Frictionless Inclusion: Building Responsible AI for Education

In my 25 years working in IT—including more than a decade in K–12—I’ve seen technology shifts come and go. Some were exciting, some were disruptive, and some were both.

But AI feels different.

It has the potential to personalize learning, remove barriers, and free up teachers’ time. At the same time, it raises questions about access, sustainability, and privacy.

For me, responsibility has to come first. Every tool we bring into schools has to be safe, inclusive, and built around people. I like to call it frictionless inclusion, designing technology that supports every student and educator, no matter their background, ability, or resources.

The Excitement and the Pause

There’s no doubt AI can transform classrooms. It can generate lesson plans, provide real-time insights into student progress, and take on repetitive tasks that consume teachers’ time. That excites me.

At the same time, I have to pause.

With every opportunity comes responsibility. Student privacy is always on my mind. Our systems collect a lot of data, and we have to be good stewards of it. Not every district has the same resources or training, so without care, AI could widen the digital divide rather than close it.

And if students start to rely too heavily on AI, there’s a risk of losing authenticity in learning. So for me, AI is a balance. Embracing the excitement while never losing sight of the responsibility.

Move Fast on Ideas, Slow on Impact

One phrase I use often with my team is: move fast on ideas, slow on impact.

Innovation is important, but so is caution. Before rolling out new technology, we test in low-impact or sandbox environments, and we make sure cross-functional teams are involved in the process.

It’s about asking the right questions:

• Does this create new risks?
• Does it solve a real problem, or are we chasing a trend?
• Does it build trust with educators?
• And most importantly—will it make life easier for the people using it?

Meeting Schools Where They Are

In my years working in K–12, I saw firsthand how different schools can be. Every district has different levels of resources when it comes to technology.

My rule of thumb has always been: if it only works in a well-funded district, then it doesn’t work.

That’s why meeting schools where they are matters so much. Technology should empower all schools with varying levels of resources. AI can’t be reserved for the schools with the deepest pockets, it has to be accessible and useful for everyone.

Considering the True Cost

One of the harder questions about AI is: what’s the true cost?

Development costs are one thing, but the environmental and social costs are harder to measure. In my own city, multiple data centers are being built to support AI growth. These facilities consume massive amounts of energy and resources.

We have to think beyond convenience. How do we design systems that are more efficient? How do we build on renewable infrastructure? And how do we prepare for the long-term social impact of AI on jobs and communities? Those questions matter just as much as the technical ones.

Looking Ahead

If I think five, ten, or fifteen years down the road, my hope is that people say AI made education more human, not less. That it gave teachers back their time, made learning more personal, and upheld the highest standards of trust and equity.

I also hope no one says we were chasing the latest AI trend just for the sake of it. Any tool we build has to respect privacy, protect student data, promote inclusion, and solve real problems. If it doesn’t, we shouldn’t build it.

My Advice to School Technology Leaders

If I could give one piece of advice to school technology leaders just beginning to explore AI, it would be this: start with the people.

Every decision about AI should be rooted in purpose and responsibility. If the technology isn’t serving educators and students first, then we’re heading in the wrong direction.

At the end of the day, AI is not about algorithms or code. It’s about people. It’s about giving teachers the freedom to do what they do best, giving students the support they need to thrive, and building tools that strengthen education rather than complicate it.