https://juanli.me/ai4education/en/?selected=1Explicit editorial selections only; pubDate is selection time, not original publication time.enhttps://juanli.me/ai4education/en/items/eef-aila-trial-20261006/https://juanli.me/ai4education/en/items/eef-aila-trial-20261006/An English primary-school randomized trial found roughly 24% less planning time with Aila, about 49 minutes weekly, without inferior assessed resources. Use declined during the ten-week trial, and teacher views were mixed. Why selected: A randomized trial of teacher planning time helps distinguish time savings from student learning outcomes. Originally published: 2026-10-06 The outcomes are planning time and resource quality, not student learning; control teachers could also use other AI. https://educationendowmentfoundation.org.uk/news/ai-tool-reduced-primary-teachers-lesson-planning-time-by-a-quarter-but-views-on-the-tool-were-mixedWed, 07 Oct 2026 13:33:35 +0000teachingtoolshttps://juanli.me/ai4education/en/items/selwyn-critical-ai-talk-20261002/https://juanli.me/ai4education/en/items/selwyn-critical-ai-talk-20261002/Selwyn calls for precise, contextual discussion of AI and warns against treating a power user’s experience as universal expertise. Constructive critique should ask what alternative forms of AI and educational practice people want. Why selected: Specify the technology, setting and experience before treating AI in education as a single object. Originally published: 2026-10-02 https://criticaledtech.com/2026/10/02/things-to-bear-in-mind-when-talking-about-ai-some-notes-for-the-critically-minded/Wed, 07 Oct 2026 13:33:35 +0000theoryteachinghttps://juanli.me/ai4education/en/items/meyer-ai-learning-tour-20260930/https://juanli.me/ai4education/en/items/meyer-ai-learning-tour-20260930/Meyer highlights observations about teacher roles, curriculum fit, actionable suggestions and multilingual access, alongside disengaging uses. He asks how people actually use AI before treating capabilities as educational outcomes. Why selected: Examine concrete classroom uses rather than relying on product demonstrations. Originally published: 2026-09-30 Meyer discloses work on Amplify’s AI feature. These interviews and observations do not estimate causal effects; the full white paper was not read. https://danmeyer.substack.com/p/six-important-findings-from-the-aiWed, 07 Oct 2026 13:33:35 +0000teachingassessmenttoolshttps://juanli.me/ai4education/en/items/zhang-human-value-ai-parenting-20261001/https://juanli.me/ai4education/en/items/zhang-human-value-ai-parenting-20261001/Educator Zhang Shuling questions defining children’s worth through an ever-expanding list of abilities AI cannot yet perform. Useful capacities matter, but do not exhaust the purpose of education. Why selected: Separate human worth from lists of capabilities that AI cannot replace, adding a perspective on educational purposes. Originally published: 2026-10-01 The English title is an editorial translation. https://www.parenting.com.tw/article/6002663Wed, 07 Oct 2026 13:33:35 +0000theorylearninghttps://juanli.me/ai4education/en/items/freeman-grading-six-years-20260615/https://juanli.me/ai4education/en/items/freeman-grading-six-years-20260615/Freeman revisits a coordinated calculus course of 250–450 students and the compromises required to sustain it. Why selected: A six-year course reflection exposes implementation failures and teacher workload, grounding assessment reform in practical constraints. Originally published: 2026-06-15 The course coordinator’s longitudinal account provides no reliable cheating rate. https://gradingforgrowth.com/p/standards-based-grading-six-yearsWed, 07 Oct 2026 13:33:35 +0000assessmentteaching