In this episode, Alex sits down with Darren Coxon, an educator-turned-AI builder, to explore one of the most provocative questions facing schools today: should we stop teaching teachers how to use AI—and start exploring how to build with it?

From vibe coding experiments to creating his own education platform, ClassForge, Darren shares his journey from headteacher to developer and why he believes the real future of AI in education lies in what he calls “cybernetic classmates.” Together, Alex and Darren dig into the moral obligation of preparing students to partner with AI, the challenges of building safe tools, and the risks of ignoring the pace of change.

Discover why schools must unlearn outdated practices, what’s holding teachers back from experimenting, and how AI might not replace great teachers—but could easily replace poor teaching.

Small Tech for Schools: The real opportunity isn’t in big corporate AI platforms, but in schools creating their own bespoke, lightweight tools.

Cybernetic Classmates: Students need AI as partners in learning—used as unblockers, coaches, and collaborators rather than shortcuts.

Vibe Coding Explained: Teachers don’t need to become full developers—AI can write the code, while educators act as architects and problem-spotters.

Unlearning Old Habits: Reporting, one-size-fits-all assessments, and legacy systems are barriers; schools must clear space to let AI redefine processes.

The Hardest Part of Building: Coding with AI is like “herding amnesiac cats”—but the payoff is powerful new platforms that can adapt to learners in real time.

AI and Teachers: AI won’t replace the human connection, but it could make poor teaching obsolete. Great educators who embrace AI will thrive.

Building for the Next Model: As Anthropic’s Dario Amodeo suggests, build today with the next model in mind—because what’s impossible now may be unlocked in months.

Best Moments

💡 “The only way to leverage AI is to put it in the hands of students.”💡 “We’re teaching kids to fish in a river where a dam is being built upstream.”💡 “Vibe coding makes you the architect, not the coder.”💡 “AI won’t replace great teachers—but it could replace bad teaching.”💡 “If you’re building with AI, you’re really just herding amnesiac cats.”

About the Guest

Darren Coxon is an educator, writer, and AI builder. A former headteacher and international school leader, he now focuses on creating practical AI tools for schools, including the ClassForge platform, designed to give students safe and meaningful ways to work alongside AI.

Connect and Contact

The International Classroom:📸 Instagram: https://instagram.com/theinternationalclassroom💻 LinkedIn: https://www.linkedin.com/in/alexandergray84/🌐 Website: https://deepprofessional.com/

Darren Coxon:💻 LinkedIn: https://www.linkedin.com/in/darrencoxon/

In this episode, Alex is joined by two fellow Dubai educators — Drew Owen and Bodrris Jir — to kick off Season 4 of The International Classroom Podcast. From induction week highs and lows to the new Dubai school calendar, the conversation dives into what teaching life in the UAE really looks like.

Together, they reflect on what makes a good induction, the realities behind those viral Facebook teacher posts, and how schools balance leadership expectations with teacher well-being. As both teachers and parents in Dubai, they also share the challenges of navigating new roles, raising young families, and adapting to big policy changes that impact classrooms across the region.

This episode is honest, unfiltered, and full of real-life stories that capture the spirit of international teaching in Dubai today.

Key Takeaways

• Induction Week Reality: Why striking a balance between information overload and purposeful preparation matters.

• The Dubai School Calendar Shift: What a four-week winter break really means for teachers, students, and families.

• Teacher Life in the UAE: From setting up classrooms to marking loads, how educators adapt year after year.

• Leadership vs. Teaching: The hidden workload of middle and senior leadership — and the surprising joy of lesson planning.

• Parent–Teacher Perspective: When your own children are starting school in Dubai, the professional and personal worlds collide.

• The Importance of Community: How strong teacher friendships sustain resilience through challenges like COVID and beyond.

  Best Moments

• “If those induction sessions were graded as lessons, how many would really be outstanding?”

• “Dubai announced the calendar on social media before schools got the memo — imagine the chaos for families already booking flights.”

• “Teachers love their subject. But at the end of the day, it’s the students — and the community — that keep us here.”

• “You wouldn’t think he runs one of the biggest education podcasts in Dubai… he still can’t get his microphone working.”

Instagram: ⁠⁠⁠https://instagram.com/theinternationalclassroom⁠⁠⁠LinkedIn: ⁠⁠⁠https://www.linkedin.com/in/alexandergray84/⁠⁠⁠Website: ⁠⁠⁠https://www.ticproductions.com⁠⁠

In this episode, Alex sits down with the international co-authors of "Artificial Intelligence, Real Literacy," Paul Matthews and Jason Gulya, to tackle one of the most pressing topics in education today. From opposite sides of the world—a high school in Australia and a college in New York—they share a unified vision for turning AI from a perceived threat into a powerful classroom partner. They debunk the biggest myths surrounding AI and writing, challenge the fear that holds educators back, and provide a clear, evidence-based roadmap for using AI to enhance, not replace, fundamental literacy skills. Discover how to use AI for powerful differentiation, why the teacher's role as a human connector is more important than ever, and how to foster a classroom culture where students learn to use AI wisely and effectively.

• • AI as a Literacy Partner: The most effective approach is to reframe AI not as a threat to writing, but as a tool to enhance foundational skills and make learning more accessible.

  • Embrace, Don't Ban: Students have access to AI regardless of school policy. The educator's role is to model and teach wise, effective, and ethical use of these tools.

  • Focus on "AI for Better Basics": Instead of chasing complex new applications, use AI to do the basics of education better—like text differentiation, vocabulary building, and providing scalable feedback.

  • The Teacher is the Executive: The teacher remains in control, using their knowledge of students, curriculum, and context to guide AI as a tool, not cede control to it as a "co-pilot."

  • AI Obliterates the "Average Learner": AI is an unparalleled differentiation tool, allowing educators to finally move past the one-size-fits-all model and cater to the diverse learning needs within a single classroom.

  • Process Over Product: AI forces a necessary shift in pedagogy, encouraging educators to focus on teaching the messy, valuable process of writing rather than just grading the final product.

  • The Human Connection is Irreplaceable: The pastoral, social, and emotional elements of teaching are crucial for learning. AI can handle administrative loads, freeing up teachers to lean into their uniquely human strengths.

  • Model the Learning Journey: Educators have a powerful opportunity to model lifelong learning by showing students how to approach new, complex tools with curiosity and courage.

• • "The big myth is that AI automatically kills writing. That is something that is really, really entrenched in a lot of departments."

  • "Our vision in the book is for AI, we call it AI for better basics. What does that mean? It just means let's use artificial intelligence to do the basics of education better."

  • "The big mistake that a lot of teachers are making when it comes to AI is not using it. They are fearful of it."

  • "I don't think our core business is resource creation. I think our core business is student learning."

  • "The invisible assumption... is that there is such a thing as an average learner. In reality... there's no such thing."

  • "In a perfect world, in the ideal scenario, you will have human and AI really working together and augmenting each other."

  • "These questions cut across levels, they cut across countries."

Instagram: ⁠https://instagram.com/theinternationalclassroom⁠
LinkedIn: ⁠https://www.linkedin.com/in/alexandergray84/⁠
Website: ⁠https://www.ticproductions.com

KEY TAKEAWAYSBEST MOMENTSABOUT THE GUESTSCONNECT & CONTACT