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@tjeromebaker
Artificial intelligence is surrounded by promises, fears, and misconceptions. Headlines often portray AI as either an infallible solution or an existential threat. The reality is far more nuanced. Effective AI governance begins with understanding what AI actually is—and what it is not.
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How Should Schools Redesign Assessment and Governance in the Age of Generative AI?
By Thomas Baker | 🎓 Doctoral Candidate 🎓 | School & Academic Leadership | Institutional Governance & AI Readiness | Past President, TESOL Chile (2010–2011) | International & Elite Schools | MUN & Debate Program Leadership For more than a century, schools have relied on a simple assumption: if students complete an assignment independently, teachers can reasonably infer what they have learned.…
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The future of AI in education will depend not only on the tools we adopt, but on the judgement, trust, and leadership with which we use them. |
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A truly proficient speaker is not simply someone who can deliver prepared language accurately. A genuinely competent speaker can also adapt, clarify, negotiate meaning, respond unpredictably, and sustain interaction naturally. These abilities often become visible only when the speaker moves beyond rehearsed material.
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SPEAKCLEAR: Smart Penguins Eat Angry Kangaroos | How a Ridiculous Mnemonic Became a Serious Oral Assessment Framework
“Students should remember ideas, not memorize paragraphs.” — SPEAKCLEAR Framework Philosophy There are moments in education when a serious pedagogical breakthrough begins with something delightfully ridiculous. For SPEAKCLEAR™, that moment arrived with a sentence that sounds as if it escaped from the imagination of a sleep-deprived primary school child: “Smart Penguins Eat Angry…
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English language teaching and learning is changing quickly, but not magically. Artificial intelligence (AI) is not replacing good teachers, careful study, or meaningful human interaction. What it is doing is reshaping the conditions under which English is taught and learned in today’s classrooms and beyond.
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Artificial Intelligence is rapidly becoming part of everyday life in education. From lesson planning to administrative support, AI tools promise efficiency, innovation, and ease. However, when it comes to compliance—particularly policies, safeguarding, and legal frameworks—schools must proceed with caution. AI is powerful, but it is not infallible. Understanding how to use it responsibly is now an essential skill for educators and school leaders alike.
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Gen Z’s secret language isn’t really a secret—it’s a fast-changing mix of slang, memes, and online culture that helps young people connect and express themselves in creative ways. If you’ve ever heard phrases like “no cap,” “it’s giving,” or “slay,” you’ve already stepped into this world.
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🏛️ Welcome to the Temple of Great Blogging! Imagine this You’re not just writing a blogpost. You’re building a cathedral and receiving divine commandments—all at once. A great blogpost is: 🏗️ Architectural (carefully built) 🦴 Anatomical (every part has a function) 📜 Biblical (there are sacred rules you must follow). Let’s explore the Ten Commandments of a Great Blogpost...
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Have you ever cheered for your country during the World Cup or felt proud when your nation succeeds? Most of us have. But here’s a surprising idea: what if national identity isn’t something natural—but something invented?
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This article is informed by ongoing doctoral research examining how generative artificial intelligence is reshaping evaluation, academic integrity, and governance in education systems, with particular attention to the Chilean context. It also builds on the arguments developed in Artificial Intelligence in Education (Baker, 2026), which explores the structural implications of AI for contemporary educational practice.
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The Classroom of Tomorrow: When Humans and Robots Learn Together
A New Kind of Student Imagine walking into a classroom where one of the students isn’t human. At first glance, the room looks familiar: desks arranged in a circle, students discussing ideas, laptops open, and a teacher guiding the conversation. But at the center sits something unexpected—a humanoid robot participating in the class like any other student. Scenes like this, once confined to…
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When I wrote my first post for Profesor Baker’s Worldwide Bilingual Blog in 2010, I was not trying to start a long-term project. I simply wanted a place to share classroom ideas, reflect on lessons, and connect with other educators. Like many teachers who began blogging in the early 2010s, I saw it as an informal professional space rather than a carefully planned initiative. Fifteen years later, the blog archive tells a different story. What began as occasional reflections has grown into a long-running public record of teaching, learning, professional development, and educational change. The posts span a period that has seen dramatic shifts in classrooms and schools: the growth of online professional communities, the rise of digital tools, the disruption of the COVID-19 pandemic, the long return to in-person education, and the emergence of artificial intelligence in daily teaching conversations. This article is not a research study or a systematic analysis of individual blog posts. Instead, it is an honest reflection on what sustained public writing has taught me about teaching, professional growth, and the evolving nature of education. Over time, blogging became more than a hobby. It became a habit of reflection — and one of the most meaningful forms of professional development I have experienced.
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Every generation of students meets the world through the news. For many years, Model United Nations (MUN) felt like a hopeful activity built on the belief that countries could work together to solve global problems. Today’s students are meeting a different world. They see wars, rising tension between major powers, and a United Nations that often looks slow, divided, or even powerless. This new reality does not make MUN less useful. It makes it more important than ever. But it does mean we must teach MUN differently. This article draws most directly on my training in safeguarding against radicalisation, digital citizenship, and AI safeguarding, showing how Model United Nations can help students develop balanced media literacy and responsible engagement with global affairs. Further, the article demonstrates how digital media literacy can be embedded into the curriculum through Model United Nations, helping students critically evaluate global news, compare perspectives, and engage safely with complex world events.
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AI is reshaping education at an extraordinary pace. Teachers are experimenting with generative tools for lesson design. Students are using AI platforms to brainstorm ideas and build projects. Parents are asking how schools will protect academic integrity. Governments are publishing guidance to ensure safe and responsible use. This transformation has created a new leadership need inside schools: the AI Lead. The AI Lead is not simply the most technologically confident teacher. Rather, the AI Lead ensures that AI use aligns with national policy, curriculum expectations, safeguarding standards, equity goals, and school values...
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Cada año, cuando llega marzo en Chile, se instala la misma idea: que todo vuelve a empezar. Cuadernos nuevos, salas ordenadas, horarios recién impresos, listas de estudiantes que aún no conocemos. Todo parece comenzar desde cero. Pero con los años he aprendido que marzo no es realmente un reinicio. Es algo mucho más importante: una oportunidad para decidir cómo queremos vivir el año escolar...
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This post is an autoethnographic case study of an unusual professional journey: completing the entire catalogue of Continuous Professional Development (CPD) courses currently available from The National College. At the time of writing, this represents one thousand and eighty (1080) hours of structured professional learning across one thousand, one hundred and twelve (1112) webinars and certificate courses. This journey did not emerge from institutional mandate, performance management targets, or funding incentives. It emerged from personal initiative — from what I have previously described as, "learning without permission" (Baker, 2025).
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