Over the past year, public speaking has become an increasing focus of my work. While researching my current book, I began to see more clearly how widespread misunderstanding of AI tools has led to significant missed opportunities — particularly in education.

This confusion is not a failure of students or educators. It is largely the result of technologies being introduced as products of convenience rather than tools for learning, combined with educational systems already strained by curricula that prioritize testing and evaluation over comprehension and critical thought. In that context, AI is often experienced as a disruptive threat rather than a resource.

My research and professional background lead me to a different conclusion. Used carefully and with clear boundaries, language models can act as force multipliers for both students and teachers. When educators and learners are given a grounded understanding of what these systems can and cannot do — along with guidance on ethical and responsible use — large language models have the potential to help address long-standing inequities in educational access, particularly for students from marginalized or under-resourced backgrounds.

These tools are not going away, and the ability to understand and work with them will increasingly shape educational and professional opportunities. The question facing institutions is not whether to engage with AI, but how to do so in ways that support learning, protect educators, and preserve human judgment.

For that reason, I’ve begun making myself available on a limited basis to educators and institutions interested in approaching these questions seriously. If you’re interested in inviting me to speak at a conference, workshop, or training session, please reach out via the contact information listed on my Contact page.