Harvey Silver’s Post

HOT TAKE: As a former educator, and someone who is still subscribed and connected in my education and higher education circles, I often get a kick out of reading about either the a) conundrum or b) blessing that AI has provided the classroom. It’s a conundrum because educators have stated that students use AI to manufacture homework, write papers, and, in not so many words, game the system. Another conundrum is that an aging faculty population says they aren’t sure how to integrate it, or even use it. For some, it’s a blessing. It streamlines workflow, helps with creativity when crafting assignments, and allows faculty to lean on a second “intelligence” model beyond themselves. Faculty are often regarded as experts in a given field, so asking colleagues about teaching, pedagogy, or their expertise can sometimes generate a defensive response because said faculty do not want to appear in a light that challenges their credibility. As someone who made an expertise out of studying and understanding the broad CTE field, I chuckle at both the conundrum and the blessing. AI absolutely can throttle homework answers. It absolutely can help game the system. Yep, it definitely can be a learning tool for educators to prevent credibility shock and also help streamline stronger workflows. But you know what AI absolutely cannot do? -it cannot, at least right now, place an IV in a patient’s arm -it cannot identify, zoom, focus, and press record on a $400,000 studio camera -it cannot grab a wrench and pull off that busted radiator -it’s still not building stick-frame homes -it can’t hold a weapon and protect a government property, or arrest someone for a crime against society -it definitely won’t do your makeup or give you a haircut -it will never replicate the feel or emotion of a brass player belting out an improv solo for an orchestra In all reality, there are many more hands-on, human-intelligence-powered, CTE-fueled things AI cannot do, will not do, or may never be fully understand or replicate. I will always come to bat for CTE programs because while theory and ideas may inform CTE, CTE is what executes in society.

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📣 The Evidence-Based AI in Learning (EVAL) Industry Collaborative at Boston University has named Amira Learning the winner of its inaugural EdTech Evaluation Challenge, advancing evidence-based literacy reform in Massachusetts. Eshed Ohn-Bar, Assistant Professor at Boston University Dept. of Electrical & Computer Engineering, is helping lead this effort. Amira Learning uses AI-powered reading assessment and tutoring to deliver real-time, personalized literacy support to students, helping accelerate reading growth at scale.

There is no prize more exciting than the opportunity for a Randomized Controlled Trial (RCT) 🤓 Amira Learning just won Boston University's EdTech Evaluation Challenge — and with it, the opportunity to have our AI reading tutor undergo rigorous, independent validation. I've been working in AI for Education for over a decade, long before AI looked anything like what it does today. The thing that always bothered me, and is now worse than ever, is that hype is everywhere. We now have more tools, more promises, more AI in more classrooms. Yet real evidence of actually helping kids learn remains the exception. We believe evidence is not optional. That's why I am so thrilled that a talented, cross-disciplinary team at Boston University will be putting Amira to the gold standard of scientific scrutiny. #AmiraLearning #ScienceOfReading #EvidenceMatters #EdTechResearch #LiteracyLeadership #K12Innovation #RCT #BostonUniversity

Congratulations to Amira Learning—the winner of the Evidence-Based AI in Learning (EVAL) Industry Collaborative at Boston University’s inaugural EdTech Evaluation Challenge. As Massachusetts implements landmark literacy legislation requiring schools to adopt evidence-based reading instruction, the national competition identified AI-powered K–12 educational tools with preliminary evidence and readiness for gold-standard, independent evaluation. Among the 32 applicants, Amira Learning was selected for its grounding in learning science and its readiness for large-scale classroom use. Amira’s AI-powered reading tutor listens to students read aloud and provides real-time feedback and targeted support across decoding, fluency, vocabulary, and comprehension. As the Challenge winner, Amira Learning will undergo a rigorous randomized controlled trial (RCT) that will be designed and developed by a cross-disciplinary Boston University research team that includes Boston University Wheelock College of Education & Human Development, Faculty of Computing & Data Sciences at Boston University, Boston University College of Engineering, Boston University College of Arts & Sciences, and Boston University School of Public Health, collaboratively building an innovative evaluation framework around the tool. Read the full story: https://lnkd.in/e4kprMjA #EVALEdTech #crossdisciplinaryresearch #educationtechnology

Exciting news for Amira Learning - Well known as an assessment tool, it's only fitting that Amira is comfortable being put to the test. In the fast paced world of AI, scrutiny is a gift - and I'm proud to be a part of an organization that welcomes it through rigorous independent evaluation. Evidence > Hype #AmiraLearning #ScienceOfReading #EvidenceMatters #EdTechResearch #LiteracyLeadership #K12Innovation

It’s 2026, and AI is no longer just a buzzword—it’s the infrastructure of the modern school. 🏗️ Experts predict that the biggest impact will come from AI that supports curriculum alignment and teacher workflows. Our AI-driven, agile, consortium model is already ahead of the curve, using tech to amplify teacher expertise and ensure every lesson hits the mark. Check out where the industry is heading: https://hubs.la/Q045WV0s0 #AIinEd #FutureOfLearning #TeacherSupport

Transforming Education Through Purposeful AI with ForEDU On March 20, 2026, Onondaga CSD teachers and administrators took a bold step into the future of education. We had the opportunity to collaborate with Gabe Seifter and the ForEDU.AI team in a session that proved technology shouldn't just be "new"; it should be transformative. Based in Syracuse, NY, ForEDU.AI is leading the way in responsible, teacher-centric AI. Under the leadership of founders Devin Daly, Vincent Lobdell, and Michael Brady, this team is putting powerful tools directly into the hands of those who need them most. This wasn't a typical lecture; it was a hands-on laboratory led by Dr. Harvey Silver, Gabe Seifter, and Connie Galvan. Our educators tested a platform designed to help them work smarter, not harder, by integrating the world-class pedagogy of Dr. Harvey Silver and Dr. John Hattie. Highlights of the Experience: Pedagogy-First Tech: Seeing 50 years of "Thoughtful Classroom" strategies embedded into every AI interaction. The Feedback Engine: Generating rubric-aligned, high-level feedback in seconds to reclaim valuable teacher time. The K-12 Lesson Architect: Building fully differentiated, NYS standard-aligned lessons in real time. Onondaga CSD is proud to partner with a local company that cares deeply about education and is committed to student success. Learn more about our partners: 🌐 The Thoughtful Classroom 🌐 ForEDU.AI: foredu.ai #EdTech #ForEDU #ThoughtfulClassroom #TeacherSupport #SchoolLeadership #OnondagaCentral #SyracuseTech #AIinEducation

Imagine you're a district administrator with legitimate concerns about implementing AI in your district. How do you ensure that the content and assessments your schools and teachers generate using AI align with your standards? How do you ensure safety and security for your students? We have a solution that gives you control over all AI agents and tools. It’s our hierarchical RAG and prompt engineering system. What does that even mean? It means district administrators can upload standards documents and set guardrails that apply across all schools. These controls are immutable at the school level, meaning school administrators and teachers cannot modify district level standards or guardrail prompts. Only district admin users can add to or modify them. They are also prioritized first, so any conflicting RAG documents or instructions submitted to AI agents or tools cannot override them. Does this mean school administrators cannot add their own standards or instructions? Not at all. The Ipse Education platform also gives school administrators the ability to add additional standards, instructions, or policies. These are immutable at the teacher level. Teachers begin by creating a class for each subject they teach and then adding their own RAG documents, such as eTextbooks, handouts, previous lessons, assignments, teaching examples, and sample quizzes. Anything they’ve done in the past that demonstrates their approach to the subject, their teaching style, or provides contextual reference for an AI agent or tool. Next time, I’ll share more about our Closed Loop System that improves lessons by identifying and addressing learning gaps based on assessment analytics data. Interested in learning more, let's connect! #IpseEducation #EdTech #K12Education #AIinEducation

Let's start a discussion. Tell us how your school district is implementing AI and how it sets standards or regulates AI with agents and tools. https://lnkd.in/gsxDC9tF