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Lisa Snow is closing in on 20 years in the English Language Arts classroom. Lisa and Lindy dig into the "kids can't read" narrative and ask whether standardized tests are actually measuring the kind of reading students do every day. Lisa walks through how she decides when tech in her AP English classroom is helping versus just taking up space, what it actually looks like to teach digital and AI literacy in a high school ELA class, and why her answer to "can kids use AI" is almost always "it depends." They also tackle the bigger question raised by proposed screen time restrictions in schools: is teaching kids to use technology responsibly a teacher's job, a parent's job, or both? Connect with Lisa on LinkedIn: https://www.linkedin.com/in/lisnow/  EdTech tools mentioned in the episode: Padlet: https://padlet.com/  Canvas: https://www.instructure.com/canvas  Wayground: https://wayground.com/  Kami: https://www.kamiapp.com/

What does AI literacy actually look like in a kindergarten classroom? For Tara Menghini, it starts with no AI tools at all. Tara has built a hands-on progression for teaching kids AI literacy from Kindergarten through 6th grade. All without touching AI chatbots.  In this episode, she walks Lindy through what that progression looks like K-6: the early lessons on "dehumanizing AI," how the conversations shift as kids get older, and what changes once sixth graders start debating where their own lines should be drawn. We also get into: What a statewide screen time limit would mean for her classroom, and who it would affect most Why "dehumanizing AI" is one of her core early lessons The companionship toys and home robots she's bringing into class discussions Resources from the episode: “Doug Unplugged”: https://www.amazon.com/dp/0375859217?lv=shuf&channelId=500&plpRedirect=mhFallback  Posha Kitchen Robot: https://www.posha.com/  Connect with Tara: @techteachertara:  https://www.instagram.com/techteachertara/  https://www.linkedin.com/in/tara-menghini-a5aa892a7/

Game-based learning and gamification are not the same thing, and in this episode, Lindy is setting the record straight with not one but TWO guests. Dan Ryder and Jacquie Gardy join the show to break down what game-based learning actually is, why it works at every grade level and in every subject, and how teachers can start small without overhauling everything they do. From redesigning Candy Land to building card games that tackle real-world issues like domestic violence awareness to vibe coding interactive game experiences, this conversation is packed with practical ideas and real classroom examples that will make you want to hit the ground running. Learning should be fun. Games make it happen. Let's go. Resources: Tabletop Thinking and Learning: A Game-Based ISTE Playground, Wednesday, July 1: https://conference.iste.org/2026/program/search/detail_session.php?id=118451011#session_118451011 ISTE26 Board Game Meetup, Sunday evening: https://sites.google.com/view/iste26bgm/home  Connect with Jacquie: https://www.linkedin.com/in/jacquiegardy/ jacquiegardy.com  Connect with Dan:  https://www.linkedin.com/in/danryder207/,

Dr. Stacy Hawthorne shares stories from districts across the country proving that when technology starts with a learning problem instead of a device, students don't just use tech, they lead with it. Lindy and Stacy also dig into data privacy agreements, the dangers of BYOD, cellphone ban unintended consequences, and the one question every teacher should ask before bringing a new tool into their classroom. About Dr. Hawthorne:  Dr. Stacy Hawthorne, Executive Director at the EdTech Leaders Alliance and CAO at Learn21, has a distinguished career in educational technology. Stacy serves as the Chair of the CoSN Board of Directors. She led the Davidson Academy Online as Director of Online Learning, and has consulted for digital learning program development across the U.S. Stacy holds a Doctorate in Educational Technology, Master's in Educational Administration, and a Bachelor's in Business Administration. She possesses CETL and CCRE certifications and holds teaching and administration licenses in Nevada. Stacy is an active member of several CoSN committees, an ISTE Community Leader, 2024 ISTE 20 to Watch awardee, and serves on several editorial and advisory boards related to digital learning. Connect with Stacy: Linkedin.com/my/stacyhaw Resources from this episode: Contribute a story: bit.ly/edtechforgood Tool evaluation rubric: https://etla.tools/etla-tool-evaluation The EdTech Leaders Alliance: https://www.edtechleadersalliance.org/ The EdTech Leaders Alliance tools: https://etla.tools/  Student Data Privacy Consortium: https://privacy.a4l.org/  SETTING CONDITIONS FOR SUCCESS: Guidelines for Responsible Use of Technology for Schools from CoSn: https://www.cosn.org/tools-and-resources/resource/setting-conditions-for-success-guidelines-for-responsible-use-of-technology-for-schools/

What if the screen time debate is asking the wrong question? Lindy sits down with Debbie Tannenbaum, school-based technology specialist at Saratoga Elementary in Fairfax County, VA, to talk about what meaningful tech use actually looks like in elementary classrooms.  Debbie shares how she's using AI to help teachers do UDL audits, support multilingual learners, and create accessible lessons for students with autism. She also introduces her Five C's framework for evaluating tech use and gives teachers a clear first step for moving from passive consumption to powerful creation. More about Debbie: Debbie Tannenbaum is an Elementary Tech Coach, educational consultant, and founder of Tannenbaum Tech LLC with over 26 years of teaching experience. A champion of inclusive innovation, she believes in Pedagogy First. Technology Second. — helping educators move beyond one-off tool adoption toward meaningful, equity-driven integration. Named one of ISTE's 2024 "20 to Watch" and recipient of the 2025 VATLL/VASCD Impact Award, Debbie is a Google for Education Innovator (#ATL26), ISTE Certified Educator, and ASCD Emerging Leader. She is also an Amplify Fellow and has an upcoming ISTE+ASCD publication. Connect with Debbie: https://www.tannenbaumtech.com/ @TannenbaumTech Tools discussed in the episode: https://www.adobe.com/education/express/ https://www.canva.com/education/ https://www.peardeck.com/ https://curipod.com/ https://nearpod.com/  https://www.wixie.com/ https://seesaw.com/  https://phet.colorado.edu/ https://bookcreator.com/ https://snorkl.app/ https://amplify.com/ Virtual manipulative blocks vibe coded in Canva: https://mrshoc.my.canva.site/virtual-manipulative-blocks

The screen time debate is loud, emotional, and increasingly driving education policy. But what does the research actually say? Adam Sparks, former classroom teacher, Stanford-trained learning designer, and co-founder of the writing tool Short Answer, brings the receipts. In this episode, Lindy and Adam dig into why blanket screen time bans are a response to moral panic more than evidence, what John Hattie's meta-analyses actually tell us about technology in classrooms, and why lumping thousands of different tools under the label "EdTech" makes about as much sense as measuring the effect size of a chalkboard. They also get into how to evaluate EdTech efficacy, what a logic model is and why every school should be asking for one, and how Short Answer is rethinking writing instruction in the age of AI. Short Answer: https://myshortanswer.com/   Adam’s Substack: https://adamsparks.substack.com/  Connect with Adam: [email protected] Short Answers Portfolio of Efficacy: https://myshortanswer.com/our-approach/  Writing Instruction for the Age of AI Workshop: https://myshortanswer.com/professional-development/

The national screen time debate is loud, but is it hearing from the right people? Dr. Michelle Eckler, Director of Instructional Technology for Stratford Public Schools in Connecticut, is exactly the kind of voice that needs to be in this conversation.  In this episode, Lindy and Michelle get into what it actually looks like to use technology well in K-12 classrooms: the difference between passive consumption and creative production, why one-to-one access is really about empowering teachers, and how purposeful 10-minute tech tasks beat an hour of digital curriculum on repeat. Meet our guest: Michelle E. Eckler, Ed.D., is the Director of Instructional Technology for Stratford Public Schools, leading districtwide instructional technology initiatives. Dr. Eckler is an ISTE Certified Educator, Trainer, and Instructional Leader, as well as a GfE Certified Trainer, Innovator, and GEG Leader. Her professional contributions earned her the ISTE 20 to Watch award and recognition as a Top 10 Director of Instructional Technology 2026.  As President of the Shelton SEPTA, she is a dedicated advocate for special education. Michelle lives in Connecticut with her husband and two sons. An avid reader, she enjoys family time and her annual reading challenge Resources: E-textiles and wearable technology blog post and infographic: https://www.lindyhoc.com/post/steam-up-your-makerspace-with-e-textiles-and-wearable-technology  Find Stratford Public School’s AI policy: https://www.stratfordk12.org/documents/board-of-education/policies/6000-instruction/24173987  From Forest to Shore - The Stratford Public Schools Podcast: https://www.stratfordk12.org/o/tech/page/podcast-links  Connect with Michelle:  https://www.linkedin.com/in/drmichelleeeckler/ https://www.instagram.com/drmeckleredu/ https://michelleeckler.com/

The TikTok comments came in fast. "It's too late." "That's on parents, not teachers." "Banning is the only answer." Lindy gets the frustration. But she strongly disagrees with the conclusion. Because when students walk out of our buildings and into a world saturated with technology — and they will — what did we do to prepare them? If the answer is "we took the devices away," we failed them. This episode is built around the one comment buried in all that noise: "Explicit teaching has a large place in education." Yes. That. Exactly that. Lindy makes the case for explicitly teaching healthy technology use — what it looks like in classrooms, why parents can't teach what they were never taught, why going fully analog isn't enough, and why the window to get this right is shorter than it's ever been. Part of the screen time series. Start with Episode 13 — "Not All Screen Time Is Created Equal" — if you haven't yet. Episode 13 Not All Screen Time is Created Equal: https://www.lindyhoc.com/post/13-not-all-screen-time-is-created-equal  ScreenPal webinar: https://screenpal.com/lindy-hockenbary-webinar

A kid creating a digital book for a real audience. A kid clicking through a digital worksheet. A kid doom-scrolling at 10pm. All three involve a screen, but they are not the same thing, and treating them like they are is leading to some really bad decisions for kids and classrooms. In this episode, LindyHoc breaks down why the screen time conversation is missing the point, what we should actually be talking about, and why the answer isn't banning devices. Book Creator: bookcreator.com Snorkl: snorkl.app Short Answer: myshortanswer.com Edtech is worth fighting for (1 of 2) by Adam Sparks: https://adamsparks.substack.com/p/edtech-is-worth-fighting-for-1-of

In Part 2 of this conversation, Lindy builds on the question every educator and parent is asking: Is AI actually safe for students? Using new research from Stanford University, she breaks down what we know so far. The big takeaway? AI isn’t inherently good or bad for learning. It all comes down to how the tool is designed and how it’s used. Lindy shares practical do’s and don’ts for both teachers and parents, including why guardrails matter, how “guide vs. give” changes learning outcomes, and what happens when students are dropped into AI without structure. She also tackles one of the biggest emerging concerns—AI companionship—and why avoiding the technology altogether isn’t the answer. Because the goal isn’t to avoid AI, it’s to raise humans who know how to use it well. Episode 9: Is AI Safe for Students Part 1 https://www.lindyhoc.com/post/9-is-ai-safe-for-students  Stanford AI Hub for Education — Understanding the Evidence Base for AI in K–12 Education: https://scale.stanford.edu/research-in-action/understanding-evidence-base-ai-k12-education    Blog post and infographic: https://www.lindyhoc.com/post/6-ai-teaching-tools-that-enhance-learning-and-keep-teachers-in-control  SchoolAI Brisk Get three months of Brisk premium features!  NotebookLM

In this episode, Lindy sits down with Jack Churchill—assistive technology leader, dyslexic learner, and yes, the great-grandson of Winston Churchill—to unpack one of education’s biggest misconceptions: that using support tools is somehow “cheating.” From scanning pens to AI-powered supports, they explore how accessibility tools remove barriers, not rigor. You’ll hear insights on supporting neurodivergent learners, and why access isn’t optional—it’s essential for learning Learn more about Scanning Pens at https://www.scanningpens.com/.  More about Jack:  Jack Churchill is Chair of the British Assistive Technology Association and Co-Founder of Scanning Pens. He established the assistive technology company Scanning Pens 20 years ago because he’s passionate about technology being a great enabler. Being dyslexic himself, Jack is determined to help young people & adults with reading difficulties reach their potential. Scanning Pens BETT Award winning C-Pen Reader is used in classrooms around the world.  In recent years Scanning Pens has won a number of prominent awards including BETT Company of the Year 2020 & the Queen's Award for Enterprise 2021 for International Trade.  Jack is a UK Trade Export Champ and was recognised with an OBE medal from HRH the Prince of Wales in 2024.

It’s AI Literacy Day and episode 10 of Make EdTech 100, so we’re digging into a big question: what does the research actually say about AI literacy? In this episode, I break down key studies to uncover what we’re learning about how people use AI, what happens when they don’t understand it, and why AI literacy is quickly becoming a must-have, not a nice-to-have. We’ll look at surprising findings like why lower AI literacy can lead to more AI use, what happens when teachers are given the right guidance, and the growing gap between students using AI and actually knowing how to use it well. We’ll also explore when AI literacy should start (hint: much earlier than most people think), what effective instruction looks like, and what students themselves are asking for when it comes to AI in the classroom. If you’ve been wondering how to move beyond the hype and make sense of AI in education, this episode connects the research to real classroom practice—and makes the case for why AI literacy belongs at the core of learning, not on the sidelines. What is AI Literacy? Competencies and Design Considerations: https://dl.acm.org/doi/10.1145/3313831.3376727  Lower Artificial Intelligence Literacy Predicts Greater AI Receptivity: https://journals.sagepub.com/doi/10.1177/00222429251314491 ChatGPT in lesson preparation - A Teacher Choices Trial: https://www.nfer.ac.uk/publications/chatgpt-in-lesson-preparation-a-teacher-choices-trial/  The effects of over-reliance on AI dialogue systems on students' cognitive abilities: a systematic review: https://link.springer.com/article/10.1186/s40561-024-00316-7  The Usage of AI in Teaching and Students’ Creativity: The Mediating Role of Learning Engagement and the Moderating Role of AI Literacy: https://pmc.ncbi.nlm.nih.gov/articles/PMC12109026/  AI-driven language learning in higher education: an empirical study on self-reflection, creativity, anxiety, and emotional resilience in EFL learners: https://www.nature.com/articles/s41599-025-05817-5  Exploring How AI Literacy and Self-Regulated Learning Relate to Student Writing Performance and Well-Being in Generative AI-Supported Higher Education: https://pmc.ncbi.nlm.nih.gov/articles/PMC12108985/  AI4K12 Initiative (CSTA & AAAI) — the grade-band progression framework referenced ai4k12.org AI Literacy in K-12: A Systematic Literature Review"https://link.springer.com/article/10.1186/s40594-023-00418-7  A Systematic Review of AI Education in K-12 Classrooms from 2018 to 2023: https://www.sciencedirect.com/science/article/pii/S2666920X24000122  AI in K-12 Education: A Systematic Review of Teachers' Professional Development Needs: https://www.mdpi.com/2073-431X/15/1/49  A Systematic Review of Responses, Attitudes, and Utilization Behaviors on Generative AI for Teaching and Learning in Higher Education: https://pmc.ncbi.nlm.nih.gov/articles/PMC12023922/

Is it safe for students to use? In this episode, Lindy explores how AI tools can support learning while keeping teachers firmly in control. She breaks down why teacher dashboards and visibility matter, how educators can monitor student interactions with AI, and why students shouldn’t be chatting with bots all day. Instead, AI works best at key moments in learning—sparking curiosity, helping students brainstorm ideas, and personalized checkpoints.  If you’re trying to navigate AI in a way that protects students while enhancing learning, this episode gives you a practical starting point. Blog post and infographic: https://www.lindyhoc.com/post/6-ai-teaching-tools-that-enhance-learning-and-keep-teachers-in-control  Get three months of Brisk premium features!

In this episode, Lindy is joined by Aaron Makelky to break down what educators need to understand about agentic AI. We’ve moved beyond text generation. We’re now in the age of agents—systems that act autonomously, navigate browsers, execute tasks, and even help build new AI tools. Lindy and Aaron unpack recent AI releases, including Codex, agentic browsers, and the viral Open Claw experiment. They explore what’s hype, what’s real, and what this acceleration means for assessment, data privacy, and the future relevance of classroom work. Connect with Aaron Makelky: https://aaronmakelky.com  https://www.linkedin.com/in/aaron-makelky-m-a-ed-038b852a3/ https://x.com/theaaron About Aaron:  Aaron Makelky spent 16 years as a high school social studies teacher and coach before transitioning to tech. Now a Community & Developer Relations Marketing Manager at a San Francisco-based tech company (working remotely), he focuses on making AI accessible for non-technical people. He's trained schools, law firms and nonprofits on AI implementation. His content and workshops are all about cutting through AI hype to show practical applications that actually work. Tools mentioned in the episode: https://www.perplexity.ai/comet https://chatgpt.com/atlas/  https://www.diabrowser.com/ https://openai.com/codex/  https://openclaw.ai/

What happens when a Montana librarian starts an esports team? In this episode, I sit down with Marne Bender — educator, librarian, esports coach, and fellow Montanan — to talk about creating spaces where students belong. From building a state championship esports program to transforming the school library into a makerspace hub with 3D printers and coding robots, Marne shares how she makes EdTech 100% work for her students. We dive into rural innovation, esports misconceptions, digital literacy in the age of AI, and why sometimes the best ideas start with “Let’s just try it.” If you care about belonging, creativity, and preparing kids for careers that don’t exist yet, this one’s for you.    East Helena Public Schools: https://www.ehpsmt.gov/ Connect with Marne: [email protected]     More about Marne: With 16 years in education at East Helena Public Schools, Marne is currently a Library Media Specialist working with preschool, kindergarten, and high school students. She's helped grow Montana’s high school esports scene for the past seven years and loves creating opportunities for students to explore new passions. She loves yapping about books, tinkering with 3D printers and robots, and encouraging curiosity in all learners. Outside of school, she spends as much time as possible in the mountains of Montana with her family.