From AI Policing to AI Coaching: Jason Katcher of Superhuman on Education’s Next Shift

Jason Katcher is the Global Education Channel Lead at Superhuman, where he focuses on scaling AI-powered productivity and communication tools across education through strategic partnerships. Previously at Google, Dropbox, and multiple edtech startups, Jason brings deep experience in education technology, AI adoption, and go-to-market strategy.

💡 5 Things You’ll Learn in This Episode

1.  Why schools need to move from “AI policing” to AI coaching 
2.  How Superhuman and Grammarly are rethinking writing in the AI era 
3.  What “show your work” looks like for AI-assisted writing 
4.  Why simple workflow tools often outperform flashy edtech products 
5.  How AI-native productivity platforms could reshape teaching and learning 

✨ Episode Highlights
[00:02:53] Jason shares why partnerships are key to scaling edtech globally
[00:08:13] The story behind Grammarly’s evolution into Superhuman
[00:11:32] How “AI at the edge” brings tools directly into existing workflows
[00:13:50] Why AI writing should be treated as a “show your work” moment
[00:15:24] Jason explains why teachers are becoming “AI police” — and why that needs to change
[00:18:30] How students are increasingly using AI as a thought partner instead of a shortcut
[00:20:18] Superhuman’s vision for faculty-controlled AI guardrails in education
[00:24:09] Jason’s advice for edtech companies selling into schools during the AI transition
[00:28:41] Why the best edtech products solve simple workflow problems
[00:30:27] What’s next for Superhuman Go and AI-native productivity in education 

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Transcript

[00:00:00] Alex Sarlin: Tuck Advisors was founded by entrepreneurs who built and sold their own companies. Frustrated by other M&A firms, they created the one they wished they could have hired but couldn't find. One who understands what matters to founders and whose North Star KPI is the percentage of deals closed. If you're thinking of selling your EdTech company or buying one, contact Tuck Advisors now.

[00:00:24] Jason Katcher: Teachers have now moved from being instructors to police. They have to make the call to the parent that your son, your daughter was flagged for using AI. And that's the wrong question that we believe should be getting asked. It should be a coachable, teachable moment to go through how you can utilize these tools better, because when you graduate, again, if you go into colleges, we have a footprint across three thousand different universities.

Many tools are in there. You're gonna need to know how to utilize these tools. You're gonna be expected to know when you graduate into the workforce.

[00:01:00] Alex Sarlin: Welcome to EdTech Insiders, the top podcast covering the education technology industry. From funding rounds, to impact, to AI developments across early childhood, K-twelve, higher ed, and work, you'll find it all here at EdTech Insiders. Remember to subscribe to the pod, check out our newsletter, and also our event calendar.

And to go deeper, check out EdTech Insiders Plus, where you can get premium content, access to our WhatsApp channel, early access to events, and back-channel insights from Alex and Ben. Hope you enjoy today's pod. 

[00:01:39] Ben Kornell: Hello, EdTech Insider listeners. It's me, Ben, again, with an amazing guest today. We have Jason Katcher, the Global Education Channel Lead at Superhuman, scaling AI tools through partnerships.

Superhuman, Grammarly, they've combined, and now they've created this mega company that's changing the game for people across the world, but also for education. Jason's a Swiss Army knife leader with roots at Google, Dropbox, and EdTech startups. He blends big platform scale with early-stage grit, and he's a proud University of Michigan alum.

Congrats on the national championship, and go Hoosiers. And he's dedicated to impacting education through tech. Jason Katcher, welcome to EdTech Insiders. 

[00:02:26] Jason Katcher: Yes, Ben. Thank you for being here. I would say go Blue. I thought you would've said that, but I understand the, the rivalry and the rifts run deep. But congratulations to your Hoosiers also for probably pulling off the largest miracle in college sports history.

[00:02:39] Ben Kornell: Well, let's get started. A little bit about, um, your career. What led you to shift from leading direct education sales to focus on building partner ecosystems, and how has that changed how you define impact in EdTech? 

[00:02:53] Jason Katcher: Yeah, I think that's a good place to start. So I have been with Superhuman, formerly Grammarly, for about 18 months now.

The first 15 months of that journey was establishing and leading our net new business and sales for our Grammarly for Education business, and so that was K-20 international, everything that falls into that with schools that did not have an existing footprint with us as an organization. And through that journey, one of the hallmarks of what I've had in my history is always thinking about how do you 10X your impact wherever you are?

And you can't create 10 versions of yourself, but if you can look to extend your reach and scale through partners, and I define partners pretty broadly. Basically, they're traditionally known as resellers or distributors, but we have ISVs that you can partner with and people who have great networks. So I look at a partner as anybody who can carry your value proposition to that end user to provide value to them with some problem or challenge that they're facing that you think your product could actually improve.

So by moving to our partner system, it was really important to think about the nuances of, well, what happens in APAC versus what happens in LATAM and what happens in the US and EMEA? These are all very different ecosystems and very different markets. Education is core to the nucleus of Grammarly and our foundation, so it's a really important market for us to figure out how can we scale quickly?

How can we scale through partners? Particularly like most companies, it's hard to put boots on the ground in all these different regions. There are language barriers. There are other reasons why that becomes difficult. So leveraging partners that are there, that have a history, that understand the procurement processes, the government processes, all those nuances make it a really important lever for us to continue to pull as we expand this business.

[00:04:41] Ben Kornell: Yeah, I mean, distribution is one of the hardest things in education, and then you've got the internationalization, which AI in some ways makes easier, but so much unique local context. When you're doing partnerships globally, locally, thinking about all the different channels, how do you think about your product suite and product offerings?

Do you change it around? In the US, I'd say Grammarly is probably like 90% penetrated, so we're all pretty familiar, and a bunch of folks use Superhuman regularly too, so awareness is high. But in other markets, how do you think about what value propositions to lead with or what product value or integrations to establish?

[00:05:25] Jason Katcher: Yeah, good question, and we'll get to some of the specifics on where we focus and why we focus. But one of the key hallmarks of Grammarly and how it's grown to 40-plus million daily active users over the last 16 years is that we help Students, people in all countries level up their communication and writing skills.

And one of those core components is translation, and not just having something written in English but translated into another language, we now support 17 different languages. But actually writing grammatically correct in those languages is a very big difference than just saying, "Translate this word for me into Spanish."

It needs to be relevant, it needs to be contextual, and it needs to make sense in terms of how you're writing that and how you're communicating. So Grammarly was born out of the Ukraine, and the goal there was to support students that could level up their communication and their writing skills when it came to communicating globally.

So one of the key things when we think about other markets is, one, understanding those different situations when it comes to the buying process. That's kind of a whole separate issue. But when it comes to usage, one of those consistent things we're seeing across the board is that you have to meet users where they're at.

And so in these different countries, if we expect users to gravitate to a product like Grammarly or Superhuman or any part of our stack, it might be helpful also to spend a couple of minutes just talking about what Superhuman is- Yeah ... versus what Grammarly was, 'cause we are undergoing this evolution of a brand, which might help to clarify things for your listeners.

But the key focus and what sort of the point there is, we've learned to meet those users where they're at, whether that's by delivering the tools and applications to them wherever they are on the web. We already integrate with over a million different applications and websites, and so that enables us to deliver Grammarly when they need it most.

So I'd say when we're thinking about different regions, language becomes a very important part of this because writing communication is not just for English. I think one of the things people-- Not in English in terms of a language, but in terms of you write and communicate in all subject matters, humanities and arts and science and math.

It's cross-cutting. So it's this very consistent and, and important thread that I think people often box into just one thing. But all of those subjects and all of those use cases, whether they're professional or personal, are critical for us to get right when we're in these different regions. 

[00:07:42] Ben Kornell: So you're building these partnerships and at the same time we were talking before the pod, feels like Grammarly and Superhuman have both independently and now together as a combined company, have always been skating to where the puck is going in the Wayne Gretzky famous quote.

And so not only are you establishing partnerships, but you're trying to anticipate where things are headed. Mm-hmm. So where is the partnership and that full stack that's-- and now kind of rebranded as Superhuman, where is that today and where is it headed? 

[00:08:13] Jason Katcher: Yeah, I think it's an easy 60 seconds also to take just to explain what's happened over the last 18 months.

Grammarly still exists, the brand that's been around for 16 years. There's amazing brand equity. We're in 50,000 different enterprises. We're in 3,000 different schools. We have a huge user base. But Grammarly began to see where that puck was going, which is this tailwind of AI carrying us into this new world where we are gonna need AI-native productivity suites.

And what I mean by that is products that were actually born out of AI. When you look at Google and Docs, that was born out of the cloud, and Microsoft Word was built for the desktop. And they had a challenging time catching up to Docs because they were trying to bolt on cloud onto what was really built for a desktop.

And now when you look at companies that are bolting on AI, they're not necessarily AI native. They're trying to figure out we- ways to just in- integrate that into their current legacy system versus saying, "Maybe we need to burn this thing down and kind of rebuild it with AI at the core." So Grammarly purchased Coda, which is a docs and database platform.

That was back in the early part of last year. That company is now led by Shishir, who was the former chief product officer of YouTube and founder of Coda. In the middle of the year, we purchased Superhuman Mail, and then at the end of the year, we were looking at a word or a phrase that could help really encompass what we were trying to do, which was really to bring the best out of people, not just in writing, but in general, and Superhuman kept coming to the top.

So we rebranded the company as Superhuman, and then over the last few months, we have now established our new agentic experience, which kind of underpins this whole thing, which is called Go. And Go is where all of these agents will live right alongside you, and it's probably additional good context, 'cause I think the metaphor that Shishir used, which might be interesting to your listeners, is that when he joined, his key observation was Grammarly, which has been around for 16 years, the real value in that wasn't necessarily in the grammar support that we were providing or proofreading.

It was really in this technical infrastructure that we had built over those 16 years, kind of unknowingly building this AI superhighway. But the only car that really was on that highway was your grammar teacher. So what if you could bring all of these applications and websites in the forms of agents as cars on this highway so that when you were in any document, whether that's Google Docs or Microsoft, we're completely ubiquitous, so we show up everywhere.

What if You could actually have your operational tools alongside you and your academic ones and instructional, your administrative ones, so Salesforce and Canvas and Quizlet and all of these different applications. And instead of you having to go to those applications, have those applications live side by side with you wherever you are and whenever you need it.

Because Grammarly is ubiquitous, it's everywhere you are. We are gonna be proactive by providing suggestions to you through these agents because we're contextual, so we understand the content, and we're also highly collaborative and connected when it comes to all of the systems you already have that are now sitting there as systems of record with your agents floating on top of it.

So this new world of Superhuman Go is gonna be fully moving forward over the next couple of months as we relaunch the brand for consumers and for our managed businesses. And so skating to where the puck is going, I think, has really been what this evolution has been about over the last 15 to 18 months.

And that evolution is about bringing AI to the edge, and that means bringing it to you wherever you are versus you having to go and utilize it and then come back, because that breaks the flow of working and learning, and that creates disruption, which impacts the outcomes of all of these things. So I feel like the company is absolutely on the right track, and one of the core hallmarks of that journey where we found really strong product market fit was authorship, and we could probably spend a bit of time talking about where that puck has been going, moving from AI detection forward, which has been around for the last 20 years with this black box opaque strategy of either you used AI or you didn't, to now this world of transparent, collaborative writing experiences between the student and the teacher.

And that fosters a completely different outcome because it's giving you insights into how a student is actually thinking, seeing how they started a document. Every student is different. Did they start with ideation, with an outline? Did they copy information? Did they do research? We haven't had that level of transparency until recently, and that's why Grammarly Authorship won the EdTech Breakthrough Product of the Year last year.

So really important to see where things are going, but also serve the here and the now. 

[00:12:45] Ben Kornell: Yeah, I am curious. On that front, writing is often the child that is orphaned in our conversations around where there should be pedagogic focus. There was a period in the '90s where writing and science and writing and math was really emphasized because there was a connection with writing and literacy.

But as you said, there's a way in which writing is cross-cutting across all subjects, and AI has kind of gotten a negative reputation as writing for the student rather than the co-pilot model or co-intelligence, as Ethan Mollick would say, model where it's actually assistive. And what we see in the workplace outside of schools is that people are doing this all the time and have been using Grammarly and now using the new Superhuman, as well as many other tools to improve, perfect, ideate, and so on.

So tell me a little bit about what it looks like, not just technically, but behaviorally in schools and in universities as well, university contexts. 

[00:13:50] Jason Katcher: Yeah. I mean, the key question that I think needs to start being asked, because I don't know about you, but I have a 15-year-old, and when he turns in his math homework, he cannot just put the number down as this is the answer- He has to show his work

because he's got the calculator. He has to show his work, and that proves comprehension. That shows that he's understanding that concept. And so what we are at now is this show your work moment for writing. And so the question isn't, are students using AI? There are stats that 80, 90% of them are using it.

We all know this. The genie's out of the bottle. The question really is how are they using it? Because to your point, when they graduate, whether it's high school or college, and they move into the real world, they are expected to know how to use these tools because the key hallmarks of an organization is to make sure their employees are efficient and productive and impactful.

And yet in K-12, we are still debating in many states, I think it's still less than 20 that have a AI policy coming down from the top, how AI should be used or if it should be used. And that is gonna cause a very large challenge and gap if we can't square that circle of the tools and, and traits and skills that we wanna see instilled in our students today using AI responsibly, and they can't really do that unless they have guidance.

Because if they don't have the guidance, then they run into an anxiety moment. They don't know what to do, they don't know how to do it. They're just using these tools, and they're not even sure if they can use those tools. And so what I've heard from superintendents, at least on the K-12 side, is that the ability to provide these students with a receipt Just to show their work in case, let's face it, you know, authorship was actually born out of a student use case who got mistakenly flagged for using Grammarly that-- for cheating.

And we built a product that was coming out of that use case, and that, for us, was a huge insight and eye-opener. And so if we could provide a parent and a student with access to a report that says, "Here's exactly how I used it," now it's no longer a he said, she said battle. And so in the school systems, what this causes, at least, and I'm not sure of your experiences, but what I see, and my sister is also a teacher, is teachers have now moved from being instructors to police.

They have to make the call to the parent that your son, your daughter was flagged for using AI, and that's the wrong question that we believe should be getting asked. It should be a coachable, teachable moment to go through how you can utilize these tools better, because when you graduate, again, if you go into colleges, we have a footprint across three thousand different universities.

Many tools are in there. You're gonna need to know how to utilize these tools. You're gonna be expected to know when you graduate into the workforce. So again, how do you reconcile that gap? And visiting different states and getting perspective on how this is working in the classroom over the last six months to twelve months, it's very different when you visit a state who might be very AI forward with policy, like North Carolina, versus visiting a state that hasn't even cracked open the egg yet with respect to how are we gonna approach this.

And those are the tools that we are trying to provide because ultimately it's about impacting student outcomes, right? And you can measure impact in different ways. We can measure it based on different personas, but for teachers, you want to figure out ways to give them more time back. Give them back what matters to them, because that helps minimize attrition, and that's a key focus there.

We wanna make them more productive. We believe tools being in front of them when they need them, that helps make them more productive. And when you talk about going to administrators or students, we want to ensure that we're producing better student outcomes, which can take a bit longer in some cases.

And for administrators, how do we just ensure these tools that they are using and supporting and providing for their constituents are being used, they're being impacting, and they're actually showing results to their end users, which in this case is the teachers and the, and the students. So it's a wide range of ways to think about what's happening in the schools on the ground level.

And in higher ed, we are seeing very much this push towards how do you continue to create schools that are infusing AI into the curriculum so that we're seeing these tools used more and more often and becoming almost invisible, because that's when you know your tool is really making an impact. 

[00:18:09] Ben Kornell: Yeah.

I'm curious, when you're making these things transparent, what are you learning about how writers are writing these days? Is it similar fundamental challenges that we've seen in the past, or are there new ways in which AI native kids are writing differently than they have before? 

[00:18:30] Jason Katcher: Yeah, I think that's a really interesting question.

I will admit, I'm not sure we have a ton of-- We have a lot of insights, but probably not enough in terms of aggregate to say, "This is how students are writing now versus when they weren't using or didn't have access to AI." What I can say is that the focus on ensuring authentic, responsible writing is shifting in a direction, especially in grades six through 12, where AI needs to be seen as a thought partner.

And more and more you're seeing guardrails, we have them in our system with Superhuman, ensuring that you are not giving students the easy way out when it comes to crafting a document. And this will change depending on if you're in K-12 and what you might be writing versus if you're in higher ed or you're a graduate student and you're writing a thesis.

Using AI, I think what we have seen is that more and more students are using AI as this ability to challenge themselves with different ways of thinking versus it having do the work for them. And so when we can get into those moments of understanding, 'cause Grammarly will insert points of friction into the process.

For example, with our Grammarly for Education licenses, you can't just click Accept All, as an example. It may say, "You wrote it in the passive voice, and this is why the word is incorrect the way you phrased it," but you can't just accept all. We want you to understand what the passive voice means. So I do think we're seeing AI become more of a tool and a partner, which is helping to encourage deeper thought.

And one of the products that we are actually building, which is really exciting and showcased kind of a sneak preview of this a couple of weeks ago at ASU GSB with Arizona State, who is helping to co-build this, is something we are currently calling the Assignment Notebook. And the Assignment Notebook ultimately, we believe, can be a third writing space that is built with AI at the core.

And so given the trends we're seeing, especially with utilizing AI as a thought partner, using it not as a crutch or an easy way out, one of the gaps that exists that I've seen at least, and I think we are seeing as an organization in education, is that IT can give you the governance, and they can bless a tool, and they can say, for example, "Utilize Superhuman or don't use it," or, "Use Claw or use ChatGPT."

And it's kind of very binary. Where it changes is that when you have three different professors all teaching English, they have different views most likely in terms of how much AI they think their students should have access to. So for example, the ability to give guardrails and controls to the faculty level is not something that currently exists.

So you might have one English professor that says, "I don't want them using AI at all. I don't care if IT said it's okay," and they want to turn it off You might have another professor who says, "You know what? I'm okay with them using AI for research, but I only want them to pull from credible sources, curriculum that we've licensed, tools that we know are safe."

They can set those parameters. And then you have people say, "You know what? I don't really care. I want them to go Wild West. Let them use the web, let them use Wikipedia, let them use every resource they want." And so giving that level of control down to the faculty level is something we have seen a huge-- This is very early.

It's in an alpha stage. It'll be coming in the second half of this year. But we have seen this become a really eye-opening moment for people because of the way that AI is becoming this tool for you to utilize as a coach and as a partner in the writing process. So I'd say that's the evolution we're seeing is, hey, you're doing this, they're putting it into this thing, write me an essay on so and so to help me think through this.

How would I start my thesis? Challenge me on this. Do I need citations? Are these citations correct? Really becoming a much more collaborative experience in the writing process. 

[00:22:22] Ben Kornell: I think that there's a world where we really are modeling the kind of collaborative and intellectually more advanced writing that we expect in the workplace, in our K-12 education systems, and in universities.

I do feel like anybody who is convinced that AI is bad for writing should just go look at the five-paragraph formulaic essays that have been produced over the last ten, 15 years and question, is this kind of idea of attention grabber, thesis statement, three supporting points, each doing a paragraph and then a closing, is that really relevant anymore to how people communicate?

Was it ever? And I think that the over-scaffolding of writing was done as a crutch because it was-- kind of creates this ability to get over the blank page and put thoughts down. But now we have so many great tools to kind of get over that hump, and so it's really moving into the intellectual work. On the-- Just given your incredible experience in education, both at startups and big companies, so you're trying to sell something that has relative brand understanding, but also is living a little bit forward in the future, whereas our classrooms often are slow to catch up.

What are best practices for how edtech companies can sell into that future and build partnerships? What have you seen that mistakes that commonly people make? What advice would you have for people that see the same kind of future that you see at Superhuman, but maybe are struggling a little bit with connecting the dots between today's classroom practice and the future?

[00:24:09] Jason Katcher: That is a huge question. Let me unpack a little bit of it by saying, if you are an edtech company I think there are three sort of non-negotiables if you would like your product to be in the consideration set. And this is harder when you're trying to replace a system, bring in an LMS and remove an LMS.

But I think those three things right now are: Are you making the users more productive? Are you helping to generate higher retention because teachers and shortages and attrition's a real problem? And are you generating an ROI? And the last piece is the hardest. Many companies will say, "We can generate this impact or generate that impact," but unless you can really put a crisp dollar amount in a world where budgets are really tight, and so in order to purchase something else, you usually have to get rid of a current product.

In our world, we really focus in on the authorship product as a hook for that, particularly not just in K-12, but also in higher ed. And what I mean by that is we can show definitively through case studies that we've reduced academic integrity violations by a certain percent, up to 97% at some of these community colleges we've worked with.

Every one of those violations can be associated with a dollar amount, whether those are serious cases, whether those are minor cases, if they involved a dean or the academic integrity board or legal, we can put a dollar amount against that. And so if we can reduce it by a certain amount and we multiply it by a dollar, we can now say, "Hey, this is costing your university or your school district X amount of money per quarter, per semester, per year.

This is what it would cost to implement this product." And that's without measuring all the ancillary benefits of reducing stress and some of the other things that we've seen. So my guidance to EdTech companies, having worked at small firms and large ones, is to focus on pillars that matter, and those are the three pillars that matter to me and what I've heard in terms of how we position that.

If you can put together a story that supports those pillars or whatever ones you wanna lean into, and again, I think ROI is one of the most important ones because the finance teams are usually the ones left out of these equations. We're very focused as EdTech companies historically on selling to IT or to instructional technology curriculum, et cetera.

But then there's the finance element. And so for them to be able to go to a finance persona and say, "Hey, what if we could save you X? What if we could turn this investment, which inherently expects a yield, not a cost center, but becomes a revenue generator?" That becomes a very different story. As you move through the ecosystems, you have different sets of challenges when you're working at a Google, which is a enormous company that can subsidize lots of things through advertising, or Microsoft that subsidized a lot of their education outreach through software licensing, versus when you're an EdTech company and your whole world focuses just on getting that tool into those schools.

The really tough thing that I've seen and the way that I have seen adoption move faster is by complementing existing systems that are already in place. So if you wanna sell a point solution, which is perhaps what Grammarly was initially, and move to selling a platform, that is a very different- Value proposition.

What we focus on is we understand that the users are where they are, meaning you have to meet them where they are versus having them come to you. So we work alongside you in Google Docs, we work alongside you in Microsoft Word, we work alongside you in Slack or in Atlassian or Salesforce or Blackboard or Canvas.

Our job is to make those existing ecosystems that already give you safety and security and all the governance you need, as do we, but work side by side with you to make, for example, a Google platform better. How do we do that? Well, in K-12 especially, if you're using Google Classroom, you would write a document in Google Docs, you would utilize Google originality reports, which really just says, "Is this document similar to other documents on the web or a database?"

But it doesn't go so far as to give you the insight that we just discussed with authorship, which is the writing process, et cetera. So what if you went through those three steps and then submitted it to Canvas or Schoology or Classroom? You've now added a lot of value without disrupting the current workflow.

So if you can add value to existing stacks by making them better, more efficient, more profitable in terms of returns on investment and impact, you're now changing the conversation. And then the last thing I would say is kind of it bleeds into one of the most important things that I think I've learned over the last 15 years is that what wins in education is never the shiny, sexy object.

It's always the simple tool. And when you can save people time, most importantly, and a good example of this is kind of early Edgenta experiences in Slack. Let's say in Slack you have integrations with Workday and other tools. So when I would have a team of people and they would request a vacation day, it would just come up in my Slack, I'd approve the day and move on.

Versus without that integration, having to go to Workday, log in, find the user, click approve, et cetera. There's really nothing sexy about that, but it saved me an immense amount of time by doing something and getting on with my day. And Google Classroom was obviously the best use case of this in education.

Google Classroom was nothing more than a workflow layer initially. Forget what it is in 2026, but in 2014 it was born out of the fact that it was really tough for schools to use Google Docs and Google Drive together. They were built in separate parts of Google. They did not communicate well, and the process of using a doc, creating a doc, collaborating in that, and then putting it into Google Drive was a monstrous task.

And so we identified that was a challenge. We built a workflow layer of connective tissue. It's never gone beyond K-12 back then or even till today, but it solved an immense amount of problems. And so focus and focus and focus on doing one thing really well versus trying to solve or even improve 50 or 100 things.

The saying of don't boil the ocean, I'm not a consultant, but I do think it's relevant here. Focus on doing one thing really well like we were doing with writing and communications will earn you the right to build more and get more of that user's time over time. 

[00:30:09] Ben Kornell: Yeah, these are hard-won lessons learned and key wisdom that I think applies to all of us in this space.

I know we only have you for so long. If people wanna find out more about Superhuman, the vision of where you're headed and so on, what's the best place for people to learn more? 

[00:30:27] Jason Katcher: Yeah. They can, of course, go to grammarly.com, and now we have a brand-new site for superhuman.com. If you /edu on both of those, you'll find our offerings and the nuances between what we have built with Grammarly as your key writing communications assistant and authorship, and all the great things that come with that.

And then the direction that we are headed for those who want to understand what Superhuman Go is, particularly as we start to stitch together this really unique value proposition that we're not the only company attempting to tackle, but I have so much respect for the boldness of our vision, so they can learn more about that on the Superhuman site.

And again, Superhuman Mail is just one of those components. Yeah. But now you know that Superhuman is the umbrella that encompasses- Love it ... these various brands, and you will see over the next few months Grammarly for writing and communication, which will live as agents on Go. You'll see Coda morph into our docs and databases platform.

You'll see Superhuman Mail morph into Mail. And that's another great example, by the way. Superhuman Mail just layers on top of Gmail or Outlook. Yeah. It's meeting you where you're at, but providing you with a better UX and a better UI, and that stickiness is really what matters, not the underbelly of the technology.

So they can visit us at those sites, and of course, you have my contact information from here, and you can reach out to me on LinkedIn at any time. 

[00:31:43] Ben Kornell: Yeah. Well, there's a way in which this hybrid AI world where human beings are assisted with AI capabilities to make them superhuman, pun intended. Yeah. That's a world that Grammarly and Superhuman have been living in for a lot longer than the rest of us.

So it's very exciting to see where that vision is headed and to think about our writing and our communications leveling up. Absolutely. Thanks so much, Jason Katcher, and folks, check out Superhuman Go, and we'd love to hear your feedback. 

[00:32:15] Jason Katcher: Pleasure. Thanks, Ben. 

[00:32:17] Alex Sarlin: Thanks for listening to this episode of EdTech Insiders.

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