“The AI tool you’re using today is the worst one you’ll ever use.” — Warren Appel, Director of IT ASIJ quoted by John Mikton and as a Head of Media and Education Technology/Deputy principal of a large international school in Luxembourg John Mikton has spent 35 years inside international schools - classroom teacher, digital learning coach, IT director, head of media and education technology, and most recently deputy principal of a large international school in Luxembourg. After COVID he stepped out of senior leadership, moved back to Switzerland, and is now the digital learning facilitator at a bilingual primary school where he runs a makerspace called the Creation Station. Alongside that he consults for the Principals’ Training Center and ECIS, coaches aspiring and transitioning school leaders, and hosts The International Schools Podcast. He writes regularly at Beyond Digital. If anyone has earned the right to be calm about AI in education, it’s John. What You’ll Learn * Why “digital fluency” is the right frame - and why citizenship and literacy were always a stepping stone * How the IB ATL skills (thinking, research, communication, social, self-management) map directly onto AI fluency * Why cognitive offloading is the central risk of AI in schools and how to counterbalance it * A concrete metacognitive framework (CRITIQUE routine) for interrogating any AI output * How to scaffold problem-solving with learners as young as three, without AI * Why the value-add of a school in the age of AI is the human skills it builds * One practical, low-stakes way for teachers to start building AI fluency next week Featured Framework: John’s CRITIQUE Routine A metacognitive routine John uses with students (and adults) to interrogate any AI output. Synthesized from sources at UNESCO, ISTE, and his own practice: * What does the AI say? What is the main idea? * Why does it say that? What reason or logic is given? * Is this proof enough? What might be missing — a perspective, a voice, a marginalized community, a counter-angle? * Who would disagree with this, and why? * What’s the impact if I just took this as-is and used it? * Where do I verify? Which primary source, library book, website, teacher, or parent do I check this against? The goal is not to produce a perfect output. The goal is to keep the human in the loop at every step — and to build the mental muscle that prevents passive cognitive offloading. Memorable Quotes “We’re talking about 21st century skills, but we’ve been in the 21st century for 26 years.” “This is really the first time that children, parents, and educators were all on the starting line at the same time.” “It’s better to first write your text and then get AI to do it, than get AI to do it and then you edit it.” “Whenever I get blown away, it’s like an alarm bell saying — okay, now my thinking has to be even more important here.” “Don’t wait for tomorrow. The future is today.” Timestamps * 00:00 — Welcome & introducing John Mikton * 00:55 — 35 years in international schools: John’s journey from classroom to senior leadership * 02:36 — Digital citizenship → digital fluency → AI fluency: why the language matters * 05:03 — Building teacher fluency: starting with curiosity, not the tool * 07:45 — Why nobody should be ashamed of using AI — and where the line really is * 08:20 — Human skills as the durable layer above any model * 09:39 — “Seduction and being fooled”: developing critical awareness of AI outputs * 12:01 — Brain first, AI second: cognitive offloading and the counterbalance * 13:15 — Practical strategies for building metacognitive habits with students * 15:43 — Three-year-olds and Alexa: scaffolding the AI-vs-human distinction * 17:32 — Why this can’t be subcontracted to the digital learning facilitator * 18:29 — The CRITIQUE routine explained: a framework for interrogating AI outputs * 22:13 — Scaffolding problem-solving with PYP learners: Indy Spheros, towers, and “three before me” * 24:42 — From physical problem-solving to digital fluency: a nod to Seymour Papert * 25:58 — Why coding is the carrot, not the point — and what teachers should teach instead * 28:45 — The value-add of school in the age of AI: humans, ethics, and resilience * 31:37 — “The future is today”: the speed of change and what it demands of educators * 32:23 — One practical thing teachers can do next week to start building AI fluency * 34:39 — Where to find John’s work, workshops, and the International Schools Podcast Resources & References Mentioned * The International Schools Podcast - hosted by John Mikton * Beyond Digital - John’s blog * ECIS (Educational Collaborative for International Schools) — workshops and courses * Principals’ Training Center (PTC) - consultancy and faculty work * The Intelligence Curse - white paper by Luke Drago (referenced as “Luke Drado” in the conversation) * Ethan Mollick - on why teachers are uniquely well-placed to work with AI * Common Sense Media - curricula and resources for digital citizenship * UNESCO and ISTE frameworks - informed John’s CRITIQUE routine * Tools John uses with young learners: * Indy Sphero cards * Bee-Bots * LEGO Spike Essential & Prime Where to Follow John Mikton * Podcast: The International Schools Podcast * Blog: Beyond Digital * LinkedIn: John Mikton Continue the Conversation If you took something from this episode, share it with a colleague who’s wrestling with AI in their school. And if you want more conversations like this one - practical, grounded, and centered on the human - subscribe to BrainTools at Schools wherever you get your podcasts. BrainTools at Schools - for educators and school leaders making sense of cognitive science, AI, and learning. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit braintoolsatschools.substack.com
