Writing & research
What does responsible AI use ask of a teacher?
My writing connects classroom experience with questions about judgment, assessment, and the support schools need to provide.
CSTA’s The Voice · September 2026
AI Has Not Made Computer Science Assessment Obsolete. It Has Made Verification Essential.
I describe how explanations, tests, and code defenses help me assess the thinking behind a working program.
Read at CSTAUnder peer review at AI and Ethics, Springer Nature
Beyond Algorithmic Guarantees: Ethical Limits of AI Reliability in K-12 Classrooms Understood as Complex Adaptive Systems
I examine the responsibilities schools take on when AI becomes part of instruction, including the time, training, and support teachers need to evaluate AI-generated material.
Read the preprint on ResearchGatePreprint · Not yet submitted
Classrooms as Complex Adaptive Systems: A Verification-Theoretic Framework for Teacher Use of Generative AI in K-12 Education
This theoretical paper models how teachers, students, and AI affect one another over time. It explores the limits of predicting instructional outcomes and the role of teacher review, correction, and adaptation.
Read the preprint on ResearchGateFrom my faculty presentation · 2026
Four questions before using an AI tool.
I use these in faculty materials to make a tool’s access and capabilities easier to examine.
See
What information is it looking at?
Identify the information supplied in the prompt, document, image, or connected source.
Remember
What could persist after the task is over?
Consider conversation history, stored information, and the settings governing retention.
Reach
What files or systems can it get to?
Examine connected accounts and the scope of access granted to the tool.
Do
What action can it take on its own?
Distinguish producing a draft from taking an action, and identify where a person reviews the result.
I also separate two responsibilities: being honest about AI use, and handling information appropriately. Each needs its own discussion.
Faculty & student resource
A practical guide to prompting.
My 30-page research-grounded guide covers AI foundations, task definition, context, constraints, iteration, and verification. I use it to help people structure a request and evaluate what comes back.
Ask me about the guideGraduate study
At Penn GSE, I’m studying Learning Analytics and Artificial Intelligence, including educational data mining, measurement, and learning design.