We talk about building school culture, navigating compliance-heavy systems, and why connection—not programs—actually drives change in schools.

We also get into AI—where it helps, where it can hurt, and how we can use it to give time back to what matters most: people.

💡 Key Takeaways

• Connection over compliance: Systems matter—but relationships drive impact

• Culture isn’t built once a year: It needs to be visible and ongoing

• Recognition changes schools: Simple systems can shift morale fast

• AI should remove friction—not replace thinking

• Human intelligence still leads the work

🧠 Practical Ideas You Can Use Tomorrow

• Set up a simple weekly recognition system (students + staff)

• Build in daily micro-connections (quick check-ins > big initiatives)

• Use AI to free up time for people, not add more to your plate

🚧 Trade-Off to Consider

If we don’t intentionally design for connection, AI and compliance will take over our time—and school becomes transactional instead of relational.

🤝 Guest Info

Dr. Mark Zeiler

• 20+ years in education (teacher, media specialist, administrator)

• Focus on human-centered systems, leadership, and AI in schools

• Connect with him on LinkedIn

🌍 What We Talk About

• Human Intelligence Movement

• AI in education

• School culture and leadership

• Real-world classroom and admin challenges

🎯 Closing Thought

If AI gives us time back—but we don’t use it to connect—we missed the point.

📢 Connect with Me

Follow: @coachthomastech

Tech Ed Clubhouse Podcast

⭐ Enjoying the show?

Leave a review and share it with another educator who needs this conversation.

In this episode, we break down what actually worked—how one principal moved teachers from hesitation to experimentation, and why AI only matters if it improves thinking, not replaces it.

This is real school, real constraints, real moves.

In This Episode:

- The permission problem holding teachers back (and how to fix it fast)

- Why most AI PD fails—and what to do instead

- Using AI as a thought partner, not a shortcut

- A simple staff meeting shift that changed adoption

- How Sean used AI to analyze evaluations and uncover real school-wide gaps

- The balance: faster feedback vs. losing human connection

- A practical “Driver’s Ed” model for teaching AI to students

3 Moves You Can Try Tomorrow:

1. Give teachers one safe AI task (quiz or sub plans)—no pressure, just try

2. Use AI to generate reflection questions, not answers

3. Share one real example of AI saving time—make it visible

Key Insight: AI isn’t the change. Teaching people how to think is.

Guest: Sean O’Shea Middle School Principal | Massachusetts

In this episode, I sit down with digital learning coach Stevie Frank to break down what real growth looks like for educators right now—from conferences and coaching cycles to AI, edtech, and the uncomfortable truth about learning something new.

We cut through the noise on AI hype, challenge the idea of one-size-fits-all PD, and share practical ways teachers can grow—even without leaving their classroom.

This is a grounded conversation about learning, leadership, and why the best educators are still willing to feel uncomfortable.

🧠 What You’ll Learn

• Why the best PD is often the teacher next door

• How to get started presenting at conferences (without overthinking it)

• The real gap between AI conversations online vs. classrooms today

• Why hands-on learning still matters in a tech-heavy world

• How coaching, co-teaching, and relationships drive real change

• A simple mindset shift: you don’t have to fully know it to try it

💡 Quotes Worth Pulling

• “The best professional development is the teacher down the hall.”

• “It’s okay to live in the gray area—you don’t have to know everything to try it.”

• “Sometimes the best tech decision is putting the tech away.”

• “If you’re not paying for the tool—you are the product.”

🔗 Connect with Stevie Frank

• Twitter/X: @StevieFrank23

• LinkedIn: Stevie Frank

• Website: steviefrank.com

⚡ Dan’s Takeaway

Stop waiting for better PD.

The growth you’re looking for is already in your building.

Share this episode with a colleague—and try one new thing this week.

In this episode of The TechEd Clubhouse, I talk with Scott Holcomb — Ed Tech Imagineer at Crosstown High, Space Camp Hall of Famer, and yes, an actual character in the 1985 Space Camp movie — about what happens when a group of teachers finally get to build the school they always wanted.

Crosstown High isn't a school that adopted a new program. It's a school that started from scratch — no bells, no traditional silos, no "we've always done it this way." Built inside a 1.5 million square foot vertical village alongside a YMCA, a hospital, restaurants, and a grocery store, it was designed around one question: what if we actually listened to students and teachers?

Scott's journey to get there — from school counselor to instructional technologist covering an entire Memphis school district to Space Camp Hall of Famer — is as unconventional as the school itself.

IN THIS EPISODE

• Why the same trick that got a resistant teacher interested in technology in 1998 still works with AI today

• What Crosstown High actually looks like day to day — and what makes it different beneath the surface

• The AI conversation schools keep getting wrong, and what student surveys revealed about how kids are actually using it

• Why banning AI is the calculator mistake all over again

• Are we at the start of an educational renaissance? Scott and Dan make the case

• Space Camp: what it is, who it's for, and why it's changed more lives than just astronauts

CROSSTOWN HIGH BY DESIGN

• Project-based — real problems, real community connections, real work

• Intentionally diverse — lottery system built around zip codes, not applications

• Relationship-driven — teachers know their students, leadership knows their teachers

• Always iterating — surveys, sabbaticals, and the belief that the school will never be "finished"

RESOURCES MENTIONED

Crosstown High — crosstownhigh.orgUS Space and Rocket Center / Space Camp — rocketcenter.comMagic School AI — magicschool.aiNotebook LM — notebooklm.google.comXQ Institute — xqsuperschool.org

CONNECT WITH SCOTT

Instagram: @hideotakaminiLinkedIn: Scott Holcomb

CONNECT WITH DAN

Website: coachthomastech.comTwitter/X: @coachthomastech

The TechEd Clubhouse Podcast explores STEM education, project-based learning, creativity, and practical ideas teachers can use tomorrow.

ENJOY THE EPISODE?

If you enjoyed this conversation:Follow the podcastLeave a rating or reviewShare the episode with another educator

It helps more teachers discover the show.

• The difference between real collaboration and “contrived collegiality”

• The four layers of collaboration effective schools use

• How Collaborative Team Meetings help teachers learn from each other

• Why most professional development ignores the expertise already in the building

• How small changes in meetings can reduce teacher burnout and overwhelm

THE FOUR LAYERS OF COLLABORATION

1. Collaborative Planning Teacher teams working together to improve learning for all students.

2. Collaborative Team Meetings (CTM) Structured conversations where teachers bring real classroom challenges and share strategies.

3. School Support Team Teams that coordinate additional supports for students beyond the classroom.

4. Case Consultation Focused meetings that address the needs of one student when deeper support is required.

RESOURCES MENTIONEDJigsaw Learning https://jigsawlearning.caCONNECT WITH DANWebsite https://coachthomastech.comFollow Dan on Twitter/X @coachthomastechThe TechEd Clubhouse Podcast explores STEM education, project-based learning, creativity, and practical ideas teachers can use tomorrow.ENJOY THE EPISODE?If you enjoyed this conversation:Follow the podcast Leave a rating or review Share the episode with another educatorIt helps more teachers discover the show.

But did we ever teach them what’s under the hood?

In this episode, I sit down with Stewart Brown from Code4Kids to talk about why tech literacy can’t wait until high school — and why this conversation is bigger than “learning to code.”

We dig into:

• Why K–8 is the missing link in digital literacy
• Why computer science should amplify core subjects — not compete with them
• Why engagement doesn’t automatically equal learning
• How understanding algorithms builds smarter, more intentional tech users
• Why banning technology isn’t a long-term solution
• What AI is exposing about our current education system

This isn’t about turning every student into a programmer.

It’s about helping kids move from passive consumers to informed, critical thinkers who understand the systems shaping their lives.

If this episode challenged you, share it with a colleague and let’s keep the conversation going.

Connect with Stewart Brown / Code4Kids

🌐 Website: https://c4k.io
💼 LinkedIn: Stewart Brown (Code for Kids)
📧 Email: stewart@c4k.io

Thanks for listening to the TechEd Clubhouse.

Follow the show so you don’t miss what’s next.

We talk about the difference between engagement and compliance, why quiet classrooms are often misunderstood, and how small, low-prep moves can immediately shift student thinking. Stephanie shares her personal learning story, a 5-minute classroom strategy teachers can use tomorrow, and how AI—used well—supports feedback, iteration, and real learning without replacing teachers.

We also dig into:

• What real engagement actually looks like

• Managing “controlled chaos” in active classrooms

• How SchoolAI’s Dot and Spaces support teachers and students

• Using AI for feedback, projects, and formative assessment

• Why teachers—not tools—still lead the work

If you want ideas that work inside real classrooms, without new mandates or heavy lift, this episode is for you.

Connect with Stephanie:
📧 stephanie@schoolai.com
🌐 schoolai.com
📱 @MrsHowell24 , LinkedIN

Follow the Tech Ed Clubhouse for practical conversations about teaching, learning, and building classrooms where thinking actually happens.

We talk about critical thinking, adaptability, workforce readiness, and immersive AI simulations that go far beyond videos, worksheets, or “edtech for edtech’s sake.” Austin shares how Mega Minds is using 3D environments and AI characters to give students realistic, high-stakes experiences—from healthcare triage to AI ethics to job interviews—while keeping teachers at the center of the work.

If you care about real learning, transferable skills, and preparing students for a future that keeps shifting, this conversation is for you.

🔑 Key Topics We Cover

• Why critical thinking can’t be taught directly—and what can develop it

• The difference between compliance-based learning and real workforce readiness

• What CTE programs do well—and where they’re still falling short

• Why videos and slide decks aren’t enough for career exploration

• How immersive AI simulations create tension, decision-making, and real learning

• Teaching skills like triage, adaptability, communication, and judgment safely

• AI ethics through lived experience, not lectures

• Why failure, replayability, and reflection matter more than right answers

• Supporting ELL students, neurodivergent learners, and accessibility through AI

1. • Keeping humans at the center while using technology intelligently

   🧠 Big Takeaways

• Students don’t remember worksheets—they remember experiences

• Certifications matter, but durable skills matter more

• Not all screen time is equal

• Feedback needs to be immediate, human, and actionable

1. • Career exploration should help students say “yes,” “not yet,” or “definitely not”

   • AI works best when it supports teachers, not replaces them

2. 🔗 Learn More About Austin & Mega Minds

• 🌐 Website: https://gomegaminds.com

• 💼 Connect with Austin on LinkedIn: Austin Levinson

🎧 Who This Episode Is For

• CTE teachers and directors

• STEM, tech ed, and special area educators

• School and district leaders

• Anyone questioning whether current systems are truly preparing students

• Educators looking for real solutions, not shiny tools

What starts as a conversation about digital citizenship quickly turns into a powerful discussion about language, stigma, masculinity, school culture, and why mental health needs to be treated like physical health—something we actively train, track, and support.

Marialice shares her personal journey into the mental health space, her work with Same Here Global, and how a simple shift in language—from “us vs. them” to “five in five”—can completely change how schools, communities, and individuals show up for one another.

This isn’t a surface-level conversation. It’s honest, human, and long overdue.

• Why “1 in 5 have mental illness” is the wrong message

• The Same Here Global philosophy: five in five of us have mental health

• How language shapes stigma in schools and society

• Why mental health should be treated like going to the gym

• The “Gym for the Brain” model and what it looks like in schools

• Masculinity, vulnerability, and the unique mental health challenges men face

• How sports, coaching, and education intersect in powerful ways

• Why proactive mental health work beats crisis response every time

• Simple ways teachers can support students tomorrow—without new programs or mandates

Mental health isn’t something some people have.
It’s something all of us live on a spectrum with—every single day.

When schools change the language, normalize the conversation, and model regulation instead of compliance, everything shifts: culture, trust, and learning.

• Same Here Global: https://www.samehereglobal.org

• Contact Mary Alice: marialice@samehereglobal.org

• Instagram: @dr_mbfxc

• Same Here Scale App: Available via Same Here Global

• Teachers and school leaders

• Coaches and athletic directors

• Counselors and support staff

• Parents and caregivers

• Anyone who believes schools should be more human

If this conversation made you pause, reflect, or feel a little more seen—you’re not alone.

Same here.

If you enjoyed this episode, follow the podcast, share it with someone who needs to hear it, and leave a review—it helps more educators find conversations like this.

But what if teaching isn’t broken?

In this episode of The Tech Ed Clubhouse, I explore the idea that we’re standing at the beginning of a Renaissance in education—a shift away from scripts, compliance, and performative engagement, and back toward the human craft of teaching.

Drawing parallels to the early Renaissance at the end of the Middle Ages, this episode unpacks:

• how schooling quietly became more about obedience than judgment

• why teachers are feeling tension between what they’re told to do and what they know works

• what the first Renaissance actually looked like before the masterpieces

• how today’s classrooms mirror that same uncomfortable, hopeful transition

• and where tools and AI fit—using the printing press as a guide

This isn’t a call for new programs or shiny tools.

It’s a call to reclaim professional judgment, trust human thinking, and teach like a Renaissance human—right now, even while the old systems are still in place.

If you’ve felt like something in education doesn’t quite fit anymore…
this episode will give you language for why.

In this episode, I reflect on the invisible cognitive and relational work at the center of teaching: the constant judgment calls, the timing, and the real-time decisions that never show up on a plan or a platform but shape everything that happens in a classroom.

This isn’t an episode about tools or advice. It’s a quiet conversation about teaching as a professional, judgment-based practice—and why the weight teachers feel is often a sign of meaningful work being done.

But after coming back from FETC, one question kept sticking with me:
What if the biggest thing missing in education right now isn’t another tool—but permission to just be a teacher?

This episode is a reflection on great conversations, real engagement, and the growing overload of “solutions” in education. While the presenters, sessions, and people at FETC were thoughtful and inspiring, the most meaningful moments didn’t come from platforms or products—they came from honest conversations between educators.

We talk about:
• Why engagement isn’t missing—it’s being crowded out
• How too many tools can quietly make teaching feel heavier
• What we’ve lost in the rush to fix teaching
• Why “just teaching” might be the most radical move right now

No tips.
No tricks.
Just space to think.

If teaching has started to feel more complicated than it should, this episode is an invitation to pause, reflect, and remember that you already know how to do this work.

In this episode of the TechEd Clubhouse Podcast, I sit down with Dr. Lisa Riegel to explore what’s really happening beneath student behavior, disengagement, and classroom stress.

Drawing from neuroscience, classroom practice, and systems-level work with schools, Dr. Riegel reframes behavior as the intersection of biology and context—not compliance or character.

This conversation challenges traditional discipline models and offers practical strategies educators can use immediately to create classrooms where students can think, regulate, and learn—without killing joy.

------------------------------------

WHAT WE TALK ABOUT:

• Why behavior is a regulation issue, not a motivation issue

• How past experiences shape present classroom reactions

• Calm, alert, and alarm states in the brain

• Why productive struggle fails under chronic stress

• How instructional design can unintentionally escalate behavior

• Why relationships matter more than routines

• Why teacher regulation matters as much as student regulation

------------------------------------

KEY TAKEAWAYS:

• Behavior = Biology + Context

• Calm comes before cognition

• Escalation shuts down thinking

• Instructional design can reduce or increase stress

• Regulation systems matter—for students and adults

------------------------------------

PRACTICAL STRATEGIES DISCUSSED:

• “Fizzy or Flat” emotional check-ins

• Name it, Own it, Control it language

• Consistent, non-confrontational discipline structures

• Designing for intellectual safety before challenge

------------------------------------

RESOURCES:

• NeuroWell – Book by Dr. Lisa Riegel

• ⁠Aspirations to Operations: A leader’s guide to making transformative change stick⁠ – Book by Dr. Lisa Riegel

• Jakapa (https://jakapa.com)

• Dr. Lisa Riegel’s website: https://lisariegel.com

• Dr. Lisa Riegel’s LinkedIn

------------------------------------

REFLECTION QUESTIONS:

• What behaviors might actually be stress responses?

• Where might my instruction unintentionally escalate anxiety?

• How am I supporting my own regulation as an educator?

------------------------------------

SUBSCRIBE & SHARE:

If this episode resonated, share it with a colleague or administrator and subscribe to the TechEd Clubhouse Podcast for more conversations about learning, design, and humanity in schools.

Because while engagement matters, it’s not the finish line.

In this episode, Dan explores a tension many educators feel but struggle to name:
What happens when students are engaged… but the learning doesn’t stick?

Students can be busy, smiling, and compliant—and still not thinking deeply.

This conversation reframes engagement as a starting point, not the outcome, and makes the case for moving toward student ownership, decision-making, and cognitive engagement.

In this episode, you’ll hear about:

• Why engagement became something we measure instead of something we use

• The difference between behavioral, emotional, and cognitive engagement

• How compliance can look like learning—even when it isn’t

• Why engagement alone can actually add noise and anxiety

• What engagement is really for in today’s classrooms

• The shift from teacher-driven engagement to student-driven ownership

• One simple question that can instantly deepen learning

Key takeaway:

• Engagement gets students ready.

• Ownership is where learning actually happens.

Try this tomorrow:

• Ask yourself (or your students):
  “What decisions were made today?”

• If the answer is “none,” you don’t need a new lesson—you need a better question.

What’s next:

The next episode continues this arc by digging into how to move from engagement to real ownership—without blowing up your curriculum or adding one more initiative.

🎧 Listen, subscribe, and share if this episode gave you language for something you’ve been feeling in your classroom.

But after decades in the classroom, one truth keeps showing up:

Engagement isn’t something we create. It’s something that emerges.

Students don’t engage because lessons are flashy or entertaining.
They engage when the work matters, when they have ownership, and when their thinking is required.

In this episode, Dan challenges a common framing that impacts both classrooms and schools: we often treat engagement as a performance problem instead of a design problem. When we chase activity, speed, and surface-level participation, we confuse busy with engaged — and that’s where frustration, burnout, and disengagement creep in.

Through real classroom stories, analogies from sports and the arts, and practical reflection questions, this episode reframes engagement around cognitive demand, relevance, autonomy, and purpose — not compliance or quiet classrooms.

In this episode, you’ll hear:

• Why engagement is often misread as entertainment or activity

• The critical difference between compliance and true engagement

• How cognitive demand and relevance drive student motivation

• Why some of the most engaged students don’t look compliant

• What teachers and administrators can design differently to support deeper learning

• Three reflection questions to reset how you think about engagement heading into the new year

This episode is especially timely for educators on break — not as another “do more” conversation, but as an invitation to rethink what’s worth designing in the first place.

• A clear, current definition of student engagement and how it’s commonly understood today

• The difference between behavioral, emotional, and cognitive engagement—and why one matters most

• Why engagement is often measured, but thinking is rarely designed for

• How Thinking Classrooms reframes learning around visible thinking and ownership

• Why hands-on building and non-permanent thinking increase risk-taking and revision

• Simple classroom moves that shift the focus from engagement to thinking

• What administrators should look for instead of “on-task” behavior during walkthroughs

Key Takeaways:

• Engagement is a signal, not the goal

• Students can appear engaged without doing meaningful cognitive work

• Thinking leaves evidence—if the environment is designed to make it visible

• Ownership, agency, and revision matter more than participation and compliance

• Hands-on, erasable thinking lowers risk and deepens learning

Try This in Your Classroom

• Remove one engagement strategy from an upcoming lesson

• Add one thinking demand instead:

• Ask students to build their understanding

• Have them explain their choices

• Require them to revise their thinking

• Reflect on where thinking became visible—and where it didn’t

Reflection QuestionWhat would change in your classroom—or your school—if engagement wasn’t the goal, but thinking was?Join the ConversationIf this episode resonated with you, share it with a colleague and let me know your takeaways.Tag me on social media using #WheresTheFunInThat and share:

• What does thinking look like in your classroom?

• What’s one way you’re moving beyond engagement?

About the ShowThe Tech Ed Clubhouse Podcast explores teaching, learning, play, and thinking in real classrooms. We focus on practical ideas, honest conversations, and strategies that help teachers and students do deeper, more meaningful work.

I return after a six-week break to recap MASSCUE and NYSCATE—two conferences that, despite being totally different, revealed the same message from educators everywhere:  

Teachers want learning that is joyful, simple, hands-on, and usable tomorrow.

This episode highlights inside-session moments, hallway conversations, and even late-night trivia and Family Feud that turned into powerful professional learning. I also preview my upcoming FETC workshop, Design. Build. Play.Assess., happening January 11 at 8:00 AM.

•MASSCUE: The Spark

• Showing up as a Bills fan in Patriots territory

• Hands-on takeaways from sessions

• The real learning happening in hallway conversations

•  After-hours chats that kept circling the same theme: “Give me something I can use Monday.”

• • NYSCATE: The Family ReunionWhy NYSCATE feels like coming home

• Trust, honesty, and real talk with “family”

• High-energy LEGO Serious Play + worksheet-busting sessions

• Trivia and Family Feud fueling meaningful conversations

• The deeper need for joy + manageable routines

• The Pattern Across Both Conferences

• Teachers everywhere are asking for:

• Joyful learning with clear structure

• Simple routines that work every day

• Assessment that shows thinking

• AI that supports—not complicates—teaching

• A sense of community and connection

• FETC Preview

•  I give a sneak peek at the hands-on LEGOlearning lab he’s leading: Design.Build. Play. Assess. A practical, use-it-tomorrow workshop rooted in everythingteachers said all fall.

Free Resources Mentioned

• Fun LEGO warm-up: Build the Worst Superhero Ever!

• Build → Reflect → Share routine

• Simple AI workflow for hands-on lessons

Download link

Join the Conversation

 Tag me at @coachthomastech and use #WheresTheFunInThat.

Explore more shows at xfactoredu.org. Want to be a guest—or know someone who should be? Reach out!

We dig into:

• How Farmer Faubs started on a whim with a cowboy hat and a vision

• The power of social media for teacher growth and connection

• Why AI and creativity must coexist in classrooms

• How to make PD sessions actually useful (hint: hands-on and follow-up!)

• Simple, ready-to-use templates and blended learning ideas teachers can apply tomorrow

• The story behind the EduGuardians movement and the power of authentic educator communities

If you’ve ever wanted PD with purpose, tech with heart, and learning that sticks — this one’s for you.

🧩 Key Takeaways

• “Meet teachers where they are.” Great tech starts with usability and simplicity.

• Blend hands-on with high-tech. LEGO, shoebox projects, and AI can live together.

• Keep the human in the loop. AI is a thought partner, not a replacement.

• Community matters. Connections through Twitter, LinkedIn, and conferences can transform your teaching career.

• Make PD that sticks. Give teachers something they can use tomorrow, not next semester.

🛠️ Tools & Resources Mentioned

Book Creator

Kami

EduGuardians (home page)

EduGuardians on X (Twitter)

👩‍🌾 Guest Info — Farmer Faubs

Farmer Faubs is an instructional coach, content creator, and creativity advocate. Known for her energetic farm-themed EdTech videos and practical classroom ideas, she’s passionate about helping teachers make learning engaging, meaningful, and fun.

📱 Follow her on social media: @farmerFaubs (Twitter, Instagram, TikTok, LinkedIn)

⛳ Host — Dan Thomas

Dan Thomas is a veteran STEM educator, LEGO Serious Play facilitator, and host of The TechEd Clubhouse Podcast, where common sense meets creativity in education.

🔗 Connect with Dan: @coachthomastech

🏷️ Tags

#EdTech #PBL #AIinEducation #Creativity #BookCreator #TeacherPD #EduGuardians #TechEdClubhouse #FarmerFaubs #WhereIsTheFunInThat

🔔 Call to Action

If you enjoyed this episode, follow, rate, and share The TechEd Clubhouse Podcast!

💬 Join the conversation on social media using #TechEdClubhouse and #YeehawMoments.

We dig into why traditional approaches fail too many students, how agile practices like Scrum and retrospectives build durable skills, and how teachers can bring authentic learning into their classrooms tomorrow.

• What’s not working in education—and how to fix it

• Defining authentic learning (beyond buzzwords)

• Real-world examples: selfie stations, chicken tractors, drones, and more

• Why process > product in student learning

• How to use Scrum, Kanban boards, and retrospectives in class

• Rethinking PD: agile professional learning that sticks

• Quick wins teachers can try right away

• Authentic Learning Alliance: authenticlearningalliance.org

• Book: The Improvement Game – Amazon link

• Follow Laura: @MrsWilliams21C | LinkedIn

• Host: @coachthomastech | coachthomastech.com

Try a Plus/Delta chart with your students tomorrow:

• Plus (+): What went well?

• Delta (Δ): What could we change?

Simple, fast, and powerful feedback that gets students reflecting on their learning.

👉 If you enjoy the show, don’t forget to follow, rate, and share The Tech Ed Clubhouse!

Kyle shares:

• Why Quizziz rebranded as Wayground

• How Wayground hits the sweet spot between fun gamification and serious assessment

• The power of student accommodations and differentiation at scale

• Their new PhET Simulations partnership for science classrooms

• Where AI fits into real-time feedback and student growth

• What’s next for Wayground as schools return this fall

We also dive into big-picture questions around time-saving tools vs. authentic learning, student choice, and how to help every kid succeed—not just the ones at the top of the leaderboard.

🎥 Watch the full video version on YouTube here: [Insert YouTube link]

• Twitter/X: @KyleNiemis

• Wayground: https://wayground.com

• Wayground YouTube: Wayground Channel

• Twitter/X: @coachthomastech

• YouTube: Coach Thomas Tech

👉 If you enjoyed this episode, follow, rate, and share The Tech Ed Clubhouse Podcast on Spotify, Apple, or wherever you listen. Let’s keep building fun, purpose, and creativity into learning.