What actually makes learning happen? And in a world where AI can increasingly do the hard work for us, which parts of that work should students still do themselves? The episode was recorded for Education Talk Radio on the Be Podcast Network, and we're excited to share it with you. Host David Cicero spoke with John Hattie, the renowned researcher behind Visible Learning. They discuss why struggle matters, why students need more than one strategy for learning, and why schools may spend too much time thinking about teaching and not enough helping students understand the learning process itself. The conversation also turns to AI—not simply whether schools should use it, but when students should use it, when they shouldn’t, and what happens when technology begins doing the thinking that produces learning in the first place. Listen and subscribe to Education Talk Radio: https://edutalk.transistor.fm

We tend to think about math, literacy, language, and executive functioning as separate areas of development. But the research shows they’re much more connected than we might think. Early math skills are associated with later academic outcomes, and developing those skills draws heavily on language, vocabulary, and executive functioning. And supporting early math doesn’t have to mean formal instruction. A lot of it happens through play, conversation, books, games, and everyday routines. That’s why in episode 269 of De Facto Leaders, I talk with Clarence Ames, an early childhood development researcher and curriculum designer specializing in early math and executive function, about what the research tells us about how young children develop math skills, and what adults can do to support them. Clarence Ames has worked in Education Research, Implementation, and Policy for 15 years. He has a Master of Science in Instructional Technology and Learning Sciences from Utah State University, and a bachelor’s degree in Public Relations from Central Washington University. He is passionate about helping people develop the skills they need to become independent and self-sufficient, and his life goal is to empower students and teachers to create a system of education in which the only limitations on breadth or depth of learning are one’s own desire, passion, and motivation.  In this episode, we discuss: ✅ What research shows about the relationship between early math, literacy, vocabulary, and executive functioning. ✅ Why early math skills are associated with later academic and life outcomes. ✅ How play, books, games, and everyday routines can build math concepts without formal instruction. ✅What the research says about educational apps and screen-based learning, and why adult interaction makes a difference. ✅How parents can support early math development even if they have their own math anxiety. In this episode, I mention the Task Execution and Planning Protocol, which gives school clinicians an intervention strategy that takes students from “demand avoidance” and prompt dependence to independence during daily academic and functional tasks.  You can learn more about the Task Execution and Planning Protocol here: https://drkarendudekbrannan.com/taskexecution   In this episode, I mentioned School of Clinical Leadership, my program that helps related service providers design scalable executive functioning interventions to ensure students get the scaffolding they need across the school day.  You can learn more about the program here: https://drkarendudekbrannan.com/clinicalleadership

In this episode, Eric Makelky continues his conversation with Christine Braun, Chief Creative Officer at Cresconova Labs, digging deeper into how families can apply the Labs framework at home. Christine shares practical, low-cost ways to teach concepts like geometry and systems thinking through kids' existing interests—from tessellation patterns in fashion, sports jerseys, and Lego architecture to a "moss safari" microorganism project using nothing more than a microscope and backyard moss. She emphasizes teaching kids to ask open-ended questions, always verify AI-generated information, and keep an engineering notebook to document their learning journey and build a portfolio. 

Summary In this from-the-archives episode, Bart Hoffman interviews Dr. Frank Rodriguez and Gene Tavernetti about their book Digital Captives: Helping Schools Strike a Balance Between Humans and Hardware. They trace how technology moved from a tool intended to augment instruction into something that can displace attention, relationships, reading, and meaningful learning. Frank and Gene discuss what they have observed in schools and after-school programs, why the pandemic accelerated existing problems, and how educators can respond without swinging from unquestioned technology adoption to an equally unhelpful rejection of digital tools. Their central message is practical: schools need intentional systems that put humans, learning, and healthy technology habits back at the center. Chapters 0:00 — Introduction: from digital natives to digital captives 2:17 — What changed for students and schools 6:00 — When technology stopped augmenting instruction 10:27 — The problem of too much digital material 14:09 — Finding balance between humans and hardware 18:00 — Adult modeling, attention, and schoolwide systems 23:18 — Practical ways schools can reset technology habits 26:00 — Screen inferiority and reading comprehension 31:30 — Rebuilding conversation, focus, and human connection 38:00 — Leading change without creating another pendulum swing 47:56 — The book, the authors, and where to learn more 60:30 — Closing thoughts Show Notes Dr. Frank Rodriguez — Educator and leader of after-school and community learning programs whose work with students and staff helped prompt the research behind Digital Captives. Gene Tavernetti — Host of Better Teaching and co-author of Digital Captives. Bart Hoffman — Education leader and friend of the podcast who conducts the interview. Digital Captives: Helping Schools Strike a Balance Between Humans and Hardware is written by Frank Rodriguez, Donna Smith, and Gene Tavernetti. Learn more about the authors and the book through Schools Next. This is a refreshed from-the-archives presentation of Better Teaching episode 90.

How do districts create lasting change instead of launching one more initiative? Leaders from New Jersey and Ramsey Public Schools share how the CITES Framework helped them slow down, assess their current reality, build a shared vision, and strengthen collaboration across departments. This conversation highlights leadership lessons, unexpected "aha" moments, and practical strategies for creating inclusive technology ecosystems that improve access, participation, and outcomes for all learners. Transcript Resources: CITES Framework  AT Act Programs