Have you ever talked to an architect of the digital revolution that shaped our world?

We spoke with early-stage Apple alum Dan'l Lewin, who took us on a remarkable journey from the dawn of personal computing to our AI-powered present while offering rare insights as someone who helped bring the first computers into America's classrooms.

Growing up in upstate New York with a second-grade teacher who taught him binary math, Dan'l's path led him to Silicon Valley in 1976 where he ended up working next door to Steves Jobs and Wozniak. After joining Apple during the development of the Lisa system (precursor to the Macintosh), he spearheaded their strategy to introduce Apple computers to universities before they conquered the broader market.

Our conversation with Dan'l explores how computing evolved over two distinct 25-year periods: from 1975-2000, when computers optimized rational tasks with limited connectivity; to the post-1997 era when the web transformed everything into interconnected systems. Dan'l talks about where AI fits in this historical arc and suggests that, much like early computing, AI's initial impact will mostly happen behind corporate firewalls before reshaping society as a whole.

Dan'l also examines what AI means for human learning and development. He presents AI as potentially "a personal GPS for every learner" that could reroute students when they make errors, but also worries about what happens to deep-thinking in an era of instant, surface-level answers.

For educators, technologists, and anyone concerned about our collective future, our conversation with Dan'l offers a perspective from someone who has witnessed (and shaped) the way technology has transformed how we learn, work, and connect.

Learn more about Dan'l Lewin:

• computerhistory.org/profile/danl-lewin-2
• linkedin.com/in/dlewin1

aiEDU: The AI Education Project

• aiEDU.org
• linkedin.com/company/aiedu/

What if we stopped trying to 'fix' students and instead fixed our educational system?

As CEO of CAST, (the Center for Applied Special Technology) Lindsay Jones helps schools utilize Universal Design for Learning to create inclusive education systems for all students.

Starting with the premise that "people aren't broken," Lindsay guides us through CAST's journey from its 1984 founding (when Harvard neuroscientists were first bringing personal computers into education) to today's AI revolution. She shares how their early work with students with significant disabilities evolved into the universal design for learning framework now implemented worldwide.

The parallels between the early Internet era and today's AI landscape provide valuable perspective. Just as educators once worried about students accessing information online, today's concerns about AI reveal our need to normalize new technology while thoughtfully addressing its implications. Lindsay argues that the current moment presents a unique opportunity to build accessibility into AI educational tools from the ground up, rather than expensive retrofitting later.

Lindsay also emphasizes the irreplaceable role of human educators – while AI offers powerful support, the "magic moments" when teachers connect with students and transform their learning cannot be automated. Universal design isn't about creating 30 different lesson plans for 30 different brains, it's about removing barriers so all students can access learning in ways that work for them.

For parents seeking to advocate for better design, educators looking to integrate AI thoughtfully, or technologists aiming to create truly accessible tools, this episode offers both practical wisdom and bold vision for education's future.

Learn more about CAST:

• CAST.org
• linkedin.com/company/castorg/

aiEDU: The AI Education Project

• aiEDU.org
• linkedin.com/company/aiedu/

What good is 'innovation in edtech' if millions of students can't access it?

Dr. Keisha King takes us on her journey from classroom teacher to education technology leader at T-Mobile, showing how authentic educator perspectives can transform tech initiatives in schools. With a background in virtual schooling and curriculum development, Dr. King brings a uniquely grounded approach to her work in connecting millions of students to the Internet.

At the heart of Dr. King's philosophy is a powerful framework: "Curriculum is the foundation, pedagogy is the method, and technology is the support." This perspective has guided her leadership of Project 10Million, T-Mobile's $10.7 billion commitment that has connected over 6 million students across 4,000 school districts with no-cost hotspots and five years of service.

Despite that progress, Dr. King candidly acknowledges the digital divide's persistence as pandemic-era connectivity programs expire. "Under-served populations are accustomed to programs coming and going," she notes, highlighting how short-term interventions often leave students with devices that become "paperweights" without ongoing connectivity. This reality creates real challenges as schools adopt AI and other advanced technologies, potentially widening rather than narrowing opportunity gaps.

Our conversation with Dr. King offers invaluable insight for educators, technology leaders, and policymakers who are navigating the intersection of innovation and access in schools. Her approach (listening deeply to educators' needs rather than prescribing solutions) provides a powerful model for corporate-education partnerships that truly serve students and their communities.

Learn more about Dr. Kiesha King and T-Mobile's Project 10Million:

• t-mobile.com/brand/project-10-million
• linkedin.com/in/kieshart/

aiEDU: The AI Education Project

• aiEDU.org
• linkedin.com/company/aiedu/

When civics teacher Zach Kennelly first encountered ChatGPT and DALL-E, he immediately recognized their transformative potential for education. As one of the first AI Trailblazers in aiEDU's fellowship program, Zach has reimagined what's possible in the classroom by positioning AI not as a replacement for human thinking, but as a collaborative tool that empowers students to tackle challenges they care about.

Throughout our conversation, Zach shared how his diverse background in political science, sociology, math, and science provided the perfect foundation for integrating AI into his teaching at the Denver School of Science and Technology Public Schools (DSST) network. Despite initial roadblocks after the school blocked AI tools due to privacy concerns, Zach persisted in his belief that providing students with AI literacy was fundamental – students without AI literacy would soon be competing against peers who were becoming fluent in these technologies.

The results speak for themselves: Zach's civics students created VoteWise Colorado, a voter engagement app that caught the attention of the Colorado Secretary of State. Rather than traditional assignments where teachers dictate knowledge for students to absorb, this project centered students as experts in their own community's needs. And the lessons learned went beyond academics; one student confidently declared "I could run a tech company," while another reflected how "I care a lot more about things than I knew."

Are you ready to explore how AI might transform your classroom? Zach recommends starting in areas where you have expertise, focusing on low-stakes experimentation and remembering that the goal isn't to replace traditional skills but to elevate them. As we navigate this pivotal moment in education, teachers who thoughtfully adopt these tools aren't just preparing students for an AI-driven future – they're addressing fundamental questions about what it means to learn in the 21st century.

Learn more about Zach Kennelly and DSST Public Schools:

• DSSTPublicSchools.org
• linkedin.com/in/zkennelly/

aiEDU: The AI Education Project

• aiEDU.org
• linkedin.com/company/aiedu/

What if the very traits that society labels as a "disability" are actually your greatest strengths?

In this week's episode of aiEDU Studios, John Marble (author of Neurodiversity for Dummies and Autism for Dummies) takes us on a remarkable journey from his early days making White House beer runs to becoming a respected neurodiversity advocate and thought leader.

John's story begins unexpectedly when, as a community college student, he volunteered during Al Gore's debate prep, which led to a White House internship and eventually a career in politics and innovation. But the most powerful moment came when he finally disclosed his autism to a senior colleague, who responded not with accommodation strategies but with a profound question: "Have you ever thought that your autism has helped you in your career?"

Our conversation explored the everyday challenges that neurodivergent individuals face (from deciphering unwritten social rules to navigating workplace communication) while highlighting how different cultures accommodate neurodiversity in surprising ways. John explains how some countries' communication styles naturally align with autistic thinking patterns, making him feel instantly more at ease in places like Finland or Germany compared to the U.S.

Of course, we also talked about AI and how AI tools have become invaluable thinking partners for neurodivergent individuals. John shared how large language models (LLMs) helped him write his books by serving as sounding boards and empathy enhancers, allowing him to better understand and address diverse audience needs. Yet, he also emphasizes a critical point that technology developers consistently miss – the importance of involving neurodivergent people in designing the very tools meant to support them.

Learn more about John Marble and his Pivot Neurodiversity organization:

• linkedin.com/in/johnmarblejr/
• PivotDiversity.com

aiEDU: The AI Education Project

• aiEDU.org
• linkedin.com/company/aiedu/

"When you can write out your own ideas, explain your thinking, build an argument and use evidence to support it – that's an incredibly valuable skill for kids."

In this week's episode, we spoke with Peter Gault of Quill.org about the evolving relationship between AI and education. Peter shares how Quill transitioned from basic natural language processing (NLP) to sophisticated language models, making a strategic decision to rebuild their platform on generative AI despite having invested years developing their NLP models. The result? A more powerful tool that helps students develop critical writing and thinking skills when they need them most.

At the heart of our conversation, Peter offered a crucial insight – as AI becomes increasingly capable of generating content, the ability to think critically, evaluate information, and form independent opinions becomes even more valuable. While some worry about teaching students to use AI tools, Peter thinks focusing on foundational skills creates more resilient learners who can effectively collaborate with technology rather than be replaced by it.

Perhaps most compelling is Quill's approach to AI literacy which integrates discussions about algorithmic bias, ethics, and the future of work directly into writing activities. By giving students agency to understand AI as a malleable tool rather than a mysterious black box, Quill and educators can prepare the next generation to shape technology's development rather than simply consume it.

What skills will remain essential in an increasingly AI-powered world? How can education evolve to prepare students for this AI-driven future? Listen to the episode, and let us know if we missed anything!

Learn more about Peter Gault and Quill:

• Quill.org
• linkedin.com/in/petergault3/

aiEDU: The AI Education Project

• aiEDU.org
• linkedin.com/company/aiedu/

What makes us uniquely human in the age of AI?

According to Isabelle Hau, (Executive Director of the Stanford Accelerator for Learning) it's our ability to form meaningful relationships — a feat she calls "relational intelligence."

Our conversation with Isabelle explores how education systems need to evolve past measuring success through grades and test scores, and instead toward fostering the human connections that will matter more in an AI-powered world.

Drawing from her forthcoming book Love to Learn: The Transformative Power of Care and Connection in Early Education, Isabelle makes a compelling case that our educational priorities need realignment: "We have focused for a very long time on cognitive intelligence, which a lot of people would know as IQ. Over the past 20 years, there has been a shift toward emotional intelligence or EQ. But I believe we are at a juncture where we need to think a lot more about relational intelligence."

The discussion delves into Stanford's innovative approaches to AI in education, including their AI Tinkery where students and community members experiment with AI tools to solve their own problems. Rather than viewing AI merely as a tool for efficiency, Isabelle challenges us to consider how technology can transform learning experiences to better develop collaboration, creativity, and human connection.

Whether you're an educator, parent, researcher, or simply curious about the future of learning, Isabelle offers valuable insight into nurturing the skills that will truly matter as AI transforms our world.

Learn more about Isabelle Hau and the Stanford Accelerator for Learning:

• acceleratelearning.stanford.edu
• linkedin.com/in/isabelle-hau-a57175

aiEDU: The AI Education Project

• aiEDU.org
• linkedin.com/company/aiedu/

What if everything you've been told about AI and the future of work is wrong?

In this episode with Bloomberg Beta head Roy Bahat, we dive deep into why employment predictions fail, how AI is reshaping career paths, and why becoming "the CIO of your own life" might be the most valuable skill for navigating our technological future.

Roy has been investing in AI since 2014 and teaches at UC Berkeley's business school – and he is skeptical of conventional wisdom about how AI will impact jobs. Contrary to early predictions that focused on automation of low-wage positions, we're now seeing knowledge workers like software engineers, lawyers, and doctors experience significant disruption. As Roy says himself: "The big surprise with generative AI is everybody used to be worried about all the low-wage work being automated, and now I know a lot of software developers who are worried and lawyers who are worried."

Rather than seeking supposedly "safe" careers or skills, Roy advocates for adaptability and continuous learning. He introduces the concept of being "the CIO (Chief Information Officer) of your own life," or actively exploring and adopting tools rather than waiting for employers or institutions to dictate which technologies you should use. Roy's approach represents a fundamental shift from traditional "learn, then do" models as AI tools increasingly blur the boundaries between learning and application.

Whether you're a student planning your future, an educator rethinking your curriculum, or a professional adapting to technological change – our conversation with Roy will provide valuable frameworks for understanding how work, learning, and technology are evolving together.

Learn more about Roy Bahat and Bloomberg Beta:

• BloombergBeta.com/
• linkedin.com/in/roybahat/

aiEDU: The AI Education Project

• aiEDU.org
• linkedin.com/company/aiedu/