Choosing a Tool Without Being Chosen by It
Every new tool arrives wearing the costume of inevitability. The trick is to slow down just long enough to ask what it actually wants you to do — because tools are not neutral, and the easy path a tool offers will quietly reshape your teaching whether you intend it to or not. This post offers a small, repeatable frame: name the instructional goal first, ask what the tool makes easy and what it makes hard, and decide whether those defaults pull toward your goal or away from it. Used well, it lets you adopt confidently, decline without guilt, and stay the one doing the choosing.