I work on how artificial intelligence is changing teaching, learning, and the way schools lead. The work rests on a simple belief: AI hasn't changed the purpose of schools, but it has made clarity more important. We have to be able to name what good learning looks like, where effort matters, and how a tool should serve human growth rather than quietly replace it.
What I hope makes that more than commentary is that I do it from inside a school and with my hands on the technology. I write and advise on these questions, and I also build the software that tests whether the ideas hold up — placement models, classroom tools, data pipelines that answer questions schools genuinely have. Theory illuminates practice; it doesn't get to exist for its own sake.
The reality of AI in education isn't as intimidating as we sometimes imagine, but it isn't trivial either. There's a distinction between tools that build a student's capacity and tools that quietly become crutches — and only the person doing the learning really knows which is which. That's the kind of problem I find worth the effort: not because there's a clean answer, but because working it out together is how a school stays itself while the ground shifts underneath.
Reach me at jonathan.briggs@gmail.com, or see what I've built.