The AI Paradox: Navigating Enthusiasm and Skepticism in Education
You’ve heard the hype. You’ve heard the warnings. Now hear from two teachers who genuinely disagree and still respect each other. This workshop features a dynamic dialogue between a tech enthusiast and a thoughtful skeptic, modeling how to think critically about AI integration.
Through real scenarios drawn from our own practice, we’ll explore which skills must be developed before AI can responsibly support learning, how to distinguish between AI that amplifies expertise and AI that inhibits it, and what constitutes the “human work” of teaching that should not be outsourced.
What makes this different? This is not a presentation to you. It is a facilitated conversation with you. Participants will engage with each scenario, collaborate with peers, and leave with a decision-making framework they can apply in their own school contexts.
Rather than prescribing solutions, we create space for nuanced, context-dependent thinking. This is the kind of thinking school leaders need as they guide AI adoption in their communities. No generic “best practices.” Just honest engagement with real tensions.
Facilitated By
Russell Coffin
Primary Teacher – Homeroom Grade 4, Wells International School
Russell Coffin Jr. is an international educator with 20 years of experience across China, Korea, Japan, Thailand, and the United States, holding an M.Ed. in Instructional Design and Curriculum Development from Western Governors University. Currently a Grade 4 homeroom teacher at Wells International School in Bangkok, Russell leads AI-in-education initiatives for his school, including faculty professional development, custom AI tool development, and classroom experimentation with emerging technologies.
His teaching philosophy centers on learner agency and intrinsic motivation, believing students should bring their outside interests into the learning environment to drive authentic engagement. This approach, combined with his background in operations management and programming (Go, Python), has led him to develop innovative classroom applications including custom AI chatbots for historical interviews, bias-checking tools for assessment rubrics, and differentiation systems for diverse learners.
Russell’s work bridges technical fluency with pedagogical innovation, often experimenting at the edges of what colleagues consider “traditional teaching.” His Substack publication (soheelab.substack.com) and GitHub educational prompt library document his journey of using AI to enhance the human elements of teaching while maintaining critical awareness of dependency, expertise development, and educational equity.
Ethan Oulton
High School Geography Teacher, Wells International School
Ethan Oulton is an international educator with over 20 years of experience across Thailand, Malaysia, and the United States. He holds an M.Ed. from Framingham State University, as well as Bachelor’s degrees in both Theatre and Education. Currently teaching AP Human Geography, and Issues in Society, Ethan is dedicated to developing and encouraging curiosity and creativity in students through inquiry-based learning. The promotion of a growth mindset both in his personal life and his teaching is central to Ethan’s practice. He encourages students to view challenges as essential opportunities for growth rather than setbacks. By framing learning as a series of ongoing explorations, he builds a resilient classroom culture where curiosity naturally leads to meaningful real-world action. His diverse professional background includes a career in theatre and film as an actor, dancer, and stuntman which informs his unique approach to engagement and self-expression in the classroom.
