Teaching on
the Fault Line

Teaching has long lived atop a technological fault line: the ever-present risk that technology will topple the home we've made of this profession. For decades we have endured the tremors — calculators, computers, the internet, smartphones — and managed to keep the house upright. But with the advent of Generative AI, the ground has never shifted so quickly or forcefully beneath our feet. The cracks are already visible in our classrooms and many are widening into full-blown fissures. The pressure is building and "The Big One" (GPT8? Gemini5?) seems more like a when then an if. The house is unlikely to crumble tomorrow, but to pretend the ground remains stable would be derelict and dangerous. We must not panic, but prepare: to see where we are standing, shore up what holds, and rebuild with good bones. So if the home we love cannot withstand what comes next, we'll have a new one that can.

My work sits squarely inside that preparation. I am interested in what holds teaching together when the ground shifts: attention, judgment, curiosity, the slow work of reading and thinking, and the functional friction of learning. I see my role as moving between two worlds: the classroom and the widening landscape of AI research and application. I want to help teachers design learning that remains deeply human even as AI tools grow more capable; to help students understand their own minds well enough not to outsource them; and to build practices sturdy enough to last, whether the shaking subsides or intensifies.