iiinova — where your digital self keeps evolving

Priten Soundar-Shah @priten.org · 06/07/2026

For long-form content, visit read.priten.org

Priten Soundar-Shah @priten.org · 06/07/2026

This starts with calling out our peers, because as much as it's a problem in our schools, it's a bigger problem in our democracy.

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Priten Soundar-Shah @priten.org · 06/07/2026

In a world where we're clamoring for a shared sense of truth, we need to look beyond sycophantic technologies.

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Priten Soundar-Shah @priten.org · 06/07/2026

They see it as an epistemic authority. They show it deference. They trust its bold proclamation.

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Priten Soundar-Shah @priten.org · 06/07/2026

I see adults treating ChatGPT or Claude with more intellectual respect than they'd afford peer-reviewed academic work.

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Priten Soundar-Shah @priten.org · 06/07/2026

And that's not just students using AI.

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Priten Soundar-Shah @priten.org · 06/07/2026

The number of times I've heard someone quote, "but Chat said this" is frightening.

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Priten Soundar-Shah @priten.org · 03/07/2026

For long-form content, visit read.priten.org

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Priten Soundar-Shah @priten.org · 03/07/2026

We should lean on this established philosophy to guide these difficult problems we are facing in education.

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Priten Soundar-Shah @priten.org · 03/07/2026

People have spent thousands of years thinking about what that means and how humans ought to approach these questions.

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Priten Soundar-Shah @priten.org · 03/07/2026

Instead of pretending "Ethical" is a branding term, we should treat it like the rigorous field of study it is.

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Priten Soundar-Shah @priten.org · 03/07/2026

You hear it from every talking head, every tech CEO, every principal, every superintendent. But ethics is not just a buzzword.

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Priten Soundar-Shah @priten.org · 03/07/2026

Everyone is talking about ethics. But what, if anything, does it actually represent?

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Priten Soundar-Shah @priten.org · 03/07/2026

Day 45 since launch. The resource library is open to anyone. Discussion guides, slide decks, handouts, and policy templates. Growing through the summer.

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Priten Soundar-Shah @priten.org · 30/06/2026

For long-form content, visit read.priten.org

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Priten Soundar-Shah @priten.org · 30/06/2026

Informed consent isn't optional, and it shouldn't have to be fought for.

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Priten Soundar-Shah @priten.org · 30/06/2026

They rightly feel the need to organize AGAINST schools, because schools are not working WITH them.

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Priten Soundar-Shah @priten.org · 30/06/2026

That would avoid a lot of the backlash we see in communities where parents are caught off guard.

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Priten Soundar-Shah @priten.org · 30/06/2026

We ought to be sharing information with parents not when they ask for it, but proactively: these are the new technologies we're introducing, here are the risks we considered, here is why the benefits outweigh them.

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Priten Soundar-Shah @priten.org · 30/06/2026

Trust is built through transparency, especially with parents who are entrusting children to external institutions.

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Priten Soundar-Shah @priten.org · 30/06/2026

Schools are losing trust with parents by treating the uncertainty and fear around AI as internal matters only.

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Priten Soundar-Shah @priten.org · 28/06/2026

Day 40 since launch. The summer leadership certificate cohort is open. Six weeks for school and district leaders to build a real ethics policy while earning the credential.

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Priten Soundar-Shah @priten.org · 27/06/2026

For long-form content, visit read.priten.org

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Priten Soundar-Shah @priten.org · 27/06/2026

We don't need a total ban, and we don't need an uncritical embrace. We need intentional integration.

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Priten Soundar-Shah @priten.org · 27/06/2026

There are also real dangers to the technology, and we have good reasons to be cautious of large scale implementations built on promises instead of evidence. These require some tempering of expectations and an honest evaluation of potential harms and likelihood of benefits.

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Priten Soundar-Shah @priten.org · 27/06/2026

There are real benefits to technology that solve problems we've been trying to solve for a long time. These are use cases where AI meets our longstanding goals and isn't just being adopted because it's flashy or new.

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Priten Soundar-Shah @priten.org · 27/06/2026

There seem to be two extremes dominating right now in the conversation, and both are dangerous.

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Priten Soundar-Shah @priten.org · 27/06/2026

When it comes to tech integrations in education, we have to avoid the pendulum swing of extremes.

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Priten Soundar-Shah @priten.org · 26/06/2026

"Feedback is skewed based on perceptions of the child's race or gender. Especially if it's being used in high-stakes contexts, we should make sure that parents are being informed of it." My comments to ParentMap on AI in K-12.

parentmap.com

https://www.parentmap.com/education/coalition-parents-push-back-ai-classrooms/

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Priten Soundar-Shah @priten.org · 24/06/2026

For long-form content, visit read.priten.org

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Priten Soundar-Shah @priten.org · 24/06/2026

So, how do we find the line between a task worth handing off and one that is building a student's capacity?

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Priten Soundar-Shah @priten.org · 24/06/2026

We have to distinguish between offloading tedious tasks and offloading cognitive development. "Can technology do it?" is not the meaningful heuristic to approach this problem.

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Priten Soundar-Shah @priten.org · 24/06/2026

The simple task is not busywork on the way to real learning. Often, it's how we build the capacity to do the real thing in the first place.

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Priten Soundar-Shah @priten.org · 24/06/2026

Those examples don't even address scaffolded learning. We learn to draw shapes before we can write letters. We learn to play basic musical scales before we can play or even compose masterpieces.

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Priten Soundar-Shah @priten.org · 24/06/2026

We still run even though cars can travel much faster, much better, much more efficiently. We still draw even though a camera can capture a scene perfectly in a fraction of a second.

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Priten Soundar-Shah @priten.org · 24/06/2026

There's no meaningful connection between whether a technology tool can do something and whether our students need to learn it. They are not as directly correlated as some people claim they are. They never have been.

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Priten Soundar-Shah @priten.org · 24/06/2026

Just because technology can do something doesn't mean we automatically stop teaching students how to do that thing.

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Priten Soundar-Shah @priten.org · 23/06/2026

Read it: www.insidehighered.com/opinion/view...

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Priten Soundar-Shah @priten.org · 23/06/2026

The fix, we believe, is to teach thinking directly: give students vocabulary for reasoning, deliberate practice with feedback, and the metacognitive habit of watching how their own thinking works. The path forward has to include direct instruction in reasoning.

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Priten Soundar-Shah @priten.org · 23/06/2026

For decades we treated critical thinking as a by-product of rigorous content. The evidence for that approach was never strong, and AI now makes the gap visible.

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Priten Soundar-Shah @priten.org · 23/06/2026

In a new op-ed for Inside Higher Ed, Aidan Kestigian and I argue that that number prompts a bigger concern: if a tool can erode critical thinking this quickly, we have to ask whether we were ever really teaching it.

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Priten Soundar-Shah @priten.org · 23/06/2026

Ninety percent of faculty surveyed by the AAC&U last fall said generative AI will diminish students' critical thinking.

Inside Higher Ed op-ed cover: We Have Never Taught Critical Thinking.

If a tool can erode critical thinking this quickly, were we ever really teaching it?

Treat critical thinking as a discipline, not a by-product.

Read the full op-ed in Inside Higher Ed.

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Priten Soundar-Shah @priten.org · 23/06/2026

Full episode: authoritypodcast.net/episodes/eth...

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Priten Soundar-Shah @priten.org · 23/06/2026

As I put it on the show: right now, because we're not comfortable having the conversation, we're letting other people have that conversation, and that's the problem.

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Priten Soundar-Shah @priten.org · 23/06/2026

The vendor narrative fills that vacuum. Decide what you want for your students first, and the question of which tools, and how, gets clearer.

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