The TechEd Clubhouse

The TechEd Clubhouse is for STEM, CTE, and hands-on teachers who never fit the standardized script — and figured out better pedagogy because of it. Practical thinking on curiosity, judgment, and designing learning that actually demands something from students.

The TechEd Clubhouse is a education podcast hosted by Unknown Host, with 106 episodes on record and a Required Pod Score of 80. PitchCentric scores this show on Booking Probability, Listen Score, and live audience signals refreshed every 24 hours.

Unknown Host hosts The TechEd Clubhouse, a education show with 106 episodes published.

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  The TechEd Clubhouse

  Controlled Chaos: Why Play, PBL, and Human Skills Matter More Than Ever with Tim Needles | TEC106

  Aug 16, 202647 min

  What happens when we stop using technology just because we have it—and start asking what actually makes learning better? In this episode of the Tech Ed Clubhouse , I sit down with my friend Tim Needles , artist, author, longtime STEAM educator, and technology integration specialist in Smithtown, New York. Tim and I get into a conversation that goes well beyond tools and AI. We talk about play, creativity, project-based learning, student ownership, and the human skills that become even more important as AI gets better. We dig into: Why play and creativity still belong at the center of learning What meaningful PBL actually looks like inside regular classrooms Why a little “controlled chaos” can be a sign that real learning is happening Why some traditional high-achieving students struggle when there is no single right answer How AI can give teachers back time instead of simply adding another tool to the pile Why students need both strong human skills and the ability to work effectively with AI The continued importance of hands-on skills, art, making, trades, and physical work Using AI as a thought partner and collaborator , not an answer machine Tim also shares a simple idea teachers can use immediately: the free OK Go Sandbox projects he helped develop, combining music, creativity, collaboration, STEAM, and some serious fun. This one feels less like a conversation about educational technology and more like a conversation about what learning should look like now. Connect with Tim: Tim-Needles.com Search Tim Needles on social media Try the OK Go projects: OK Go Sandbox If you're trying to figure out where creativity, PBL, AI, and human skills fit together in today's classroom, this conversation is worth your time.

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  Episode #105

  AI, Digital Literacy, and the Future of Learning with Tom Millinchip- TEC105

  Aug 2, 202659 minS5

  In this episode of the Tech Ed Clubhouse Podcast , I talk with Tom Millinchip, deputy head academic at Windsor School Bahamas, digital literacy lead, founder of AI Ready Bahamas, and consultant with PBL Future Labs. Tom shares what AI and digital literacy look like in an elementary school setting and explains why introducing technology to younger students should not mean increasing screen time. Instead, schools can help students develop judgment, curiosity, safety awareness, and a clearer understanding of how digital tools work. We also discuss teacher resistance to AI, the importance of respecting professional judgment, and why school leaders should support experimentation without forcing teachers to use technology in every lesson. The conversation expands into project-based learning, assessment, school culture, and the possibility of redesigning education around hands-on learning, community, student interests, and AI-supported exploration. In This Episode Teaching AI and digital literacy in elementary schools Balancing technology, play, and hands-on learning Supporting teachers who are hesitant about AI Building school cultures based on trust and professional judgment Why AI is exposing weaknesses in traditional assignments and assessment How project-based learning can support different types of learners Rethinking grades, testing, and traditional school structures Using AI to strengthen—not replace—human-centered learning Starting with a simple five-minute AI or PBL experiment About Tom Millinchip Tom Millinchip is the deputy head academic at Windsor School Bahamas, where he also leads digital literacy education. He is the founder of AI Ready Bahamas, an AI and education thinker, and a consultant with PBL Future Labs. Tom’s work focuses on helping schools introduce AI, digital literacy, and project-based learning in thoughtful, age-appropriate, and human-centered ways. Connect with Tom Follow Tom on LinkedIn and Substack for his writing and updates on AI, digital literacy, project-based learning, and education. Connect with the Tech Ed Clubhouse Follow the Tech Ed Clubhouse Podcast on Spotify and YouTube for more conversations about practical innovation, project-based learning, technology, creativity, and the future of education.

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  Episode #104

  Sparking Curiosity Before Giving the Answer with Olivia Odileke - TEC104

  Jul 19, 202653 minS5

  What happens after students become curious? In this episode, I talk with educator, author, and Campus Insights founder Olivia Odileke about helping students think deeply instead of racing toward the correct answer. Olivia explains how short “Spark Tasks” can create an entry point into learning before teachers introduce vocabulary, formulas, or content. The conversation also explores scripted curriculum, teacher capacity, student discussion, professional development, and why curiosity should become a regular classroom habit rather than an occasional activity. Why correct answers do not always indicate deep thinking How open-ended tasks help students connect with new concepts Why curriculum should be treated as a blueprint, not a script How curiosity creates stronger engagement and retention Why teachers should expect some initial struggle when changing instruction How professional learning can better model the classrooms we want to create Learn more about Spark Curiosity, Campus Insights, Fearless Educator Radio, and Olivia’s weekly LinkedIn content at: sparkcuriosityedu.com The Tech Ed Clubhouse explores practical ways educators can create more engaging, meaningful, and human-centered learning experiences. Subscribe and follow the show on Spotify and YouTube. In This EpisodeConnect with OliviaAbout the Tech Ed Clubhouse

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  Episode #102

  Students Should Build the World, Not Just Enter It - TEC 103

  Jul 12, 202648 minS5

  What happens when students stop consuming digital experiences and start building them? In this episode of the Tech Ed Clubhouse Podcast , I sit down with Rob Keneally , founder and CEO of Aquatic Metaverse and the creator of Salty Sharks and the Saltyverse . Rob’s work started with a passion for sharks, marine conservation, and changing the way young people see misunderstood ocean species. It has grown into an immersive STEM learning platform where students can explore virtual worlds, solve problems, conduct experiments, and even help design the environments themselves. Our conversation goes well beyond technology for technology’s sake. We talk about what happens when students create something with a real audience, a real purpose, and a life beyond the teacher’s gradebook. In this episode, we dig into: • Why sharks need better public relations • How virtual worlds can support STEM and project-based learning • What changes when students build for an authentic audience • How students in Australia created a virtual platypus world • How students in Greece helped develop an interactive Archimedes experience • The role of productive failure, exploration, and experimentation • How virtual escape rooms can support problem-solving • Why student ownership increases retention and engagement • Student privacy and safety inside virtual environments • How teachers can explore immersive learning without becoming technology experts Rob also shares the story behind The Pharaoh’s Vault , a multiplayer virtual escape room where students use history, mathematics, astronomy, hieroglyphics, and collaboration to escape before time runs out. The bigger question running through our conversation is simple: Are students using technology to complete assignments, or are they using it to create something worth sharing? The Tuesday Test You do not need a virtual reality headset or a metaverse platform to start. Take a topic you are already teaching and ask students to design an experience that helps someone else understand it. That could be a physical escape room, an interactive map, a model, a game, a guided tour, or a student-created exhibit. The tool is secondary. The real shift is moving students from completing the lesson to helping build it. Connect with Rob and Salty Sharks Explore the Saltyverse, schedule a tour, or learn more about school access at: saltysharks.io Connect with Rob Keneally on LinkedIn to follow the continued development of Aquatic Metaverse, Salty Sharks, and immersive learning experiences for schools. About the Tech Ed Clubhouse On the Tech Ed Clubhouse Podcast, I explore practical ideas in technology education, STEM, project-based learning, creativity, play, and school redesign. No hype. No new initiative required. Just better ways to help students build, think, and reflect.

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  Episode #102

  What the Rest of Education Can Learn From Shop Class with Bobby Miller - TEC102

  Jun 29, 202654 minS4

  Schools spend a lot of time talking about creativity, problem-solving, communication, engagement, and career readiness. Shop teachers have been building those skills for decades. In this episode, I’m joined by Bobby Miller, better known online as Mr. Miller’s Woodshop , to talk about what hands-on learning gets right—and what the rest of education can learn from CTE, technology education, and the skilled trades. Bobby shares how his classroom uses real tools, real materials, real standards, and real accountability. We discuss why students who struggle in traditional classrooms often thrive when the work has a visible purpose, how finished projects create ownership, and why relationships become stronger when teachers work alongside students. We also dig into cell phone policies, teacher autonomy, industry partnerships, safety, project-based assessment, and Bobby’s use of short instructional videos and QR codes to help students work more independently. This conversation is not just about wood shop. It is about creating classrooms where students make decisions, solve actual problems, build something that matters, and leave with skills they can use beyond school. Why hands-on classes often reach students who feel disconnected from school What authentic engagement looks like in a working classroom How shop classes naturally develop accountability, perseverance, and problem-solving Why students take greater ownership when they build something they can bring home The value of teacher autonomy and professional judgment How QR codes and short videos can support differentiation and student independence The tension between schoolwide cell phone policies and classroom-specific uses Why industry partners are often eager to support CTE programs How volunteers can strengthen shop programs and reduce the maintenance burden on teachers What every teacher can borrow from the structure of a shop classroom Identify one explanation, demonstration, or question you repeat constantly. Record a short video showing the process, make it available to students, and let them revisit it when they need it. The video does not need to be polished. It needs to be clear, useful, and available at the moment students need it. Bobby Miller is a technology education and CTE teacher licensed in construction, manufacturing, and communications. Through Mr. Miller’s Woodshop , he shares practical ideas about woodshop instruction, classroom systems, career readiness, safety, industry partnerships, and the future of skilled trades education. Find Mr. Miller’s Woodshop on: LinkedIn Instagram Facebook X YouTube Email: mrmillerswoodshop@gmail.com Follow the TechEd Clubhouse for more conversations about practical learning, project-based education, CTE, technology, creativity, and the work schools should be doing next. Tools support the work. Humans lead it.

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