Podcast
EdTechnical
Hosted by Owen Henkel & Libby Hills · EN
Hosted by EdTechnical co-founders Libby Hills (CEO) and Owen Henkel (Research Director), the EdTechnical podcast explores AI in education through a research-grounded lens.
Each episode, Libby and Owen ask experts to help educators sift the useful insights from the AI hype. They ask questions like: how does this actually help students and teachers? What do we actually know about this technology, and what is just speculation? And (importantly!) when we say AI, what are we actually talking about?
Beyond the podcast, EdTechnical also invests in promising AI edtech companies and conducts applied research to inform real-world product and investment decisions.
11episodes
Episodes
Newest firstAll episodes
Should We Be Embracing Cognitive Offloading?
2w ago00:43:02Tap to summarizeThis season EdTech founder Libby Hills and AI researcher Owen Henkel continue to speak with leading researchers, practitioners and educators on the EdTechnical podcast series about the cutting edge of AI in education. They will break down complex AI concepts into non-technical insights to better understand what the research says and help educators sift the useful insights from the AI hype.In the first episode of a new season of EdTechnical, Libby and Owen speak with Sam Gilbert, Professor of Cognitive Neuroscience at University College London. Sam is one of the leading researchers studying ‘cognitive offloading’, the use of tools and technologies to support thinking and memory.Are tools like ChatGPT making us cognitively weaker? Humans have been offloading for thousands of years in ever-advancing ways: supporting memory through written notes, calculators, GPS, and large language models. There is a difference between losing specific information we've offloaded and losing underlying cognitive abilities. The distinction matters for thinking about AI's impact on learning and education. “We need to build up foundational abilities, and then offloading is very useful after we’ve acquired them”, Sam says.Sam GilbertSam Gilbert is a Professor of Cognitive Neuroscience at University College London (UCL), where he leads the Metacognition and Executive Functions Group. His research focuses on memory, cognitive control, metacognition, and cognitive offloading. He is widely recognised for his work on how people use external tools and technologies to support thinking and memory.LinksCognitive Offloading (Risko & Gilbert, 2016): Cognitive Offloading - PubMed UCL Metacognition & Executive Functions Group: Metacognition & Executive Functions | UCL Faculty of Brain SciencesJoin us on social media: BOLD (@BOLD_insights), Libby Hills (@Libbylhhills) and Owen Henkel (@owen_henkel)Listen to all episodes of EdTechnical here: https://bold.expert/ed-technical Subscribe to BOLD’s newsletter: https://bold.expert/newsletter Stay up to date with all the latest research on child development and learning: https://bold.expertCredits: Sarah Myles for production support; Josie Hills for graphic design; Anabel Altenburg for content production.
Transcribe →AI That Acts: What “Agents” Mean for Classrooms
May 700:16:00Tap to summarizeIn this EdTechnical short, Libby and Owen unpack ‘AI agents’ and what they mean for education. Agents are large language models connected to tools and workflows that are allowed to take actions like searching, summarising, and completing multi-step tasks. Recent progress comes from the combination of stronger models and better systems for connecting agents to external tools, enabling more complex and autonomous outputs.Applying agents to education brings a tension between flexibility and reliability. Agentic systems can be useful for teachers, who operate across varied contexts and need adaptable support. For students, especially in structured learning, too much flexibility can reduce clarity and introduce inconsistency.This matters because effective learning depends on structure and progression. The value of agents in education depends on how well they are applied to the specific task and learning goal.Links:OpenClaw & Moltbook: The viral story of AI agents building their own Reddit-like social network https://techcrunch.com/2026/01/30/openclaws-ai-assistants-are-now-building-their-own-social-network/ Claude Research Mode: Anthropic's explainer on deep research https://www.anthropic.com/news/research Join us on social media: BOLD (@BOLD_insights), Libby Hills (@Libbylhhills) and Owen Henkel (@owen_henkel)Listen to all episodes of EdTechnical here: https://bold.expert/ed-technical Subscribe to BOLD’s newsletter: https://bold.expert/newsletter Stay up to date with all the latest research on child development and learning: https://bold.expertCredits: Sarah Myles for production support; Josie Hills for graphic design; Anabel Altenburg for content production.
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Voice AI Is Listening. But Is It Actually Hearing? (Recorded Live at SXSW EDU 2026)
Apr 2300:26:11Tap to summarizeAt this year's SXSW EDU, Owen joined a panel on what it takes to make voice AI for assessment work in classrooms.In this live recording of the session, the panelists untangle how voice AI works, and what testing this technology with kindergartners looks like in rural Georgia. They explain why the distinction between capturing what a student said versus what they meant matters enormously for literacy assessment and why questions of privacy, equity and model bias are not afterthoughts but design requirements.Where does voice AI genuinely open up new possibilities in education, and where is the evidence still thin? The other panelists were Patti Ura, Director of Learning Technology Research at Digital Promise, Amelia Kelly, VP of Data Science at Curriculum Associates and former CTO of Soapbox Labs, and Kristen Hoff, Head of Measurement at Curriculum Associates.Links:Soapbox Labs, now part of Curriculum Associates Digital Promise OpenAI Whisper, the open source speech-to-text modelJoin us on social media: BOLD (@BOLD_insights), Libby Hills (@Libbylhhills) and Owen Henkel (@owen_henkel)Listen to all episodes of EdTechnical here: https://bold.expert/ed-technical Subscribe to BOLD’s newsletter: https://bold.expert/newsletter Stay up to date with all the latest research on child development and learning: https://bold.expertCredits: Sarah Myles for production support; Josie Hills for graphic design; Anabel Altenburg for content production.
Transcribe →A Teddy Bear That Talks Back?
Mar 2600:12:25Tap to summarizeIn this EdTechnical short, Libby and Owen test a conversational plush toy to understand more about AI-powered toys designed for young children. Recent research from Cambridge shows that preschool-aged children can form rapid emotional connections with social robots like these, even when the responses from the robot are inconsistent.Children’s experiences with AI toys are shaped by voice and real-time interaction. Could highly responsive, frictionless AI systems in toys influence children’s expectations of human relationships?Libby and Owen discuss the difference between shared, supervised play and extended solo interaction with the toy, which may be less advisable. As the technology continues to improve, the key challenge becomes how these tools are introduced and used in early childhood environments.Links:BBC Article: AI toys for children misread emotions and respond inappropriately, researchers warnCambridge study on AI toys in early childhoodAI chatbots and the “empathy gap” in childrenJoin us on social media: BOLD (@BOLD_insights), Libby Hills (@Libbylhhills) and Owen Henkel (@owen_henkel)Listen to all episodes of EdTechnical here: https://bold.expert/ed-technical Subscribe to BOLD’s newsletter: https://bold.expert/newsletter Stay up to date with all the latest research on child development and learning: https://bold.expertCredits: Sarah Myles for production support; Josie Hills for graphic design; Anabel Altenburg for content production.
Transcribe →AI broke take-home assignments. Can it fix them too?
Mar 1200:33:13Tap to summarizeIn this episode of EdTechnical, Libby and Owen speak with Panos Ipeirotis, Professor at NYU Stern School of Business, about his experiment using AI to run oral exams in university courses. As generative AI makes it easier for students to outsource written assignments, educators are asking whether traditional take-home assessments still measure real understanding.Panos introduced AI-mediated oral assessments after noticing a mismatch between high-quality written submissions and weak classroom discussion. In the new system, students answer questions from a voice agent that probes their understanding of the material and their own work.Panos tells Libby and Owen how the exams work, including an AI “council” of language models that evaluates transcripts and produces detailed feedback. What does this approach reveal about the future of assessment? Could AI make oral exams scalable in higher education, and even improve fairness and grading consistency?Links:Panos Ipeirotis – NYU Stern Faculty ProfileNYU Professor Uses AI-Run Oral Exams to “Fight Fire with Fire”Article: The case for oral assessment in the age of AIGuest BioPanos Ipeirotis is a Professor of Information, Operations and Management Sciences at NYU Stern School of Business. His research focuses on data science, AI, and human-AI collaboration. In addition to his academic work, he experiments with practical applications of AI in education, including new models of assessment that combine oral exams with AI-based evaluation.Join us on social media: BOLD (@BOLD_insights), Libby Hills (@Libbylhhills) and Owen Henkel (@owen_henkel)Listen to all episodes of EdTechnical here: https://bold.expert/ed-technical Subscribe to BOLD’s newsletter: https://bold.expert/newsletter Stay up to date with all the latest research on child development and learning: https://bold.expertCredits: Sarah Myles for production support; Josie Hills for graphic design; Anabel Altenburg for content production.
Transcribe →Why AI Can't Automate Just the "Boring" Parts of Teaching
Feb 2600:13:36Tap to summarizeIn this EdTechnical Short, Libby and Owen explore how AI might reshape teaching through the lens of the “weakest link” theory from economics. They discuss the possibility of full job replacement, partial task automation, and productivity gains for teachers. Automation often shifts the composition of work rather than eliminating roles, as with bank tellers and radiologists. In schools, planning, grading, diagnosing student understanding, classroom management, and relationship-building are tightly interconnected. Automating one component may reallocate time, but complexity is not neatly reduced.AI can already perform isolated teaching tasks. What happens to the education system when those tasks are embedded in a deeply relational profession?Links:Michael Kremer (1993), The O-Ring Theory of Economic DevelopmentDavid Autor (2015), “Why Are There Still So Many Jobs? The History and Future of Workplace Automation”Join us on social media: BOLD (@BOLD_insights), Libby Hills (@Libbylhhills) and Owen Henkel (@owen_henkel)Listen to all episodes of EdTechnical here: https://bold.expert/ed-technical Subscribe to BOLD’s newsletter: https://bold.expert/newsletter Stay up to date with all the latest research on child development and learning: https://bold.expertCredits: Sarah Myles for production support; Josie Hills for graphic design; Anabel Altenburg for content production.
Transcribe →Are Roboteachers Coming? (Probably Not)
Feb 1200:35:41Tap to summarizeIn this episode of EdTechnical, Libby and Owen speak with Kristyn Sommer, a developmental psychologist and child robot interaction researcher.Together, they explore how young children learn through imitation, why physical presence matters for learning, and what the so-called robot deficit reveals about engagement, psychological safety, and learning outcomes. Kristyn explains where robots can support learning, where they fall short, and why many assumptions about roboteachers are far ahead of the evidence.They also discuss the practical realities and the ethics of educational robotics, and why robots are more likely to support teachers than replace them anytime soon.Links:Can a robot teach me that? Children’s ability to imitate robotsPreschool children overimitate robots, but do so less than they overimitate humansWhen is it right for a robot to be wrong? Children trust a robot over a human in a selective trust taskBioKristyn Sommer is a developmental psychologist and child-robot interaction researcher whose work explores how young children learn from and with social robots. She is a postdoctoral research fellow at Griffith University’s School of Applied Psychology, where she investigates how children’s social, emotional and behavioural engagement with robotic teachers affects learning and development. Her research also examines individual differences in how children relate to and trust robots, and how these insights might inform more supportive, evidence-based uses of educational technology. She is also a Jacobs Foundation Research Fellow focused on foundational work in children’s learning with robot companions.Join us on social media: BOLD (@BOLD_insights), Libby Hills (@Libbylhhills) and Owen Henkel (@owen_henkel)Listen to all episodes of EdTechnical here: https://bold.expert/ed-technical Subscribe to BOLD’s newsletter: https://bold.expert/newsletter Stay up to date with all the latest research on child development and learning: https://bold.expertCredits: Sarah Myles for production support; Josie Hills for graphic design; Anabel Altenburg for content production.
Transcribe →Adding It Up: Dan Meyer on Math, Tech & AI Scepticism
Dec 1100:36:29Tap to summarizeIn this episode of EdTechnical, Libby and Owen sit down with Dan Meyer: math educator, EdTech innovator, and self-proclaimed “token AI sceptic”. Dan’s rare mix of classroom experience and product design insight gives him a unique perspective on how technology intersects with real classrooms. He shares what the classroom teaches him about student engagement, the challenges teachers face, and why motivation is deeply social - which EdTech can overlook.They dig into how AI can support creativity and connection, why great math teaching starts with inviting and developing, and where “AI guy” might be missing the point. Plus, Dan reveals the AI project he’s excited about and what it means for teachers. Links:TeacherTapp survey on teacher AI use EdTechnical’s forecasting competition - deadline 16 DecemberBioDan Meyer taught secondary maths to students who didn't like secondary maths. He has advocated for better maths instruction on CNN, Good Morning America, Everyday With Rachel Ray, and TED.com. He earned his doctorate from Stanford University in maths education and is the Vice President of Teacher Growth at Amplify where he explores the future of maths, technology, and learning. He has worked with teachers around the world, calls Oakland home, and taught eighth graders there yesterday.Join us on social media: BOLD (@BOLD_insights), Libby Hills (@Libbylhhills) and Owen Henkel (@owen_henkel)Listen to all episodes of EdTechnical here: https://bold.expert/ed-technical Subscribe to BOLD’s newsletter: https://bold.expert/newsletter Stay up to date with all the latest research on child development and learning: https://bold.expertCredits: Sarah Myles for production support; Josie Hills for graphic design; Anabel Altenburg for content production.
Transcribe →How Revolutionary is Alpha School?
Nov 2600:16:35Tap to summarizeIn this episode of EdTechnical, Libby and Owen look at Alpha School, a model that started as a micro-school in Austin, Texas, and is now expanding. At its core, Alpha condenses academic learning into a morning block where students work largely independently using software, supported by guides rather than traditional teachers. Afternoons are reserved for enrichment and life skills.Libby and Owen discuss the appeal of this approach , the evidence behind mastery-based learning, and the big questions about scalability and cost. Is this a breakthrough for education or just a well-designed version of ideas we’ve seen before? Join them for a brief dive into Alpha School’s model and what it could signal for future learning models.Links:Alpha School’s white paper A parent review of Alpha School A Wired article about Alpha SchoolEdTechnical’s forecasting competitionJoin us on social media: BOLD (@BOLD_insights), Libby Hills (@Libbylhhills) and Owen Henkel (@owen_henkel)Listen to all episodes of EdTechnical here: https://bold.expert/ed-technical Subscribe to BOLD’s newsletter: https://bold.expert/newsletter Stay up to date with all the latest research on child development and learning: https://bold.expertCredits: Sarah Myles for production support; Josie Hills for graphic design; Anabel Altenburg for content production.
Transcribe →Back to the Future: Two Years on with Daisy Christodoulou
Nov 1300:32:31Tap to summarizeIn this episode Libby and Owen are joined by Daisy Christodoulou MBE, EdTechnical’s very first guest from two years ago. Daisy is Director of Education at No More Marking and a leading voice in assessment. Daisy, Owen and Libby reflect over what’s changed in the two years since that first episode, including Daisy’s own views about the opportunities for AI use in assessment. Daisy shares what her team has learned through their recent experiments with AI work, including how falling model costs are unlocking new possibilities, and why human-in-the-loop systems are essential.LinksEdTechnical websiteMaking Good Progress?: The future of Assessment for Learning paperback by Daisy ChristodoulouNo More MarkingJoin us on social media: BOLD (@BOLD_insights), Libby Hills (@Libbylhhills) and Owen Henkel (@owen_henkel)Listen to all episodes of EdTechnical here: https://bold.expert/ed-technical Subscribe to BOLD’s newsletter: https://bold.expert/newsletter Stay up to date with all the latest research on child development and learning: https://bold.expertCredits: Sarah Myles for production support; Josie Hills for graphic design; Anabel Altenburg for content production.
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