Adam K. Dubé (@edtechprof) Bsky

Still more exciting @aera-motsig.bsky.social programming to come today and tomorrow! Check it out at the link below #AERA2026

6 days ago 4 2 0 0

NEW Just a few years ago Sal Khan was predicting that AI was poised to revolutionize education. But his experience launching an AI-powered tutor, Khanmigo, has been sobering, he says.

The hope that it would quickly become a super-tutor still seems a long way off.
www.chalkbeat.org/2026/04/09/s...

1 week ago 29 13 5 6

Working on a test to measure spatial thinking in middle school kids #CDS2026

1 week ago 7 1 0 0

Here's some of what @mileslab.bsky.social members will be up to Friday (tomorrow!) & Saturday at #AERA2026 --see you there! And don't miss @sanheeta.bsky.social presenting on Belonging Opportunity Structures bright & early on Friday: tinyurl.com/32p8bxxj

1 week ago 1 2 0 0

Assistant Professor (Human Development) Please refer to the How to Apply for a Job (for External Candidates) job aid for instructions on how to apply. If you are an active McGill employee (ie: currently in an active contract or position at McGill University), do not apply through this Career Site. Login to your McGill Workday account and apply to this posting using the Find Jobs report (type Find Jobs in the search bar). Job Description One Tenure-track Position in the Department of Educational and Counselling Psychology (ECP), McGill University Assistant Professor: Human Development Program Land Acknowledgement McGill University is on land which has long served as a site of meeting and exchange amongst Indigenous peoples, including the Haudenosaunee and Anishinabeg nations. We acknowledge and thank the diverse Indigenous peoples whose presence marks this territory on which peoples of the world now gather. To learn more about the land and peoples of Tiohtià:ke/ Montreal, please follow this link. The Position The Department of Educational and Counselling Psychology (ECP) invites applications for one tenure-track appointment in Human Development (HD) Program at the rank of Assistant Professor. Faculty members in the Human Development (HD) program conduct both basic and applied research with an emphasis on the diversity of learning and related social, emotional, and/or cognitive developmental trajectories. The HD program includes both MA and PhD students. In addition, the position involves teaching at the graduate level and supervising graduate students. The Criteria The successful candidate is expected to have a strong commitment to developing an exceptional research profile, teaching at the graduate level, supervising master’s level and doctoral students, and actively contributing to program-related activities. The successful candidate must have: - a doctoral degree (PhD or EdD) in psychology, education, human development or a related discipline by August 1, 2026 - a research portfolio complementing one or more of the following areas of expertise: cognitive development, language development, literacy acquisition, socio-emotional development, developmental and learning differences The successful candidate is expected to have: - research experience in different stages of human development. While we are particularly interested in research in early childhood, research in other developmental stages across the lifespan is welcome. - a record of securing scholarship, fellowship and/or research funding from institutional, provincial, federal, and/or other sources. - potential to produce high-impact research and scholarship consistent with a research-intensive university (e.g., a record of sustained publications, award or recognition for research, invited talks at conferences or colloquia). - a record of teaching at the university level (including teaching assistantships, workshop instructors, co-teaching, or guest lectures) - a record of research supervision involving undergraduate. Graduate supervision is an asset. - experience in contributing to management or leadership in universities and/or professional organizations (including student organizations) - commitment to integrating equity, diversity, and inclusion in research or professional practices Position Start Date August 1, 2026 (Negotiable) Salary Salary will be commensurate with qualifications and experience and consistent with university guidelines. Posting period The position will be posted for 30 business days after the posting date. To Apply Materials should be submitted electronically via McGill's Workday portal. Applications submitted via email will not be accepted. Review of materials will begin immediately and will continue until the position is filled or the search is terminated. Short-listed candidates invited to virtually meet with the hiring committee online and finalists should also expect to visit Montreal, Québec, Canada. Applicants should submit following as part of their package in a single PDF: 1. A cover letter which includes an expression of Interest in the position, name, title, affiliation and email addresses of three referees (max 2 pages). (NB: referees will be contacted to provide support letters only for short-listed candidates). 2. A detailed curriculum vitae. 3. A description of their current and proposed program(s) of research (max 2 pages). 4. A statement of teaching philosophy, experience, and interests, including any evidence of teaching effectiveness (including as a teaching assistant) (max 2 pages). 5. Copies of representative research articles (maximum of 3), including published papers, papers under review, or preprints. 6. A statement on how equity, diversity, and inclusion have been or will be integrated in their research/professional activities (max 1 page) Further inquiries and questions may be directed to ecp@mcgill.ca (with the Subject line: “HD TT search 2026”). Department of Educational and Counselling Psychology (ECP) The Department of Educational and Counselling Psychology (ECP) is a diverse, collegial department with approximately 30 faculty members, actively engaged in scholarly and professional activities at local, provincial, national and international levels. The University Founded in 1821, McGill University is one of Canada's leading research-intensive universities, with students from over 160 countries. Located centrally in the vibrant city of Montreal, an exceptionally multicultural and multilingual city widely recognized as a socially diverse, cosmopolitan, and bilingual (French/English) metropolis. McGill University is world-renowned for research excellence, consistently ranking among the world’s top Universities. With half of its students originating from outside Quebec, including from more than 150 countries, and a faculty representing a similar diversity of origin and experience, McGill is committed to the core principles of academic freedom, integrity, responsibility, equity, and inclusiveness. Montreal (Tiohtiá:ke) is a major, multicultural city with a four-season climate that is host to several international festivals and events. Previously called Ville-Marie, or “City of Mary”, it is named after Mount Royal, the triple-peaked hill centered on the Island of Montreal, which drapes over McGill’s downtown campus. More about living in Montreal can be found here. Before applying, please note that to work at McGill University, you must be both authorized to work in Canada and willing to work in the province of Québec at the campus where the position is based / located. McGill University is an English-language university where most teaching and research activities are conducted in the English language, thereby requiring English communication both verbally and in writing. McGill University is committed to equity and diversity within its community and values academic rigour and excellence. We welcome and encourage applications from racialized persons/visible minorities, women, Indigenous persons, persons with disabilities, ethnic minorities, and persons of minority sexual orientations and gender identities, as well as from all qualified candidates with the skills and knowledge to engage productively with diverse communities. At McGill, research that reflects diverse intellectual traditions, methodologies, and modes of dissemination and translation is valued and encouraged. Candidates are invited to demonstrate their research impact both within and across academic disciplines and in other sectors, such as government, communities, or industry. McGill further recognizes and fairly considers the impact of leaves (e.g., family care or health-related) that may contribute to career interruptions or slowdowns. Candidates are encouraged to signal any leave that affected productivity, or that may have had an effect on their career path. This information will be considered to ensure the equitable assessment of the candidate’s record. McGill implements an employment equity program and encourages members of designated equity groups to self-identify. It further seeks to ensure the equitable treatment and full inclusion of persons with disabilities by striving for the implementation of universal design principles transversally, across all facets of the University community, and through accommodation policies and procedures. Persons with disabilities who anticipate needing accommodations for any part of the application process may contact, in confidence, accessibilityrequest.hr@mcgill.ca. All qualified applicants are encouraged to apply; however, in accordance with Canadian immigration requirements, Canadians and permanent residents will be given priority. Located in one of the world’s great multicultural and multilingual cities, McGill University is internationally recognized for its excellence as a leading institution of higher education and research. For nearly 200 years, through the work of dedicated people, McGill has been breaking ground in diverse fields and contributing solutions to some of the world’s most significant issues. McGillians are proud to be part of a community that is both global and local, inspired by challenge and committed to shaping a better future. McGill received a Platinum STARS rating in sustainability, is among Canada’s greenest employers, and is a top Montreal Employer. Grandescunt Aucta Labore. By work, all things increase and grow. Find a sense of purpose. Develop your future. Join us today.

We’re hiring at McGill (ECP) — Assistant Professor in Human Development

Come work with us 🙂

Genuinely great group, collaborative culture, amazing students, and Canada!

Focus on early childhood but is open. Must study development

Happy to chat if you’re considering applying or know someone great.

1 week ago 8 5 0 1

Bogus maple syrup from Quebec producer found on grocery store shelves | CBC News Radio-Canada’s Enquête program has uncovered fake maple syrup being sold on store shelves in Quebec. The lab responsible for testing maple syrup in Quebec says it’s a first. The producer in question i...

A Canadian scandal.

2 weeks ago 0 0 0 0

TLC Lab - In Education: GenAI is a Product First and a Tool Second The discussion around generative AI (GenAI) in education must stop reacting to, talking about, and planning around some abstracted version of GenAI ‘tools’ d...

Agreed! Here 👇, I argue the AI students use are untested, broken products designed around maximizing use and not learning. To me, thinking of AI as a product, to be marketed and sold, helps us see why these systems are not helping students

2 weeks ago 2 0 0 0

These professors built AI tools that ask questions, instead of giving answers AI tools infused with faculty expertise are intended to help students think through solutions while exploring and refining ideas.

Using cognitive science to design tools that promote learning, not offloading performance. Basing the responses on expert knowledge and pedagogical content knowledge. Learning from work on intelligent tutoring systems. All promising ways to design effective #GenAI
wapo.st/4ds9lND

2 weeks ago 15 7 3 3

This happened with educational games. Most games on the market are not well designed and do not work. But, researchers only study the good games and the ones we design. This created a disconnect between the promise we researchers see and the reality students and teachers live.

2 weeks ago 1 0 0 0

Researchers should build better tools for students, ones based on learning/cognitive sciences. But, we must equally critique and push for better versions of the products in their hands. This means addressing the reality that the tools we make are not the products students use.

2 weeks ago 1 0 1 0

Making LLMs useful will require identifying heuristics and fine tuning; intelligent tutor systems research show us this is hard, requires deep expertise, and is hard to scale. This is all antithetical to the value proposition general purpose LLMs pose to companies.

2 weeks ago 1 0 1 0

To me, companies are disincentivized to spend the time/money to build better products. Historically, they promise personalized systems but build practice drills, see Alpha School.

2 weeks ago 2 0 1 0

God! Y’all need unions. The set rate is 11,800 per class for a course lecturer at McGill. That’s $8450 USD.

2 weeks ago 32 0 3 0

Sask. distance learning looking to build AI platform for teachers, students The corporation that runs Saskatchewan’s online learning, the Sask. DLC, is looking to find a company that can create an AI platform to be used in the classroom for student and teacher support.

“When it comes to the tutor side of things, critically, there’s very little to almost no research on the efficacy of these tools for elementary and high school students,”

2 weeks ago 1 0 0 0

TLC Lab - In Education: GenAI is a Product First and a Tool Second The discussion around generative AI (GenAI) in education must stop reacting to, talking about, and planning around some abstracted version of GenAI ‘tools’ d...

Great piece. Here I similarly argue that EdTech is a product and not a neutral tool. Always interesting to see similar ideas come out at the same time.

2 weeks ago 0 0 0 0

Education technology is never neutral It is both a problem and a solution

Education technology is never neutral by @daisychristo.bsky.social open.substack.com/pub/daisychr...

2 weeks ago 8 3 1 2

Opinion | I Saw Something New in San Francisco

A quick thread on a pair of articles in The New York Times that illustrate how important it is to ask better questions about technology than whether it is good or bad for people, students, etc. The first is by Ezra Klein and it focuses on how technology can change us without our realizing it. (1/n)

2 weeks ago 2 2 1 0

There are not "math people" and "not math people."

School math represents a sliver of mathematics as a discipline, and there is a lot more in there that the so called "not math people" could really dig and be good at.

2 weeks ago 180 41 13 6

TLC Lab - In Education: GenAI is a Product First and a Tool Second The discussion around generative AI (GenAI) in education must stop reacting to, talking about, and planning around some abstracted version of GenAI ‘tools’ d...

Great thread! Also, one key aspect of EdTech is
Tech students use = commercial products from companies seeking to maximize use and not learning. See Grammarly’s AI-text humanizer for students. Market forces drive EdTech design and must be countered by policy. Tech is not a neutral tool.

2 weeks ago 1 0 1 0

People do not learn better when taught according to their “learning style”. Instead, learning improves when content is covered in a diversity of ways.

2 weeks ago 20 5 1 1

6/ We can demand better products or train people to compensate for bad ones

Right now, we’re doing the latter

2 weeks ago 0 0 0 0

5/ We’ve seen this before with social media

delay regulation → long-term harm

2 weeks ago 0 0 1 0

/4 Research often studies ideal systems
but students use commercial ones

2 weeks ago 0 0 1 0

/3 That’s why we see:
– offloading of thinking
– high error rates
– superficial outputs that look like learning

2 weeks ago 0 0 1 0

/2 These products are designed for engagement
not accuracy, not pedagogy, not learning

2 weeks ago 0 0 1 0

TLC Lab - In Education: GenAI is a Product First and a Tool Second The discussion around generative AI (GenAI) in education must stop reacting to, talking about, and planning around some abstracted version of GenAI ‘tools’ d...

Most research on GenAI in education studies idealized tools.

Students interact with commercial products.

That gap is where the real problem is.

I unpack this here 👇

tlclab.owlstown.net/posts/5365

2 weeks ago 1 0 1 0

TLC Lab - In Education: GenAI is a Product first and a Tool Second The discussion around generative AI (GenAI) in education must stop reacting to, talking about, and planning around some abstracted version of GenAI ‘tools’ d...

Check out this piece on GenAI in education and let me know what you think.

"In Education: GenAI is a Product first and a Tool Second”

Every GenAI system learners use is a product, and no tech company wins by designing their product to lower engagement.

tlclab.owlstown.net/posts/5365

3 weeks ago 0 1 0 1

For AI literacy day:

As researchers and educational leaders, we must change how we talk and think about GenAI in education. Like social media, GenAI is a consumer product intentionally designed to maximize use.

bsky.app/profile/edte...

3 weeks ago 0 0 0 0

TLC Lab - In Education: GenAI is a Product first and a Tool Second The discussion around generative AI (GenAI) in education must stop reacting to, talking about, and planning around some abstracted version of GenAI ‘tools’ d...

Check out this piece on GenAI in education and let me know what you think.

"In Education: GenAI is a Product first and a Tool Second”

Every GenAI system learners use is a product, and no tech company wins by designing their product to lower engagement.

tlclab.owlstown.net/posts/5365

3 weeks ago 0 1 0 1

We are repeating the same mistakes that happen with all new EdTech. Brief studies, novelty effects, poor measurement, and lack of methodological detail. What’s new? LLMs are positioned as general purpose tutors but need heuristics to be useful. Heuristic AI tutors don’t scale = low market value.

3 weeks ago 3 0 1 0

Posts by Adam K. Dubé