No Such Thing: Education in the Digital Age

Desmond Patton is the 31st PIK University Professor at the University of Pennsylvania, with joint appointments in the School of Social Policy & Practice and the Annenberg School for Communication, where he is the Waldo E Johnson Jr. Professor of Communication. He also holds secondary appointments in the Department of Psychiatry at Children’s Hospital of Philadelphia & Perelman School of Medicine. He is founding director of SAFElab, founding faculty director of the Penn Center for Inclusive Innovation & Technology, and Chief Strategy Officer for the School of Social Policy & Practice. Professor Patton’s groundbreaking research examines the relationship between social media and gun violence, grief, and loss, focusing on how online communities influence offline behavior. His work has made him the most cited and widely recognized scholar in this critical area of social science. Early research focused on detecting trauma and preventing violence on social media has evolved into broader investigations of language analysis and algorithmic bias in artificial intelligence. He currently serves as a member of Spotify’s Safety Advisory Council, the Ethics and Equity Advisory Council (EEAC) at Axon, TikTok’s U.S. Content Advisory Council, and is a trusted advisor to several AI startups. As a social work scientist, Patton identified that traditional data science methods often fail to capture the cultural and linguistic nuances of predominantly Black and Hispanic youth. In response, he developed the Contextual Analysis of Social Media (CASM) framework, which integrates culture, context, and inclusion into machine learning and computer vision analysis. He is also pioneering a new research agenda on joy, developing a practical and theoretical framework for integrating joy into AI model development as a tool for equity, imagination, and human connection. Dr. Patton is a member of the National Academy of Medicine, an Obama Foundation USA Leader, a Mozilla Rise 25 Change Agent, a Presidential Leadership Scholar, and one of RockHealth’s Top 50 in Digital Health. Links: https://sp2.upenn.edu/person/desmond-upton-patton/ https://bsky.app/profile/did:plc:dxheqqkccc6z5kqgw34shta7 https://www.linkedin.com/in/desmond-patton-49a7b59/ Hosted on Acast. See acast.com/privacy for more information.

Vanessa Chang builds communities and conversations about art, technology, people, and planet. She writes, curates, and teaches about new and old media, the history and philosophy of technology, design, disability and creative access, cities, comics, animation, circuses, and more. She is Director of Programs at Leonardo, the International Society for the Arts, Sciences, and Technology. She earned a Ph.D. in Modern Thought and Literature from Stanford University, where she was a Geballe Fellow at the Stanford Humanities Center and also ran the Graphic Narrative Project. She's also taught in Visual & Critical Studies at California College of the Arts and was lead curator with CODAME Art & Tech. She grew up in Singapore and Australia and is now based in San Francisco.​​ Her first book, The Body Digital: A Brief History of Humans and Machines, from Cuckoo Clocks to ChatGPT, will be published on 4 November 2025. Hosted on Acast. See acast.com/privacy for more information.

Tinsley Galyean, Author of Reframe is a technologist, designer, and co-founder of Curious Learning, a global nonprofit dedicated to eradicating illiteracy. He holds a PhD from the MIT Media Lab and works at the intersection of education, storytelling, and digital innovation, creating interactive experiences for museums and programing for networks like Discovery Kids, Disney, and Warner Bros. Under Galyean’s leadership, Curious Learning has made its literacy apps available in 60 languages, reaching children in diverse communities worldwide, many with little or no access to formal schooling. By partnering with parents, educators, NGOs, and governments, the organization has helped children in some of the most resource-constrained settings begin their reading journey. Curious Learning’s work is recognized for its commitment to mother-tongue instruction and its focus on data-driven evaluation to ensure real, lasting impact. LInks: https://www.businessexpertpress.com/books/reframe-how-curiosity-and-literacy-can-redefine-us/ https://www.curiouslearning.org/ https://medium.com/authority-magazine/high-impact-philanthropy-tinsley-galyean-of-curious-learning-on-how-to-leave-a-lasting-legacy-with-1c9b04d7b6fc Hosted on Acast. See acast.com/privacy for more information.

Matt Dalio is the founder of Endless Network, a visionary initiative dedicated to empowering youth to become creators of technology rather than passive consumers. His work spans three pillars: Endless Studios, a youth game-making studio; Endless Access, which tackles device affordability and connectivity; and Endless OS, an education-focused operating system designed to teach coding and digital skills through games. Matt’s journey began with formative experiences in China, where he founded the China Care Foundation as a teenager to support orphans—an early signal of his lifelong commitment to equity and empowerment. He’s also the son of Ray Dalio, founder of Bridgewater Associates, and credits his father’s ethos of purpose-driven work as a guiding influence, while forging his own path in education and technology. In 2024, Matt announced a major partnership with Arizona State University to launch the Endless Games and Learning Lab, a $5M initiative aimed at scaling personalized, game-based learning for millions of students worldwide. Links: Media Kit / Bio:https://kitcaster.com/matt-dalio/ Social:https://www.linkedin.com/in/mattdalio/ Website:https://www.endlessstudios.com/ Hosted on Acast. See acast.com/privacy for more information.

Dr. Julia Stoyanovich is Institute Associate Professor of Computer Science and Engineering, Associate Professor of Data Science, Director of the Center for Responsible AI, and member of the Visualization and Data Analytics Research Center at New York University. She is a recipient of the Presidential Early Career Award for Scientists and Engineers (PECASE) and a Senior member of the Association of Computing Machinery (ACM). Julia’s goal is to make “Responsible AI” synonymous with “AI”. She works towards this goal by engaging in academic research, education and technology policy, and by speaking about the benefits and harms of AI to practitioners and members of the public. Julia’s research interests include AI ethics and legal compliance, and data management and AI systems. Julia is engaged in technology policy and regulation in the US and internationally, having served on the New York City Automated Decision Systems Task Force, by mayoral appointment, among other roles. She received her M.S. and Ph.D. degrees in Computer Science from Columbia University, and a B.S. in Computer Science and in Mathematics & Statistics from the University of Massachusetts at Amherst. Links: https://engineering.nyu.edu/faculty/julia-stoyanovich https://airesponsibly.net/nyaiexchange_2025/ Hosted on Acast. See acast.com/privacy for more information.

Guest Diane Levitt shares how Cornell Tech, in collaboration with the City of New York, is reimagining computer science education through an equity-first approach. From pilot programs that stumble to systems that scale, this episode explores how institutional iteration—especially when it fails—can lead to more inclusive and impactful CS learning. Links: https://www.prnewswire.com/news-releases/2024-state-of-computer-science-education-highlights-growing-investment-from-policymakers-continued-gaps-in-access-302282502.html edc.nyc/press-release/nycedc-and-cornell-tech-advance-new-new-york-initiative-establish-new-york-city edc.nyc/program/pilot-new-york-city par.nsf.gov/servlets/purl/10101543 https://tech.cornell.edu/about/ https://www.linkedin.com/feed/update/urn:li:activity:7344464344660811780/ https://csteachers.org/what-is-the-state-of-cs-education-in-2024/ Hosted on Acast. See acast.com/privacy for more information.

In this episode of No Such Thing, I talk with Laura Slover, Managing Director of the Skills for the Future initiative—a joint effort by ETS and the Carnegie Foundation. We explore what it means to move beyond the century-old Carnegie Unit and toward a system that captures the full spectrum of what learners know and can do. From internships to outdoor leadership, from dashboards to transcripts that actually reflect growth—this conversation is for anyone thinking about how we build a more human, equitable, and future-ready education system. Links: https://www.sashabruce.org/ETS's official Skills for the Future pageCarnegie Foundation’s Skills for the Future initiativeIndiana State Board of Education reportExplainer on modern skills-based assessmentETS & Carnegie’s framework for durable skillshttps://www.carnegiefoundation.org/resources/publications/carnegie-unit/https://eric.ed.gov/?id=EJ1057177https://nces.ed.gov/fastfacts/display.asp?id=38https://www.nagb.gov/news-and-events/news-releases/2025/nations-report-card-decline-in-reading-progress-in-math.htmlhttps://christophegaron.com/articles/mind/how-do-kids-change-during-the-summer-insights-on-summer-growth-in-children/https://www.tulsakids.com/brains-on-break/ Hosted on Acast. See acast.com/privacy for more information.

Exploring how simulations are shaping education research and practice, with insights from the book Promoting Equity through Approximations of Practice in Mathematics Education. It examines how approximations of practice can help educators sharpen their skills while keeping equity at the forefront. It’s not just about improving instruction; it’s about ensuring that all students, regardless of background, have access to high-quality learning experiences. Links: Lee, C., Bondurant, L., Sapkota, B., Howell, H. (2025). Promoting equity in approximations of practice for mathematics teachers. IGI Global. https://doi.org/10.4018/979-8-3693-1164-6 Benoit, G., Barno, E., & Reich, J. (2025). Simulating Equitable Discussions Using Practice-Based Teacher Education in Math Professional Learning. In C. Wilkerson Lee, L. Bondurant, B. Sapkota, & H. Howell (Eds.), Promoting Equity in Approximations of Practice for Mathematics Teachers (pp. 165-200). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-1164-6.ch008 Shaughnessy, M., Boerst, T. A., Garcia, N., & Claiborne, B. (2025). Orienting to Student Sense-Making: Using Simulations to Support the Development of Equitable Mathematics Teaching. In C. Wilkerson Lee, L. Bondurant, B. Sapkota, & H. Howell (Eds.), Promoting Equity in Approximations of Practice for Mathematics Teachers (pp. 253-276). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-1164-6.ch011 Howell, H., Shaughnessy, M., Stengel, B., Lee, C., Bondurant, L., Sapkota, B., Benoit, G., & Lai, Y. (2025). Editorial insights: Reflections on the volume and charge to the field. In C. Lee, L. Bondurant, B. Sapkota, & H. Howell (Eds.), Promoting equity in approximations of practice for mathematics teachers (pp. 395-414). IGI Global. https://doi.org/10.4018/979-8-3693-1164-6.ch017 Ataide Pinheiro, W., Kaur Bharaj, P., Cross Francis, D., Kirkpatrick Darwin, T., Esquibel, J., & Halder, S. (2025). An Investigation of Gender Biases in Teacher-Student Interaction in Mathematics Lessons Within a Virtual Teaching Simulator. In C. Wilkerson Lee, L. Bondurant, B. Sapkota, & H. Howell (Eds.), Promoting Equity in Approximations of Practice for Mathematics Teachers (pp. 201-228). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-1164-6.ch009 MIT’s Teacher Moments digital simulation platform: https://teachermoments.mit.edu/ Becoming a More Equitable Educator https://openlearninglibrary.mit.edu/courses/course-v1:MITx+0.503x+T2020/about Reich, J. (2022). Teaching drills: Advancing practice-based teacher education through short, low-stakes, high-frequency practice. Journal of Technology and Teacher Education, 30(2), 217-228. https://doi.org/10.70725/023707spaywm Bima’s lit review: https://doi.org/10.1080/14794802.2023.2207088 Hosted on Acast. See acast.com/privacy for more information.

For decades, the conversation around youth and technology has been dominated by powerful voices—media, researchers, and word-of-mouth warnings—painting a picture of digital tools as the looming threat to young people’s well-being. But what if that narrative isn’t the whole story? What if, instead, we favored the spectrum of possibilities in the digital present and future, instead of a good or evil binary. It would take a a vibrant counter-movement, led by passionate advocates and young people themselves, determined to reclaim the digital world for good. And good news, there is one. This episode was recorded live at Sesame Workshop, bringing together a true who's who of leaders and do-ers in the world of “Digital Wellness for Young People.” At the heart of our conversation is Young Futures—a startup initiative funding projects through the crucial lens of digital wellness. Young Futures is empowering the next generation to create, innovate, and advocate for a healthier digital landscape, supporting ideas that prioritize well-being over profit. Joining us are visionaries from the Scratch Foundation, the organization behind the world’s largest free creative coding platform for kids, empowering millions to express themselves and solve problems through technology. We’re also honored to welcome leaders from the Joan Ganz Cooney Center, a research and innovation lab that advances learning in a digital age, inspired by the pioneering spirit of Sesame Street. Links: https://www.youngfutures.org/ https://joanganzcooneycenter.org/initiative/ritec/ https://www.scratchfoundation.org/ https://joanganzcooneycenter.org/initiative/well-being-by-design-fellowship/ https://www.gamesforchange.org/ Hosted on Acast. See acast.com/privacy for more information.

Roderic Crooks is an associate professor in the Department of Informatics at the University of California, Irvine. His research examines how the use of digital technology by public institutions contributes to the minoritization of working-class communities of color. His current project explores how community organizers in working-class communities of color use data for activist projects, even as they dispute the proliferation of data-intensive technologies in education, law enforcement, financial services, and other vital sites of public life. He has published extensively in HCI, STS, and social science venues on topics including political theories of online participation, equity of access to information and media technologies, and document theory. He is the author Access Is Capture: How Edtech Reproduces Racial Inequality, published in 2024 by the University of California Press (https://www.ucpress.edu/books/access-is-capture/paper). Access is Capture Racially and economically segregated schools across the United States have hosted many interventions from commercial digital education technology (edtech) companies who promise their products will rectify the failures of public education. Edtech's benefits are not only trumpeted by industry promoters and evangelists but also vigorously pursued by experts, educators, students, and teachers. Why, then, has edtech yet to make good on its promises? In Access Is Capture, Roderic N. Crooks investigates how edtech functions in Los Angeles public schools that exclusively serve Latinx and Black communities. These so-called urban schools are sites of intense, ongoing technological transformation, where the tantalizing possibilities of access to computing meet the realities of structural inequality. Crooks shows how data-intensive edtech delivers value to privileged individuals and commercial organizations but never to the communities that hope to share in the benefits. He persuasively argues that data-drivenness ultimately enjoins the public to participate in a racial project marked by the extraction of capital from minoritized communities to enrich the tech sector. Links: Amazon listing for Access Is CaptureUniversity of California Press page for Access Is CaptureAuthor's personal websiteTalks and events from Civics of Technology featuring Roderic N. CrooksArticle co-authored by Crooks discussing intersectional themes in feminist formations Hosted on Acast. See acast.com/privacy for more information.

Sylvia Martinez was an aerospace engineer before becoming an educational software producer and vice president of a video game company. She spent a decade as the President of Generation YES, the groundbreaking non-profit that provides educators with the tools necessary to place students in leadership roles in their schools and communities. In addition to leading workshops, Sylvia delights and challenges audiences as a keynote speaker at major conferences around the world. She brings her real-world experience in highly innovative work environments to learning organizations that wish to change STEM education to be more inclusive, effective, and engaging. Sylvia is co-author of Invent To Learn: Making, Tinkering, and Engineering in the Classroom, often called the “bible” of the classroom maker movement. She runs the book publishing arm of CMK Futures, Constructing Modern Knowledge Press, to continue to publish books about creative education by educators. Ken Kahn has been interested in Al and education for 50 years. His 1977 paper "Three interactions between Al and education" In E. Elcock and D. Michie, editors, Machine Intelligence 8: Machine Representations of Knowledge may be among the first publications on the topic. He received his doctorate from the MIT Al Lab in 1979. He designed and implemented ToonTalk, a programming language for children that looks and feels like a video game. He has developed a large collection of Al programming resources for school students (https://ecraft2learn.github.io/ai/). He recently retired as a senior researcher from the University of Oxford. Links https://constructingmodernknowledge.com/about-the-cmk-hosts/https://sylviamartinez.comhttps://www.linkedin.com/posts/garystager_ken-kahn-speaks-with-sylvia-martinez-about-activity-7303865110035341313-BcUlhttps://uk.linkedin.com/in/ken-kahn-997a225 Hosted on Acast. See acast.com/privacy for more information.

Dave Edwards, PhD (ABD), MAT, is a queer person and career educator who has served in almost every role in preK-12th grade school communities. After getting started as a special education paraprofessional in an Autism classroom in Saint Paul Public Schools, he served as a special education teacher, middle/high school classroom teacher, special education coordinator, Dean of Students, and Assistant Head of School. From 2015-2018, Dave made the jump to higher education as lead instructor for the nontraditional teacher licensure program in Emotional Behavior Disorders at the University of MN Twin Cities. He was an undergraduate and graduate professor in the teacher preparation program at Hamline University from 2018 to 2020 before devoting his efforts full-time to Gender Inclusive Schools. Dave is the proud parent to a transgender daughter, and his family's experience with the discrimination she experienced in kindergarten directly informs his vocation of helping school communities create safe learning environments. Dave serves on the board of the Minnesota Transgender Health Coalition and his family is heavily involved with Transforming Families MN. Gender Inclusive Schools provides parent and educator training to proactively create safe learning environments for LGBTQ+ young people. We specialize in facilitating full-staff professional development sessions on a variety of equity topics, providing small group consultations, collaborating on support for individual students, and school-board policy development. During the 2023/2024 school year, Gender Inclusive Schools supported educators in over 75 different school communities across the United States, Canada, the UK, and Australia. https://www.cultofpedagogy.com/gender-inclusive-school/ https://www.graduateprogram.org/2024/10/making-your-classroom-more-gender-inclusive/ https://www.genderinclusiveschools.org https://www.mapresearch.org/news/policy-spotlight-conversion-therapy-bans-release https://www.notion4teachers.com/blog/fostering-gender-inclusivity-educator-strategies https://www.highereddive.com/news/trump-executive-order-diversity-equity-inclusion-colleges/738052/ https://www.genderinclusiveschools.org/educator-pd Hosted on Acast. See acast.com/privacy for more information.

Moombix is an all-in-one solution for online music education that includes a vigorous marketplace with profiles for each teacher, a booking and payment system, a timeline that charts all communications and shared files, a calendar, lesson-planner and a learning platform that is tailored for the online lessons with all the basic tools within reach. Margret Juliana is an Icelandic serial entrepreneur and the founder of Moombix. She is a professional musician herself, a singer, pianist and a composer with a varied experience that ranges from jazz to rock and classical music. Margret Juliana graduated with honours from the Royal Academy of Music in London where she performed and taught music after graduation. After returning to Iceland she made a swift change in her career and founded her first startup. Along with her team she created the award-winning application Mussila, a musical game that teaches children the basics of music. Margret has received many awards as an entrepreneur. She was the Founder of the Year in Iceland at the Nordic Startup Awards 2017 and she has been recognised by Forbes as one of Europe's most promising entrepreneurs. Moombix, her second tech startup, is aimed to provide tools, and a platform for personal, real-time music lessons. Links: Heyr himna smiður, þorkell Sigurbjornsson, Schola Cantorum Reykjavicensis, Hörður Askelsson https://open.spotify.com/track/7rAxhJu2iS9WyjWiCzk9EJ?si=5c3c6fab2fd7464c https://techfundingnews.com/moombix-scores-1-9m-to-bring-online-music-learning-platform-to-the-uk/ https://www.boomplay.com/episode/8572218 https://www.eu-startups.com/2024/10/reykjavik-based-moombix-raises-e2-27-million-to-scale-its-online-music-learning-platform/ https://thefoundermedia.com/moombix-raises-2-46-million-in-seed-funding-to-revolutionise-music-education/ https://www.moombix.com/about-us https://www.hugverk.is/en/newsroom/news/trademarks/moombix-a-mix-of-music-beat-and-a-bit-more https://musically.com/2024/10/18/music-education-startup-moombix-raises-1-9m-seed-funding/ https://www.financial-news.co.uk/moombix-secures-1-9m-to-revolutionise-music-education-in-the-uk/ Hosted on Acast. See acast.com/privacy for more information.

Laylah Bulman (she/her) Laylah Bulman is a passionate advocate for immersive, inclusive game-based learning for all students. As Executive Producer for Minecraft: Education Edition, she leads strategy and content for computer science, cybersecurity and esports, producing leading learning experiences for students around the world, such as Minecraft’s Hour of Code. Laylah spearheaded the creation of Minecraft Esports and Microsoft Esports Teacher Academy, building a community of thousands of credentialled esports educators across the globe. Prior to joining Microsoft, Laylah was enterprise director for LEGO Education and helped lead the North America Scholastic Esports Federation, where she was responsible for international expansion through partnerships with the US Department of State and global Minecraft-based challenges. Laylah hails from Miami, USA, where she was a STEM educator and school administrator for 16 years. As a parent and teacher of children with ASD, she promotes STEM+CS through a lens of equity and inclusion. She is a Woodrow Wilson Fellow and graduate of the University of Virginia. About Minecraft Minecraft: Education Edition is a groundbreaking educational platform that transforms traditional learning into an engaging, interactive experience. Designed specifically for classroom environments, it leverages the beloved Minecraft game to foster creativity, collaboration, and critical thinking among students. With over 600 pre-planned lessons across various subjects, educators can seamlessly integrate STEM concepts and digital citizenship into their curricula. The platform allows students to embark on virtual field trips, conduct science experiments, and even learn coding—all while working together in a safe and controlled environment. By combining play with education, Minecraft: Education Edition not only captivates students' imaginations but also equips them with essential skills for the future, making learning both fun and impactful. Citations: Links: Hosted on Acast. See acast.com/privacy for more information.

After growing up with severe anxiety and firsthand experiencing the lack of mental health resources in schools, Tessa (she/her) founded Upstream Education to ensure teachers have the tools to help their students manage anxiety and foster well-being. She received a B.S. in Social Entrepreneurship from the Watson Institute at Lynn University. Tessa also holds a 200 hour yoga teacher certificate from Strala Yoga. In 2016, Tessa won the Denver Public Schools Imaginarium Innovation Lab's Design Challenge for her idea to create a program of bite-sized, Tier 1 Mental Health tools for high school students. The following year, her first book, I Am Tessa, was published by One Idea Press. She often speaks on the topics of adolescent mental health, social entrepreneurship, and teacher professional development for organizations including Teach For America, Denver Public Schools, the Council of School Supervisors and Administrators, and the University of Notre Dame. In 2021, Tessa delivered her first TEDx talk called “The Power of 5 Minutes for Youth Mental Health.” Tessa is a Forbes 30 Under 30 honoree and 2024 HopeLab Young Innovator in Behavioral Health awardee. In her spare time, Tessa loves to explore Colorado with her husband. She lives in Boulder. About Upstream equips students with the ability to "name and tame" their stress. We start with the science of stress, specifically how our brains and bodies are biologically predisposed to respond to stress through the fight, flight, or freeze response. After students can "name" their stress, Upstream gives them a variety of concrete tools to "tame" that stress. Our tools are rooted in the practices of mindfulness, positive psychology, and positive self-talk. Links: https://www.cdc.gov/mmwr/volumes/73/su/su7304a6.htm https://www.nimh.nih.gov/news/science-news/2024/cognitive-behavioral-therapy-alters-brain-activity-in-children-with-anxiety https://ccf.georgetown.edu/2022/03/24/research-update-childrens-anxiety-and-depression-on-the-rise/ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9894765/ https://www.cdc.gov/childrensmentalhealth/features/anxiety-depression-children.html https://www.cdc.gov/childrensmentalhealth/data.html https://www.youtube.com/watch?v=EKB7GZ0KAwo https://www.coursehero.com/file/194915685/RA-Final-Rough-Draft/ Hosted on Acast. See acast.com/privacy for more information.

Barry F. Malkin is the Chief Executive Officer of Carnegie Learning. An active operator, investor, and advisor to the educational services sector for over 25 years, Barry took on the role of CEO in 2015. Prior to Carnegie Learning, he was Head of Corporate Development and Strategy at Apollo Education Group, leading corporate development and strategy for one of the world’s largest educational services companies. Carnegie Learning is the world’s leading edtech company using research and AI to dramatically improve learning outcomes for students. A pioneer in K-12 education for 26+ years, we provide award-winning math, literacy, world languages, professional learning, and high-dosage tutoring solutions to more than 5.5 million students and educators in all 50 states and Canada. Born out of Carnegie Mellon University, our company continues to conduct research with more than $90M in grant funding from the Bill & Melinda Gates Foundation, Walton Family Foundation, and U.S. Department of Education, among others. Links: Hosted on Acast. See acast.com/privacy for more information.

Read the report: AI in Professional Learning: Navigating Opportunities and Challenges for Educators Brendon Krall is a Research Project Manager at the Annenberg Institute at Brown University, where he assists the Research Partnership for Professional Learning (RPPL). Prior to joining Annenberg, Brendon worked as a research assistant for Dr. Stephen Raudenbush, at the Behavioral Insights and Parenting Lab, and at the World Bank's Development Impact Evaluation (DIME) group primarily focusing on program evaluation for education-related projects. In addition to his research experience, Brendon is a 2018 Teach For America corps member, where he worked as an 8th-grade English teacher and community organizer in Houston, TX. Specifically, Brendon supported community organizing initiatives that advocated for improved school services for immigrant students and families and created an educator resource guide that school staff could use to better support this subpopulation. As a first-generation college graduate, Brendon knows the powerful role that education has in shaping an individual's personal and professional trajectory and has committed himself to creating more equitable and efficient education systems so all students have the possibility to reach their fullest potential. Krista Morales's career in education began as an undergraduate interning for Education Secretary John King and the U.S. Senate's Committee on Education. She then taught 7th and 9th grade ELA in Fall River, MA and continued teaching high school English in the South Bronx. She holds a B.A. in Political Science and History from Loyola Marymount University; an Ed.M in Teaching and Curriculum from Boston University; and an M.A. in Education Policy and Social Analysis from Columbia's Teachers College. Links: https://annenberg.brown.edu/rppl/ai-professional-learning-navigating-opportunities-and-challenges-educatorshttps://annenberg.brown.edu/sites/default/files/AI%20in%20Professional%20Learning.pdfhttp://rpplpartnership.org/insights-hub/https://annenberg.brown.edu/rppl/ai-professional-learning-landscape-analysishttps://rpplpartnership.org/insights-hub/https://x.com/rpplpartnershiphttps://www.linkedin.com/posts/rpplpartnership_ai-tools-are-already-making-their-way-into-activity-7217244560391831552-beJFhttps://twitter.com/rodjnaquin/status/1813260695254806974 Hosted on Acast. See acast.com/privacy for more information.

Dr. Chris Emdin (he/him) Dr. Christopher Emdin is the Maxine Greene Chair for Distinguished Contributions to Education and Professor of Science Education at Teachers College, Columbia University. He is also the Director of Creativity, Innovation and Entrepreneurship At the STEAM DREAM and Ideal Lab. Sam Seidel (he/him) Sam Seidel has taught in a variety of settings, from first grade to community college, and directed youth programs for young people affected by incarceration. He now works with several networks of innovative schools, speaks nationally about education issues, and writes for the Husslington Post and other publications. About From White Folks A timely companion to the New York Times bestseller For White Folks Who Teach in the Hood…and the Rest of Y’all Too Progressive white educators on the challenges and reimaginings of anti-racist education, cultural responsiveness, and sustained liberatory learning practices Designed for educators by educators, From White Folks Who Teach in the Hood is the white teachers’ guide to effective multicultural, anti-racist pedagogy. Over 20 educators are featured in this book, representing different types of schools, different geographies, different durations of experience in the classroom, and different depths of experience in interrogating their whiteness. Throughout the text, nationally renowned educators and coeditors Dr. Christopher Emdin and sam seidel offer feedback and perspective on how to incorporate the practices and wrestle with the ideas outlined by the contributors. Links: Hosted on Acast. See acast.com/privacy for more information.

Dan White believes that good gameplay and good learning are complementary rather than oppositional forces. An alumnus of Cornell University and the University of Wisconsin – Madison, Dan earned an M.S. in Education Technology under seminal learning game scholars Drs. Kurt Squire and James Paul Gee. Prior to founding Filament, Dan worked as a teacher, an instructional designer, and a game developer. Dan’s passions include learning games, sustainability, mindfulness, and modernizing institutional education. Founded in 2005, Filament Games is a full-service digital studio that specializes in learning game development on a for-hire basis. We’ve completed over 400 projects since our founding and have worked with some of the biggest names in education – folks like Amazon, Scholastic, Smithsonian, Oculus, National Geographic, PBS, Television Ontario (TVO), McGraw-Hill, and even the US Department of Education. Links: https://www.youtube.com/watch?v=rRaNqXxNr9Y&ab_channel=RoboCo Hosted on Acast. See acast.com/privacy for more information.

Mike Flanagan is the CEO of the Mastery Transcript Consortium (MTC), a growing group of high schools creating a digital high school transcript that opens up opportunity for each and every student — from all backgrounds, locations, and types of schools — to have their unique strengths, abilities, interests, and histories fostered, understood, and celebrated. Mike oversaw the design and development of Mastery Transcript software products, connecting with members and advisors to manage the MTC product roadmap till May, 2021. He is an experienced education technology executive, most recently having served as CEO of the Services Division at the National Association of Independent Schools, where he led a complete redesign and relaunch of their School and Student Services financial aid platforms. Links: Hosted on Acast. See acast.com/privacy for more information.