K–12 Teachers, School & District Leaders - AI Support Vs Student Work

Teachers, school leaders, district administrators, and parents: I’d like to hear from you. I’m researching a nonfiction book about human development, learning, and how schools and families can determine when AI supports students’ growth—and when it may displace important intellectual or creative work. At the heart of the book is a question: What should students learn to do for themselves, and when can AI responsibly extend what they are able to do? I’m looking for people willing to participate in a private, 15–20-minute research conversation, including: • K–12 and higher education teachers from every grade level and subject • Principals and other school administrators • District leaders working in curriculum, instruction, assessment, educational technology, or professional learning • Parents and guardians of school-age children You do not need to be an AI expert—or even an enthusiastic AI user. I want to hear from people with a full range of experiences and opinions: enthusiastic, cautious, skeptical, experienced, or just beginning to confront these questions. I’ll ask about what you are seeing in classrooms, schools, and homes; where AI has been genuinely helpful; what concerns or difficult decisions it has created; what guidance is missing; and what students most need to develop as they grow up alongside this technology. This is a research conversation, not a sales call. Your comments can remain unattributed, and I will ask separately for permission before using any direct quotation. Please do not share identifying information about individual students. If you are interested, please comment “interested” or send me a private message with: • Your role • The grade level or age group you know best • Whether you or the students in your life use AI often, sometimes, rarely, or not at all I may not be able to interview everyone, but I will intentionally select people from different roles, grade levels, communities, and points of view. Please share this with someone whose experience should be part of this conversation. I want this book to be grounded in what is actually happening—in classrooms, schools, districts, and homes.