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What happens when students can finish the assignment without doing the thinking? In Episode 376 of My EdTech Life, Dr. Alfonso Mendoza Jr. welcomes educator, education leader, and author Jeff Piontek for a candid conversation about AI in education, student ownership, and the human relationships that make learning meaningful. Jeff shares ideas from his new book, AI, EI, O, and YOU: Preparing Educators for an AI Driven World. His framework brings together artificial intelligence, emotional intelligence, oral language, and the educator’s role in shaping learning. Throughout this conversation, we return to a question every school should be asking: What cognitive work remains with the student? From classrooms where platforms become the star to professional development that demonstrates tools but overlooks teachers, Jeff challenges how schools approach technology adoption. We discuss student voice, writing, accessibility, and what it means for learners to explain and defend their decisions when AI supports their work. We also explore Jeff’s concerns about AI restrictions, unequal access, and the instructional support students could lose when schools remove a tool. In this episode: 00:00 Welcome to My EdTech Life and meet Jeff Piontek 07:00 AI, EI, O, and YOU: Jeff’s framework for keeping people at the center of learning 12:00 Will AI replace teachers? Jeff shares a provocative university Q&A 16:00 How can students use AI while retaining ownership of their thinking? 18:00 How can AI support language practice without replacing human conversation? 22:00 Jeff’s concerns about AI restrictions and unequal access 33:00 What should districts examine beyond personalized learning promises? 39:00 What parts of learning should remain AI-free? 54:00 Why do teachers and families need ongoing support with AI? If you’re a teacher, instructional coach, school leader, or someone building tools for education, this conversation invites you to examine what students are actually learning when technology enters the classroom. Join the conversation: What is one part of student learning you believe should remain AI-free? Share your perspective in the comments. 📚 Jeff’s new book: AI, EI, O, and YOU: Preparing Educators for an AI-Driven World Connect with Jeff: https://jeffpiontek.com/ Explore more educator conversations: https://www.myedtech.life/ Thank you to our sponsors: Comeback Coffee, Book Creator, Eduaide.AI, and Peel Back Education. Subscribe to My EdTech Life for conversations that amplify educator voices and help us Connect + Learn + Inspire. Stay Techie ✌️ Support the show

AI can give students a confident answer in seconds. But who teaches them to question it, verify it, and decide whether to trust it? In Episode 375 of My EdTech Life, Dr. Alfonso Mendoza welcomes back Dr. Karina Quilantan-Garza, also known as Dr. Q, for a conversation about school librarians, AI literacy, and protecting the thinking students need to do for themselves. A former middle school librarian and now an assistant professor at Sam Houston State University, Dr. Karina challenges the idea that libraries are simply places to find books. As AI makes convincing information easier to create, she explains why librarians’ expertise in research, source evaluation, and ethical information use matters more than ever. Chapters 00:00 Introduction and guest introduction 01:01 Dr. Q's background and transition to higher education 07:12 The importance of libraries as central learning hubs 09:04 Libraries' role in the age of technology and information evaluation 11:55 AI's impact on information literacy and teaching strategies 15:13 Teaching verification and critical thinking in the AI era 17:59 The concept of AI literacy and its integration into existing curricula 20:55 The librarian's role in policy, tool selection, and professional development 27:13 Embedding AI literacy into standard library instruction 42:00 Innovative library programs and future space design 47:02 Changing perceptions of librarianship and leadership roles 48:57 Final advice for librarians and closing remarks Dr. Karina also challenges educators: before using AI, ask what part of the thinking and learning process you are asking the machine to do. If you’re a teacher, librarian, instructional coach, school leader, or higher education educator, this conversation invites you to reconsider who should help lead AI literacy and what students actually need to learn. 💬 What role does your school librarian play in your AI conversations? Share your experience in the comments. Connect with Dr. Karina: Instagram: @cuethelibrarian LinkedIn: Dr. Karina Quilantan-Garza  Explore more educator conversations: www.myedtech.life Subscribe, share this episode with an educator, and help us amplify the voices shaping teaching and learning. Thank you to Comeback Coffee, Book Creator, Eduaide.AI, and Peel Back Education for supporting My EdTech Life. Stay Techie ✌️ Support the show

In Episode 374 of My EdTech Life, Dr. Alfonso Mendoza Jr. sits down with Jacob Kantor, the Chief DODO, or District Office Door Opener, to explore what it takes to earn educators’ attention, build trust, and serve schools. Drawing on 19 years in EdTech, Jacob explains why district doors stay closed, how sales targets can get in the way of listening, and why even well-liked vendors can lose contracts when budgets tighten. We discuss involving educators in product development, asking better questions, and showing up when implementation gets complicated. Jacob also shares the personal motivation behind his work: arriving from Ukraine without knowing English and now using that experience to encourage his son through speech therapy. His story brings the conversation back to the children and families affected by the decisions adults make. If you’re an educator, district leader, EdTech founder, or someone working alongside schools, this episode offers a candid look at what meaningful partnership requires. Time 00:00 Welcome to My EdTech Life 01:00 Sponsor Thanks and Introducing Jacob Kantor 03:00 Jacob’s Journey into Education and EdTech 04:00 Becoming the Chief DODO 07:00 Connecting District Needs with Relevant Solutions 10:00 Why District Doors Stay Closed 14:00 When the Sales Pitch Replaces Listening 16:00 Budget Cuts and Difficult District Decisions 18:00 Showing Up and Understanding Educators’ Needs 20:00 Whose Problem Is EdTech Solving? 22:00 Building Products Alongside Educators 25:00 Trust When Implementation Gets Difficult 28:00 Relationships Beyond the Sales Conversation 32:00 Asking Better Questions and Making Connections 35:00 When a Company Isn’t Ready for District Introductions 37:00 Evidence, Fit, and Setting Boundaries 40:00 Client Commitments and Conflicts 42:00 Listen More and Give People Permission to Stop Pitching 44:00 The Five-Year-Old Behind Jacob’s Work 46:00 Final Reflections and Closing 💬 What is one problem you wish EdTech companies would listen to educators about? Tell us in the comments. Subscribe for honest conversations that amplify educator voices and connect technology with the realities of teaching and learning. 🎧 Explore more episodes: https://www.myedtech.life/ Thank you to our sponsors: Comeback Coffee, Book Creator, Eduaide.AI, and Peel Back Education. Stay Techie ✌️ Support the show

In Episode 373 of My EdTech Life, Dr. Alfonso Mendoza sits down with Dacia Toll, co-founder of Coursemojo, to challenge how schools measure the value of educational technology. Logins, minutes, and completed activities may show that a platform was used, but they do not prove that meaningful learning occurred. Dacia explains why districts must look beyond usage data and demand stronger evidence of student thinking, instructional impact, and academic growth. Together, we explore the middle school literacy crisis, the difference between decoding and comprehension, and why classroom discussions can sometimes make thinking optional for many students. Dacia also shares how AI can support productive struggle, provide timely feedback, and help teachers identify misconceptions without replacing human judgment or student collaboration. In this conversation, we discuss: • Why reading proficiency requires more than decoding • How disconnected interventions can create instructional confusion • Why AI should preserve productive struggle • The difference between receiving feedback and using it • How EdTech can support teacher workflow without becoming the lesson • What outcomes-based contracting could mean for district accountability • Why safety, efficacy, and outcomes should guide EdTech decisions • How educators can look beyond AI hype and evaluate what works locally Timestamps: 00:00 — Introduction to Episode 373 01:12 — Meet Dacia Toll and Coursemojo 03:45 — Why logins and usage data do not prove learning 07:18 — Measuring student thinking and instructional impact 11:06 — The middle school literacy crisis 15:42 — Decoding versus comprehension 20:10 — How classroom discussions can make thinking optional 24:36 — Designing interventions that support coherent instruction 29:05 — AI, productive struggle, and meaningful feedback 34:18 — Helping teachers identify misconceptions 39:02 — Supporting teacher workflow without replacing instruction 43:27 — Outcomes-based contracting and district accountability 48:16 — Evaluating EdTech for safety, efficacy, and outcomes 52:40 — Looking beyond AI hype 56:08 — What evidence should schools demand? 58:12 — Closing thoughts and where to learn more The central question is simple: Are we measuring technology use, or are we measuring learning? Connect with Dacia and learn more about Coursemojo: https://coursemojo.com Read Dacia's Article: What It looks Like to Build Educational Ai Based on Cognitive Science Explore more episodes of My EdTech Life: https://www.myedtech.life A special thank you to our sponsors, Comeback Coffee, Book Creator, Eduaide.AI, and Peel Back Education, for supporting our mission to amplify meaningful voices in education. Subscribe, share this episode with an educator or district leader, and tell us in the comments: What evidence should schools demand before renewing an EdTech platform? Stay Techie! Support the show

Parent ProTech and Krystina O'Bryant join Dr. Alfonso Mendoza on My EdTech Life to challenge one of education’s biggest assumptions: being a digital native does not mean being digitally ready. In Digital Natives Aren't Ready for This, we explore what students are actually facing online and why knowing how to use technology is very different from having the emotional maturity, critical thinking, and judgment needed to navigate it safely. Krystina O'Bryant, Chief Academic Officer at Parent ProTech, shares how schools and families can move beyond checkbox digital citizenship and start having meaningful conversations about screen time, social media, AI companions, digital wellness, online behavior, and the rapidly changing world of generative AI. We also talk about why adults need to get back into the digital citizenship conversation, the difference between active and passive screen time, the surprising rise of AI relationships among young people, and why character traits like responsibility, kindness, self-control, and good judgment matter just as much online as they do offline. Technology will continue to change. The bigger question is whether we are preparing students with skills that will still matter when the next platform, app, or AI tool arrives. If you are an educator, school leader, parent, instructional coach, or anyone helping young people navigate technology, this conversation is for you. TIMESTAMPS 00:00 Welcome and Thanks 00:45 Sponsor Shoutouts 01:19 Meet Krystina and Parent ProTech 03:01 Krystina’s Educator Journey 06:05 Digital Natives vs Literacy 10:02 What Parent ProTech Offers 15:11 Beyond Checkbox Digital Citizenship 20:41 Screen Time and Digital Wellness 23:33 AI Risks and Rapid Change 28:06 Character Education Meets Digital 31:08 Spanish Support and Accessibility 33:43 Timeless Safety Skills 37:53 How to Connect and Get Access 40:43 Lightning Round Fun 43:49 Final Thanks and Wrap Up 🎙️ ABOUT MY EDTECH LIFE My EdTech Life is about more than the latest tool or trend. Dr. Alfonso Mendoza brings educators, researchers, founders, and thought leaders together for conversations about what technology means for teaching, learning, and the people at the center of education. We keep the conversation practical, thoughtful, and human. ☕ THANK YOU TO OUR SPONSORS A huge thank you to Comeback Coffee, Book Creator, Eduaide, and Peel Back Education for supporting the mission of My EdTech Life and helping us continue bringing meaningful conversations to the education community. 💛 SUPPORT MY EDTECH LIFE If My EdTech Life has given you a knowledge nugget you can sprinkle into what you're already doing, consider becoming a Producer or Super Producer through our Buy Me a Coffee membership. Your support helps us continue amplifying educator voices, bringing you meaningful conversations, and keeping this community growing. ☕ Join and support the show: https://buymeacoffee.com/myedtechlife/membership 👍 If this conversation challenged your thinking, like the episode, subscribe to My EdTech Life, and share it with an educator, school leader, or parent who needs to hear it. 💬 And let us know in the comments: Are we giving digital natives too much credit simply because they know how to use the technology? Stay Techie ✌️ #MyEdTechLife #DigitalCitizenship #ParentProTech #DigitalLiteracy #AIinEducation #OnlineSafety #EdTech #ScreenTime #DigitalWellness #ArtificialIntelligence #Parenting #EducationTechnology Support the show

"Step one, step two, step three" isn't how real learning happens. On this episode of My EdTech Life, Dr. Alfonso Mendoza sits down with Cari Orts, also known as Techie Cari, an educational technology specialist at Marble Falls ISD with over 20 years of experience in education, to discuss maker spaces, project-based learning, and why AI will never replace real teaching. Cari shares why she believes technology should work like a textbook, not the whole classroom. She breaks down her Cardboard Carnival project, a K-5 event that fills an entire school gym with games kids build from scratch, and explains why AI-generated rubrics fail teachers unless they are rewritten to be measurable. This episode is packed with real classroom examples for K-12 teachers, instructional coaches, and district leaders who want practical ways to bring project-based learning back into their classrooms without losing instructional time. WHAT YOU WILL LEARN IN THIS EPISODE What is the problem with 30-minute daily EdTech platform requirements? Many districts require students to use a paid platform for a set amount of time each day to justify the cost. Cari explains why this turns into compliance instead of real learning. Why does Cari Orts say step-by-step instructions hurt critical thinking? Scripted instructions teach students to copy steps rather than understand why something works. Cari explains why giving students an end goal instead of a script leads to deeper learning. How can teachers actually find time for project-based learning? Cari shares her method of bundling 10 to 15 standards into a single project instead of teaching them one at a time, which saves time later in the school year. Why are AI-generated rubrics not accurate for grading? AI can create a rubric quickly, but Cari explains why it is not measurable until a teacher rewrites it with specific, gradable criteria. What is the Cardboard Carnival project? A K-5 maker space project inspired by Caine's Arcade where students build carnival games from cardboard, then host a school-wide family math night to showcase them. How should teachers use AI in the classroom? Cari recommends writing content first, then using AI only to refine it, rather than generating lessons or newsletters from scratch. TIMESTAMPS 00:00 Intro and welcome 00:01:00 Meet Cari Orts, also known as Techie Cari 00:03:00 The problem with 30-minute daily EdTech compliance 00:04:00 How COVID changed hands-on learning in the classroom 00:08:00 What other districts and states are seeing right now 00:12:00 The shoe building project and low tech, high engagement learning 00:15:00 Why step-by-step instructions are not real learning 00:19:00 The Cardboard Carnival project explained 00:26:00 How to find time for project-based learning 00:28:00 Why AI-generated rubrics are not measurable 00:34:00 Bringing parents into student learning 00:35:00 What teachers get wrong after a conference or PD 00:38:00 Designing PD for speedboats, tugboats, and anchors 00:43:00 Cari's honest take on AI in education 00:46:00 Is AI literacy a realistic goal for teachers? 00:51:00 Speed round: edu kryptonite, billboard idea, and trading places with a student 00:55:00 Connect with Cari Orts ABOUT THE GUEST Cari Orts, known as Techie Cari, has over 20 years of experience in education as a teacher, GT specialist, and maker space lead. She currently works as an educational technology specialist at Marble Falls ISD and presents nationally on AI, project-based learning, and hands-on instruction. Connect with Cari Orts Facebook, X, TikTok: @TechieCari LinkedIn: https://www.linkedin.com/in/cari-orts-740ab6a1/ CONNECT WITH MY EDTECH LIFE Website: myedtech.life More episodes on project-based learning, maker spaces, and AI in education available at myedtech.life Thank you to our sponsors: Comeback Coffee, Book Creator (use code MyEdTechLife for a free 3-month premium upgrade) Contribute to the show: Buy us a coffee! Become a show sponsor: email [email protected]  Support the show

Can AI take away a student's voice or help protect it? In this episode of My EdTech Life, host Dr. Alfonso Mendoza, a top voice in the ed tech space, sits down with virtual education leaders Larisa Black and LaKeshia Brooks to dig into artificial intelligence in education, digital literacy, virtual teaching, and the growing backlash against ed tech in K-12 schools. With a combined 34 years in education, Larisa and LaKeshia share their personal journeys from classroom teachers to virtual education leaders, and how their approach to generative AI shifted from early excitement to grounded, cautious advocacy. This conversation covers what actually matters when selecting AI and ed tech tools (accessibility and accommodations first), how to assess student work honestly in a virtual classroom, why authentic assessment beats AI-generated worksheets, and why lumping every ed tech tool into today's "AI backlash" narrative puts students who need accommodations at risk. If you're an educator, instructional coach, virtual school leader, or ed tech decision-maker trying to navigate AI adoption, digital citizenship, and screen-time policy debates in 2026, this episode is packed with practical, classroom-tested insight. What You'll Learn: 1. How virtual teachers moved from "move fast, break things" to cautious AI advocacy 2. Why accessibility and accommodations should drive ed tech tool selection 3. How to talk with students about AI use without a power struggle 4. Why authentic, process-based assessment matters more in the AI era 5. The risk of lumping every ed tech tool into the AI backlash narrative 6. What personalized AI tutoring could mean for educational equity 7. Why teacher training must come before student AI training 8. The future of virtual schooling in an AI-driven education landscape Chapters: 00:00 Introduction to the Conversation 02:59 The Role of AI in Education 05:57 Personal Journeys in Virtual Teaching 09:05 Mindset Shifts in Using Generative AI 12:00 Digital Literacy and Student Engagement 14:51 Navigating EdTech Backlash 17:50 Selecting Effective EdTech Tools 20:56 Assessing Student Work in a Virtual Environment 23:41 Empowering Student Voices 26:46 Future of EdTech and Student Learning 30:54 Navigating AI in Virtual Education 36:21 The Role of Educators in AI Adoption 41:26 Reflections on AI Integration 41:55 Future of Virtual Schooling and AI 47:49 Connecting with Educators and Resources 50:28 Edu Kryptonite and Growth Mindset 53:13 Kindness and Perspective in Education Connect with our guests: LaKeshia Brooks — @msmathminded (TikTok) Larisa Black —  ⁨@TeachWiseAI⁩  (TikTok) A huge thank you to our sponsors who make this show possible: ☕ Comeback Coffee 📖 Book Creator-Use code MYEDTECHLIFE for premium access. Love the show? Support us and get exclusive perks: https://buymeacoffee.com/myedtechlife/membership Interested in sponsoring My EdTech Life? Reach out — we'd love to partner with you. Stay Techie ✌🏼 Support the show

"I Don't Even Like Calling It Claude" ft. Dr. Carol Fletcher | My EdTech Life 368 A college student let an AI chatbot complete his entire research project. When his professor asked him to explain it, he couldn't. That's the story that opens this episode with Dr. Carol Fletcher, Director of EPIC (Expanding Pathways in Computing) at UT Austin's Texas Advanced Computing Center (TACC), where she leads research and professional development in STEM+CS education across the state. Carol doesn't hold back. She calls the "AI will do it all, kids don't need to learn to code" messaging coming out of corporate America "fascinatingly irresponsible." She breaks down research showing AI chatbots agree with users roughly 15 times more than a human would, and explains why she refuses to call any chatbot by a human name in front of students. We also get into why "just ban it" isn't working. 100% of kids in her conference's student panel said they're using AI, even in schools where it's prohibited. That's created a real adversarial relationship between students and teachers over AI accusations. Carol brings a rare mix of perspectives to this conversation. She's a former middle school teacher, an elected School Board Trustee for 18 years, and the founder of WeTeach_CS, one of the largest computer science teacher professional development programs in the country. That program is where a lot of this episode's optimism lives: real, statewide, teacher-facing work that's been building AI and CS literacy in Texas classrooms long before this became a headline issue. Then we go deep on policy. Carol chaired the Texas AI in Education Task Force behind a new white paper, and the numbers are sobering. Texas is one of only five states with no formal AI guidance for K-12, even though 86% of districts report teachers are already using it. She walks through the task force's recommendations and a red-light/yellow-light/green-light framework any district can start using now. Chapters: 00:00 Introduction to Learning Stalls and AI's Role 09:56 The Importance of Computer Science Education 19:57 The WeTeachCS Summit: Building Community and Empowering Educators 29:58 AI in Education: The Risks of Over-Reliance 35:48 The Need for AI Guidance in K-12 Education 39:53 Navigating AI Messaging in Education 42:46 Recommendations for AI Integration in Texas Education 46:06 Practical Steps for Districts to Implement AI Policies 52:02 WeTeachCS: Supporting Educators in AI Literacy Connect with Dr. Carol Fletcher & WeTeach_CS: 🔗 weteachcs.org 📰The Anatomy of a Learning Stall 📰Leading the Way in K-12 Education  Sponsors: Comeback Coffee | Book Creator (code MYEDTECHLIFE for a 3-month premium trial) | Eduaide.AI | Peel Back Education 👉 Support the show: https://buymeacoffee.com/myedtechlife/membership 👉 More episodes: myedtech.life Blessings. Stay Techie ✌🏼 Support the show

"I can boss my robot overlords around and go, 'I wanna try this thing.'" That line right there? That's the whole episode. This week Dr. Fonz sits down with Dustin Rimmey, aka Rimmey, a 19-year Kansas educator who went from "programming languages just don't stick in my brain" to building his own classroom tools with nothing but a keyboard and a stubborn refusal to quit. No computer science degree. No dev team. Just what Rimmey calls "caveman prompting." You describe what you want. You fail. You try again. And somehow, a Wordle-style history review game shows up on the other end. In this episode, Rimmey breaks down: What vibe coding actually is (and why "caveman prompting" might be the most honest term in EdTech right now) How he built a Macbeth review game for a colleague's English class using nothing but iteration and grit Why he intentionally builds tools he can't afford, instead of waiting for district approval The "AI-resilient assignment" approach he's testing so students still show their thinking, even if they use AI A wild cross-border collaboration story with a UK educator working around strict student data laws Why failing in front of 30 kids might be the best thing you do for them all year This one isn't about mastering code. It's about mastering the courage to hit "generate" and see what happens. Chapters: 00:00 Welcome & Sponsor Shoutouts 00:03 Meet Dustin Rimmey: Journeyman Teacher, Full-Time Tinkerer 00:07 How Rimmey Fell Into Vibe Coding 00:12 Building Classroom Tools From Scratch (Macbeth Game, Timers & More) 00:19 Bridging the Tool-Access Gap for Under-Resourced Teachers 00:25 The TCEA Story & a Cross-Border Collaboration With a UK Educator 00:34 Teaching Kids to Fail on Purpose Speed Round Highlights: Rimmey's EdTech kryptonite: literally all of it (he'll test every tool, every time) Who he'd trade places with for a day: a school librarian His billboard message to the world: "Play, period." Grab your coffee (shoutout Comeback Coffee) and get ready to rethink what "learning to code" even means. Connect with Dustin Rimmey: Twitter/X: https://x.com/JustRimmey Instagram & TikTok:@teachersplaiground Website: https://www.teachersplaiground.com/ A huge thank you to our sponsors, Book Creator, Peel Back Education, Eduaide.AI, and Comeback Coffee, for believing in this mission. If you'd like to support the show, visit https://buymeacoffee.com/myedtechlife/membership. Blessings. Stay Techie ✌🏼 Support the show

The Ultimate Technology Isn't AI, It's You ft. Mark Zeiler | My EdTech Life Ep. 367 In this episode of My EdTech Life, Dr. Alfonso Mendoza sits down with Dr. Mark Zeiler, a 20+ year K-12 education veteran whose career spans ELA teacher, media specialist, assistant principal, dean, and operations and curriculum leadership in Florida. The conversation centers on one core idea: as AI accelerates and humanoid robots move closer to mainstream integration, the most adaptive, creative, empathetic, and transformative technology ever created is still the human being. Dr. Zeiler unpacks what human-centered leadership actually looks like in practice, drawing from real experiences working hands-on with custodial staff, running data-driven conversations with students and families, and leading a 200-acre high school campus through digital transformation. He and Fonz explore why technology adoption looks completely different inside a classroom than during the district procurement process, why the first wave of AI in education hasn't gone as smoothly as hoped, and why fragmentation between schools and districts remains one of the biggest barriers to AI becoming the "great equalizer" it's often promised to be. One of the most relatable moments comes when Dr. Mark shares a personal story about almost using Claude to write his wife's anniversary card, a small but honest admission that opens up a bigger conversation about cognitive offloading, convenience, and what we're really modeling for kids about effort and authenticity. Other topics covered include the "Click" movie metaphor for educational leadership, a robotic food delivery system that ultimately enhanced human connection, social-emotional adaptability as possibly the most undernourished competency in K-12 right now, and why being a "cautious advocate" is a healthy stance for educators navigating AI. This episode is for school leaders, teachers, instructional coaches, and anyone navigating AI adoption in education who wants a grounded, human-first perspective on where things are headed and how to lead through it with intention. Chapters: 00:00 Intro and welcome 02:00 Dr. Mark Zeiler's journey: ELA teacher to district leader 12:00 Human-centered leadership and the "Click" movie metaphor 16:00 Why AI adoption looks different in classrooms vs. procurement 21:00 What keeps Dr. Mark up at night about AI's pace 26:00 The robot food delivery story 29:00 Cognitive offloading and the anniversary card moment 36:00 Social-emotional adaptability: the most undernourished competency 46:00 Connect with Dr. Mark Zeiler 47:00 Final three questions: kryptonite, billboard, trade places Connect with Dr. Mark Zeiler: LinkedIn: https://www.linkedin.com/in/leadingtoinspire/ 🎙️ My EdTech Life is dedicated to the people, ideas, and conversations shaping the future of education and technology. We are pro-humanity before pro-innovation and pedagogy-first, always. 💛 Want to support the show? You can become a sponsor or an Executive Producer of My EdTech Life. Visit https://buymeacoffee.com/myedtechlife/membership to learn more about partnership opportunities and how you can help keep these conversations going. Thanks to our current sponsors: Comeback Coffee, Book Creator, Eduaide.AI, Peel Back Education 📱 Follow us on all socials: @myedtechlife Stay Techie ✌🏼 Support the show

What does it actually mean to be ready for the real world? Not finished. Not just checked out with a diploma. Ready. In this episode, I sit down with Marnie Stockman and Nick Coniglio, authors of The Business of You and Lead It Like Lasso, to talk about Blue, their app built to help middle school, high school, and college students discover who they are, learn to tell their own story, and step into the world with real confidence. This is not your typical EdTech conversation. Marnie and Nick are tackling something that report cards and GPA scores have never been able to measure: character, self-awareness, and the ability to communicate what makes you, you. And in a world where AI can generate a resume, a cover letter, and a personal statement in seconds, your authentic story is the only thing that actually sets you apart. What you will learn: Why is there a big difference between being finished and being readyHow Blue uses scenario-based games to help students discover their core values and strengths without 180-question personality testsWhy self-awareness is one of the top predictors of success and how Blue builds it at scaleHow Blue is closing the equity gap in college coaching, where families are paying up to $10,000 for the same mentorship Blue puts in every student's pocketHow districts can finally measure their Portrait of a Graduate outcomes using Blue's readiness frameworkWhy authentic storytelling is the skill AI cannot replaceChapters 00:00 Introduction and Background 04:54 The Concept of Blue 09:43 Engaging Students with Blue 18:16 Personalization and Reflection in Learning 24:56 Asking the Right Questions 31:24 Enhancing Student Readiness and Support 34:04 Equity in Education: Bridging the Gap 36:00 The Importance of Personal Branding 39:02 Authenticity in Student Narratives 40:54 The Future of Blue: Innovations and Feedback 44:58 Reflections on Education's Challenges 50:37 Connecting with the Innovators 📲 Connect with Marnie & Nick: Website: blueapp.ai Marnie Stockman on LinkedIn Nick Coniglio on LinkedIn Book: The Business of You https://amzn.to/43dgqLA Book: Lead It Like Lasso https://amzn.to/4vsGyxQ 🎧 Listen to Episode 336 — the first time Marnie & Nick joined the show: https://www.myedtech.life/thebusinessofyou/ 💙 Love the show? Support the mission! If My EdTech Life has ever given you a knowledge nugget you could sprinkle into what you are already doing, consider becoming a member and helping us keep these conversations going. Your support makes it possible to bring you amazing guests, great content, and this community we are building together. 👉 Join here: https://buymeacoffee.com/myedtechlife/membership 🙌 A huge thank you to our sponsors who keep this mission going: ☕ Comeback Coffee for keeping us caffeinated, creative, and ready to record. https://comebackbev.com/ 📚 Book Creator for empowering student voice in every classroom bookcreator.com/ Use Code MYEDTECHLIFE for Premium Access. 🤖 Eduaide.AI for putting thoughtful AI tools in educators' hands https://www.eduaide.ai/ We do what we do for you and because of you. Thank you for listening, sharing, and engaging with the show. Stay Techie ✌🏼 Support the show

What happens when a former curriculum director becomes an AI strategist for an entire state? You get the kind of zoomed-out view most of us in education never get to see. In this episode, I welcome back my good friend Karle Delo, AI Strategist at Michigan Virtual, for a real conversation about what's actually working in school districts, what's flopping, and what the secret AI culture in your building probably looks like right now. Karle works with districts across Michigan, helping them build AI guidance, professional learning, and integration plans. She's seen the speedboats, the tugboats, and the anchors. And she's not here to sell you on hype. We get into: → Why one-and-done AI PD is setting your district up to fail → The "shadow AI" problem and why pretending it doesn't exist makes it worse → Why students say AI feedback from teachers feels like a slap in the face → The AI-slop cycle, where teachers, students, and graders are all just feeding the machine → The three things every school leader needs to read on a billboard → Why your authentic voice matters more in 2026 than it ever has → The one question to ask students that will change how you think about AI in your school Chapters 00:00 Welcome and Sponsors 00:56 Meet Carly the AI Strategist 07:24 District AI Guidance and Onboarding 17:51 Why AI Efforts Succeed or Fail 27:05 Avoiding AI Mistakes 30:39 Spotting AI Slop 36:16 What Students Want 47:55 Kryptonite and Wrap Up If you're a superintendent, CTO, instructional coach, or classroom teacher trying to figure out where to start, where to slow down, or where you might already be off track, this episode is for you. Karle reminds us that you don't need every teacher to be an AI super user. You don't need 20 tools. You need a strategy. You need community. And you need to actually talk to your students. This is the kind of conversation that cuts through the noise and gives you something you can take back to your building on Monday. 🎙️ Connect with Karle: Social media: @CoachKarle Free resources from Michigan Virtual: michiganvirtual.org/ai Includes a student guide, teacher guide, admin guide, integration framework, and AI literacy videos for middle and high school students. ☕ Support Our Show If My EdTech Life has added value to your work, consider supporting the show so we can continue bringing you great episodes like this one: 👉 https://buymeacoffee.com/myedtechlife/membership 🙏 A huge thank you to our sponsors who make this show possible: ☕ Come Back Coffee 📘 Book Creator 🤖 EduAid 📚 Peel Back Education 🌐 Visit us at www.myedtech.life to check out this episode and all 364 other conversations where you'll find some great gems you can sprinkle on to what you are already doing great. 🔔 Don't forget to like, subscribe, and share this episode with a colleague who needs to hear it. Stay Techie ✌🏼 Support the show

What if the missing ingredient in your classroom isn't a new tool, a new curriculum, or another PD session, but curiosity itself? In this episode, I sit down with Olivia Odileke, founder of Spark Curiosity EDU, Education Week contributor, and creator of the Spark Curiosity GPT Coach. Olivia brings an industrial engineering background into the world of education, and her perspective on how we teach, how we evaluate, and how we use AI in classrooms is one you don't want to miss. We get into why so many teachers are burning out trying to cover the curriculum instead of letting students uncover it. Olivia shares her seven-minute teacher talk rule, her Spark Task method with multiple entry points for every learner, and the powerful idea that the smallest unit of school improvement is a teacher who feels psychologically safe to try something new. We also dig into AI in the classroom and how Olivia is using it to amplify student thinking, not replace it. From the Spark Curiosity GPT Coach to her Fearless Educator Radio project with 100+ AI-generated songs for educators, Olivia is showing what it looks like when teachers use AI as a thought partner instead of an answer machine. Plus, get all the details on the Spark Curiosity Conference, July 31 to August 2, 2026 in Austin, Texas, where Olivia and her team are modeling what a curious classroom can actually feel like. Chapters 00:00 Welcome and Guest Intro 02:38 Olivia’s Path to Inquiry 10:00 Engineering Mindset in Teaching 14:05 Seeing Students and Sparking Curiosity 34:26 Fail Forward Culture 39:04 Spark Curiosity GPT Coach 45:27 Curiosity With AI 49:26 Conference And Closing Connect with Olivia: 🌐 Website: https://oliviaodileke.com/ 🤖 Spark Curiosity GPT Coach: https://ai.sparkcuriosityedu.com 🎵 Fearless Educator Radio: https://fearlesseducator.com 🔗 LinkedIn: https://www.linkedin.com/in/olivia-odileke/ A huge thank you to our amazing sponsors who make this show possible: ☕ Come Back Coffee https://comebackbev.com/ 📚 Book Creator https://bookcreator.com/ 🎓 EduAide.AI https://www.eduaide.ai/ 💛 Support the Show: If My EdTech Life has given you some practical ideas to build on what you're already doing well, consider becoming a Producer or Super Producer through our Buy Me a Coffee membership. Your support keeps the conversations coming. 👉 https://buymeacoffee.com/myedtechlife/membership Stay Techie ✌🏼 Support the show

AI can write your design doc. It can build your storyboard. It can draft your script, your rubric, your assessment, your video outline, and half of your e-learning module before lunch. So what's left for the instructional designer? According to Jonathan De La Cruz, everything that actually matters. Jonathan is an instructional designer at a supply chain company and at a Plano, Texas startup building an AI-assisted learning management system. But before all of that, he was a music educator. He worked at DePauw University and Indiana University. He played mariachi on weekends, jazz combos, cathedral gigs, Costa Rican punk reggae, full symphonies. He didn't know "instructional designer" was a job title. He just knew he loved video editing, building websites, and figuring out how learning actually happens. In this conversation, Jonathan and I talk about the parts of instructional design AI is genuinely making faster and the parts no model will ever touch. The language you use when you collaborate. The way you receive feedback. The relationships you build before you ever press record on a training. The reason someone will or won't watch what you built. Jonathan also breaks down the custom AI agent he trained on his reviewers' feedback patterns to cut his iteration cycles from version 5 down to version 2. He shares how he manages a tech stack that includes Articulate, Camtasia, Arcade, Figma Make, Claude Code, Gemini, NotebookLM, and Perplexity, and why he just bought a Claude Code membership last week. If you're an instructional designer wondering where you still fit, an educator thinking about transitioning into ID, or anyone trying to figure out what the human in the loop actually does, this episode is for you. 🎙️ What We Cover: ✅ Why a music educator's brain is built for instructional design ✅ The "agency" lesson Jonathan's first CEO taught him ✅ How to build trust in AI inside a workplace that doesn't trust it yet ✅ The "but vs. and" language hack that changes team collaboration ✅ Why "feedback" is a neutral word and "criticism" isn't ✅ The custom AI feedback agent that cut his iterations in half ✅ His real working tech stack as an instructional designer in 2026 ✅ The human capacities to invest in if you want to stay irreplaceable ✅ Why your training won't land if nobody in the room likes you Chapters 00:00 Introduction to Instructional Design and AI 12:29 The Journey from Music to Instructional Design 21:13 Navigating Confusion in Instructional Design 22:54 The Importance of Collaboration in Instructional Design 27:33 The Human Element in Instructional Design 30:16 Integrating AI into Instructional Design Workflows 39:14 The Importance of Communication Skills 45:46 Final Thoughts and Advice for Future Designers 🔗 Connect With Jonathan De La Cruz on LinkedIn. ☕ Huge thanks to our sponsor Comeback Coffee for keeping us energized and creative through every episode. Check them out and grab some coffee soda! 🎧 Listen to My EdTech Life on every major platform: 🌐 Website: https://www.myedtech.life 🎙️ Apple Podcasts, Spotify, Amazon Music, iHeart, and wherever you get your podcasts 💛 Support the Show: If My EdTech Life has given you some practical ideas to build on what you're already doing well, consider becoming a Producer or Super Producer through our Buy Me a Coffee membership. Your support keeps the conversations coming. 👉 https://buymeacoffee.com/myedtechlife/membership Stay Techie ✌🏼 Support the show

What happens to your judgment when AI starts answering before you finish the question? In this episode, Dr. Fonz sits down with Cheryl Strauss Einhorn, founder of Decisive, decision-sciences educator at Cornell and the University of Miami, and author of the new book The Human Edge: Smarter Decisions in the Age of AI (Cornell Publishing, May 8th). Cheryl spent over a decade as an investigative journalist at Barron's, where her bearish company stories halted stock trading, shut down companies, and once helped send a CEO to ten years in prison. That work taught her something every educator and student needs to hear right now: the hardest part of any decision isn't the information. It's the judgment. Cheryl walks us through her AREA Method (Absolute, Relative, Exploration & Exploitation, Analysis), a system for complex problem solving built to check our cognitive biases and protect our thinking when we work with AI. She unpacks why "AI as a time-saver" is a myth doing real damage in classrooms, why students still feel pressure to run their assignments through AI to "polish them up," and why the eight moments of human judgment in any complex decision are the things educators should be teaching first. We also get into the cautious advocate's question: what mindset shift do tenured professors need to feel their expertise still matters? How do we lower the barrier for the educators who haven't started using these tools yet? And what does learning look like five years from now if we get this right? Whether you're a K-12 teacher, a professor, a district leader, or a student wondering how to keep your own voice in your own work, this conversation will give you a framework to stop outsourcing your thinking and start leading the machine. Chapters 00:00 Introduction to AI and Decision Making 04:59 Cheryl's Journey and the Area Method 09:57 Understanding the Human Edge in AI 14:59 Reclaiming Agency in Decision Making 20:10 The Area Method Explained 24:48 Challenges and Insights from Teaching AI 31:06 The Role of Educators in AI 38:37 Debunking AI Myths 📚 Connect with Cheryl: Website: areamethod.com Book: The Human Edge: Smarter Decisions in the Age of AI (May 8) LinkedIn: https://www.linkedin.com/in/cherylstrausseinhorn/ 🙌 A huge thank you to our sponsors who keep this mission going: ☕ Comeback Coffee for keeping us caffeinated and ready to podcast 📚 Book Creator for empowering student voice in classrooms everywhere 🏫 Peel Back Education for helping teachers do more with less 🤖 Eduaide.AI for putting thoughtful AI tools in educators' hands We do what we do for you and because of you. Thank you for listening, sharing, and engaging with the show. Stay Techie ✌🏼 Peel Back Education exists to uncover, share, and amplify powerful, authentic stories from inside classrooms and beyond, helping educators, learners, and the wider community connect meaningfully with the people and ideas shaping education today. Authentic engagement, inclusion, and learning across the curriculum for ALL your students. Teachers love Book Creator. Support the show