Delftware tiles!

There were hundreds of fabulous examples to choose from in the Victoria & Albert Museum’s online catalogue, but I eventually settled on nine.

These 18th-century ships, shepherds, castles, figures, and flowers brought me joy. I hope they’ll do the same for you, too.

But are these various educational interventions worth burning the planet so that tech CEOs can get more wealthy?

That being said, I still feel pressured to use these tools somehow. People won't stop yelling at me (however metaphorically) until I do so. And that makes me unhappy.
(8/8)

I know the team and have huge respect for them. www.utwente.nl/nl/tnw/nieuw...
(7/8)

3) educational. Yes, this is only point 3. I have seen very few examples of using "AI" in a way that helps students learn in ways that are not already achievable by other means. The one that recently won the Brinksma Innovation Grant at my University of Twente is an exception.
(6/8)

2) sociopolitical. I loathe the idea of putting more money in billionaires' pockets. If these LLM companies were mom and pop businesses or young entrepreneur start ups, then that would be one thing, but they're not. www.forbes.com/sites/phoebe... #billionairesshouldnotexist
(5/8)

... uses 5-10 times as much energy and water resources as a browser search. www.unep.org/news-and-sto..., news.mit.edu/2025/explain...
(4/8)

1) environmental. Casual use of LLMs (because, let's be clear, my colleagues using AI in medical imaging and the like are using serious AI, not chatGPT) is really, really bad for the environment. For example, two reports here say that using chatGPT for what amounts to an online search ...
(3/8)

As time goes on and I become more familiar with the options and possibilities, I become increasingly reluctant to follow this advice.

My reasons for not wanting to use AI in my teaching or in my education research are:
(2/8)