I started this newsletter with a simple but urgent purpose: to help educators make sense of a rapidly changing world.
As AI becomes woven into the fabric of teaching, learning, and school life, this newsletter serves what I hope to be a compass, offering clarity, practical tools, and thoughtful reflections.
As both a professor and a secondary educator, my pedagogic focus lies in cultivating students to become close readers, critical thinkers, and dynamic writers who see themselves as active practitioners within our field.
My research investigates AI literacy and the ways artificial intelligence intersects with education policy and adolescent reading practices. I am especially interested in how automated writing platforms can be harnessed to combat academically-induced aliteracy, supporting students in their transition toward fluency rather than eroding the foundations of literacy.
This work also engages with the epistemic and ethical dimensions of AI, examining how these technologies shape not only what students learn, but how they come to understand knowledge, authorship, and responsibility in an age of machine collaboration.
