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We keep blaming AI for students who won't think, struggle, or solve problems on their own. But what if we've been creating that problem for years? Becky Keene is back in the Tech Ed Clubhouse, and this conversation goes somewhere much bigger than ChatGPT, screen time, or the latest education trend. Becky is an educator, author of AI Optimism, and founder of Phygital Labs, where she's helping schools, universities, and organizations rethink how technology supports learning. Together, we tackle some uncomfortable questions about education. Have we made learning too easy? Are students becoming experts at playing the game of school instead of actually learning? And why do we keep blaming technology when the real problem might be the assignments we're giving students? We also get into something I'm passionate about: giving kids opportunities to build, create, experiment, get stuck, and figure things out without an adult immediately stepping in with the answer. In this episode, we explore: The screen time debate: Why replacing a digital worksheet with a paper worksheet doesn't necessarily change the learning. The disappearance of productive struggle: Have we made students so comfortable that they don't know what to do when learning gets difficult? Playing school versus learning: Why good grades don't always mean deep thinking. AI and authentic learning: Instead of AI-proofing assignments, should we be redesigning them? The power of hands-on experiences: How LEGO, Minecraft, making, and play help students develop problem-solving skills. Teaching the skills that matter: Why communication, collaboration, perseverance, and independence should be explicitly taught and assessed. AI that gives us our time back: How Phygital Labs is helping educators and universities eliminate busywork so people can focus on people. One of my favorite moments comes when Becky challenges my thinking about teaching perseverance and collaboration. It's a reminder that even after 32 years in education, there are still opportunities to rethink how we approach learning. And we keep coming back to one simple idea: It's not about whether students are using screens, paper, LEGO bricks, or AI. It's about what they're doing with their brains. Maybe it's time we stopped asking how to keep AI out of student assignments and started asking whether those assignments were worth doing in the first place. Connect with Becky KeeneBecky's website — Speaking, consulting, and educational innovation https://beckykeene.com Phygital Labs — AI, STEM, game-based learning, and professional development https://phygitallabs.com Explore AI training and workshops https://phygitallabs.com/ai/ Contact Becky and the Phygital Labs team https://phygitallabs.com/contact/ For professional development inquiries: [email protected] Connect with Becky on LinkedIn https://www.linkedin.com/in/beckykeene Explore Becky's book, AI Optimism Find information about the book and Becky's work at: https://beckykeene.com Coach Thomas Tech — Professional development, speaking, and practical approaches to better learning https://coachthomastech.com If this conversation challenged your thinking, share it with another educator or school leader who needs to hear it. And here's a question worth taking into your next faculty meeting: Are we designing assignments that make students think, or just assignments that keep students busy?

School culture isn’t built during the opening-day staff meeting. It shows up on a random Tuesday in October. Todd Bloomer joins me again in the Tech Ed Clubhouse to talk about his new book, Finding Your Red Bench, and what school leadership really looks like when the speeches are over, the year gets messy, and people are tired. We get into the stuff that actually matters: getting out of the office, being visible, treating teachers like professionals, noticing the people who keep the building running, protecting your own energy, and paying attention to what your calendar says you truly value. Todd’s “red bench” started as an actual place to sit for a few minutes during a chaotic school day. Over time, it became something bigger—a reminder that sometimes the best leadership move is to slow down, notice what’s happening around you, and talk to people. And that leads to one of the biggest ideas in this conversation: You can’t understand your school from behind a desk. We talk about: Why culture is built through small interactions, not initiativesWhy principals need to be in classrooms, hallways, lunchrooms, and conversationsWhat it means to treat teachers and staff like adults and professionalsWhy secretaries, custodians, paraprofessionals, and support staff tell you a lot about the real culture of a schoolHow a leader’s calendar exposes their actual prioritiesWhy self-care has to be scheduled instead of talked aboutThe operational details that quietly make or break a school yearWhy “I’ll fix it next year” is usually the wrong answerTodd also shares how Finding Your Red Bench is structured around three areas school leaders have to continually balance: Operations. Culture. Self-care. Not as another leadership program. As a practical month-by-month reminder of what matters and what might be coming next. One line from the conversation sums it up: If your culture isn’t where you want it to be, start tomorrow. Not next semester. Not next school year. Tomorrow. Website: ToddMBloomer.com TikTok & Instagram: @todd_bloomer_author Check out Todd’s new book, Finding Your Red Bench, wherever you buy books. If you lead a school, work with school leaders, or simply believe education gets better when we stop managing people and start actually seeing them, this episode is worth a listen. Connect with Todd Bloomer

What if the problem in education isn’t that teachers need another strategy, program, platform, or initiative? What if we need to get better at recognizing what good teachers are already doing—and build from there? In this episode of the Tech Ed Clubhouse, I talk with Alyssa Sabbatino, National Board Certified Teacher, former administrator, educational leader, keynote speaker, and professional learning consultant. We get into initiative fatigue, teacher burnout, Portrait of a Graduate, competency-based learning, restorative practices, AI, grading, professional learning, and why schools keep making things more complicated than they need to be. Alyssa makes the case that meaningful school improvement starts by listening to teachers, recognizing the practices already working, and connecting initiatives instead of continually piling new ones on top. We also dig into: Why compliance-based professional development rarely changes practice Why art, music, technology, CTE, and other special-area classrooms may already be models for Portrait of a Graduate The problem with a school system obsessed with grades instead of learning Why collaboration, adaptability, empathy, ownership, and risk-taking matter as much as content knowledge How AI can become a thought partner instead of a replacement for professional judgment Why restorative practices should be woven into teaching—not turned into another checkbox Why small, authentic human interactions can matter more than another schoolwide initiative One of the biggest themes in this conversation is simple: Schools are full of people. Teachers get overwhelmed. Administrators get overwhelmed. Kids are still kids. And when we forget that, even good ideas become compliance exercises. As Alyssa puts it, authentic restorative work and human connection can’t simply be turned into another initiative. If you’re thinking about Portrait of a Graduate, standards-based grading, professional learning, AI, school culture, or what meaningful change in education should actually look like, this conversation is worth your time. Connect with Alyssa Sabbatino:LinkedIn: Tech Ed ClubhouseConversations about teaching, technology, learning, and the people doing the work.

What happens when we stop using technology just because we have it—and start asking what actually makes learning better? In this episode of the Tech Ed Clubhouse, I sit down with my friend Tim Needles, artist, author, longtime STEAM educator, and technology integration specialist in Smithtown, New York. Tim and I get into a conversation that goes well beyond tools and AI. We talk about play, creativity, project-based learning, student ownership, and the human skills that become even more important as AI gets better. We dig into: Why play and creativity still belong at the center of learningWhat meaningful PBL actually looks like inside regular classroomsWhy a little “controlled chaos” can be a sign that real learning is happeningWhy some traditional high-achieving students struggle when there is no single right answerHow AI can give teachers back time instead of simply adding another tool to the pileWhy students need both strong human skills and the ability to work effectively with AIThe continued importance of hands-on skills, art, making, trades, and physical workUsing AI as a thought partner and collaborator, not an answer machineTim also shares a simple idea teachers can use immediately: the free OK Go Sandbox projects he helped develop, combining music, creativity, collaboration, STEAM, and some serious fun. This one feels less like a conversation about educational technology and more like a conversation about what learning should look like now. Connect with Tim:Tim-Needles.comSearch Tim Needles on social media Try the OK Go projects:OK Go Sandbox If you're trying to figure out where creativity, PBL, AI, and human skills fit together in today's classroom, this conversation is worth your time.

In this episode of the Tech Ed Clubhouse Podcast, I talk with Tom Millinchip, deputy head academic at Windsor School Bahamas, digital literacy lead, founder of AI Ready Bahamas, and consultant with PBL Future Labs. Tom shares what AI and digital literacy look like in an elementary school setting and explains why introducing technology to younger students should not mean increasing screen time. Instead, schools can help students develop judgment, curiosity, safety awareness, and a clearer understanding of how digital tools work. We also discuss teacher resistance to AI, the importance of respecting professional judgment, and why school leaders should support experimentation without forcing teachers to use technology in every lesson. The conversation expands into project-based learning, assessment, school culture, and the possibility of redesigning education around hands-on learning, community, student interests, and AI-supported exploration. In This Episode Teaching AI and digital literacy in elementary schoolsBalancing technology, play, and hands-on learningSupporting teachers who are hesitant about AIBuilding school cultures based on trust and professional judgmentWhy AI is exposing weaknesses in traditional assignments and assessmentHow project-based learning can support different types of learnersRethinking grades, testing, and traditional school structuresUsing AI to strengthen—not replace—human-centered learningStarting with a simple five-minute AI or PBL experiment About Tom MillinchipTom Millinchip is the deputy head academic at Windsor School Bahamas, where he also leads digital literacy education. He is the founder of AI Ready Bahamas, an AI and education thinker, and a consultant with PBL Future Labs. Tom’s work focuses on helping schools introduce AI, digital literacy, and project-based learning in thoughtful, age-appropriate, and human-centered ways. Connect with TomFollow Tom on LinkedIn and Substack for his writing and updates on AI, digital literacy, project-based learning, and education. Connect with the Tech Ed ClubhouseFollow the Tech Ed Clubhouse Podcast on Spotify and YouTube for more conversations about practical innovation, project-based learning, technology, creativity, and the future of education.

What happens after students become curious? In this episode, I talk with educator, author, and Campus Insights founder Olivia Odileke about helping students think deeply instead of racing toward the correct answer. Olivia explains how short “Spark Tasks” can create an entry point into learning before teachers introduce vocabulary, formulas, or content. The conversation also explores scripted curriculum, teacher capacity, student discussion, professional development, and why curiosity should become a regular classroom habit rather than an occasional activity. Why correct answers do not always indicate deep thinkingHow open-ended tasks help students connect with new conceptsWhy curriculum should be treated as a blueprint, not a scriptHow curiosity creates stronger engagement and retentionWhy teachers should expect some initial struggle when changing instructionHow professional learning can better model the classrooms we want to createLearn more about Spark Curiosity, Campus Insights, Fearless Educator Radio, and Olivia’s weekly LinkedIn content at: sparkcuriosityedu.com The Tech Ed Clubhouse explores practical ways educators can create more engaging, meaningful, and human-centered learning experiences. Subscribe and follow the show on Spotify and YouTube. In This EpisodeConnect with OliviaAbout the Tech Ed Clubhouse

What happens when students stop consuming digital experiences and start building them? In this episode of the Tech Ed Clubhouse Podcast, I sit down with Rob Keneally, founder and CEO of Aquatic Metaverse and the creator of Salty Sharks and the Saltyverse. Rob’s work started with a passion for sharks, marine conservation, and changing the way young people see misunderstood ocean species. It has grown into an immersive STEM learning platform where students can explore virtual worlds, solve problems, conduct experiments, and even help design the environments themselves. Our conversation goes well beyond technology for technology’s sake. We talk about what happens when students create something with a real audience, a real purpose, and a life beyond the teacher’s gradebook. In this episode, we dig into: • Why sharks need better public relations• How virtual worlds can support STEM and project-based learning• What changes when students build for an authentic audience• How students in Australia created a virtual platypus world• How students in Greece helped develop an interactive Archimedes experience• The role of productive failure, exploration, and experimentation• How virtual escape rooms can support problem-solving• Why student ownership increases retention and engagement• Student privacy and safety inside virtual environments• How teachers can explore immersive learning without becoming technology experts Rob also shares the story behind The Pharaoh’s Vault, a multiplayer virtual escape room where students use history, mathematics, astronomy, hieroglyphics, and collaboration to escape before time runs out. The bigger question running through our conversation is simple: Are students using technology to complete assignments, or are they using it to create something worth sharing? The Tuesday TestYou do not need a virtual reality headset or a metaverse platform to start. Take a topic you are already teaching and ask students to design an experience that helps someone else understand it. That could be a physical escape room, an interactive map, a model, a game, a guided tour, or a student-created exhibit. The tool is secondary. The real shift is moving students from completing the lesson to helping build it. Connect with Rob and Salty SharksExplore the Saltyverse, schedule a tour, or learn more about school access at: saltysharks.io Connect with Rob Keneally on LinkedIn to follow the continued development of Aquatic Metaverse, Salty Sharks, and immersive learning experiences for schools. About the Tech Ed ClubhouseOn the Tech Ed Clubhouse Podcast, I explore practical ideas in technology education, STEM, project-based learning, creativity, play, and school redesign. No hype. No new initiative required. Just better ways to help students build, think, and reflect.

Schools spend a lot of time talking about creativity, problem-solving, communication, engagement, and career readiness. Shop teachers have been building those skills for decades. In this episode, I’m joined by Bobby Miller, better known online as Mr. Miller’s Woodshop, to talk about what hands-on learning gets right—and what the rest of education can learn from CTE, technology education, and the skilled trades. Bobby shares how his classroom uses real tools, real materials, real standards, and real accountability. We discuss why students who struggle in traditional classrooms often thrive when the work has a visible purpose, how finished projects create ownership, and why relationships become stronger when teachers work alongside students. We also dig into cell phone policies, teacher autonomy, industry partnerships, safety, project-based assessment, and Bobby’s use of short instructional videos and QR codes to help students work more independently. This conversation is not just about wood shop. It is about creating classrooms where students make decisions, solve actual problems, build something that matters, and leave with skills they can use beyond school. Why hands-on classes often reach students who feel disconnected from schoolWhat authentic engagement looks like in a working classroomHow shop classes naturally develop accountability, perseverance, and problem-solvingWhy students take greater ownership when they build something they can bring homeThe value of teacher autonomy and professional judgmentHow QR codes and short videos can support differentiation and student independenceThe tension between schoolwide cell phone policies and classroom-specific usesWhy industry partners are often eager to support CTE programsHow volunteers can strengthen shop programs and reduce the maintenance burden on teachersWhat every teacher can borrow from the structure of a shop classroomIdentify one explanation, demonstration, or question you repeat constantly. Record a short video showing the process, make it available to students, and let them revisit it when they need it. The video does not need to be polished. It needs to be clear, useful, and available at the moment students need it. Bobby Miller is a technology education and CTE teacher licensed in construction, manufacturing, and communications. Through Mr. Miller’s Woodshop, he shares practical ideas about woodshop instruction, classroom systems, career readiness, safety, industry partnerships, and the future of skilled trades education. Find Mr. Miller’s Woodshop on: LinkedInInstagramFacebookXYouTubeEmail: [email protected] Follow the TechEd Clubhouse for more conversations about practical learning, project-based education, CTE, technology, creativity, and the work schools should be doing next. Tools support the work. Humans lead it.

What does student engagement actually mean? And when AI can generate lessons, feedback, images, and activities in seconds, how do we make sure students are still doing the thinking? In this episode, I sit down with Matt Miller, educator, speaker, author, and founder of Ditch That Textbook, to talk about practical instructional design, AI literacy, and why new technology should never become the goal of the lesson. Matt shares how Ditch That Textbook began in his high school Spanish classroom, where he realized that following the textbook was not helping students actually communicate. That realization led him to experiment with more conversational, creative, tactile, and technology-supported learning. We also dig into Matt’s new book, AI Literacy in Any Class, and how teachers can build AI literacy through small, intentional moments inside their existing curriculum—not through another isolated initiative or standalone course. Why engagement is more than students being quiet, busy, or entertainedHow to evaluate whether a worksheet, tool, or activity actually produces worthwhile thinkingWhy teachers should not force AI into lessons that already workHow AI can serve as a thinking partner instead of an answer generatorUsing AI to ask better questions and expose gaps in lesson designBuilding AI literacy through everyday classroom conversationsWhy creativity, critical thinking, adaptability, and reflection matter more than tool-specific trainingMatt’s current AI tools, including ChatGPT, Gemini, Claude, and BriskHis plans for ISTE 2026The new Ditch That Textbook CommunityOne of the strongest ideas from the conversation: We are not called to integrate technology. We are called to teach. The goal is not more AI. The goal is better learning—and students doing more of the thinking. Connect with Matt Miller: Ditch That Textbook: DitchThatTextbook.comNewsletter and free resources: ditch.link/joinDitch That Textbook Community: ditch.circle.soBook: AI Literacy in Any Class Follow Matt on LinkedIn, Facebook, X, Instagram, and TikTok for practical classroom strategies and ideas.

What happens when coding stops being a separate technology activity and becomes a tool for learning math, literacy, science, collaboration, and problem-solving? In this episode of the TechEd Clubhouse Podcast, I’m joined by Ronel Schodt and Bruce Jackson from Kai’s Education in Auckland, New Zealand. We explore how hands-on robotics, screen-free coding, Python, virtual environments, and inclusive design can create more accessible entry points into computer science and STEM learning. Bruce and Ronel share the story behind KaiBot, including how a classroom experience with a blind student changed the direction of their work. Their coding cards now provide tactile, audio-supported pathways that allow students—including blind and low-vision learners—to engage with sequencing, algorithms, debugging, and text-based coding. We also discuss why students should experience concepts before receiving vocabulary, how robotics can shift a child’s identity from “I’m bad at math” to “I can solve this,” and why the most important bug to fix may be the belief that a student is not capable. Moving from screen-free coding cards to Blockly and PythonDesigning STEM tools through Universal Design for LearningUsing robotics across math, literacy, geography, and scienceCreating authentic collaboration through project-based learningWhy productive struggle matters more than quickly giving students answersHelping students develop confidence through genuine winsMaking coding more accessible to girls and historically excluded learnersUsing failure, iteration, and debugging as essential learning experiencesBalancing physical, digital, augmented, and virtual learningWhat meaningful student engagement actually looks likeBefore teaching another lesson, identify one student who has already decided they are “not good” at the subject. Give that student a challenge they can genuinely solve—not a compliment or an easier worksheet, but a real opportunity to experience success. Confidence often grows before competence becomes visible. “The biggest bug fix isn’t in the robot. It’s in the belief system.” “Small moments create big futures.” Students rarely wake up wanting to learn algebra. They want to build, play, explore, and solve something that matters. Learn more about KaiBot, KaiLab, the Dragon of Disengagement, and Kai’s Education at kaiseducation.com. Contact the team: Bruce: [email protected] inquiries: [email protected] Mention the TechEd Clubhouse Podcast when contacting the Kai’s Education team to receive the listener offer discussed during the episode. Follow the podcast for more conversations about hands-on learning, project-based instruction, STEM education, creativity, and practical changes teachers can use immediately. Tools support the work. Humans lead it.

In this episode of The TechEd Clubhouse, I sit down with Casey Watts, educator, leadership coach, speaker, author, and creator of the Clarity Cycle Framework, to talk about something schools need right now: clarity. Teachers are not short on effort. Administrators are not short on initiatives. Students are not short on expectations. But too often, everyone is working hard while still operating from different pages. Casey breaks down why clarity is not just about giving better directions. It is about creating shared understanding, simplifying what feels complex, and helping people see what success actually looks like before asking them to move forward. We talk about leadership, classroom communication, AI, teacher overwhelm, student motivation, formative assessment, and why “clear is kind” only works when people can actually see and experience what “done” looks like. This conversation is for teachers, administrators, instructional coaches, and anyone trying to lead learning without adding more noise to an already crowded system. IN THIS EPISODE: I talk with Casey about: - Why clarity precedes capacity - The difference between motivation problems and clarity problems - How leaders can avoid initiative overload - Why buy-in may matter less than commitment - How teachers can use clarity to increase student ownership - Why overexplaining does not always create understanding - How AI is exposing communication gaps in schools - Why formative assessment is really about uncovering misconceptions - How leaders can simplify complexity into two or three clear moves - What educators can try tomorrow — and what they can reflect on over the summer KEY TAKEAWAYS: Clarity is not the same as explanation.More words do not automatically create more understanding. Sometimes the strongest leadership move is simplifying the message. People do not commit to what they cannot see.Whether you are leading teachers or students, people need to know the goal, the role they play, and what success looks like.AI is not the real issue.The deeper issue is whether schools have clarity around values, expectations, integrity, and how tools should actually support learning.Formative assessment should reveal thinking, not just answers.If all we know is whether students got it right or wrong, we are missing the misconceptions that should shape instruction. Strong leaders ask better clarity questions. Casey offers simple questions that can change the conversation: “In what ways have I been unclear?”and“What are we actually focused on here?” STANDOUT MOMENT: Casey shares the story that shaped her clarity work: a group of teachers who showed up to a curriculum meeting with no real understanding of why they were there or what they were expected to do. That moment became a powerful example of how easily leaders can assume communication has happened when clarity has not. We also dig into the classroom side of the same issue. Students often hear directions, expectations, and assignments, but still do not understand the purpose behind the work. Casey pushes us to think about how we can make learning visible, relevant, and connected to a bigger picture. PRACTICAL TUESDAY MOVE: Try this tomorrow in a lesson, faculty meeting, PLC, or end-of-year conversation: Ask: “In what ways have I been unclear?” Then listen. That one question shifts ownership, surfaces confusion, and gives you real information about what needs to be clarified before people move forward. GUEST INFORMATION: Casey Watts is an educator, leadership coach, speaker, writer, and creator of the Clarity Cycle Framework. Her work focuses on helping educators and leaders get not only on the same team, but on the same page. Her book, The Craft of Clarity, explores the leadership habits that help schools clarify goals, communicate expectations, and improve follow-through. You can connect with Casey on LinkedIn at CatchUp With Casey visit her website at catchingupwithcasey.com.

In this episode of The Tech Ed Clubhouse, I sit down with Jessica and Janelle from Symplifyed to talk about something every educator knows too well: data. Not the kind of data that gets buried in binders, spreadsheets, board reports, or compliance meetings — but the kind of simple, daily, human-centered data that actually helps teachers make better decisions for students. Jessica and Janelle share how their work with Symplifyed grew out of real classroom frustration: teachers being asked to collect data, analyze data, report data, and act on data — often with tools and systems that make the work more complicated instead of more useful. We talk about how data does not have to mean another test, another spreadsheet, or another meeting. Sometimes data is a quick note on a napkin. Sometimes it is an exit ticket sorted into three piles. Sometimes it is tracking whether one small support strategy is actually helping one student succeed. At the heart of this conversation is a simple but powerful idea: Teachers have always collected data. We just haven’t always called it that. We discuss: Why schools often overcomplicate dataThe difference between compliance data and classroom-useful dataHow teachers can track one small strategy and see whether it worksWhy “tiny data” can be more useful than large-scale reportsHow data can support students with IEPs, ADHD, autism, behavior needs, and academic gapsWhy AI should grow teacher judgment, not replace itHow micro-skills can help teachers better understand what students actually needWhy teacher-created data matters more than disconnected reports from last yearHow schools can build a healthier data cultureWhat gives Jessica and Janelle hope in education right nowData should not be something done to teachers. It should be something teachers can use to answer one practical question: Is what I’m doing helping this student? When data becomes simple, specific, and connected to real classroom decisions, it stops being a compliance task and becomes a tool for better teaching. Pick one student. Pick one support strategy. Try it consistently for four days. Track it simply: Did I use the strategy?Did it help? That’s it. No massive spreadsheet. No complicated dashboard. Just one strategy, one student, one pattern worth noticing. “Teachers have been collecting data forever. They just maybe haven’t been calling it data.” “Try one thing and see if it works.” “We’re using AI to grow the teacher, not replace the teacher.” “Little things that we do, if we do them consistently, can make a huge impact on students.” Learn more at symplifyed.com You can also connect with Jessica and Janelle directly through their website. As you listen, think about this: Where is data helping teachers make better decisions — and where is it just creating more work?

What if the biggest problem in education right now…isn’t student motivation? What if it’s assignment design? In this episode of the Tech Ed Clubhouse Podcast, I sit down with curriculum director, author, and learning designer Jason Kennedy to unpack the difference between teaching and designing learning. We dig into: compliance vs real engagementwhy “doing the work” doesn’t always mean learninghow AI can help teachers create better learning experienceswhy some students thrive in art, STEM, shop, and music classeshow success criteria and feedback change everythingwhat teachers can do tomorrow without completely overhauling their classroomJason also shares practical ways teachers can redesign tasks so students do more of the thinking, decision-making, and learning themselves. This conversation connects directly to recent episodes around assignment design, independence, and why AI didn’t break education—it exposed weaknesses that were already there. 🎯 Key Takeaways Engagement is not entertainmentCompliance can hide a lack of learningTasks should be designed, not just assignedFeedback matters more than gradesAI can reduce teacher workload while increasing personalizationStudents need ownership, choice, and opportunities to thinkThe best examples of learning often already exist inside your building🧠 Big Ideas from the Episode “If the teacher is doing most of the talking, questioning, and work… there may be a lot of teaching happening, but not a lot of learning.”“Tasks must be designed for engagement and evidence of learning.”“We don’t need to throw everything out. We need to design better.”🔗 Connect with Jason Kennedy 🌐 Website: Let’s Quit Teaching 🎧 Listen & Connect🎙️ The Tech Ed Clubhouse Podcast🌐 CoachThomasTech Website▶️ Tech Ed Clubhouse on YouTube If this episode challenged your thinking, share it with another educator who’s trying to move beyond compliance and toward real learning.

What happens when educators stop waiting for permission… and start building the kind of learning students actually deserve? In this episode of The Tech Ed Clubhouse Podcast, I sit down with Garrett Wilhelm and Evin Schwartz from the Thinkering Collective to talk about humanizing education, supporting innovators inside schools, and creating learning experiences that students remember for life. The conversation dives into why so many educators feel stuck, how traditional systems suppress innovation, and why project-based, community-connected learning matters more now than ever. From outdoor learning labs and bird sanctuaries to statewide innovation fellowships and AI literacy, this episode explores what happens when teachers are trusted to create again. If you've ever felt like schools are missing the point… this conversation is for you. 🎯 Key Takeaways Why the most innovative educators are often isolated inside schoolsHow the Thinkering Collective is building a nationwide network of teacher innovatorsThe real reason students remember projects—but forget worksheetsWhy “soft skills” are actually essential human skillsHow community partnerships can transform learning experiencesThe importance of giving educators agency, mentorship, and follow-throughWhy AI is accelerating the need for more human-centered learningHow project-based learning naturally integrates math, literacy, science, communication, and career readinessWhat “no red tape” education could actually look like 🧠 Big Ideas from the Episode “The project becomes the curriculum.” “Students don’t remember worksheets. They remember what they built.” “Human is the currency.” “We’re not anti-AI. We’re pro-human.” “The innovators in schools are often treated like outsiders.” 🔗 Connect with the Thinkering Collective 🌐 Thinkering Collective Website 📰 Thinkering Media Substack Learn more about their fellowships, educator networks, statewide initiatives, and community-driven innovation projects. 🎧 About The Tech Ed Clubhouse Podcast The Tech Ed Clubhouse Podcast explores STEM, project-based learning, AI, creativity, play, and practical ways to make learning more human. Hosted by veteran educator and consultant Dan Thomas, each episode focuses on ideas educators can actually use—without the hype. 📌 Share This Episode If this episode sparked an idea for your classroom, school, or district: ✅ Share it with another educator ✅ Post it on social media ✅ Start a conversation in your building ✅ Ask: What would we create if there was no red tape?

What happens when schools become more focused on answers than thinking? In this episode of The TechEd Clubhouse Podcast, I sit down with educator, nonprofit leader, and author Katie Trowbridge to unpack one of the biggest challenges facing education today: the slow loss of curiosity, creativity, and human connection in classrooms. From AP students trapped in compliance culture to reluctant learners who thrive when given ownership, we explore what deeper thinking actually looks like in real classrooms—not just in theory. Katie shares insights from her work with Curiosity to Create and explains how curiosity, creative thinking, critical thinking, and connection work together to create meaningful learning experiences. We also dive into: Why “right answer culture” is hurting learning The danger of over-standardized teaching Productive struggle and the fear of failure Why teams matter more than groups What educators can learn from coaches, band directors, and shop teachers How relationship-building changes classroom culture Why AI-resistant assignments start with better design The importance of process over product This episode is packed with practical ideas for teachers, leaders, and anyone trying to create classrooms where students think, connect, and take risks. Key Takeaways Curiosity must be nurtured intentionally as students get older Compliance-driven classrooms often suppress creativity and risk-taking Productive struggle is essential for deeper learning Reflection is the missing piece in many classrooms Teams build stronger collaboration than temporary “groups” The best learning environments often already exist in music, athletics, and hands-on classrooms AI doesn’t expose cheating problems—it exposes weak assignment design Human connection is foundational to meaningful learning Mentioned in This Episode Curiosity to Create Katie Trowbridge Website Lead Boldly, Think Deeply Deeper Thinking in the Classroom Memorable Quotes “We have to stop managing tasks and start mentoring thought.” — Katie Trowbridge “We’ve lost the joy of struggle.” — Katie Trowbridge “Kids don’t come to school to watch us work.” “If a chatbot can complete your assignment, that’s a design problem.” Connect with the Show Follow The TechEd Clubhouse Podcast for conversations around: STEM PBL Creativity AI in education Curiosity-driven learning Practical classroom innovation