Coco Coders’ founder, Elizabeth Tweedale, knows how to spur effective change, as evident by her blossoming education revolution. She advocates for collaboration and inquiry, creating a move away from traditional education practices. Artificial intelligence (AI) is playing an increasingly important role in the classroom. In turn, teachers are moving from being the gatekeepers of knowledge to learning guides that support students as they navigate their own pathways to learning.
That transition, according to Tweedale, marked one of the biggest shifts in the power dynamic in public education. “The biggest change in education now is that teachers’ purpose is less about delivering information and more about helping students learn how to inquire and investigate,” she stated. This framework underscores the essential work of enacting critical inquiry and cultivating an indigenous curiosity within our student populace.
Coco Coders implements this philosophy through its 8- and 12-week school programs, which are designed to encourage students to explore and experiment with coding and technology. The company adopts an 80/20 philosophy to lesson planning. It’s a world in which teachers devote 80% of their time to encouraging student-directed exploration and just 20% to direct instruction. Though it is challenging to put into practice, this approach more fully immerses students in the subject with opportunities to hone their skills of inquiry.
Tweedale described her own daughter’s experience with Coco Coders, bringing the power of this innovative model home. When her daughter went through the program, she found some AI-generated content in her writing. What ensued was a wonderful back-and-forth about the benefits and pitfalls of technology in education. Tweedale emphasized that such experiences not only enhance learning but prepare students for a world where technology and human creativity intersect.
In Coco Coders, teachers support students as they navigate uncertainty, encouraging them to ask better questions and embrace the learning process. Tweedale holds that this collaborative spirit produces an egalitarian learning environment, one where everyone—teachers and students alike—learn together. She invites educators to draw from their risk-taking, creative practice to co-create an experience. Together, they can lead the charge on innovative technologies such as AI with their students.
Tweedale’s devotion to this rapidly expanding, progressive educational model can be seen in her hiring practices, too. She downplays passion and initiative over hard technical skills when deciding who to hire into teaching roles. Shifting away from performative attributes breeds effective and experienced teachers. These educators are passionate about mentoring students along their learning journeys.
As a graduate of the London School of Economics, Tweedale has a firm background in policy writing and advocacy. She is equally aware of the challenge posed by AI’s introduction to schools. A recent virtual protest, a new era of activism showcased the growing challenges in navigating today’s educational environment. Her essay — which was actually written entirely by her — was flagged as 60% AI-generated. More than ever, this experience reinforces the need for educators to be nimble and help them stay connected with industry innovation and technology.
Coco Coders’ model reflects a broader recognition of the rapidly changing nature of teaching and learning in today’s classrooms. As Elizabeth Tweedale articulates, “In today’s classroom, everyone is learning together.” This acknowledgment underscores the importance of flexibility and resilience in educational practices as both teachers and students grapple with new tools and methodologies.
