EdTech Empowerment: Innovating Education Together
Hosted by Juan Rodriguez, founder and Executive Director of NextGen Classrooms, EdTech Empowerment: Innovating Education Together dives into the power of technology to bridge the digital divide and revolutionize education. Each episode brings insights from guest speakers across the education spectrum, including educators, tech experts, policymakers, and community leaders, who share strategies to empower every student, regardless of background, with access to cutting-edge educational tools. Rooted in NextGen Classrooms’ mission to create globally connected, innovative learning spaces, this podcast covers topics like digital literacy, AI ethics, equitable access, and transformative practices in the classroom. Join us as we explore the latest trends and tools shaping the future of education and empower educators to create impactful, inclusive learning environments for all students.
EdTech Empowerment: Innovating Education Together
Reimagining Education with Amir Nathoo
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Personalized learning has been a buzzword for years, but rarely a reality. In this episode, Amir Nathoo, founder & CEO of OutSchool, reveals how technology and human connection are finally making it possible. From breaking out of the industrial-era classroom model to embracing AI as a tool—not a threat—Amir shares bold insights on what real personalized learning looks like and why teachers deserve to be treated like true creative professionals.
Whether you’re a teacher craving more freedom, a parent curious about fresh learning options, or an innovator reimagining education, this conversation will challenge what you thought you knew about school and leave you inspired for what’s next.
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EdTech Empowerment: Innovating Education Together is hosted by Juan Rodriguez, founder of NextGen Classrooms. Our mission? To empower every student with access to technology-rich education. Tune in each episode to hear from thought leaders, educators, and tech experts on transformative strategies in education, from digital literacy and AI ethics to building inclusive classrooms.
Let’s bridge the digital divide, together!
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Welcome back to season two of EdTech Empowerment innovating education together. I'm your host, juan Rodriguez, and we're kicking off the 25-26 school year with a bang. This season is all about pushing the boundaries of how we think about learning, and today's guest has been doing exactly that for nearly a decade. Joining us is Amir Nathoo, head of Outschool, the groundbreaking online marketplace that lets K-12 students learn from world-class educators and experts in everything from math to science to space travel and music production. Amir grew up surrounded by teachers, discovered coding through a personalized tutor and turned that spark into a platform that's reimagining education for millions of kids. In this episode, we'll talk about what true personalized learning looks like, how schools can harness this technology without losing the heart of teaching, and what the classroom of the future might hold. Trust me, you don't want to miss this conversation, so let's dive in. Hey, amir, what's going on? How you doing bud?
Speaker 1:Hey good, it's a pleasure to be talking. Likewise, likewise. Hey, so what brings you on here? Can you tell us about yourself?
Speaker 2:Yeah, absolutely so. I'm based in San Francisco. I'm head of OutSchool. I grew up in the UK, as you can probably tell from my accent, but been out here for 15 years now, and I have two young kids, a four-year-old and a six-year-old, who, I'm very glad, use our product and thrive in it, and I've been passionate about education for many years. As you said in the intro, I was very fortunate to grow up with two parents who were teachers, and I feel very fortunate to have had their support both through traditional education and outside of regular school, and so they're a real inspiration to me and my love for education and ed tech.
Speaker 1:I love that. I love that, and let's get right into that. Right, you talk about growing up in a household with teachers. Both your parents were educators, and how did that shape your view on education and led to the creation of OutSchool?
Speaker 2:Well, I think first and foremost they really valued learning for themselves professionally in their teaching work and that ran through how, everything they did as a family and everything from dinner conversations to encouragement to engage with education.
Speaker 2:But one of the most formative realizations in the Founding and Out School was realizing just how much they did for me outside of regular school. Obviously they helped and encouraged me when it came to my formal education, but they also helped me pursue interests and pursue learning outside of school, and that led to them noticing and supporting my interest in computers. Before computers was ever a profession, they weren't doing this because they thought it was going to be economically valuable, but because they really valued learning and pursuing interests and helping me pursue interests. But then of course, that particular interest did turn out to be very useful for me professionally and you know I built my career in software and technology as a result, and that gave me a real appreciation not just to the power of education in terms of formal education but the power of learning outside of regular school. That's one of the key inspirations behind OutSchool.
Speaker 1:That's awesome, right? We love to hear folks talk about what they can learn outside of school, because I think that's what gives you the drive to do other things. And one thing that you didn't mention in your introduction is that you're a serial entrepreneur, and, being a serial entrepreneur, you have to notice the gaps that are going on. To come out with a product, to come out with a tool, whatever that may be, what gap did you see in education that convinced you to launch OutSchool back in 2015?
Speaker 2:You know, I saw multiple different opportunities, and being a serial entrepreneur is actually very relevant to that story. I realized over the course of reflecting on my entrepreneurial career was just how much I had to learn that I hadn't learned in school in order to be an entrepreneur and, in fact, like things I had to unlearn like that there's always a right answer, or that someone can tell you what to do, or things that are in the shadow curriculum of schooling and I started to realize oh, actually, a lot of the stuff that I needed to pick up in order to be successful as an entrepreneur did not come from formal schooling. And reflecting on the future and thinking about what kind of work, what kind of professional opportunities people are going to need to find in the future, I believe it's a lot more of it's going to have to be based on creativity and entrepreneurialism in the future than in the past, and that's because of changes in our economy driven by technology. We're not in the industrial era anymore. We're even exiting the knowledge era and we're into the AI era, and so entrepreneurship, creativity, the ability to forge your own unique path is going to be more important than ever for our kids, and that made me realize that actually the way we've been thinking about schooling doesn't necessarily fit with those requirements for the future. So I saw that gap.
Speaker 2:Secondly, just looking at what had happened in education in the prior decades, one thing that was surprising was, while other industries have been transformed by technology, education had not been so much. You know, yes, technology was being used in classrooms in various ways, but the basic structure of the system had not changed and parent satisfaction in it was going down and down and down and nothing has succeeded in arresting that trend. And that made me think that, from a startup perspective, there was an opportunity here. There's an opportunity here to think differently, to try and come up with new models and to try and come up with solutions to that problem of declining parent confidence in traditional education. And that led me to thinking through the market opportunity that's become my out school.
Speaker 1:I love that. I love that. One thing that you did mention while you was talking is creating a unique path for each student, right? I feel like that goes hand in hand with personalized learning. Could you share about your thoughts on personalized learning?
Speaker 2:Yes, you know, I think it's absolutely key. And why is personalized learning key? Well, I think there's this fundamental truth that every kid is different and their needs change with time. And I think teachers know this and when they're given the space to do it, they understand. You need to kind of meet a kid where they're at. You need to kind of figure out what inspires them, figure out how to motivate them, what hooks work, and it's going to be different for different kids and teachers get this.
Speaker 2:And so when talking about personalized learning, it's not kind of controversial or new. We've been talking about personalized learning for a long time and it's well known that this is the right approach to have impact. But the problem is that we've kind of grown a bit tired of talking about personalized learning because we never seem to be able to actually do it. And too often, you know, personalized learning, especially in an ed tech context, is taken to mean oh, you have choice A, b or C, or maybe you can do the exercises in your own order. That's not real personalization, like picking off a very short menu.
Speaker 2:Real personalization is to true uniqueness, to enable teachers to really craft experiences for each individual student and to give students real individual agency to be able to do true personalization, to pursue interests that might be outside of the curriculum or to learn math in ways that are completely different from the standard forms, but work for them.
Speaker 2:And in order to achieve true personalization, I think we have to start breaking down some of the structures that we have gotten so used to in education and actually releasing constraints. Because if we're constantly demanding that teachers we insist that teachers teach according to particular standards and teach to the test, you're never going to create the space to allow true personalization. The true personalization will come from sufficient resources, sufficient numbers of teachers per student, so smaller class sizes and the resources necessary to achieve that. And it'll come from reducing the constraints on teachers to give them the autonomy to personalize. And unfortunately, I think a lot of the well-meaning attempts to drive results and drive accountability in education have actually ended up working against personalization, and that is partly of why confidence in traditional education system keeps going down.
Speaker 1:Thank you, thank you for providing that. You just kind of shared what you thought schools can learn from this model.
Speaker 2:But share with us. How does OutSchool thrive on personalized learning? Wanted to teach it. We asked them to teach what they're passionate about, because that motivated, passionate teachers who are given autonomy will pass it on. They're infectious, you can't help it and they'll pass on that passion for their subjects and that motivation to their students.
Speaker 2:And we have thousands of teachers offering 100,000 different class topics on the platform and that tremendous variety provides kids with choice. They can find exactly the right teacher, subject and learning group that's going to resonate with them. And motivated kids and motivated students leads to families and parents more excited to invest and more confident to invest, which leads to more economic opportunity for teachers, and that's a virtuous cycle that results in lifelong opportunity for teachers. And that's a virtuous cycle that results in lifelong love of learning. And that's the virtuous cycle. We seek to power by providing this platform with a tremendous variety of classes, and you shared some of the range of classes, but there's just so many. It's for ages 3 to 18, all subjects that you can think of, both core curriculum and enrichment, and that meet in small groups online. So these are groups of kids who really want to be there and are connected with kids across the country or even around the world that share their interests.
Speaker 1:It sounds like an exciting platform and I like that idea about it being contagious and infectious, that it can be shared on with others. But one common thing that I've learned from many folks in the ed tech world is that integrating technology can be a challenge. What would you say? How can districts integrate out-school and personalized learning through without overwhelming teachers?
Speaker 2:Well, I think there's a couple of different ways, you know. The simplest way is, first off, encourage those students or those families to try it, even outside of school. You don't need to take out-of-school classes from within the school walls. You can take it from home. Most of our families do that. So, firstly, take a look at the site and if you see classes that you think will be exciting to your families and might be part of learning arcs that you've planned already, you could recommend them to your families to try, and we have ways to provide scholarships to families, free trials, so it can be at no out-of-pocket cost, and we encourage you to get in touch if you'd like to explore that.
Speaker 2:Even more exciting will be if you can actually integrate this into the school day. You know, with pushes towards a flipped classroom model, towards more electives and time carved out of the school day for kids to pursue interests or professional skills, those could all be opportunities within the school day to give kids the option to participate in online classes, and I think online learning and in-person learning can be weaved together really effectively. For example, you could have a group of kids go off, take their different online experiences but then come back together again to present to each other about what they learned and what the experience was like. So even turn that time where people are going independently and personalizing back into a moment of shared learning and reconnection with the local group, and so that's how I imagine that we can really create a dynamic hybrid education system for the future that consists of the best of in-person learning and online.
Speaker 1:I love that because I think it would be a great idea to add this to a curriculum so that it complements the lesson that's being taught, if not as a way to introduce a new lesson to students and have them bring it back into the classroom. And technology definitely can be a challenge and I like that you shared that experience as an easy way to integrate it. So what role does technology play in making personalization scalable and accessible to all learners?
Speaker 2:personalize- and making personalization scalable and accessible to all learners. I think technology can have a big role here. I think that the way a lot of edtech has been done has been problematic. Quite frankly, it has not had the impact that it should have had. I think where edtech can go wrong is if it just simply institutionalizes the existing structures and the existing inequalities. I think where edtech is best utilizes and providing tremendous variety and choice and different learning modes. It's incredible now that a kid can go to chat GPT and ask questions about math and get answers without a human having to be engaged. It's incredible that they can come to a site like OutSchool and connect with a live group. It's incredible that they can go and self-study on Khan Academy or Quizlet. These options are out there.
Speaker 2:One thing that can be challenging is, again, teachers being given the time and the space and the resources to be empowered to be able to use all these new capabilities, and that's one thing that I think school leaders and teachers themselves can solve for with advocacy from inside your institution. I think the danger comes when technology is just used as like a cost-cutting measure or to take the humanity and personal connection about education. So we at OutSchool always advocate for human in the loop, human plus technology. That's why all of our classes have a teacher at the heart of it, though, who's central to it. That's why, even when you might have sessions or be encouraging students to take advantage of things like Khan Academy and Quizlet, they're not going to stay engaged and they're not going to have the results that you want unless there's a human audience, human oversights, human support, so that human plus technology, I think, is where we succeed.
Speaker 1:Yeah, that human touch, that connection, I think is very important as well. But you did mention AI and you did mention ChatGPT. What are your thoughts on AI and how it's being used in the classroom?
Speaker 2:You know, I don't think anyone has the answer about how to best use AI in the classroom because it's so new. I think it is being used by students to cheat at homework at scale, and I think that calls into question the value of traditional methods when it comes to homework. I think the reason that many students cheat at homework is because they don't regard it as valuable, so they're not sufficiently motivated to do that. I don't think you solve that problem by banning AI or attempting to police it. It's not going to work. I think the best ways to use AI in the classroom are to use it as a tool to engage students. It can be fun. Generally, students are drawn and attracted to new technologies because they sense that it's a powerful tool. So, rather than resisting that, I think we should be attempting to go with that innate motivation of kids to play with new tools and use that in the classroom.
Speaker 2:One idea of how to do this when it comes to English language arts that I find really interesting I think this serves as an example of how to create well is, instead of stopping kids using AI to write essays, instead say no, go, use the AI to write your essay, but what I want you to do is save every single prompt, and then what we're going to do is we're going to review together how you use the tool to create your essay, and then we're going to look is we're going to review together how you use the tool to create your essay, and then we're going to look at the results and see if we're happy with them or if they it could be improved, and then, by keeping that record of how the student used the tool, you're actually teaching digital literacy.
Speaker 2:So you're comparing notes and sharing best practices on how to use the tool. You are observing their reading, writing and comprehension, because just in order to use the tool, you have to be typing, you have to understand what it's pulling back, and you're observing how the student is engaging in an iterative cycle with the tool to adapt and make improvements. Then you're observing the results. Now, that is a way to turn AI from a cheating tool into something that is educational, and that's just one example, but there's examples across all subjects and how it can be used in that way, and so I think we need to reframe our thinking in terms of not asking ourselves the question of oh, how can we keep doing what we've always been doing in the world of AI, but no, how can we change and make better the education experience given the new capabilities in AI? And I think if teachers are given the freedom to innovate, then we can come up with countless more examples like that.
Speaker 1:Right on, Amir, right on. I like how you talked about it. It seems like it excites you with all its potential. Yeah.
Speaker 2:I'll tell you, you know, it excites you with potential. It's also difficult because when it disrupts a major part of schooling which traditionally we'd be able to give homework and grade it and we use it as assessment, it definitely disrupts that. So it can be very concerning, but it's just not going to work to stop that. So that's why I think we need to lean in.
Speaker 1:I mean to like stop that. So I that's why. That's why I think we need to lean in. I mean, on the flip side. What are some misconceptions or pitfalls that you see on how schools?
Speaker 2:are using ai.
Speaker 2:Um, I think that sometimes ai, like many other aspects of ed tech, can be bought and attempt to be implemented top down, and I think that's hard.
Speaker 2:You know if think that's hard. If administrators in isolation select AI tools and then advocate or insist on their usage, that's going to be less effective than giving teachers freedom and resources to experiment. And the reason it's going to be less effective is that this is such a new field. There's so many different tools out there and some of the applications of the best tools may well be subjects and domain specific, and so when you have this very fast moving domain and capabilities, there's no real experience or playbook that we have as institutions, as a society, how to use it. We're better served by allowing experimentation and then doubling down on what we see working, and so a top-down approach, I think, is risky. Better to approve a whole variety of tools for a district and then empower teachers to experiment with what works and insist on billing models where you only pay for usage of the tools. Then the best tools can bubble up to the top and the most successful experiments can win and be institutionalized.
Speaker 1:I love that. I love that. And how do you think we can balance AI tools with the irreplaceable role of live teachers?
Speaker 2:I think that's a great question. I think it's the two together. For all of the uh hype that some tech companies have made about creating like ai tutors, none of them have lived up to their promise and um the you know I I think the reality is that families want the human touch. Even if it was possible to be like the matrix and like plug a wire into your head and now you know Kung Fu great, but then what are you going to do with the rest of your kid's time? So I think parents want kids to learn how to be human in this world with these tools and to learn how to be human. They want them to be surrounded by other humans and to learn how to be human. They want them to be surrounded by other humans, experienced teachers and guides and peers.
Speaker 2:So what we should be looking for is what is the differential role that humans can play versus AI and technology? And in my view, ai and technology is best at automating a lot of maybe the more repetitive tasks Like, for example, language practice is a great use case for using technology, but when it comes to motivating kids, coming together and helping them reflect on what they've learned and putting it into context. That's the kind of role that I think a human audience and human teachers are irreplaceable for. So I think that's how we should be thinking. Can we automate or make more efficient some of the more laborious or repetitive elements of instructional practice and then spend more time at a higher level on the reflection, the sharing, the debate, those kinds of activities?
Speaker 1:Yeah, I like that, and I think what's also important is making sure that all students have access to these technologies and the different tools, because you did mention how to make sure that they're using them effectively and using it the right way. But equity is very important and is always a concern. How does our school address access for students who might not otherwise have these opportunities?
Speaker 2:Several different ways. Number one we work with a variety of state programs to enable people to provide funds to families so that they can use towards OutSchool classes. So, on a state-by-state basis, depending on your eligibility for their programs and some of them are means-tested, some are universal you could have access to public funds in order to take enrichment classes or core classes on our school. Secondly, we have a nonprofit arm which provides scholarships for students, working with a variety of different community partners, and so we try and redirect some of our resources as a company in order to open up access via that non-profit org. And then, thirdly, we try and reduce the price points for these classes. So, compared with a typical, you know, in-person tutor, out-school classes are much less expensive. You know you might be paying, you know, $10 to $20 per hour for a live teacher and a live class on iOutSchool, as compared with what are often more expensive options.
Speaker 2:And sometimes our group classes can be even less expensive because the cost of the teacher's time is shared between students. So just attempting to be efficient using technology can have a big impact on access. But ultimately the biggest lever we have as a society to enable access is public education and public funds for education. So, ultimately, this is something that we as a society need to have commitment to invest in, and you know that's where public funding comes in. I think you know, whether you're in this ecosystem as an administrator within the public education system or as a private company ourselves, we are reliant on government helping with this problem. That's what it's there for, in my view to be able to enable access to education that benefits us all.
Speaker 1:Thank you for sharing that. I definitely agree. We definitely have to make this also a priority when it comes to funding. I want to repeat that because you mentioned that you provide the resources state by state to make sure that they can have the funding or whatever resources or support that they need to have this inside of their classrooms. So I think that that's awesome, that's great. So I want folks to make sure that they dive into your website and find that and find how they can have access to our school. But what advice would you give schools that are struggling with the limited resources but wanting to innovate?
Speaker 2:I would say to reach out to companies like ourselves who you'd want to partner with, because, generally speaking, the companies in the space are very impact and mission driven and want to try and make it work for you. And we value innovation too, and so we're willing to provide things for free just to learn, and just to learn how our technology can work in your environment. So even if you're budget constrained doesn't mean you can't get started and work with us, and we're fortunate to have a thriving business and a strong investor base and we're able to do a lot for innovative institutions who want to work with us. So I'd say, just reach out and we'll try and make it work, or we can connect you with potential funding sources to make it work. So that would be the main thing and I'd say you know, as voters and as advocates within your community, I think it's incumbent on all of us to advocate strongly for funding into education and at the right level.
Speaker 2:One of the challenges with district level funding is it's based on the local tax base and obviously wealthier districts are going to have an easier time from a funding perspective, and that's why I think there needs to be state level programs that can normalize this across state. We won't talk about federal programs. I mean, you know that's yeah. I'm pessimistic, unfortunately, about our ability as a nation to be able to organize ourselves in education at a federal level, but I think at a state level we can make a lot of progress if we advocate effectively.
Speaker 1:That's right on. That's right on and I hope folks do take advantage of that, because not many folks, not many CEOs, are saying, hey, reach out to us and we'll give you the support that you need to integrate this into your classroom. So you're hearing it from right here, from Amir himself. But let's talk about the future. Let's talk about what classrooms look like to you in the future. What do you think the classroom of the future will look like in 10 years, I think?
Speaker 2:it looks a lot more dynamic.
Speaker 2:You know it's already been through a lot of reforms.
Speaker 2:Yeah, the traditional industrialized era vision of lines of desks is long since in the past, and, you know, lots of reforms have focused on flipping the classroom, making it more approachable, making it more interactive and dynamic, and I see a continuation of that by increasingly incorporating more and more online technologies and greater and greater personalization and dynamism.
Speaker 2:The ability of students to be able to shift between classes and even age levels and grade levels depending on their subject and depending on their rate of progression. The ability for small numbers of teachers to be able to allow large-scale personalization using technology, by using techniques such as letting small groups of students go in different directions using technology but then coming back and integrating what they've learned together, I think, though, and shifting teachers so that you're able to spend more time at a higher level on the design of the arc and on how you're going to personalize things for each student, rather than the mechanics of how you're going to deliver the content and assess the results. If we can take away some of those burdens and instead enable teachers to operate at a higher level, I think that enables that classroom more dynamic classroom of the future.
Speaker 1:I love that. And, amir, would you agree that perhaps we should start taking the approach of training college students who are preparing to become educators of the future and showing them ways to integrate technology into the classroom, or better prepare them, instead of waiting for educators to kind of become certified and step into the classroom and then giving them the opportunity to integrate this into the classroom?
Speaker 2:Absolutely. We need to both lower barriers in some sense but also increase standards and expectations. I mean, we at OutSchool treat teachers like entrepreneurial, creative professionals, and that is the right framing. So instead of, you know, insisting on a whole bunch of bureaucracy designed to achieve accountability, like imagine, running a software startup with the kind of demands you place on teachers, software engineers wouldn't go into the industry. You know they'd leave. It'd be ridiculous to demand creative work with the conditions that we demand of teachers. And yet teaching is, at its best, a creative profession. And so you know, we need to start treating teachers more like creative professionals, more like, you know, software engineers or designers in tech. And when we start treating them like that and we see that the results of OutSchool, they'll deliver results. And that's why OutSchool is thriving, because we've created a system like that and we hope to take that and help the whole of the education system become more like that.
Speaker 1:Awesome, and if you could give one takeaway to all educators listening today, what would that be?
Speaker 2:I would tell teachers do what you love, teach how you know works in a way that motivates you, because that will be infectious and motivate your students. And insist that the environments where you're practicing your craft give you what you need in order for you to have the impact that you know you can have. And if you're finding that your local environments can't give you that, then please consider coming to Outschool. You can go to outschoolcom slash teach and teach on our platform, as we'd love to have you.
Speaker 1:Oh, there you go. So Amir's hiring our folks. Go on to Outschool. If you're looking for an exciting way to teach, I think this is a great way to do it. We're coming to the end of our recording, amir, so let's have some fun with this. We're going to do a lightning round. I'm going to ask you three quick questions and you're going to do your best to answer them. All right, you ready? Yeah, sounds great, all right. So what was your favorite class that you've seen on our school?
Speaker 2:Oh, that's so many. It's like asking me what's my favorite child, but there's so many. I'll talk about one that springs to mind, though. There's a class on stock trading mock stock trading for kids, and I just love that because you know it's so catchy because it's like a game. You can see the results and, you know, have a school award a major progress. It teaches financial and economic literacy while being fun and a game, and obviously, along the way, when you're doing stock trading, you're also learning elements of math and probability and reading charts, as well as other aspects of financial literacy. So I just think it's a great way to engage kids.
Speaker 1:That sounds so cool. I'll make sure we won't let the other classes know about this one. Kids, that sounds so cool. I'll make sure we won't let the other classes know about this one. How about? What would you say, aside from OutSchool? What would you?
Speaker 2:say, is your favorite edtech tool that you can't live without, oh man. Well, I've got to say OutSchool. Both my kids use it heavily, but I'll tell you, chatgpt, I think, is a fantastic tooling for learning, for myself and, I think, for many kids, because the idea of an infinitely patient question answerer think about how many times kids ask why or ask a question you don't have time to answer. Well, now there's an infinitely patient AI who's willing to give you an answer, and so actually, I think it's an indispensable tool in our toolkit today.
Speaker 1:I love that, because sometimes I have trouble myself trying to explain something to my children and trying to simplify it. So I do ask ChatGPT how can I explain this to a second grader or third grader? And it gives me those different examples. So I agree with you. The last question would be if you could take a class from any teacher in history, who would that be and why?
Speaker 2:Yeah, that's a really great question. I'm going to give what might be an unusual answer from someone who might not be considered a teacher in a traditional sense, but the kind of people who spring to mind, in my view view, are people like spiritual leaders or philosophers. But one person that springs to mind is a guy called Larry Harvey, who was the founder of Burning man and he created this really interesting community around these really interesting values. That borders on a cult, honestly and spirituality, but I just think he creates something really unique in the world that's countercultural, and I just find what he achieved and what he did really interesting and I also am inspired by that cultural movement. I see a lot of overlap between the values of Burning man, the values that are important in entrepreneurship and in creative work, and even the values I see in alternative education and in the most inspiring leaders in education. So I'll leave your listeners with that unusual nugget Check out Larry Harvey and look at the 10 principles of Burning man and see if any of those resonate for you Awesome.
Speaker 1:Larry, harvey, folks, amir, thank you for your time. It was great having you on our podcast. Any last words you want to say before you go?
Speaker 2:Mainly just thank you for listening and hearing me out. Sometimes I feel like a bit of a fraud as someone who immigrated from the UK and is now talking about American education, but I hope some parts of it resonated with you. I hope my external perspective was helpful and I'd love to partner with you and your institutions. If you want to get in touch with me at amirahoutschoolcom.
Speaker 1:Awesome, awesome and no fraud man. Any folks that are willing to support students with learning and making learning exciting is an advocate and is a partner and ally for us. And that's a wrap on our first episode of season two of EdTech Empowerment Innovating Education Together. A huge thank you to Amir Nathoo for sharing his insights on personalized learning, technology integration and how we rethink what education looks like in the 21st century. If you want to learn more about OutSchool and explore the amazing classes available, check out OutSchoolcom and follow OutSchool on social media. That's O-U-T-S-C-H-O-O-L dot com. And don't forget, you can always connect with us at nextgenclassroomsorg for more resources, upcoming episodes and ways to join the conversation. If you enjoyed this episode, hit, subscribe, share with a fellow educator and help us spread the word about empowering education with technology. Until next time, keep learning, keep experimenting and keep innovating education together. Amir, thank you. Thanks so much.
