Available from April 1 2026 on Kindle, including Kindle Unlimited subscriptions. Print version is out Now too!

In the space between EdD phases, I’ve been working on a special project… writing my first full book. This has been a real labour of love over the last many months of weekends and evenings, and it’s finally out.

(If You) USEME-AI: Learning for Hope & Agency in an AI World is is a love-letter to education in a time of accelerating change. It builds on 20 years of experience in IB schools, the last 15 years on this blog, ten years of engagement with Cultures of Thinking, four years of work on AI and three years of EdD studies, all pointing in the same direction: a focus on hope, agency and co-creating futures of education that might possibly shine a light on something better. I’ve been writing about this since about 2014 and feel that we need this now more than ever. To do that we need to understand much more than the clicky-click of AI tools.

It frames the reader as a pragmatic idealist, someone who holds onto their values and vision whilst recognising the pressing challenges of now, approaching them with a level head and focus on workable solutions. Across 12 chapters it works through the elements of (If You) USEME-AI, with SideQuests on Mitigation, Adaptation & Innovation, Assessment & Feedback and the TEMPERed Learner along the way. Explore the chapters here.

As we go through the book, it connects learning theories and approaches, aiming to ensure strong foundations so that we can engage with AI with intentionality, purpose and a strong focus on protecting powerful thinking, learning, ethics and the capacities that make us uniquely human in an increasingly automated world. It challenges us to think deeply about what is important, connect new ideas and hold onto a vision of learning that is optimistic, informed and grounded. It makes many connections to UNESCO & OECD guidance and competencies. It aims to balance caution and ethical approaches with suitable applications of AI that might inspire students to do something special and help teachers develop their own practices.

Throughout the book, we spend a year at “Wayfinder International School“, with vignettes from fictional characters Ziggy, Izzy, Ozzy & Jazz, teachers and students approaching the challenges of AI from different perspectives. Meet them here.

Each chapter across the (approximately) 350 pages goes from the balcony of big ideas to the dancefloor of practical strategies, calling at the DJ booth of research. I’ve written it to be as conversational and approachable as possible, whilst connecting it to current research. There are hundreds of references across the book; pretty much everything useful I’ve read in recent years. Each chapter includes a lot of reflective questions, “try this” moments, and prompts to help model your learning as you go.

There is also an extensive, open-access support site for the book. This includes materials for each chapter, a reflective journal (hosted locally), buckets of resources, downloads and a large library of Poes and Prompts to try. The Environmental Impacts Estimator lives here too, with lessons, research and workshop materials. A few more surprises and resources are scattered across the site. The site will be updated as new research emerges or ideas pop into my head. The blog page curates posts from here related to the topics of the book.

(If You) USEME-AI Book Cover and Support Site

The book cover is human-created, by my daughter Anya. It has a swirl of Ginkgo leaves over circuitry, representing connections between the enduring past (Gingko is a ‘living fossil’), the natural world and technology-mediated futures.

My fingers are aching, my brain is mush and my heart is full (I think). It exists! I hope you like it even just a fraction of how much I’ve enjoyed creating it. I think I’ve left everything on the page.

Huge thanks to my friends, family, colleagues and researchers who have inspired and supported this work.


The book will be published first on Amazon Kindle. Links here. It’s available to buy for GBP 8.99 or equivalent. That’s less than the coffee and tiramisu I ordered while writing this post. If you have Kindle Unlimited, it will be free on there for 90 days. The print version will be available very soon.

Stephen Avatar

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One response to “(If You) USEME-AI is a Book!”

  1. Dr. Christian Vatchkov Avatar
    Dr. Christian Vatchkov

    Stephen, congratulations! I am happy I got the time during the extended weekend to give the book a proper read. I want to use this space to share a personal reflection and to offer readers a way to approach it.

    The pragmatic idealist framing is on point, and after spending time with the book I am convinced it is the only honest stance available to teachers right now. Most of the AI conversation in education swings between two unhelpful poles: the everything-is-changing rush and the the-kids-are-doomed worry. Your third path lands somewhere more useful than either.

    I particularly liked the structural choice you made, and how generous it is to readers. The book has a main plot and side quests, and there is no wrong way to approach a game.

    If you are already comfortable with AI in your teaching, you can read it the way I did, as Izzy. Read the main story straight through, skip the side quests on a first pass, and let the book help you structure a narrative for what you are already doing while grounding it in contemporary research and frameworks. The side quests are there to come back to later, picking the ones that match a problem you are actually facing, or running them with colleagues earlier in their journey.

    If you are completely new to AI in education, or if you are more of a Ziggy, the book is built for you. Read it as a self-paced course. Work through the chapters in order, complete every side quest, and use the book as your Izzy: an experienced guide walking you through adoption step by step, calmly and without overselling it.

    If you are looking to lead PD or design a department response, the book becomes a resource library. Jump straight to chapters that match the issue you are working on (assessment redesign, AI policy, scaffolding for ESL learners), pull useful exercises directly, and use the four characters as ready-made scenarios for discussion that are less exposing than asking colleagues to share their own confusion.

    Your organising values are hope and agency. I would like to articulate two more values that run quietly through every chapter.

    Wisdom. When transmission goes to the machine, what teachers offer is lived experience. How to sit with uncertainty. How to regulate emotion when the answer doesn’t come. How to help students figure out their own relationship to technology. Vygotsky’s “more knowledgeable other” reframed as the wiser other.

    Patience. Working with AI means tolerating unpredictability. Your preference for “confabulation” over “hallucination” carries a lot of meaning in a single word change. It tells students the machine is making things up the way an over-confident friend does, and asks them to do the slow work of iteration and audit in a culture that has trained them on instant gratification.

    Your point that the most fluent AI users end up using AI less over time matches what I am watching in my own seniors, who have started turning AI off for chunks of work they used to lean on. If you are right, and I think you are, most of our AI literacy frameworks are pulled in the wrong direction.

    If I had to pick one thing you could have elaborated further, it would be the conditions some side quests quietly assume: administrator buy-in, planning time, professional runway. A lot of teachers do not have any of those. A chapter on running these moves inside a hostile or indifferent school would have closed the loop. Motivating teachers to push for change, rather than wait for it to drop from above, is what the broader educational landscape really needs today, and I believe your book is an excellent tool for fighting the good fight.

    Again, thank you for the great read!

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