One of the central problems generative AI creates for schools is that it changes the relationship between academic performance and learning process. A student can now produce a fluent summary, polished essay, organized explanation, or plausible argument without necessarily doing the interpretive and authorial work those products used to signal. That does not mean every […]
Series Overview Designing with Friction: AI, Learning, and K–12 Leadership Generative AI is changing more than the tools students and educators use. It is changing the conditions under which work is produced, learning is demonstrated, data is remembered, and institutional decisions are made. This five-part series examines what K–12 leaders need to preserve, redesign, and
Tiered Decision Rights: Governing the Actions of Autonomous Systems Read More »
Series Overview Designing with Friction: AI, Learning, and K–12 Leadership Generative AI is changing more than the tools students and educators use. It is changing the conditions under which work is produced, learning is demonstrated, data is remembered, and institutional decisions are made. This five-part series examines what K–12 leaders need to preserve, redesign, and
The Compliance Ghost in the Machine: FERPA, COPPA, and Persistent AI Memory Read More »
Series Overview Designing with Friction: AI, Learning, and K–12 Leadership Generative AI is changing more than the tools students and educators use. It is changing the conditions under which work is produced, learning is demonstrated, data is remembered, and institutional decisions are made. This five-part series examines what K–12 leaders need to preserve, redesign, and
From Assistant to Actor: Navigating the K–12 Procurement Crisis in Agentic AI Read More »
Series OverviewDesigning with Friction: AI, Learning, and K–12 LeadershipGenerative AI is changing more than the tools students and educators use. It is changing the conditions under which work is produced, learning is demonstrated, data is remembered, and institutional decisions are made. This five-part series examines what K–12 leaders need to preserve, redesign, and govern as
Writing Policy for the Learning Sequence: Moving Beyond Tool Permission Read More »
Series Overview Designing with Friction: AI, Learning, and K–12 Leadership Generative AI is changing more than the tools students and educators use. It is changing the conditions under which work is produced, learning is demonstrated, data is remembered, and institutional decisions are made. This five-part series examines what K–12 leaders need to preserve, redesign, and
The Illusion of Completion: Why Flawless Student Work Can Signal Zero Learning Read More »
Before I begin, I want to make sure that I credit this idea to Ethan Mollick. Ethan Mollick is the Ralph J. Roberts Distinguished Faculty Scholar, Rowan Fellow, and Associate Professor at the Wharton School of the University of Pennsylvania, where he studies the effects of artificial intelligence on work, entrepreneurship, and education. He did a
From Paper to Play: Using AI to Bring Critical Digital Citizenship Frameworks to Life Read More »
As the use of generative AI in education continues to grow, much of the conversation has focused on high-profile tools like ChatGPT and Claude. But in his recent blog, Writing Assistants and the AI Wasteland, Jacob Pleasants shines a light on a quieter but potentially more disruptive force in our classrooms: the AI writing assistant.
Writing Assistants and the AI Wasteland: A Critical Look at AI in Education Read More »
IntroductionWhen most people think about technology in schools, they picture the tools students and teachers use every day: laptops, interactive whiteboards, and digital learning platforms. However, behind the scenes lies a different layer of technology—crucial to school operations and safety—that often goes unnoticed. In my role as Director of Technology, I’ve engaged with these systems
The Invisible Backbone: Inside School Technology’s Hidden Infrastructure Read More »
In today’s rapidly evolving educational landscape, it’s more important than ever for students to develop the skills and mindset necessary to navigate complex social and historical issues. The C.O.R.E. framework—Critical Thinking, Openness, Respect, and Engagement—serves as a guiding principle for educators aiming to foster these essential qualities in their students, particularly in social studies classrooms.
