Jason Gulya

I’m both laughing and crying.

Can you use gen-AI responsibly, if the tools themselves were built through irresponsible methods?

Asking for a friend.

What's the Future for AI-Free Spaces? Please let me dream...

The ongoing integration of AI and similar technologies into everyday life does not mean that every classroom needs to use AI extensively.

In fact, cultivating AI-free learning environments could make students (and us) more aware of what’s actually going on in the world and our place within it.

Same here!

I hadn’t come across it before. Thanks, Brett!

I think AI-free spaces will continue to be powerful for learning.

But…

I think they’ll have to be consensual spaces, where students opt into, create, and maintain the AI-free space.

Because I’m not sure if an imposed AI-free space will be viable for much longer (if it even is now).

Right on!

Exactly.

One of the things I really like about some forms of alternative grading is that it's iterative by design.

It's one reason why I really like "edit to mastery" (though I don't love the word master here) as a model form of assignment.

Thanks, @liznorell.bsky.social!!

I did look at that one! I couldn’t attend, because of a scheduling conflict!

If we want to talk seriously about AI and the future of assessment…

We need to talk about alternative grading.

We need to talk about whether deemphasizing grades through alternative assessment would better serve them, and help preserve classrooms as places of exploration and experimentation.

Don’t let companies and people hide behind the “neutrality” of AI.

AI programs and tools are far from neutral.

They are specific tools created by specific people for specific political purposes.

I'm all for teaching process over product.

But...

1️⃣How do we create process-focused assignments without (in the push to standardize and measure) flattening out process?

2️⃣ How can we possibly do it for hundreds of students?

There's a lot to work out.

Learning, Fast and Slow: Why AI will not revolutionize education An unexpected algorithm

Learning with AI is seductive, because it promises the chance of jumping past the arduous work of System 2 thinking to the quick, easy work of System 1 thinking

But learning science and psychology show us that often learning doesn’t work that way.

Just got my copy of “Teaching and Learning in the Age of Generative AI” (Routledge).

My chapter is called “The Age of Chat: Education and the Rise of No-Code Chatbots.”

I *may* have launched a critique of some very powerful people (Altman, Khan, Andressen, Diamandis) in print, for all to see…

Evaluating tools is an essential part of modern writing.

Some tools stand on their own.

Some tools are embedded in other tools.

Some tools are more anthropomorphic than others.

Some tools are more intrusive than others.

Some tools are more AI-centered than others.

AI is a cultural technology that intersects with discourses of power.

In other words, it’s political.

People and companies are already using AI to gain and maintain power over others.

If colleges ignore AI, they’ll lose their students.

If they adopt AI uncritically, they’ll lose their souls.

Then, they’ll lose their students.

And it’s not about incorporating AI into all courses.

It’s about designing AI-aware courses, even if we don’t use the technology.

The Defining Problem for AI and Education - EdTech Digest A tech-savvy English professor turned part-time AI consultant helps us sort through what we’re even talking about. GUEST COLUMN | by Jason Gulya I talk about Artificial Intelligence and the future of ...

One of my newest articles, this time with EdTech Digest.

It’s important that we be very specific when talking about AI, Gen-AI, LLMs, and so on.

www.edtechdigest.com/2025/02/20/t...

I’m enjoying the audiobook (and the book in general).

Those are great points!

To boost our students’ AI Literacy, we need to stop throwing “AI” around as a label.

We need to be more specific.

We need to talk about LLMs.
We need to talk about Gen-AI.

We need to be clear about how/if our terms align with each other.

Because the terms we use matter.

“In the Age of AI, the Humanities will be more important than ever.”

Ok. But…

Humanities programs are getting their budgets and staff cut every year.

What happens when the skills we need the most are in the shortest supply, because of money and public perception?

Thanks for sharing!

And I agree. Though, on the other hand, this student gives me hope. She is thinking critically about this tech and the world around her.

Thank you for sharing, @marcusluther.bsky.social!

I feel like we’re not focusing nearly enough on the social and emotional effects of this technology.

"Can you really build a life when you don’t know what is real and what is fake?" Listening to Students Talk About AI

"Can you really build a life when you don't know what is real and what is fake?"

I read these words a few days ago.

They were written by a High School student, wondering what AI meant for human connection and human purpose.

I haven't stopped thinking about them since.

More below.

⬇️⬇️

Earlier this month, the Arizona Dept of Education made headlines for approving Unbound Academy as an AI-driven charter school.

Yesterday, the Pennsylvania DOE rejected their application.

This morning, I read a fascinating article.

Mary Ruskell, a teenager, wrote about what it’s like to suddenly mistrust everything she reads and sees online.

It’s so easy for educators to say “Students just need AI Literacy” or “just don’t trust anything you read online.”

But we need to go deeper.

Right!

You can redesign your courses in light of AI, without using AI in your classroom.

We can then redesign our courses around…

↳ Collaboration
↳ Relevant skills
↳ Student agency
↳ Intrinsic motivation
↳ Human connection
↳ Process instead of product

Even if we don’t work AI into our classrooms.