You don't make do with some company's vision. You get together with your team and you build exactly what you need.
A school shouldn't wait for a vendor to build something close enough. When teachers say "I wish we had a tool that did X," the answer should be "let's build it"—not "let's see what's on the market." That's what bringing capability means.
The sudden rise of AI in education has left many educators uncertain about how these tools fit into classrooms built on authorship, assessment, and accountability. My work represents a deliberate alternative to the dominant, chatbot-driven model of classroom AI.
Students complete their work first—designing surveys, conducting interviews, analyzing data, and writing responses—before AI is introduced at the end of the process. In most cases, the AI is run once, as an analytic instrument rather than a conversational partner.
Students remain the architects of their thinking. The AI acts as a Scientist—examining evidence, identifying patterns, and returning bounded results. The goal is not to avoid AI, but to integrate it in a way that preserves clarity, ownership, and trust in student work.