvoices. www.kumospace.com/youthvoices?... Join us to engage in a collaborative inquiry that seeks to move beyond binary thinking about AI. #eduskyAI

In this conversation Chris Sloan shares insights on how students in his AP English classes interact with AI-generated feedback, emphasizing the importance of students maintaining agency over their writing. youtu.be/JT9wH-Z5ChY #eduskyAI

9/11

Demanding that we take a side: “Importantly, critical washing — encouraging AI use while being ‘aware of the risks’ — must be avoided: [R]eflecting on the harms of AI is not itself harm reduction. It may even contribute to rationalizing, normalizing, and enabling harm.” zenodo.org/records/1706...

Okay, can one read with and against this? philarchive.org/archive/GUEATU

Here’s another angle to consider: Will limiting access to “virtual interactions” while in school lead youth who are more prone to loneliness to “exert faster decisions to seek rewards”—behaviors that may bring more alcohol and drug use and sexual activity? www.nature.com/articles/s44... #eduskyAI

More AI metaphors “AI can extend our perception, but it must never become our compass. A lens clarifies what we see. A compass tells us where to go. The first enhances thought. The second replaces it, and true north may be a curiously human-centric direction.” www.psychologytoday.com/us/blog/the-...

Just getting up to speed with Dr. Rachel Horst: open.spotify.com/episode/48ym... www.linkedin.com/posts/rachel...

Love this! aje.io/b86fmu

Friends! Pencil in these dates for @edunowlab.bsky.social's Creatively Critical Tech series! #literacies 10/6 or 7 Kate Hennessy www.makingculturelab.com 10/15 6:30CT Roderic Crooks www.rncrooks.info 11/12 6:30CT Audrey Watters audreywatters.com 11/19 6:30CT Cynthia Bennett www.bennettc.com

It’s not just your students: “As it stands, the benefits of in person education — socializing, engaging more thoroughly with the material, and learning how to conduct oneself in places where we have to speak publicly — can feel like they’re as good as gone.” www.thecrimson.com/article/2025...

This "Teachers Teaching Teachers" meetup involves a discussion on metaphors and Generative AI, where participants share their thoughts and experiences with AI in education. The group engages in an activity to create and analyze AI-generated images based on metaphors. youtu.be/fvcFl3EqAiI #eduskyAI

We invite you to a workshop "that moves beyond technical ‘how-to’ discussions to explore the deeper assumptions and concerns that shape GenAI adoption in education." Join us in Kumospace.com/youthvoices Wed, 09/03, 8E/7C/6M/5P. We'll follow activities in this recent study: doi.org/10.5334/jime....

Been thinking about metaphors and AI recently: “Metaphors are never complete, always potentially hazardous and open to reinterpretation. It is this very process of thinking through them in relation to the topic of interest—ed tech in our case—that makes them useful.” read.aupress.ca/read/metapho...

I’m wondering how to have a discussion about metaphors and set up a gallery for more conversation. publications.ascilite.org/index.php/AP...

Reading today: Isn’t this a great question? “How can metaphor assist in collective sensemaking of generative AI in higher education?” jime.open.ac.uk/articles/10....

While I appreciate the value of this binary for establishing a framework for study, I also think we need a wider range of descriptions for how students use AI. arxiv.org/abs/2508.00717

“AI consolidates multiple specialized tools into a single platform, making its benefits immediately apparent without requiring specialized training or organizational restructuring, unlike previous General Practice Technologies.” arxiv.org/abs/2508.00717 An observation to explore more. #eduskyAI

Often on TTT we introduce new AI assistants and ask for feedback. That feedback gets turned back into the prompts and the Writing Partners get revised. Come learn more about this honing and revising process. Join us on Wednesday, August 27 at 8E/7C/6M/5P www.kumospace.com/youthvoices?... #eduskyAI

Power of social annotation, reading w/ peers: “When students approach texts with the intent to debate and to truly understand and anticipate the counterpoints of others, they read more critically, retain more, and engage with the material at a deeper level.” www.psychologytoday.com/us/blog/curi...

“Students…learning how to customize an AI model, will be able to walk into any business [or school] and identify clear areas where AI implementation would meaningfully impact their operations.” Mark Cuban www.inc.com/ben-sherry/m... I like the idea of making a difference with their skills. #eduskyAI

“In educational contexts, rapid technology adoption can create or exacerbate inequalities between early and late adopters, particularly if the technology confers significant learning advantages.” arxiv.org/abs/2508.00717 Given schools’ jagged adoption AI, this is worth considering. #eduskyAI

Important study! “Blanket prohibitions may disproportionately disadvantage students who benefit most from AI augmentation, while unrestricted use may encourage automation practices detrimental to skill development.” arxiv.org/pdf/2508.00717

Paul Allison facilitated a discussion among educators, Debbie Abilock, David Cole, Andrea Zellner, and Jenell Krishnan, on August 20th, focusing on a tool called the Explorations Coach, an AI assistant designed to guide students through a journaling process. youtu.be/itQFFQt3lcI #eduskyAI 1/3

Will this teacher let students to use straw man fallacies like this: "Artificial intelligence, we are told, will solve everything! It will create assignments, grade student essays and teach your students better than you, a mere human being, ever could." www.startribune.com/no-laptops-p... #eduskyAI

This feels good to remember as the semester starts: “We tell stories to understand where we've been—and to discover where we're going.” www.gouldfarm.org/post/telling... I wonder if there might be some interest in this Writing Partner: writingpartners.net/partners/421... Explorations Coach #eduskyAI

What a thought-provoking essay: "Reinforcement learning has helped enable computers to drive cars, solve complex math problems, and defeat grandmasters in games like chess and Go [by supercharging] the simple associative processes of the pigeon brain." www.technologyreview.com/2025/08/18/1...

Pretty wild provocation: “AI can reflect and magnify what's within us. When we approach it skillfully—outside tribe, ego, and the attention economy—it becomes a "maieutic" mirror (from the Greek word for "midwife"), helping us birth truths already within us.” www.psychologytoday.com/us/blog/tech...

Great conversation last night with Sam Reed medium.com/about-me-sto... playing with making an AI coach to support the emergent readers in his upcoming 9th and 10th grade English classes at the U School in Philadelphia. youtu.be/R1b2j5t8HAs?... #eudskyAI

A student-centered variation on this prompt idea is exciting to explore. Instead of asking an AI assistant for feedback, a student could ask the assistant to ask them questions about their work. www.techradar.com/ai-platforms... #eduskyAI

This is what we are doing at writingpartners.net. Teachers and students design AI tutors, coaches… “to serve our thinking rather than replace it,” we co-“design our interactions so that we remain active participants, not just passive recipients of results.” www.psychologytoday.com/us/blog/the-...

RE: Friction: “When we send signals that learning has to hurt, that AI is bad because it can mitigate confusion, we make learning a chore instead of a privilege—we inadvertently undermine learners’ trust in their own cognitive processes to learn on their own.” open.substack.com/pub/terryu/p...

This has me wondering how students who get AI feedback on their writing might see their teachers differently. “The more we perceive social and emotional capabilities in AI, the more likely we are to see real people as machine-like—less deserving of care and respect.” www.psypost.org/assimilation...

So I created, tested and iterated on another "helpful" AI Writing Partner yesterday, an Annotating Coach writingpartners.net/partners/690... All good, but the real question is how a reluctant reader and resistant annotator would actually care enough or be encouraged enough to use a partner like this

Let’s prompt AI assistants that encourage “the ability to pause, consider multiple perspectives, & regulate emotional responses to challenging feedback… and give youth “practice with conflicting information, emotional challenge, and complex problem-solving.” www.psychologytoday.com/us/blog/the-...

Last night on TTT studio.nwp.org/share/WQC4-T..., we brainstormed ideas for the an AI assistant's Persona, Purpose, Process, and Product aiming to make it a friendly, honest peer that encourages curiosity and deeper thinking. #eduskyAI youtu.be/rUclxXmr0kQ?...

“The answer… may be… to use [AI tools] in ways that deliberately reintroduce productive friction and to prompt dissonance, to invite contradiction and to keep ourselves just a little off balance.” www.psychologytoday.com/us/blog/the-... A good reminder for prompting for students! #eduskyAI

What an interesting project:“Developing AI literacy demands active resistance to AI output.” www.psychologytoday.com/us/blog/the-... AI Rewrote Its Code When I Asked About Human Nature | Psychology Today We should have students do similar investigations. #eduskyAI

This study is a good reminder that transparency is important when we are scripting AI Writing Partners: “If you hard-code hidden instructions into the tool, they can easily conflict with what the user is actually trying to do.” arxiv.org/abs/2407.14333 [2407.14333v2] #eduskyAI

My new article explores a topic I had only hinted at in the previous one: Applying OpenEvolve for text generation, that continuously evolves and follows different ideation paths. @towardsdatascience.com

I love Linda Bouchard’s description of her ideation, inspiration, and tools: livestructures.com/2018/07/25/f... Flocking for Orchestra - Live Structures. I envision dancers with this piece! vimeo.com/338374149/4b...

Imagine ED-General Catalyst redesigning schools w/ ”three key pillars: Intelligence pushes the frontiers of model capabilities, infrastructure builds the platforms and systems powered by that intelligence, and workforce enablement reimagines how work is done.” www.generalcatalyst.com/stories/busi...

In thi video, educators Debbie Abilock, Paul Allison, Bonnee Breese Bentum, Christiana Cantrill, David Cole, Jack Marmorstein, Sam Reed, & Chris Sloan discuss the integration of AI in teaching and learning. youtu.be/hGfIVT10fzs?... Join our YouTube channel: www.youtube.com/@PaulAllison #eduskyAI

More on friction with AI: “AI makes the learning feel easy, and when something is easy, we assume we already know it. We need to insert deliberate friction into our learning process to avoid the illusion of competency trap.” open.substack.com/pub/ai494/p/... www.psychologytoday.com/us/blog/the-...

So many teacher stories to learn from: lithub.com/what-happene... blog.khanacademy.org/every-studen...

Can’t wait to try:“If learners learn most of their general vocabulary through osmosis, not through direct instruction, how can we set the stage for their becoming more metacognitive word learners through osmosis? I designed this mentor prompt for just this purpose.” open.substack.com/pub/terryu/p...

A lot to think about in this essay, especially how our teacher experience will differ from student experience … and more www.nytimes.com/2025/07/18/o...

Who could disagree with Timothy Cook’s argument that “real critical thinking requires exploring genuine uncertainty,” and that the Canvas-OpenAI example that he skewers is problematic. We should find examples of students interacting with AI in deeper ways. www.psychologytoday.com/us/blog/the-...

I have been collecting a diverse array of views on loneliness or being alone: www.psychologytoday.com/us/blog/beyo... www.aljazeera.com/opinions/202... www.newyorker.com/magazine/202... open.substack.com/pub/escaping... I am reading around what my question might be, circling around.