# Jane Kim

Jane Kim writes and speaks about responsible technology in education, with a focus on protecting children and the human side of learning. Her posts discuss school technology, children’s screen use, and work with KindEd and the USC Rossier School of Education EdTech Accelerator.

- Profile: https://b2binfluencer.marketing/creators/jane-kim/
- LinkedIn: https://www.linkedin.com/in/janeckim
- LinkedIn followers: 2,610
- Topics: artificial-intelligence, leadership
- Based on 11 dated posts, latest 2026-10-08

## Summary

Jane Kim is useful for explaining responsible child-facing AI review, guardrails, and human-centered learning in schools.

- Best for: An edtech company developing child-facing AI or classroom tools, with review and guardrails as content.
- Not for: Consumer edtech promotion that pushes more device time, engagement, or replacing classroom instruction.
- Check first: Confirm paid collaboration terms, audience details, and whether they have a media kit or sponsor policy.

### Takeaways

- Jane Kim argues child-facing AI should be reviewed before release, with appropriate guardrails.
- Jane Kim says technology in schools should support hands-on, social learning, not passive consumption.
- Jane Kim notes children benefit from seeing leaders who look like them.

## Main ideas

- **Review and safeguard AI tools before using them with children**: Kim argues that careful review and appropriate guardrails should be the minimum for AI tools used with children. They connect that caution to a broader concern: companies can fund research that shifts attention away from harms linked to their products.
- **Technology should support hands-on, social learning—not displace it**: Kim argues that children need in-person, multisensory experiences and opportunities to build and bond. They support teaching children to create with technology, while noting that school policies alone cannot address screen use outside school.
- **Keep the human part of learning central to technology design**: Kim’s proposed SXSW EDU session would discuss how schools design and use technology while protecting the human component of learning. The post presents a collaborative discussion topic, not a detailed design framework.
- **Children benefit from seeing leaders who look like them**: A summit reflection links representation in education leadership to what children can imagine for themselves. It is a clear personal priority in this post, but the posts here do not show it as a recurring theme across multiple posts.

## Work to read

- [Why children's technology guardrails take time — and who paid for the delay](https://www.linkedin.com/posts/janeckim_took-over-a-decade-to-show-how-phones-and-activity-7501691224765112321-tjZ3)
- [Sixteen states, one brain: where screens stop helping children learn](https://www.linkedin.com/posts/janeckim_edtech-digitaluse-socialmedia-activity-7442995236148125715-Bh2S)
- [An SXSW EDU panel on protecting the human part of learning](https://www.linkedin.com/posts/janeckim_just-wanted-to-ask-if-people-would-consider-activity-7496311444108468224-fPhv)
- ["Children want to be what they can see": notes from ASU+GSV day two](https://www.linkedin.com/posts/janeckim_day-2-of-the-asugsv-summit-i-met-michelle-activity-7450637394686500866-j17r)
- [Day one at ASU+GSV and the end of the accelerator](https://www.linkedin.com/posts/janeckim_only-day-1-at-asugsv-summit-delighted-to-activity-7449339793421025280-xjCt)

## Brand relationships

- **USC Rossier School of Education EdTech Accelerator** (disclosed_partnership)
- **KindEd** (disclosed_partnership)
- **ASU+GSV Summit** (mention)
- **SXSW EDU** (mention)

## Partnerships

Jane Kim's posts show no sponsorship or brand-partnership program: no rate information, media kit, sponsor policy, or disclosed paid placement. They pitched a SXSW EDU panel on technology design and use in schools with two collaborators they met through the USC Rossier School of Education EdTech Accelerator, and write about the accelerator cohort as a continuing source of mentorship and support for KindEd. That suggests a collaboration route built on co-authored or co-presented educational content rather than a paid placement slot. No official partnership inquiry route appears in the posts. For rates, formats, or paid-placement terms, an edtech company can contact them through their LinkedIn account, the only channel mentioned here.

## Alternatives

- Dr. Jorge Valenzuela: Choose Dr. Jorge Valenzuela when the collaboration needs a classroom and instructional-design frame for AI use: making student thinking visible, building strong assessment structures, and giving school and district leaders a practical way to judge whether AI is improving learning rather than simply being present. The posts show work on project-based learning, visible thinking, feedback, a single-point rubric, an upcoming Lifelong Learning Defined podcast episode on trust and psychological safety in innovation culture, and the Instructional Innovation+ program. This is a better choice if the campaign’s main deliverable is a professional-learning session, rubric, or assessment guide for teachers and leaders on AI literacy and instructional integrity.
- Mary Harper: Choose Mary Harper when the collaboration is aimed at teacher preparation, early childhood workforce systems, or Texas policy and program design. The posts discuss Design Principles for Teacher Preparation from the Learning Policy Institute, grounded in the science of learning and development, and argue that preparation should be coherent, clinically grounded, developmentally informed, equity-centered, and modeled by faculty and mentor educators. They also cover a Texas Workforce Commission grant to the Children’s Learning Institute for CDA credentials, registered apprenticeships, associate degrees, and bachelor’s degrees, with TXAEYC framing it as an investment in early childhood educators and career pathways. This is a better choice if the campaign needs to reach educator-preparation leaders, accreditation teams, higher-education faculty, or state workforce programs.
- Dan Greenwald: Choose Dan Greenwald when the collaboration needs an edtech ecosystem, startup-scaling, or global market-entry angle. The posts describe SXSW EDU work with GESAwards, shared insights from nearly 1,200 startups in the 2025 cycle, a panel of seven GESA startups scaling across countries, and the difficulty of building for-profit education ventures inside systems with slow adoption, tight budgets, multiple stakeholders, and high trust barriers. They also describe a broader SXSW/SXSW EDU convening role across educators, founders, creatives, and investors. This is a better choice if the campaign’s goal is founder-facing thought leadership, international expansion, or a convening that connects the product to a global edtech network.

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AI-assisted summary of public posts. Audience demographics are not available. Engagement appears only where we checked recent posts. Method: https://b2binfluencer.marketing/methodology/