Tomás Galguera
I approach AI tools as pedagogical spaces, or emerging environments that reshape the relations between teachers, learners, and knowledge.
Tomás Galguera
Professor of Education and Director of AI Curriculum Transformation
Mills College
I approach AI tools as pedagogical spaces, or emerging environments that reshape the relations between teachers, learners, and knowledge. This shows up across multiple contexts: research in a 4th-5th grade classroom, graduate education, and faculty development work as Special Advisor to the Dean on AI.
The through-line is a gap I keep finding. Nine-year-olds negotiating with ChatGPT about what counts as a “good” explanation weren’t learning through the AI but around it. The pedagogical work happened in the space between what the tool offered and what the situation required. With graduate students, the productive moment isn’t when output is good; it’s when they catch themselves trusting writing they shouldn’t. In faculty development, I design experiences that treat principled non-adoption as valid and jointly explore tools to create space for work that matters. What holds this together: AI doesn’t replace judgment, it helps you notice how much judgment was always there. The work is learning to work in that visibility.
My Assignments and Activities
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