This resource from WestEd introduces a framework for educators and leaders to use artificial intelligence (AI) intentionally when designing learning experiences. The resource argues that AI can help students access learning just as it can take away meaningful effort. The framework, Friction by Design, distinguishes between how AI can be used to support productive friction that contributes to learning and minimize unproductive friction that might inhibit learning. It offers five lenses for educators to consider: (1) cognitive ownership, (2) productive struggle, (3) social sense-making, (4) activation energy, and (5) access barriers. The framework emphasizes that AI should not replace students’ role in directing their own learning, including generating ideas and making decisions. It also points to ways that AI can support learning, such as offering multiple entry points and clarifying difficult language. Educators and leaders might find this useful for facilitating professional development on AI use, designing lessons and assessments, and guiding discussions with students.