Make EdTech 100 with LindyHoc Transistor (https://transistor.fm) https://feeds.transistor.fm/make-edtech-100-with-lindyhoc Technology in education shouldn’t feel overwhelming, confusing, or disconnected from what actually works in classrooms. This show keeps it real. Each week, educator and K–12 EdTech Advisor Lindy Hockenbary shares practical strategies, stories from real teachers, and no-nonsense conversations about how to use tech in ways that feel human, joyful, and grounded in learning. Whether you’re a teacher, a school leader, or an EdTech product builder, this show helps you Make EdTech 100 — real, relevant, and rooted in what matters most: kids. © 2026 Lindy Hockenbary fb038779-d2e4-53bb-aaa5-5cc820d2aff0 yes en Wed, 06 May 2026 05:00:06 -0600 Wed, 06 May 2026 05:02:06 -0600 https://www.lindyhoc.com/podcast https://img.transistorcdn.com/rGEPfIcF3qOB408U01cOMLmvKdPkAhTxk_psP9CY1bM/rs:fill:0:0:1/w:1400/h:1400/q:60/mb:500000/aHR0cHM6Ly9pbWct/dXBsb2FkLXByb2R1/Y3Rpb24udHJhbnNp/c3Rvci5mbS8xYzM3/ZTFhYzUwNWYzZDVk/MTUwNDRmZWIzYWRj/MzkwYS5wbmc.jpg Make EdTech 100 with LindyHoc https://www.lindyhoc.com/podcast episodic Lindy Hockenbary Technology in education shouldn’t feel overwhelming, confusing, or disconnected from what actually works in classrooms. This show keeps it real. Each week, educator and K–12 EdTech Advisor Lindy Hockenbary shares practical strategies, stories from real teachers, and no-nonsense conversations about how to use tech in ways that feel human, joyful, and grounded in learning. Whether you’re a teacher, a school leader, or an EdTech product builder, this show helps you Make EdTech 100 — real, relevant, and rooted in what matters most: kids. Technology in education shouldn’t feel overwhelming, confusing, or disconnected from what actually works in classrooms. Lindy Hockenbary lindy@lindyhoc.com No No Not All Screen Time Is Created Equal 13 13 Not All Screen Time Is Created Equal full 689ee46c-6897-4660-9443-8324e717271b https://share.transistor.fm/s/0bdd9e39 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 

]]> 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 

]]> Wed, 06 May 2026 05:00:00 -0600 Lindy Hockenbary Lindy Hockenbary 1685 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 

]]> No Is AI Safe for Students? Part 2: It Depends on the Tool 12 12 Is AI Safe for Students? Part 2: It Depends on the Tool full 5b8ae05c-7cc8-4cf7-b92c-b40fcf5d01a3 https://share.transistor.fm/s/c53a7232 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 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


]]> Wed, 08 Apr 2026 05:00:00 -0600 Lindy Hockenbary Lindy Hockenbary 3471 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


]]> No Jack Churchill on Why Assistive Tech Isn’t Cheating—It’s Access 11 11 Jack Churchill on Why Assistive Tech Isn’t Cheating—It’s Access full 4c5ba74b-b168-43b9-9b06-ea833411b8c8 https://share.transistor.fm/s/87860cba 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.

]]> 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.

]]> Wed, 01 Apr 2026 06:00:00 -0600 Lindy Hockenbary Lindy Hockenbary 2732 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.

]]> No What is the Research Telling Us About AI Literacy? 10 10 What is the Research Telling Us About AI Literacy? full 9982e055-f85c-48bb-8587-210da4bf58e1 https://share.transistor.fm/s/a38218c3 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/ 

]]> 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/ 

]]> Thu, 26 Mar 2026 12:59:50 -0600 Lindy Hockenbary Lindy Hockenbary 1662 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/ 

]]> No Is AI Safe for Students? 9 9 Is AI Safe for Students? full d06f1379-3e3d-49a1-8b51-7a5e0de69cf3 https://share.transistor.fm/s/a02029db 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! 


]]> 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! 


]]> Wed, 18 Mar 2026 07:00:00 -0600 Lindy Hockenbary Lindy Hockenbary 1772 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! 


]]> No Education in the AI Agent Era with Aaron Makelky 8 8 Education in the AI Agent Era with Aaron Makelky full 87055a25-a2e7-4350-9436-886556da4330 https://share.transistor.fm/s/1cb707d7 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/ 

]]> 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/ 

]]> Wed, 25 Feb 2026 08:00:00 -0700 Lindy Hockenbary Lindy Hockenbary 3106 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/ 

]]> No Finding the Kids Who Don’t Have a “Thing”: Esports, Libraries, and Montana Magic with Marne Bender 7 7 Finding the Kids Who Don’t Have a “Thing”: Esports, Libraries, and Montana Magic with Marne Bender full 56d1e65f-bf9e-443f-bfcc-6b26da74a6d8 https://share.transistor.fm/s/9114c441 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: mbender@ehps.k12.mt.us 

  

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.

]]> 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: mbender@ehps.k12.mt.us 

  

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.

]]> Wed, 18 Feb 2026 08:00:00 -0700 Lindy Hockenbary Lindy Hockenbary 2641 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: mbender@ehps.k12.mt.us 

  

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.

]]> No One in a Million: How Rural Montana Shaped My EdTech Why 6 6 One in a Million: How Rural Montana Shaped My EdTech Why full 8c5e9c62-cb36-4fef-8186-a3cf05d603bf https://share.transistor.fm/s/acc832bb In this episode, I’m stepping out from behind the mic to share a bit about who I am and how my journey in rural Montana shaped the way I think about education and technology. From teaching in a literal one-to-one computer lab before one-to-one was a thing, to supporting educators in small, under-resourced schools, these early experiences cemented my belief that pedagogy must always lead and technology should serve learning—not the other way around.


Meet Lindy: https://www.lindyhoc.com/meet-lindy


Connect with me on socials:
Facebook
Instagram
TikTok
YouTube
LinkedIn

]]> In this episode, I’m stepping out from behind the mic to share a bit about who I am and how my journey in rural Montana shaped the way I think about education and technology. From teaching in a literal one-to-one computer lab before one-to-one was a thing, to supporting educators in small, under-resourced schools, these early experiences cemented my belief that pedagogy must always lead and technology should serve learning—not the other way around.


Meet Lindy: https://www.lindyhoc.com/meet-lindy


Connect with me on socials:
Facebook
Instagram
TikTok
YouTube
LinkedIn

]]> Wed, 11 Feb 2026 08:00:00 -0700 Lindy Hockenbary Lindy Hockenbary 1232 In this episode, I’m stepping out from behind the mic to share a bit about who I am and how my journey in rural Montana shaped the way I think about education and technology. From teaching in a literal one-to-one computer lab before one-to-one was a thing, to supporting educators in small, under-resourced schools, these early experiences cemented my belief that pedagogy must always lead and technology should serve learning—not the other way around.


Meet Lindy: https://www.lindyhoc.com/meet-lindy


Connect with me on socials:
Facebook
Instagram
TikTok
YouTube
LinkedIn

]]> No In 2026, Video Isn’t Optional for Teachers 5 5 In 2026, Video Isn’t Optional for Teachers full 9ea3ed0f-cf77-4a95-b296-dd930462bfe0 https://share.transistor.fm/s/6642b5d7 Students live in a world of video—and school can’t pretend otherwise. In this episode of Make EdTech 100, Lindy makes the case for why teacher-created video is no longer optional in K–12 learning. Backed by research on student-teacher relationships, belonging, and engagement, this episode unpacks why your presence matters more than polished production. You’ll walk away with concrete ways to use short, authentic videos for instruction, feedback, and connection—plus ideas for making video more engaging without spending more time.


Blog and infographic: https://www.lindyhoc.com/post/lights-camera-learning-what-the-research-says-about-teacher-created-videos 


For even more research: A Teacher’s Guide to Online Learning


The LindyHoc YouTube to follow Lindy’s video journey: https://www.youtube.com/@LindyHoc 

]]> Students live in a world of video—and school can’t pretend otherwise. In this episode of Make EdTech 100, Lindy makes the case for why teacher-created video is no longer optional in K–12 learning. Backed by research on student-teacher relationships, belonging, and engagement, this episode unpacks why your presence matters more than polished production. You’ll walk away with concrete ways to use short, authentic videos for instruction, feedback, and connection—plus ideas for making video more engaging without spending more time.


Blog and infographic: https://www.lindyhoc.com/post/lights-camera-learning-what-the-research-says-about-teacher-created-videos 


For even more research: A Teacher’s Guide to Online Learning


The LindyHoc YouTube to follow Lindy’s video journey: https://www.youtube.com/@LindyHoc 

]]> Wed, 04 Feb 2026 08:00:00 -0700 Lindy Hockenbary Lindy Hockenbary 1959 Students live in a world of video—and school can’t pretend otherwise. In this episode of Make EdTech 100, Lindy makes the case for why teacher-created video is no longer optional in K–12 learning. Backed by research on student-teacher relationships, belonging, and engagement, this episode unpacks why your presence matters more than polished production. You’ll walk away with concrete ways to use short, authentic videos for instruction, feedback, and connection—plus ideas for making video more engaging without spending more time.


Blog and infographic: https://www.lindyhoc.com/post/lights-camera-learning-what-the-research-says-about-teacher-created-videos 


For even more research: A Teacher’s Guide to Online Learning


The LindyHoc YouTube to follow Lindy’s video journey: https://www.youtube.com/@LindyHoc 

]]> No Learning.com and the Missing Piece: Teaching Kids How to Be Citizens in a Tech World 4 4 Learning.com and the Missing Piece: Teaching Kids How to Be Citizens in a Tech World full 7138081f-254a-48f8-bd91-c6d1d939ed1d https://share.transistor.fm/s/936b98dc We gave kids technology… and forgot to teach them how to use it. In this episode of Make EdTech 100, Lindy sits down with Dr. Kelli Erwin from Learning.com to unpack what schools are missing in a world where technology is everywhere—even when screens are banned.


From misinformation and echo chambers to AI, addiction, and algorithmic influence, this conversation reframes “digital citizenship” as something bigger: real citizenship in an AI-driven world. Dr. Erwin shares how Learning.com’s curriculum helps students (and teachers) build the skills to evaluate information, make thoughtful choices, and use technology with purpose—whether that happens in a tech class, social studies, or PE.


You’ll hear why fear-based approaches and blanket bans fall short, how education is the antidote to overwhelm, and what it really means to Make EdTech 100 by balancing technical skills with human ones. If you’ve ever wondered how to prepare students for a future they’re already living in, this episode is your roadmap.


Resources:

learning.com
https://www.learning.com/resources/ai-resource-center/: Learning.com’s new AI Resource Center which includes an AI Policy Hub, PD, webinars, guides, toolkits, and more designed as a free resource to help teachers.

]]> We gave kids technology… and forgot to teach them how to use it. In this episode of Make EdTech 100, Lindy sits down with Dr. Kelli Erwin from Learning.com to unpack what schools are missing in a world where technology is everywhere—even when screens are banned.


From misinformation and echo chambers to AI, addiction, and algorithmic influence, this conversation reframes “digital citizenship” as something bigger: real citizenship in an AI-driven world. Dr. Erwin shares how Learning.com’s curriculum helps students (and teachers) build the skills to evaluate information, make thoughtful choices, and use technology with purpose—whether that happens in a tech class, social studies, or PE.


You’ll hear why fear-based approaches and blanket bans fall short, how education is the antidote to overwhelm, and what it really means to Make EdTech 100 by balancing technical skills with human ones. If you’ve ever wondered how to prepare students for a future they’re already living in, this episode is your roadmap.


Resources:

learning.com
https://www.learning.com/resources/ai-resource-center/: Learning.com’s new AI Resource Center which includes an AI Policy Hub, PD, webinars, guides, toolkits, and more designed as a free resource to help teachers.

]]> Wed, 28 Jan 2026 08:00:00 -0700 Lindy Hockenbary Lindy Hockenbary 3680 We gave kids technology… and forgot to teach them how to use it. In this episode of Make EdTech 100, Lindy sits down with Dr. Kelli Erwin from Learning.com to unpack what schools are missing in a world where technology is everywhere—even when screens are banned.


From misinformation and echo chambers to AI, addiction, and algorithmic influence, this conversation reframes “digital citizenship” as something bigger: real citizenship in an AI-driven world. Dr. Erwin shares how Learning.com’s curriculum helps students (and teachers) build the skills to evaluate information, make thoughtful choices, and use technology with purpose—whether that happens in a tech class, social studies, or PE.


You’ll hear why fear-based approaches and blanket bans fall short, how education is the antidote to overwhelm, and what it really means to Make EdTech 100 by balancing technical skills with human ones. If you’ve ever wondered how to prepare students for a future they’re already living in, this episode is your roadmap.


Resources:

learning.com
https://www.learning.com/resources/ai-resource-center/: Learning.com’s new AI Resource Center which includes an AI Policy Hub, PD, webinars, guides, toolkits, and more designed as a free resource to help teachers.

]]> No Teaching with Machines: AI Fluency with Merissa Sadler-Holder 3 3 Teaching with Machines: AI Fluency with Merissa Sadler-Holder full 0fc47840-4871-436f-a5e8-8b6d17190918 https://share.transistor.fm/s/1142da49 What happens when we stop treating technology as either the hero or the villain in education?


In this episode, Lindy is joined by Merissa Sadler-Holder, French teacher and founder of Teaching with Machines, for a thoughtful, grounded conversation about what it really means to teach with technology, especially in the age of AI.


Together, they unpack the difference between AI literacy and AI fluency, explore why “find the gray” is essential in today’s classrooms, and challenge the all-or-nothing thinking around devices, policies, and generative AI. Merissa shares how her background as a language teacher shaped her approach to tools like Google Translate and how those lessons directly apply to today’s AI moment.


You’ll hear why:


  • Technology isn’t the magic fix and it isn’t the root problem either
  • Policy should create safe space, not shut down exploration
  • Teachers don’t have to be AI experts to model AI fluency
  • Messy learning is a feature, not a flaw
  • The future of education is human-centered, not machine-driven


This episode is a must-listen for educators who feel caught between fear and possibility and are ready to design classrooms that prepare students for a future we’re still building


Because teaching with machines doesn’t replace your expertise. It amplifies it.


Connect with Merissa: http://teachingwithmachine.com/

]]> What happens when we stop treating technology as either the hero or the villain in education?


In this episode, Lindy is joined by Merissa Sadler-Holder, French teacher and founder of Teaching with Machines, for a thoughtful, grounded conversation about what it really means to teach with technology, especially in the age of AI.


Together, they unpack the difference between AI literacy and AI fluency, explore why “find the gray” is essential in today’s classrooms, and challenge the all-or-nothing thinking around devices, policies, and generative AI. Merissa shares how her background as a language teacher shaped her approach to tools like Google Translate and how those lessons directly apply to today’s AI moment.


You’ll hear why:


  • Technology isn’t the magic fix and it isn’t the root problem either
  • Policy should create safe space, not shut down exploration
  • Teachers don’t have to be AI experts to model AI fluency
  • Messy learning is a feature, not a flaw
  • The future of education is human-centered, not machine-driven


This episode is a must-listen for educators who feel caught between fear and possibility and are ready to design classrooms that prepare students for a future we’re still building


Because teaching with machines doesn’t replace your expertise. It amplifies it.


Connect with Merissa: http://teachingwithmachine.com/

]]> Mon, 12 Jan 2026 13:55:46 -0700 Lindy Hockenbary Lindy Hockenbary 2341 What happens when we stop treating technology as either the hero or the villain in education?


In this episode, Lindy is joined by Merissa Sadler-Holder, French teacher and founder of Teaching with Machines, for a thoughtful, grounded conversation about what it really means to teach with technology, especially in the age of AI.


Together, they unpack the difference between AI literacy and AI fluency, explore why “find the gray” is essential in today’s classrooms, and challenge the all-or-nothing thinking around devices, policies, and generative AI. Merissa shares how her background as a language teacher shaped her approach to tools like Google Translate and how those lessons directly apply to today’s AI moment.


You’ll hear why:


  • Technology isn’t the magic fix and it isn’t the root problem either
  • Policy should create safe space, not shut down exploration
  • Teachers don’t have to be AI experts to model AI fluency
  • Messy learning is a feature, not a flaw
  • The future of education is human-centered, not machine-driven


This episode is a must-listen for educators who feel caught between fear and possibility and are ready to design classrooms that prepare students for a future we’re still building


Because teaching with machines doesn’t replace your expertise. It amplifies it.


Connect with Merissa: http://teachingwithmachine.com/

]]> No The Joy Is REEL: Bringing Video and Calm to Classrooms with Erika Sandstrom 2 2 The Joy Is REEL: Bringing Video and Calm to Classrooms with Erika Sandstrom full 69fea29d-fd9c-4c97-9a75-e559628455bc https://share.transistor.fm/s/7c791e9e What if video wasn’t one more “thing” on your plate, but a pathway back to joy in teaching?


In this episode, Lindy sits down with Erika Sandstrom, the legendary Green Screen Gal, to explore how video can transform classrooms into spaces of creativity, confidence, and connection. From jump cuts and quick wins to mindful media and “breathing bubbles,” Erika shares how even the most camera-shy teachers and students can use video to tell powerful stories.


You’ll hear why video isn’t just about content creation—it’s about belonging, emotional safety, and helping students (and teachers) rediscover the fun in learning. Whether you teach kindergarten or calculus, this conversation will change the way you think about video in education.


Erika’s video course: https://erika-sandstrom-s-school.teachable.com/p/3-2-1-action-become-a-green-screen-rock-star 


Connect with Erika:

Website:  GreenScreenGal.com

Twitter:  @GreenScreenGal   

Instagram:  @GreenScreenGal44     

Facebook:  Facebook.com/greenscreengal

TikTok:  https://www.tiktok.com/@greenscreengal44

LinkedIn: www.linkedin.com/in/erikleeasandstrom

YouTube: https://www.youtube.com/c/erikasandstrom


Research: Lights, Camera, Learning: What the Research Says About Teacher Created Videos


Video tools:

Canva: https://www.canva.com/education/ 

Adobe Express

ScreenPal: https://screenpal.com/ 

WeVideo: https://www.adobe.com/express/   

Capcut: https://www.capcut.com/ 

]]> What if video wasn’t one more “thing” on your plate, but a pathway back to joy in teaching?


In this episode, Lindy sits down with Erika Sandstrom, the legendary Green Screen Gal, to explore how video can transform classrooms into spaces of creativity, confidence, and connection. From jump cuts and quick wins to mindful media and “breathing bubbles,” Erika shares how even the most camera-shy teachers and students can use video to tell powerful stories.


You’ll hear why video isn’t just about content creation—it’s about belonging, emotional safety, and helping students (and teachers) rediscover the fun in learning. Whether you teach kindergarten or calculus, this conversation will change the way you think about video in education.


Erika’s video course: https://erika-sandstrom-s-school.teachable.com/p/3-2-1-action-become-a-green-screen-rock-star 


Connect with Erika:

Website:  GreenScreenGal.com

Twitter:  @GreenScreenGal   

Instagram:  @GreenScreenGal44     

Facebook:  Facebook.com/greenscreengal

TikTok:  https://www.tiktok.com/@greenscreengal44

LinkedIn: www.linkedin.com/in/erikleeasandstrom

YouTube: https://www.youtube.com/c/erikasandstrom


Research: Lights, Camera, Learning: What the Research Says About Teacher Created Videos


Video tools:

Canva: https://www.canva.com/education/ 

Adobe Express

ScreenPal: https://screenpal.com/ 

WeVideo: https://www.adobe.com/express/   

Capcut: https://www.capcut.com/ 

]]> Mon, 12 Jan 2026 12:56:52 -0700 Lindy Hockenbary Lindy Hockenbary 3508 What if video wasn’t one more “thing” on your plate, but a pathway back to joy in teaching?


In this episode, Lindy sits down with Erika Sandstrom, the legendary Green Screen Gal, to explore how video can transform classrooms into spaces of creativity, confidence, and connection. From jump cuts and quick wins to mindful media and “breathing bubbles,” Erika shares how even the most camera-shy teachers and students can use video to tell powerful stories.


You’ll hear why video isn’t just about content creation—it’s about belonging, emotional safety, and helping students (and teachers) rediscover the fun in learning. Whether you teach kindergarten or calculus, this conversation will change the way you think about video in education.


Erika’s video course: https://erika-sandstrom-s-school.teachable.com/p/3-2-1-action-become-a-green-screen-rock-star 


Connect with Erika:

Website:  GreenScreenGal.com

Twitter:  @GreenScreenGal   

Instagram:  @GreenScreenGal44     

Facebook:  Facebook.com/greenscreengal

TikTok:  https://www.tiktok.com/@greenscreengal44

LinkedIn: www.linkedin.com/in/erikleeasandstrom

YouTube: https://www.youtube.com/c/erikasandstrom


Research: Lights, Camera, Learning: What the Research Says About Teacher Created Videos


Video tools:

Canva: https://www.canva.com/education/ 

Adobe Express

ScreenPal: https://screenpal.com/ 

WeVideo: https://www.adobe.com/express/   

Capcut: https://www.capcut.com/ 

]]> No Teaching is Hard. Let’s Solve One Challenge: AI Slop. 1 1 Teaching is Hard. Let’s Solve One Challenge: AI Slop. full 2f9812f1-03d3-4a98-ba73-566eb0ebdb44 https://share.transistor.fm/s/e1c493e6 In the first episode of Make EdTech 100, Lindy tackles the growing challenge of “AI slop” in student work and why AI detection tools are not the solution. She introduces the Assessment Puzzle Framework, a practical approach to redesigning assessments so learning is visible, authentic, and harder to outsource to AI. Through concrete classroom examples across subjects, Lindy shows how adding visuals, annotations, and voice reflection can shift assessment from recall to real thinking.

Get the Assessment Puzzle Toolkit: https://www.lindyhoc.com/assessment-puzzle 

Research on AI content detectors: https://www.lindyhoc.com/post/beyond-the-band-aid-rethinking-ai-detectors-in-education
Check out Snorkl here: https://snorkl.app/

]]> In the first episode of Make EdTech 100, Lindy tackles the growing challenge of “AI slop” in student work and why AI detection tools are not the solution. She introduces the Assessment Puzzle Framework, a practical approach to redesigning assessments so learning is visible, authentic, and harder to outsource to AI. Through concrete classroom examples across subjects, Lindy shows how adding visuals, annotations, and voice reflection can shift assessment from recall to real thinking.

Get the Assessment Puzzle Toolkit: https://www.lindyhoc.com/assessment-puzzle 

Research on AI content detectors: https://www.lindyhoc.com/post/beyond-the-band-aid-rethinking-ai-detectors-in-education
Check out Snorkl here: https://snorkl.app/

]]> Mon, 05 Jan 2026 12:42:59 -0700 Lindy Hockenbary Lindy Hockenbary 1775 In the first episode of Make EdTech 100, Lindy tackles the growing challenge of “AI slop” in student work and why AI detection tools are not the solution. She introduces the Assessment Puzzle Framework, a practical approach to redesigning assessments so learning is visible, authentic, and harder to outsource to AI. Through concrete classroom examples across subjects, Lindy shows how adding visuals, annotations, and voice reflection can shift assessment from recall to real thinking.

Get the Assessment Puzzle Toolkit: https://www.lindyhoc.com/assessment-puzzle 

Research on AI content detectors: https://www.lindyhoc.com/post/beyond-the-band-aid-rethinking-ai-detectors-in-education
Check out Snorkl here: https://snorkl.app/

]]> AI in education, AI-friendly assessments, Assessment redesign, Making learning visible, K–12 edtech, AI literacy No