SynopsisLeon Furze lays out his practical workflow for POSSE—Publish (on your) Own Site, Syndicate Elsewhere—so your website remains the hub and platforms are just spokes. He explains how he posts first on WordPress, lets Jetpack push to Bluesky (and occasionally LinkedIn), uses the ActivityPub plugin to make his site part of the fediverse (with comments […]

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Leon Furze argues that the real tension with AI and writing isn’t “death of writing” but purpose. When schools prize the product over the process, generative AI flattens the whole writing cycle, letting students jump from “I need a piece” straight to publication. That shortcut may be fine for functional emails or content farms, but in education the process is the learning; flatten it, and you flatten learning too.

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Leon Furze contrasts Tim Berners-Lee’s 1989 vision of an open, decentralised World Wide Web with the “Narrow Web” of 2025—an internet funnelled through half-a-dozen corporate platforms that monetise surveillance, lock users into walled gardens and invert the original principles of universality and non-discrimination.

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Leon Furze argues that “lesson planning” is a dynamic act of design and reflection, yet AI platforms from Google, Microsoft and start‑ups like Magic School keep packaging it as a downloadable product: click a button, get a plan. That noun‑based mindset, he says, feeds compliance paperwork and short‑cuts the messy thinking, collegial dialogue and classroom experimentation that turn curriculum into learning.

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Leon Furze dismantles recent headlines claiming AI can “save teachers six weeks a year.” He shows how time‑saved tallies in the Walton Foundation/Gallup survey and Microsoft’s Copilot pilot gloss over what tasks are being sped up—and why they exist in the first place. Measuring efficiency, he argues, ignores the deeper causes of burnout: relentless compliance work, eroded autonomy and a culture that treats teaching as piece‑work.

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Leon Furze sets aside the chatbot hype to show how the underlying components of AI—image recognition, speech-to-text, text-to-speech and transformer language models—already power a growing suite of assistive technologies.

He argues that genuine progress depends on lived-experience design, open standards and a focus on specific user needs, not generic “GPT in everything” solutions. By mapping near-future advances—offline multimodal models, speech-to-sign avatars, adaptive reading platforms and low-cost robotics—Furze invites educators and developers to steer AI toward accessibility rather than spectacle.

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Responding to newspaper calls for tighter controls on generative-AI in senior-school “take-home” tasks, Leon Furze argues that the real culprit is the assessment format itself, not ChatGPT. The article shows that home-based essays and projects have long privileged students with money, tutors or stable study spaces, while disadvantaging those with caring duties, disruptive households or limited technology access—long before large-language models entered classrooms.

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SynopsisThis post expands Leon Furze’s earlier “expertise problem” argument by introducing a three-dimensional model of expertise for working productively with generative AI. Drawing on Punya Mishra’s domain × technology matrix and adding insights from Dreyfus & Dreyfus, Lave & Wenger and James Paul Gee, Furze distinguishes domain expertise, technological expertise, and a newly foregrounded situated […]

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