Compliant Is Not the Same as Changed
Illinois districts now have a deadline for phone policies. Meeting it will be the easy part. Knowing whether anything about learning changed is a separate question, and the law leaves it to us.
Uncategorized
Why I Filed on E-Rate, and What I Am Asking of You
The FCC is asking whether the program that connects schools and libraries should be limited or sunset. I have filed my comment. Here is why, and here is what each of us can do before October 13.
Why I Filed on E-Rate, and What I Am Asking of You Read More »
A Technoskeptic’s Case for E-Rate
The FCC is asking whether the program that connects schools and libraries should be limited or sunset. The screen-time concern behind the question is real, but the remedy is aimed at the wrong layer.
The Pouch and the Bypass: What this fall’s screen debate is actually about, and what it leaves untouched
Blog Post Immersive Digital Companion – https://minerclass.github.io/screen-time-wrong-question/pouch-and-bypass/ The Summer Research Series ran on my own clock, taking pieces of the dissertation proposal public from noetic friction to the institutional conditions beneath it. That sequence is finished. What follows runs on the school-year clock and the arguments already waiting inside it. Three arguments arrive with force
Governance Is a Design Decision: Why AI Procurement Is Already Shaping Curriculum
You are reading Week 6 of the Summer Research Series. This post examines how procurement and configuration decisions shape classroom practice before a teacher or student opens an AI tool. A teacher decides that her students should write before they use AI. They will read the sources, develop an initial position, and produce a first
Governance Is a Design Decision: Why AI Procurement Is Already Shaping Curriculum Read More »
The Load-Bearing Layer: Why AI-Era Learning Design Is an Institutional Problem
A teacher can ask students to show their thinking. But if the gradebook, pacing guide, policy language, parent communication, and schedule still reward only the polished product, that teacher is working against the system rather than with it. That is the institutional problem underneath generative AI in schools. The System Around the AssignmentFor the first
The Load-Bearing Layer: Why AI-Era Learning Design Is an Institutional Problem Read More »
When Guidance Lags Behind Use: Educator Sensemaking in the Age of AI
When formal guidance is missing, AI policy does not disappear. It becomes a thousand classroom decisions. A teacher decides whether a student may use AI to understand assignment directions. Another decides whether AI-generated feedback supports revision or replaces it. A department debates whether brainstorming counts as assistance or authorship. A principal responds to families who
When Guidance Lags Behind Use: Educator Sensemaking in the Age of AI Read More »
Beyond Academic Integrity: AI Is a Learning-Design Problem
// artificial intelligence // curriculum design Most school conversations about student AI use begin with a familiar question: Did the student use AI? Sometimes that question is necessary. Schools need expectations for attribution, disclosure, acceptable assistance, privacy, and responsible conduct. Students need to understand when using a tool violates the conditions of an assignment. Teachers
Beyond Academic Integrity: AI Is a Learning-Design Problem Read More »
Productive vs. Exclusionary Friction: Protecting Learning Without Creating Unnecessary Barriers
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
Tiered Decision Rights: Governing the Actions of Autonomous Systems
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 »