In my previous work for Stankevicius, The Moloch Trap: OpenAI’s Evolution and the Paradox of Progress, I explored how competitive dynamics in artificial intelligence development can lead rational actors toward collectively harmful outcomes, even when each individual choice appears reasonable. That analysis focused on the corporate battlefield where AI companies race toward ever-greater capabilities, often at the expense of safety and human welfare.
Now, as Mattel announces its radical partnership with OpenAI to embed artificial intelligence directly into children’s toys, we witness the Moloch trap’s most intimate invasion: our nurseries, childhood playrooms, and Sunday morning pillow fights. Ray Bradbury’s 1950 vision in “The Veldt,” once dismissed as science fiction fantasy, now reads like a blueprint for our current moment, where smart homes promise to think for us and AI companions offer to raise our children.
This article, written exclusively for Stankevicius, examines what might happen when the same competitive forces that drive corporate AI development turn their attention to childhood itself. While my previous work dissected the systemic pressures pushing AI companies toward potentially dangerous innovations, this exploration probes into the human cost of that race: how the pursuit of “smart” toys may be undermining the fundamental bonds between parents and children, and between children and their own developing humanity. Welcome to The Veldt 2.0, where your smart home doesn’t just want your data. It wants your children.
My infographic on Core AI Competencies for Legal Education Curricula and Law Students emphasizes the progression from foundational AI knowledge to advanced application and evaluation for students studying law. The integration of AI into legal education requires deliberate thoughts on students’ practical skill acquisition, which I aligned in this infographic with Bloom’s Taxonomy. Law courses should reflect these competencies, offering law candidates opportunities to develop practical skills alongside theoretical understanding. By embedding specific, practical AI competencies into their curriculum, law schools can ensure their graduates are not only proficient in traditional legal skills but also adept at leveraging AI to enhance marketability. I believe that technology integration alongside traditional teaching methods in law is crucial for the future legal practice of aspiring lawyers. Law students should be able to navigate legal AI platforms with ease, operate multiple AI tools effectively, and combine different AI technologies to enhance their skill sets. Proficiency in these areas will prepare students not only with traditional legal skills but also to become adept at navigating the complexities of technology in their future practice. Today’s law students will be practicing until 2060!
Great stories have always helped us understand complex truths about human behavior, and sometimes the simplest tales reveal the most profound insights about how incentives shape our choices. In this exclusive Stankevicius article, the author interleaves insights from Martine Murray’s “The Wanting Monster,” a children’s fable, with an exploration of how America might realign Silicon Valley incentives to serve American workers and communities first. The author explored previously in exclusive Stankevicius articles: Autonomous AI’s Spellbook and the Absent Necromancer, and Forging the Future: President Trump’s AI Vision and OpenAI’s Challenge to DeepSeek.
The challenge facing America’s technology sector today stems from a fundamental misalignment of incentives that has driven companies to outsource essential AI work overseas while promising domestic job creation and technological leadership. As economist Steven Landsburg observed, “People respond to incentives. The rest is commentary.”
In my exclusive article for Stankevicius Foundations or Facades? Duolingo, AI, and the Antaeus Paradox in EdTech, I explore how the platform’s rapid shift toward AI optimization may be weakening the core elements that once defined its success. Like Antaeus losing his strength when lifted from the ground, Duolingo risks disconnecting from the educational and cultural foundations that gave it power. The article investigates whether the pursuit of growth is coming at the cost of pedagogical integrity and user trust.
MS in Teaching English to Speakers of Other Languages: New York is a state that speaks many languages. We need teachers who can find the common ground.The MS in Teaching English to Speakers of Other Languages (TESOL) Program helps NYS-certified PreK-12 teachers more effectively teach and communicate with a diverse student population.
Maria Fernandez is a former English Language Learner who enjoys exploring other cultures through travel whenever possible. Currently, she serves as a 12:1:1 special education teacher in District 75, where she brings enthusiasm and dedication to her teaching practice.
In EDDN 637 Second Language Learners and the Content Area students will become acquainted with and practice effective approaches, methods, and strategies for teaching and evaluating English language learners in the content areas (ELA, social studies, math and science). Throughout the course, students will explore the impact of culture and language on classroom learning. Special challenges in teaching and assessment in each content area will also be discussed. Includes 15 hours of field work.
One of the discussion boards asks:
What is your responsibility AS A TESOL PROFESSIONAL in terms of Initial Assessment of Language Proficiency? Demonstrate by showing realia the difference between formal and informal assessment. You can take photos of anonymized assessment types from YOUR classroom. For example, if you used Kahoot, or a test or an exit ticket. 2.How do YOU assess student progress and learning for your ELLs? Take ONE of the realia student samples from telpas-annotated-examples-of-student-writing.pdf and assess the example using academic TESOL terms. Include a photo of your example in your presentation. What are ways to provide specific constructive affirmations to students to keep them progressing and motivated? (Think about technology tools too, badges etc.) share at least one link, hand-out, exit ticket, or other realia to an assessment tool you use in your professional practice. (Take a photo!)
Maria Fernandez’s contribution shows her attention to detail and depth of contribution.
Our advanced certificates lead to NYSED certification in specialized areas and an extension/annotation on your NYS teaching credentials.
The extra credits can make all the difference, and specialization can help make you a more marketable, knowledgeable, and well-rounded educator.
Intensive, focused coursework and hands-on learning are benchmarks of the advanced certificate programs at the Graduate School of Education. We unite pedagogical theory and classroom practice, explore innovative teaching and outreach methods, and emphasize culturally responsive instruction.
Pursuing an advanced certificate is an ideal—and affordable—way for experienced teachers and educational personnel to strengthen their expertise in a specific area, from program development for gifted children to teaching English Language Learners with disabilities.
Most programs require 12-15 credits, inclusive of fieldwork. Upon successful completion, you’ll be eligible for an extension/annotation on your New York State teaching credentials, and your earned credits can apply to an additional salary differential.
With advanced certification, not only will you be able to more effectively and compassionately serve diverse student populations, you’ll increase your value as an educator and improve your career prospects.
Teaching English to Speakers of Other Languages (TESOL)
Our 15-credit Advanced Certificate in TESOL will allow you to expand your teaching to ESL or strengthening your capacities to serve a diverse student body. Evening, Sunday, and online courses are available.
Sara Sylaj was born in Albania and moved to the U.S at the age of 12. She holds a master’s degree in Italian education from Hunter College and is seeking an advanced TESOL certificate at Touro University. She currently work as a substitute teacher in the NYC DOE.
My experience at Touro University has been fruitful and productive, learning about different strategies and tools I can use to meet English learners’ language and academic needs and help them build confidence in their abilities as they acquire new knowledge in different content areas.
Sara Sylaj, Advanced TESOL certificate candidate at Touro University
The assignment: Differentiated Assessment Using Authentic Student Products with Emphasis on The Practices and Principles of Differentiation
Assignment Objectives:
Understand and integrate principles of differentiation into assessment techniques. Modify existing lesson plans to incorporate differentiated assessments using authentic student products. Integrate and discuss anonymized student products, focusing on differentiating assessment based on readiness, interest, and learning profile. Reflect on the practices and principles of differentiation and its impact on multilingual learners.
Paper:
Present both the original and modified lesson plans. In-depth discussion on the integration of anonymized student products and their relevance to differentiated assessment. Application of the differentiated strategies suchas Graphic Organizers, RAFTs, Choice Grids, VAK Tasks, etc. to provide clarity on the execution of differentiated assessment.
Video: Produce a 2-4 minute video presenting a chosen aspect of differentiated assessment, specifically showing how a student’s anonymized product illustrates YOUR PERSONALIZED differentiation in action.
Assignment Reflection:
Reflect on your understanding and application differentiation FOR ELLs/MLs. Discuss how differentiated assessment, grounded in student readiness, interest, and learning profile, impacts multilingual learners. Evaluate YOUR practices, challenges, and successes in implementing differentiation. Please note that you will write your reflection from an I-perspective, with explicit references to your work and professional growth.
Students will become acquainted with and practice effective approaches, methods, and strategies for teaching and evaluating English language learners in the content areas (ELA, social studies, math and science). Throughout the course, students will explore the impact of culture and language on classroom learning. Special challenges in teaching and assessment in each content area will also be discussed. Includes 15 hours of field work.
Anastasios Panagiotidis states that he is “a high school Earth Science teacher who proudly serves the South Huntington Union Free School District. As I enter my tenure year at the age of 25 my love and compassion towards the culturally and academically diverse student population have inspired me to craft lessons that not only target individual student needs but make learning relatable to the world outside of school. This is all in hopes that each student, regardless of language or academic abilities, can reach their highest possible potential through my instruction. “
I am eager to continue growing as a young educator, and Touro University has gifted me the tools, knowledge, and wisdom I strive to acquire as I continue to develop and mature as an educator, while allowing me the opportunity to broaden my horizons in a wide variety of areas relative to the rapidly evolving field of education.
Anastasios Panagiotidis, TESOL candidate, Touro University
The assignment description: Text Analysis & Critique Analyzing Complex Texts and Addressing Challenges for ELLs/MLs in the Content Area
Objective:
The objective of this assignment is to deepen your understanding of the cognitive and linguistic demands of complex texts in the content areas and to analyze a specific chapter or aspect of a content-area text currently used or recommended by the New York State/BOE. By closely examining the underlying concepts, you will develop a thesis and purpose for your analysis. You will critically evaluate the challenges that make the selected concept or section difficult for ELLs and provide substantial, logical, and concrete development of ideas in your critique.
Analyzing text complexity for English Language Learners (ELL) and Multilingual Learners (ML) requires a comprehensive approach that takes into account various factors. You can begin by examining the linguistic demands of the text, including vocabulary, sentence structure, and discourse patterns, ensuring they align with the proficiency levels of the students. Additionally, you, the teacher should consider the cultural and background knowledge necessary to comprehend the text, as well as the cognitive processes required, such as inference or critical thinking. Furthermore, evaluating the organization and coherence of the text, along with its purpose and intended audience, allows you, the teacher to gauge its appropriateness and relevance for ELL/ML learners. By conducting a thorough analysis of text complexity, you can make informed decisions about instructional strategies, adaptations, and scaffolding techniques to support their students’ language development and comprehension skills.
Deliverables:
Analysis of a Chapter or Aspect: Select a chapter or aspect of a content-area text and thoroughly analyze its complex nature. Identify and explain the quantitative elements, qualitative factors, and reader and task considerations that contribute to its complexity.
Development of Thesis and Purpose: Based on your analysis, develop a clear and concise thesis statement that reflects the main idea or argument of your analysis. State the purpose of your analysis, outlining the specific goals and objectives you aim to achieve.
Linguistic analysis which involves examining the linguistic features and demands of a text in order to determine its suitability for language learners. It focuses on various aspects of the text, including vocabulary, sentence structure, and discourse patterns, with the aim of aligning them with the proficiency levels of the students. Here’s a breakdown of these elements:
Vocabulary: The analysis considers the range and complexity of words used in the text. It examines whether the vocabulary is appropriate for the students’ language proficiency level, taking into account factors such as word frequency, difficulty, and relevance to the topic. It also considers the presence of idiomatic expressions, figurative language, and specialized terminology that might pose challenges for learners.
Sentence structure: The analysis looks at the complexity and variety of sentence structures employed in the text. It considers factors such as sentence length, grammatical structures (e.g., verb tenses, conditionals, relative clauses), and syntactic complexity. The aim is to ensure that the sentence structures are within the grasp of the students’ language proficiency level, allowing for gradual progression and challenges appropriate to their abilities.
Discourse patterns: This aspect of linguistic analysis examines how ideas and information are organized and presented in the text. It includes analyzing discourse markers (e.g., conjunctions, transitional phrases) that indicate relationships between ideas, as well as cohesive devices (e.g., pronouns, repetition, referencing) that connect sentences and paragraphs. The analysis ensures that the text’s discourse patterns are comprehensible and aligned with the students’ proficiency levels, promoting their understanding of the text’s overall structure and coherence.
Welcome to my newest exploration: From Research to AI: Language Learning in 2050: A Technological and Cultural Forecast, a podcast where I explore how artificial intelligence is reshaping academic work—not just in the classroom, but in the way we disseminate knowledge itself.
As researchers, we write, analyze, and synthesize ideas, but what happens when we use AI tools to take our work beyond the written word? In this episode, I take you behind the scenes of my latest research on the future of language education – examining how AI, multimodal learning, and cross-cultural adaptability might redefine teaching by 2050.
But here’s the twist: this podcast wasn’t scripted in the traditional way. Instead, I uploaded my work into NotebookLM, an AI-powered tool designed to transform written work into interactive and engaging formats. From text to voice, from static research to dynamic dialogue—this episode is an experiment in what AI can do for academic communication.
Join me as tow AI generated personas not only discuss the future of language education but also reflect on how AI is changing the way we share and interact with research itself. What does this mean for acadmics, educators, students, and the future of knowledge dissemination?
Click the link to listen to this AI generated podcast!
Understanding the complexity of syntax in children’s texts is essential for TESOL educators, as it unbundles the cognitive load multilingual learners face when decoding seemingly simple sentences. The infographic Encountering Complexity: Syntax Analysis in The Very Hungry Caterpillar is designed to help educators appreciate the intricate linguistic demands embedded in a classic children’s text.
By analyzing the sentence, “One Sunday morning the warm sun came up and – pop! – out of the egg came a tiny and very hungry caterpillar,” this infographic unpacks the nuanced interplay of grammatical components that may challenge multilingual learners (MLs). My analysis underscores the sophistication hidden within children’s literature and its implications for language acquisition. I wanted to highlight the layered complexity of the sentence through a detailed syntactic breakdown.
Section 1 categorizes elements like adverbial phrases, noun phrases, and verb phrases, explaining their functions and interactions.
Section 2 visualizes the sentence’s structure using a “Sentence Tree,” mapping two interconnected clauses to reveal how they contribute to the sentence’s flow and meaning.
Section 3 offers a granular analysis of each phrase, employing color-coding to differentiate grammatical categories such as determiners, adjectives, nouns, and verbs. These insights allow teachers to see how even a brief sentence integrates multiple linguistic elements, requiring learners to simultaneously process temporal, spatial, and descriptive details.
Syntax analysis is critical for TESOL educators, as it emphasizes the cognitive demands placed on MLs when engaging with texts. For MLs, processing a sentence like this involves not only vocabulary comprehension but also navigating complex syntactic relationships, such as interjections, modifiers, and clause coordination. By recognizing the intricacies in children’s literature, TESOL teachers can better scaffold learning experiences, create targeted interventions, and develop strategies to reduce cognitive overload while fostering language development. My infographic serves as a reflective tool for my students at Touro University to approach children’s texts with a deeper awareness of the linguistic challenges faced by MLs.
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