James Cantonwine (@jcantonw) profile picture

Leader in K-12 focused on research and assessment Tweets are a selection of a personal reading list and do not represent the viewpoints of any employer

Washington, USA
Joined January 2017
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I'm really excited about the potential for us to make, rather than purchase, more of our own tools. We can make better tools that more closely match our needs and make tools that solve problems but wouldn't turn a profit. k12dive.com/news/vibe-coding…
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James Cantonwine retweeted
My biggest takeaways from @JoshWoodward (Head of @Google Labs, the Gemini App, and Google AI Studio) 1. The best ideas almost never come from a design sprint or brainstorm. At Google Labs, the ideas that became NotebookLM, Google Flow, Google Beam, and AI Studio all started with small groups of people who were obsessed with an insight and couldn’t stop themselves from building. These ideas surfaced in the shower, over a weekend, in a hallway. The implication for teams everywhere is that the environment matters more than the process. “You cannot microwave a good idea.” 2. Fall in love with the problem, not the product. Most ideas require three, four, or five significant pivots before they either find traction or get shut down. Teams that get hooked on a specific solution will struggle to make those pivots. Teams that are attached to the problem—the underlying pain point or the user behavior they are trying to shift—can keep adjusting until they get it right. 3. When looking for early PMF, data and retention are important, but the strongest signal of PMF is in people’s eyes. Do they light up? Do they lean in? When you show someone a prototype and they’re genuinely engaged, you feel it. When NotebookLM’s first AI podcast demo was played in a hallway, the reaction was immediate and unmistakable. 4. Keep a list of what is “almost possible,” and move fast when something crosses over. Google Labs keeps a live list of experiences that are almost possible. When something crosses the threshold, Josh describes it as “a phase shift,” like solid to gas, and the team moves immediately. Maintain a running list of things that are almost ready, and have a team positioned to sprint when one of them arrives. 5. Every company needs to think like a labs team now. The underlying technology is changing so fast that what’s possible is shifting from week to week. Which means that every company needs to be spending time playing with the latest models, running far-out experiments, and being first to discover what they unlock before the competition does—and then bringing those discoveries to the rest of the org. 6. When something is not working, the team almost always knows before the leader does. Josh’s instinct as a leader is not to be the one who decides to shut down a project. He watches instead for the passion running out, for the sense that the team has tried everything and nothing is working. His goal is to create an environment where people feel safe enough to say, “I don’t think this is working.” 7. Someone’s “unlearning rate” is one of the most valuable skills right now. Everyone talks about growth mindset and learning speed. Josh is watching for something different: How quickly can someone take an insight, validate or invalidate it through testing, and then let it go? The ability to walk away from a prior belief or approach when the evidence says you should is rare and becoming more valuable. 8. Roles are not blurring into one universal “builder” role. There is a tendency in the current moment to talk as though everyone is becoming a generalist builder. Josh thinks this would be a bad idea. The best people on his teams still have a primary specialty—a major—and also a “minor” they’ve developed. The advice he gives to early-career PMs who are excited about vibe coding and prototyping is clear: build adjacent skills in service of becoming an exceptional PM, not as a replacement for it. 9. A well-designed lab needs isolation, a clear mission, and the ability to create “good trouble.” Three things matter when setting up an internal labs team. First, it needs structural independence, reporting far enough from existing business units that weird ideas can survive long enough to prove themselves. Second, the lab’s mandate has to be explicit: are you graduating ideas to existing products, or inventing new categories? Clarity on that question changes almost every decision. Third, the lab should be a place to challenge how the company itself works, not just what it builds. At Google Labs, that included piloting new job ladders and builder roles before rolling them out more broadly. 10. Google Labs manages the marathon-sprint tension through seasons. At any given time, roughly 20 to 30 experiments are running in parallel, but individual teams experience a defined rhythm: sprints, post-launch recovery, and open exploration periods. After Google I/O each year, many labs teams enter a mode that looks unproductive from the outside: no shipping, just hacking, building, and discovering. Josh treats this as the seedbed for the next season.
Every company needs to think and operate like a labs team now. What’s possible changes every few months, and to stay ahead, you need to be experimenting at the frontier. Here's my conversation with @JoshWoodward, Head of @GoogleLabs, the @GeminiApp, and @GoogleAIStudio. We discuss: 🔸 What skills are rising fastest in value right now 🔸 Where the best ideas actually come from 🔸 How to recognize PMF early 🔸 Why you should keep a list of what’s ‘almost possible’ 🔸 Three rules for standing up an internal labs team Listen now 👇 youtu.be/3I6QYkccd3o
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James Cantonwine retweeted
Resistance to AI in schools usually isn't about the tool. Sometimes it's fear, sometimes it's values, sometimes it's just bandwidth. Each one needs a different first conversation.
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Grading reforms are a perfect example of a change that people are very confident will produce a given result without any meaningful evidence either way. Personally, I think grading conversations tend to distract from far more important work around instruction and assessment...
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Can AI make digital assessments trustworthy again? I used AI to build a secure assessment app that keeps AI out of students' hands without giving up accessibility or the advantages of digital work. Last week, two piloted it in real classrooms. Link in replies.
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I think a certain amount of rambling is necessary to get a nuanced take here. I appreciate @MichaelPetrilli’s focus on student AI use. I think the discussions are different (still nuanced and important!) when we look at teacher and operational use cases. Maybe another episode?
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James Cantonwine retweeted
I was talking with my 12-year-old yesterday about the growing concerns that AI will undercut students' critical thinking skills. His response . . . "It seems unfair for adults to be criticizing kids for using AI. Kids didn't build it - adults did." Certainly made me think.
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Along with, "Tell me the ways this idea/project will fail."
"Tell me why I'm wrong" is my favorite AI prompt.
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James Cantonwine retweeted
Replying to @emollick
Exactly. AI for things I don't want to get better at. My head for things I do.
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There’s not enough AI use in schools. Not even close. The debate is stuck on chatbots, cheating, and worksheets. Schools are overlooking the clearest near-term win: streamlining operations, cutting overhead, and keeping more money close to students. Link below.
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James Cantonwine retweeted
Research on AI and education is exploding. Stanford's repository has already passed 1,500 studies, and even the number of meta-analyses is becoming hard to keep up with. But are we really learning that much more? This blog has an AI problem. wp.me/p2nWPo-69H
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James Cantonwine retweeted
I know it is a lot for instructors who never asked for AI to change things, but if you teach and have not updated your expectations over the last 6 months over what AI can do (a lot more), its error rate (a lot less), and its ubiquity among your students (near total), you need to
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I think: - AI has potential to help teachers, particularly with courses outside the core, - student use of AI is over-hyped at the moment, - operational use of AI is under-rated, and - @rickhess99 is hilarious and spot-on.
“So, AI?” he said. “Yep, it’s top of mind. It changes everything. In fact, we’re launching our ‘Everything Has Changed’ incubator. We’re going to catalyze next-generation teaching to deliver 30x learning.” bit.ly/4hMolrJ
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James Cantonwine retweeted
My latest vibe-coded creation requested by folks in my district helps teachers create: social stories for neurodivergent students, AAC templates for nonspeaking students, and behavior tracking sheets. A post about the process, including an introductory video, is linked below.
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My latest vibe-coded creation requested by folks in my district helps teachers create: social stories for neurodivergent students, AAC templates for nonspeaking students, and behavior tracking sheets. A post about the process, including an introductory video, is linked below.
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I'm not confident that enough practitioners, policymakers, or even ed school faculty, understand storage vs. retrieval to make that work.
Can we please stop talking about "summer learning loss"? If students had in fact learned something, then what we are seeing is a reduction of retrieval strength. Storage strength is very unlikely to be affected, and our teaching strategies should reflect this.
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This is a great set of essays on a topic that doesn't have an obvious right answer. Kudos to @Dale_Chu and Fordham for hosting all three. Here's hoping these conversations gain traction in my state!
Apparently I struck a nerve. 😊 I’m grateful to @avveen, @jennvranek, and Khaled Ismail for taking the time to engage with my essay on through-year assessment. Each is a thoughtful contributor to this issue, and I encourage anyone interested in the debate to read their responses alongside the original piece. Good policy is sharpened through thoughtful disagreement.
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This happened in one of my projects a few minutes ago and caught me by surprise.
Artifacts in Claude Code are now also available on Pro and Max plans. Ask for an artifact, Claude writes the code, publishes it live to claude.a‍i, and updates it in real time while it keeps working. Pages are private to your account and fully self-contained.
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