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The federal government recently launched an AI literacy program delivered entirely by text message. Jake has completed the first five days, and also looked into a network of teachers, HR professionals, and writers and to ask what they thought. The results were predictable in one direction and surprising in another. This episode is less about the program and more about what it exposes: who gets to define AI literacy, what it's for, and what the cost of doing nothing actually looks like.

What You'll Hear

• Why Jake's reaction to a federally branded program shifted once he actually went through it — and what changed his mind
• The DOL's AI Literacy Framework broken down: five foundations, seven principles, and why the pedagogical thinking behind it is more serious than the branding suggests
• Nathan's argument that 28% of students being able to describe how an LLM works is a real problem — and why understanding the engine matters even if you never plan to drive
• The "professional chef critiquing a how-to-boil-an-egg pamphlet" problem, and who the pamphlet is actually for
• Jake's prediction that the 2026-27 school year is when schools start approaching AI literacy systemically — and what that should and shouldn't mean
• Why excluding AI from your classroom is becoming harder to defend as a pedagogical choice rather than a protective one
• The adult literacy statistic that reframes what's actually at stake when we talk about the AI access gap

Resources Mentioned

• Make America AI Ready — Federal SMS-based AI literacy program from the U.S. Department of Labor. Text READY to 20202 to enroll. [beta.dol.gov/ai-ready]
• U.S. Department of Labor AI Literacy Framework — Five foundational content areas and seven implementation principles for workforce AI readiness. [https://www.dol.gov/agencies/eta/advisories/ten-07-25]
• Slow AI (Sam Ellingsworth) — Substack publication examining AI adoption at a more measured pace. Recommended reading for the "email problem" analogy. [https://theslowai.substack.com/?utm_campaign=profile_chips]
• Quick, Draw! — Google experiment using a neural network to guess your drawings. Referenced as a Day 1 challenge in the Make America AI Ready program. [quickdraw.withgoogle.com/]
• What Uses More? — Tool for comparing energy and carbon footprint of AI tasks vs. everyday activities. [what-uses-more.com]
• Stanford HAI — Stanford's Human-Centered AI institute. Referenced for statistics on AI usage by age and the research on AI in classroom settings. [hai.stanford.edu]
• NCES Adult Literacy Data — National Center for Education Statistics. Nathan cites current figures: 28% low literacy, 29% basic proficiency, 43% proficient — among adults ages 16-65. [nces.ed.gov]

Connect & Continue

Jake writes about AI in education weekly on Substack. Subscribe at whatteachershavetosay.substack.com

Stay curious, stay hopeful, keep learning.

Got a question? We'd love to answer it! Leave us a voicemail on SpeakPipe: https://www.speakpipe.com/whatteachershavetosay

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Jake and Nathan just got back from their third Stanford AI + Education Summit — The AI Inflection Point: What, How, and Why We Learn — and a week later, they still can't stop talking about it. In this episode they dig into the tension at the heart of AI in schools right now: how do you protect the human skill development that education exists to build, while letting AI do the things it's actually good at? They get into the AI Assessment Scale, why cheating is the wrong frame, what it means when kids turn to AI for emotional connection, and whether the "perfect tutor" is the answer anyone thinks it is. Honest, critical, and grounded in classroom reality.

Referenced in this episode

Stanford AI + Education Summit 2026 The fourth annual summit, held February 11, 2026. Full conference on the Stanford HAI YouTube channel.

AI Assessment Scale (AIAS) Developed by Mike Perkins, Leon Furze, Jasper Roe, and Jason MacVaugh. Five levels of acceptable AI use — from no AI to full AI with the student as director and evaluator. First published 2023, updated Version 2 in 2024. Adopted by hundreds of institutions worldwide, translated into 30+ languages.

• aiassessmentscale.com

Matt Miller — AI for Educators Source of the 12 cheating scenarios Jake has been using to poll educators across the country. Miller also runs Ditch That Textbook.

• ditchthattextbook.com

Google AI Quests Free, code-free, game-based AI literacy tool for students ages 11–14. Students step into the role of Google researchers solving real-world problems in climate, health, and science. Co-developed by Google Research and the Stanford Accelerator for Learning. Complete lesson plans and teacher guides included.

• research.google/ai-quests

Ethan Mollick — Co-Intelligence: Living and Working with AI (Penguin, 2024) Source of the centaur/cyborg framing. The centaur divides labor strategically between human and AI; the cyborg integrates the two fluidly within the same task. Mollick's Substack One Useful Thing is one of the more practically useful ongoing resources for educators thinking about AI.

• Co-Intelligence on Amazon

Cheating research Jake references "Cheating in the Age of Generative AI: A High School Survey Study of Cheating Behaviors Before and After the Release of ChatGPT" — Computers and Education: Artificial Intelligence (2024). Note: Jake mis-attributes this to Stanford — the actual source is below. Key findings: overall cheating volume stayed stable after ChatGPT launched; students who self-reported higher AI competence cheated less; clear boundaries and consequences remained the strongest deterrent.

• Full study

A note on homo technologicus was attributed to Yuval Noah Harari. It circulates in academic commentary on Harari's work but doesn't appear to be a direct Harari coinage. The concept maps to themes in Homo Deus, but we can't confirm the specific term originated there. We're leaving it as spoken and flagging it here.

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When something lands the right way in a classroom, it doesn’t just teach—it transforms. But in today’s climate, that transformation can come at a cost.

In this episode, Jake shares a personal story he's never fully told publicly—about the time a group of parents tried to get him fired for teaching a novel. Not because it was inappropriate. But because it made students think, ask questions, and feel something real. 

Read the full story on Substack: 

📰 Hall Pass Headlines tackles a hard truth: Two in five teachers in the UK report being physically assaulted by students. It’s not just about behavior—it’s about a system that’s stopped protecting the people inside it.

Read the article: The Times – “Two in five teachers assaulted as classroom violence surges”

Mic Check features a voice message from educator Dr. Scott Petrie on the literacy wars—and what’s actually working in classrooms.
 

Want more on behavior? Check out this episode: All About That Baseline with Josh Kuersten: 3 Behavior Strategies Every Teacher Should Know

Links & Resources

• Subscribe & review on Apple Podcasts or Spotify
• Join the conversation on Substack

Got a question? We'd love to answer it! Leave us a voicemail on SpeakPipe: https://www.speakpipe.com/whatteachershavetosay

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When the tools, tasks, and teaching all start to change—at what point do we stop and ask: Is this still education?

In this mini episode, Jake Carr dives into the ancient thought experiment known as the Ship of Theseus to unpack what's happening in our schools today. From medieval monks copying texts by candlelight to students copy-pasting AI-generated responses, he asks: What makes learning authentic? What planks are we swapping out without realizing it? And what should teachers choose to hold onto?

Along the way, Jake connects this to his new book The Skills That Last, offers four actionable strategies for preserving human-centered learning, and shares how his Waldorf background prepared him to teach in this new, high-tech era.

Topics Covered:

• That classic meme: "My mom wrote the paper and I still got a D"
• The Ship of Theseus and its relevance to education
• What happens when every part of school is slowly replaced
• The invisible slope of AI-assisted student work
• When the work isn’t theirs anymore—and how to spot that moment
• What authentic learning might look like going forward
• Why skills like discernment, empathy, and will can’t be outsourced
• A fresh look at the teacher’s role—not as captain, but as keel

Tangible Takeaways:

1. Shift from Policing to Process
   Let students use AI—but teach them to revise, explain, and own their thinking.
2. Assign What Only They Can Do
   Personal prompts. Local connections. Real reflection. Make it hard for AI to fake.
3. Slow It Down on Purpose
   Use oral defenses, Socratic seminars, portfolio walkthroughs, and tools like Snorkl to make thinking visible.
4. Make Your Pedagogy Visible
   Pull back the curtain. Tell students why you’re doing things the way you are—and what you hope they’ll take from it.

Resources Mentioned:

• 📖 The Skills That Last (Jake’s upcoming book, make sure to subscribe to Substack for announcements and previews)
• 📝 Teaching at the Speed of Soul – Jake’s latest Substack essay
• 🗣️ Leave a voice message for the show
• 📰 Subscribe to our Substack for more essays, questions, and reflections

💬 Join the Conversation:

What plank are you holding onto in your classroom?
Leave us a voice message at whatteachershavetosay.speakpipe.com or tag Jake on social @MrCarrOnTheWeb.

Got a question? We'd love to answer it! Leave us a voicemail on SpeakPipe: https://www.speakpipe.com/whatteachershavetosay

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A brand-new student walks into a San Diego classroom—fresh across the border, speaking only Spanish. No prep. No warning. Just dropped off mid-morning with a “good luck.”

What happened next? It’s the kind of story that reminds us why AI, when done right, can be the ultimate scaffold.

In this episode, Jake shares the real story of a fifth-grade student who used Snorkl’s AI-powered translation tools to not only access a classroom assignment—but outperform every other kid in the room. What happened when he got a perfect score? The class—and the conversation—shifted.

Key Takeaways:

•  Why AI isn’t isolating students—it’s connecting them
•  How translation tools create equity and engagement
•  Why Lexile-leveling + shared vocabulary = real inclusion

Want to share a story like Scott’s?
 Tap the SpeakPipe link or send us a text (yep, we’ve got that now). Let’s keep lifting up stories that show what’s really possible in modern classrooms.

Subscribe, rate, and review on Apple Podcasts or Spotify to help more teachers find the show.

#AIinEducation #EdTechForEquity #TeacherPodcast #InclusionInClassrooms #StudentVoice #Snorkl #RealTalkEd #snorkl.app

Got a question? We'd love to answer it! Leave us a voicemail on SpeakPipe: https://www.speakpipe.com/whatteachershavetosay

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AI isn’t storming the gates of education — it’s swimming quietly across the moat.

In this episode of What Teachers Have to Say, Jake unpacks how the traditional moats that once protected education — content, pedagogy, and institutional processes — are quietly eroding as AI reshapes the landscape. Inspired by a thought-provoking LinkedIn post by Steven Bartlett (FlightStory, Thirdweb, The Diary of a CEO), Jake explores how these shifts parallel what’s happening in business and asks:

👉 Are we ready for what comes next?

We’ll explore:

• Why content has become a commodity — and what that means for the teacher’s role.
• Why sticking to scripted programs and pacing guides won’t protect schools — and how real expertise is more critical than ever.
• What new moats schools must build to stay relevant — from fostering authentic community to mentoring students in ways AI can’t replicate.

But that’s not all. Jake also teases insights from his upcoming book with Dave Burgess Consulting, The Skills that Last: Preparing Students for an Unpredictable World, highlighting how curation, critical thinking, and mentorship are the key skills that will future-proof education.

Ready to build stronger moats in your classroom?
 💬 Leave us a message on SpeakPipe — your voice might be featured in an upcoming episode!

🎙️ Subscribe, share, and stay curious.

Got a question? We'd love to answer it! Leave us a voicemail on SpeakPipe: https://www.speakpipe.com/whatteachershavetosay

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In this episode, Jake Carr discusses the impact of artificial intelligence on education and how a shift from control to connection can enhance teaching using a recent article by Carlo Iacono. He introduces the EduProtocols Triple Play, which includes adaptations of the Frayer Model to foster student engagement, collaboration, and reflection. The conversation emphasizes the importance of witnessing student growth and creating a supportive learning environment, ultimately advocating for a more human-centered approach in education.takeaways

• AI is making teachers question traditional methods.
• Connection, not control, is key in education.
• The Frayer model can be adapted for deeper learning.
• Witnessing student growth is essential for effective teaching.
• Struggle in learning is a sign of progress.
• AI can assist but cannot replace human connection.
• Daily conditions in the classroom should foster engagement.
• EduProtocols can reduce teacher workload and increase student interaction.
• Reflection is crucial for student development.
• Teaching is about guiding students through their learning journey.

Got a question? We'd love to answer it! Leave us a voicemail on SpeakPipe: https://www.speakpipe.com/whatteachershavetosay

Want more EduProtocols from Jake? Check out his book at Amazon, Barnes and Noble, and more.

Got a question? We'd love to answer it! Leave us a voicemail on SpeakPipe: https://www.speakpipe.com/whatteachershavetosay

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In this conversation, Jake, and guest call-in Maria, cover the integration of artificial intelligence (AI) in education, focusing on how it can enhance teaching and learning. He explores the distinction between automation and augmentation, practical strategies for teachers to implement AI, and the importance of fostering a creative culture around AI usage in schools. The discussion emphasizes the need for clear AI philosophies, teacher training, and transparency in AI adoption to ensure it enriches the educational experience rather than detracting from it.

Got a question or comment? Leave us a voicemail on ⁠SpeakPipe⁠: https://www.speakpipe.com/whatteachershavetosay

Takeaways

AI can help with mundane tasks in the classroom.

The focus should be on enhancing teaching, not replacing it.

Teachers should use AI to lighten their cognitive load.

Students need to learn to challenge AI, not just use it passively.

Building relationships is something AI cannot do.

A clear AI philosophy is essential for schools.

Investing in teacher training is crucial before student use.

Transparency in AI usage fosters a better learning environment.

AI should be used for creativity, not compliance.

AI can make education more enriching, not just efficient.

Chapters

00:00 Introduction to AI in Education

01:27 Effective AI Implementation Strategies

01:54 The Rise of AI in Education

03:06 AI as Augmentation, Not Automation

04:26 Practical AI Roadmap for Teachers

06:43 District-Level AI Implementation Strategies

09:46 Fostering a Creative Culture with AI

Got a question? We'd love to answer it! Leave us a voicemail on SpeakPipe: https://www.speakpipe.com/whatteachershavetosay

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How do you teach computational thinking to kids without screens? In this episode, recorded live atTCEA in Austin, Texas, I sit down withNik from Sphero to talk aboutIndi, the screen-free coding robot that’s helping even the youngest learners develop problem-solving skills. But Indi isn’t just for coding—teachers are using it inELA, math, and more.

🎧Listen to hear:
✅ HowIndi teaches codingwithout screens
✅ How afirst-grade teacher used Indi forsentence-building
✅ Whyhands-on learning is critical forearly STEM & literacy

📌Opening Hook (0:00 - 1:30) – Live fromTCEA Austin! Why Sphero Indi is a game-changer for classrooms.

📌Segment 1: Why Indi? (1:30 - 4:30)

• GuestNik from Sphero shares whya screen-free coding robot was developed.
• HowIndi makes computational thinking physical instead of an abstract concept.
• 📢Watch my TikTok on Indi in action ➡ [TikTok Link]

📌Segment 2: Indi in Action – Sentence-Building with Robots? (4:30 - 8:00)

• Teachersaren’t just using Indi for coding—they’reteaching literacy with it.
• 📚ELA Example: First gradersbuild sentences with Indi & color tiles.
• 🔄 Instant feedback: Indicelebrates when students build a correct sentence.

📌Closing & Call to Action (8:00 - 10:00)

• Big takeaway: Computer science is aboutproblem-solving, not just coding.
• Want to tryIndi in your classroom?Free ELA & Math lesson plans ⬇
• Leave a voicemail: Share your experiences with hands-on learning tools!

📌Watch my TikTok on Indi: [TikTok Link]
📌Free Indi lesson plans (ELA & Math): [Sphero Central]
📌Leave a voicemail for the podcast: [SpeakPipe]
📌Follow on TikTok for more edtech insights: [@mr.carr.on.the.web]

✅Enjoyed this episode? Leave a5-star review on Apple Podcasts or Spotify—it helps more educators find the show!
✅Tag me on social! Share howyou’re using Indi (or any hands-on learning tool) in your classroom.

🚀Stay connected: Subscribe & follow for moreteacher-friendly, practical edtech insights!

🎙That’s it for today—see you next time on What Teachers Have to Say!

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Jake & Nathan explore two ways to motivate students toward better learning habits by valuing their learning process, not just the products of their learning, and connecting their skills to real world applications. Your teacher besties return to ideas from two previous episodes on procrastination and the EduProtocols mindset, and dig deeper into Adam Grant’s work in his book Hidden Potential, to find solutions to the age old problem of procrastination.

Grades are often highly subjective, a mode of behavior modification, and are inherently extrinsic motivation, when we want to build intrinsic motivation for learning. While most of us can’t functionally throw out the point system, having moments of “deliberate play” can help foster a love for learning and help your students engage in “harmonious passion” to sidestep the emotional response that is procrastination.

Having said that, not all procrastination is created equal! Active procrastination is an important part of the learning process. A growth mindset, by definition, values the process of growth. We need to remember to build time to allow for that growth to happen with scaffolding, and permission for students to push their limits, without punishing failure.

Enjoy this discussion on procrastination styles, growth mindset, valuing the learning process, and remember these two modes of motivation when you're lesson planning: deliberate play and harmonious passion. This conversation breaks down the process of skill building in this context, with some history of education reform and educational philosophy thrown in because we're nerds.

Join the Conversation!

Got thoughts? Rants? Questions? Leave us a voicemail! 📞 SpeakPipe:

https://www.speakpipe.com/whatteachershavetosay

Got a question? We'd love to answer it! Leave us a voicemail on SpeakPipe: https://www.speakpipe.com/whatteachershavetosay

Want more EduProtocols from Jake? Check out his book at Amazon, Barnes and Noble, and more.