Edudata

This is the third post in a brief series that contextualizes AI in education within prominent theories and phenomena of educational psychology.

This is the second post in a brief series that contextualizes AI in education within prominent theories and phenomena of educational psychology.

Earlier this year, I wrote a series of brief white papers at work that attempt to contextualize AI in education through several foundational, well-studied phenomena of educational psychology.

After quite a long hiatus, we’re back!

Within the past week or so, I’ve encountered two people who have purposefully distinguished between being “data driven” and “data informed.”

I was reading an evaluation of a digital learning platform (Imagine Math) the other day, and I came across this graph: The point of this post isn’t to talk about Imagine Math or whether it’s a good product or how teachers should incorporate it into their…

Programming note: I’m back after a long summer hiatus.

Last week, I gave a talk titled “Data Management Tips for Educators” at the 2025 MERC Summit.

I gave a presentation at yesterday’s 2025 Metropolitan Educational Research Consortium (MERC) Summit titled “Data Management Tips for Educators.”

I recently read this article on the Ludicity blog about the narrative fallacy, and it got me thinking about how this applies to education.

And we're back from a 3-week hiatus that was the result of a guys' trip, being busy, and being somewhat demotivated.

Stacked bar charts aren’t good plots, and this is a hill I will die on.

This week's post is going to be pretty short.

I’ve mentioned in multiple posts on this blog that the primary “point” of data is to help inform decisions.

I’ve been very much into the Acquired podcast lately.