Beyond the AI Hype: What’s Actually Working in Classrooms

What are educators actually learning about AI in the classroom after several years of experimentation? In this episode of The Good Life EDU Podcast, Andrew Easton is joined by Matt Mervis, Director of Skills21 and AI Strategy at EdAdvance and co-host of the ChatEDU podcast, for a grounded look at the classroom practices beginning to emerge around artificial intelligence. Rather than focusing on predictions about what AI might do for education, Matt shares what teachers and students are already doing and what appears to be working. The conversation explores examples ranging from AI-supported tutoring and multimodal learning to flipped classroom experiences, custom chatbots that pressure-test student thinking, and students using AI to solve authentic, real-world problems. One particularly useful framing is “human first, AI in the middle, human last” designing learning so that students begin with their own thinking, use AI strategically to challenge or extend it, and ultimately return to human reflection, discussion, and creation. Matt and Andrew also discuss the importance of scaffolding AI use rather than assuming students instinctively know how to use these tools well. That includes giving students low-pressure opportunities to practice, helping them critically evaluate AI responses, providing exemplars, and creating learning experiences where AI supports deeper thinking rather than simply completing the work for them. Another helpful framework explored in the episode is thinking about AI as a clerk, colleague, or coach. Is the tool simply doing a task for us? Is it serving as a thought partner that challenges and extends our thinking? Or is it helping us develop a skill over time? That distinction offers educators and students a practical way to reflect on whether AI is replacing cognition or contributing to it. The conversation also turns to the broader “techlash” surrounding screen time and educational technology. Matt argues for a more nuanced approach that acknowledges the genuine risks associated with AI and digital tools while also resisting blanket rules that treat all screen use as equal. Instead, he encourages schools and communities to examine the purpose and quality of technology use: reducing low-value screen experiences while preserving opportunities where technology enables meaningful learning, creativity, empathy, collaboration, and problem solving. Connect with Matt Mervis Director of Skills21 and AI Strategy at EdAdvance and co-host of The ChatEDU Podcast: https://www.skills21.org/mattmervisbio