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In this episode, Alexis sits down with Joey Palmer, a school administrator in the Treasure Valley (larger Boise area in Idaho), who’s taking a different approach to technology in the classroom. This isn’t about being anti-tech—it’s about asking better questions: When does technology actually improve learning, and when does it get in the way?

Joey shares how his district is shifting from tech as the default to tech as a tool, one that should be purposeful, powerful, and proportional. We talk about No-Tech Days, bell-to-bell phone expectations, and the return of more analog learning like paper drafting, face-to-face discussion, printed reading, and hands-on problem solving.

We also get into what classroom observations revealed about off-task device use, the mixed research behind EdTech programs, and the growing tension between reducing screen dependence while also preparing students for a future shaped by AI.

What stands out most about Joey is not just his willingness to challenge conventional thinking, but his openness to rethink his own ideas, engage perspectives that push him, and keep learning. This conversation is for educators, parents, and policymakers thinking seriously about the role of technology in schools.

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In this episode, Alexis sat down with Idaho Digital Learning Alliance (IDLA) Superintendent Dr. Jeff Simmons to unpack what really happened with HB 940 and related legislation and why this moment is about far more than online classes.

We break down the full policy landscape and the impacts on kids in the state? The 50% in funding cuts to IDLA means fewer courses, fewer enrollments, and a new reality for schools trying to meet student needs.

But here’s where it matters most:
IDLA isn’t just a program...it’s statewide infrastructure.

For many schools, especially in rural Idaho, it’s how students access required courses, dual credit, credit recovery, and pathways to graduation. When that access changes, the ripple effects don’t show up in headlines, they show up in student schedules, missed opportunities, and narrowed futures.

We also get into what lawmakers intended, where perception and reality diverged, and what it felt like to lead through a moment of statewide uncertainty.

This conversation ultimately asks a bigger question:

What does the state owe students when it comes to access?

Because this isn’t just about IDLA.
It’s about whether every Idaho student has what they need to succeed.

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This episode breaks down a new Idaho law impacting teachers unions, but more importantly, what it reveals about how policy actually works in practice. This isn’t just about unions. It’s about systems, processes, and what happens when infrastructure quietly shifts underneath schools.

Segment Breakdown:

1. Radiator Capping (process shift): Bypassing the normal legislative process changes how policy gets vetted, debated, and understood.

2. What HB 516 Actually Does: It does not ban unions, it restricts how districts interact with them.

3. Payroll Deduction Ban: Districts can no longer deduct union dues from paychecks.

4. Broad Definition of Union Activity: The law creates gray areas, making it unclear what qualifies, thus increasing risk for districts.

5. Representation Still Exists--With Conditions: Unions can still represent teachers, but now with added administrative burden and reimbursement requirements.

6. Majority Requirement (Not New): The 50% + 1 threshold remains, but verification and compliance expectations are tighter.

7. Facility Use & District Partnerships: Unclear guidance will likely lead districts to act more cautiously.

8. Who This Applies To: The law targets teachers unions specifically, not all unions.

9. Governor Little's Position: He signed the law, but raised concerns about overreach and ambiguity.

10. The Bigger Impact: This isn't just political, it affects infrastructure, trust, and the ability for systems to work together.

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Send Alexis an email with guest requests, ideas, or potential collaboration.
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Find great resources, info on school communities, and other current projects regarding public policy:
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