My Mormon Studies research will probably never get the citations that my edtech work has, but it’s neat how much more layperson and media interest it generates. That said, I hope late-night weekend presentations stay rare because I’m very tired this morning.

I’m becoming more and more skeptical of “improve teaching and learning” as a motivation for education (and especially edtech) research—it’s a noble goal, but it distracts us from so many other important questions.

It’s already indefensible that ClassDojo promises greater access to teachers for parents willing to pay, but these features also translate into letting richer parents put more pressure on teachers. This business model is awful.

🔗 linkblog: my thoughts on 'Dependence on Tech Caused ‘Staggering’ Education Inequality, U.N. Agency Says - The New York Times'

It’s good to ask whether generative AI is good or bad for students, instructors, or education, but it’s arguably more important for ed. stakeholders to ask who else generative AI is good or bad for. Edtech needs to pay more attention to broader contexts.