I’m skeptical, and I’d like to stay that way
Good. Skepticism is a professional skill. Start with the sane version of this conversation.
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AI in education, from the classroom outward
AI guidance for teachers who still trust their own judgment.
Should I Use AI? is written from a working classroom, not a product roadmap. Tools worth your time, straight answers on academic integrity, and a way to think about AI that keeps students at the center.
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Written by a working educator
Every recommendation here has been tried on a real prep period, with real students, on a real Tuesday.
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Practical, not promotional
No vendor money shapes what gets recommended. When a tool isn’t worth your time, the review says so.
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Skeptical, not cynical
AI is neither magic nor apocalypse. Both stories are sold to schools; neither survives contact with a classroom.
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Students at the center
The question is never what AI can do. It’s what your students need to learn to do themselves.
Where do you want to start?
six doors in. pick the one that matches how your week feels.Come in through the door that matches your week.
I need tools I can use tomorrow
Classroom-ready tools, reviewed by a teacher who has used them with students.
Browse toolsI’m dealing with academic integrity
What AI use is worth worrying about, what isn’t, and how to talk to students about the difference.
Read the integrity guideI’m teaching AI literacy
Frameworks and free curriculum for teaching students what AI is, and what it isn’t.
See literacy resourcesI’m writing school policy
How to write guidance that survives contact with real classrooms and real parents.
Start with policyI want to redesign assignments
How to build work where AI doing it for the student defeats the point.
Rethink assignments The book
The AI Doesn’t Know Your Students
A Thinking Teacher’s Guide to AI in the Classroom
This book is for teachers who are curious about AI. Not the version sold to administrators in PowerPoints; the one showing up in your classroom every day. It’s practical, honest, and built around the things that matter: students, professional judgment, and the work only teachers can do.
“It’s a really accessible read! I discussed Ch. 20 ‘There is no neutral AI’ with my students in our weekend AI Fluency Advanced course earlier and it really helped them look at AI as something much more than a technology.” — Jen Chan, AI-fluent educator
From the classroom
Recent writing.
Essay
Read the essay 
We’re Having the Wrong Argument About AI in Schools
The ban-or-allow debate is settled by the world students already live in. The real question is what school is for.
Giving Feedback at Scale Without Losing Your Voice
The feedback math was never sustainable. AI changed what good feedback is possible, not what it looks like.
The Assignment AI Can’t Do For Them
How to design assignments where AI doing the work defeats the point, and why that shifts everything.
Vetted, not sponsored
Resources worth your time.
If it’s listed here, it earned the spot.
MagicSchool AI
60+ AI tools built specifically for teachers — lesson planning, differentiation, feedback, and more.
Best forTeachers who want one login for lesson planning, differentiation, and feedback drafts.
UNESCO AI Competency
A global framework for understanding AI literacy for educators at every level of experience.
Best forCoaches and leaders who need shared language before shared policy.
AI Literacy Project
Free curriculum resources for teaching AI concepts to students in accessible, age-appropriate ways.
Best forTeaching students what AI is without a computer science degree.
Get the next piece before it’s published.
One email, most weeks. What I’m seeing in the classroom, what’s working, what isn’t. Nothing else.
Behind the site
A teacher’s working notes, kept in public.
I’m David Jacobson. I teach high school history, and I’ve been figuring out AI the same way you have: in a classroom, with students, on deadline. This site is where I write down what I learn so you don’t have to start from zero. There’s no company behind it and no product roadmap. When something works with my students, I tell you. When it doesn’t, I tell you that too.