Teaching Through Inquiry

How should educators lead when technology is changing faster than policy, practice, and our understanding of its impact?
In this episode of Teaching Through Inquiry, Dr. Salika Lawrence talks with Virginia Tech teacher educators Dr. Amy Allen and Dr. David Hicks about leadership, teaching, and learning in the age of artificial intelligence. Drawing on the history of technological change, they explore what AI may change, what should remain fundamentally human, and why educators need a meaningful voice in shaping what comes next.
The conversation moves through critical AI literacy, assessment, inquiry, and teacher leadership, and into the tension between using, questioning, and sometimes refusing emerging technologies. Instead of offering simple answers, Allen and Hicks invite educators to embrace the “messy middle,” experiment thoughtfully, and examine the evidence. They also push past the question of whether to use AI toward a harder one: When does technology genuinely strengthen learning, and when might it replace the productive struggle that learning requires?

What does it take to lead meaningful and lasting school transformation? In this episode of Teaching Through Inquiry, veteran educational leader Dr. Daphne VanDorn reflects on the leadership practices that foster innovation, collaboration, and continuous growth within school communities. Through stories of organizational change and instructional leadership, she discusses how building trust, empowering educators, and maintaining a shared vision can transform both teaching and learning. This conversation offers valuable insights for current and aspiring school leaders committed to creating schools where educators and students thrive together.

How can primary sources transform the way students learn about history? In this episode of Teaching Through Inquiry, Michelle LeBlanc shares how educators can use photographs, letters, maps, manuscripts, and other historical artifacts to spark curiosity, deepen analysis, and strengthen historical thinking. The conversation explores practical strategies for integrating primary sources into inquiry-based instruction while helping students investigate evidence, ask meaningful questions, and construct their own interpretations of the past. Whether you're new to teaching with primary sources or looking to deepen your instructional practice, this episode provides inspiration and actionable ideas for bringing history to life.

How can we make history and social studies meaningful for today’s learners? In this episode of Teaching Through Inquiry, we explore how learning extends beyond the classroom through authentic experiences, community partnerships, and contemporary connections that bring history to life. Through conversations with David Olson and Tabora Johnson, discover how educators can engage students with museums, cultural institutions, local communities, and real-world experiences that deepen historical understanding, strengthen inquiry, and help students connect the past to the present. Whether you’re teaching history, social studies, or other disciplines, this episode offers inspiring ideas for creating relevant, engaging, and authentic learning experiences that extend far beyond the classroom walls.

What does it take to build a school where inquiry becomes part of the culture rather than just another instructional strategy? In this episode of Teaching Through Inquiry, educational leaders Val Carleo, Desiree Robin, and John Lucas share their perspectives on creating school environments that foster curiosity, collaboration, and meaningful learning. Through reflections on leadership, instructional vision, and organizational change, they discuss how leaders can empower educators, support innovation, and cultivate a culture where inquiry thrives. Whether you are a classroom teacher, instructional coach, or school leader, this conversation offers practical insights for leading lasting change and building schools where questions inspire deeper learning.

Dr. Dawn Chitty joins Dr. Salika Lawrence to discuss how educators can navigate “hard history” with confidence by grounding instruction in primary sources and naming persistent historical myths. The conversation explores how to use inquiry as an open-ended stance to support respectful, fact-based dialogue and spark student curiosity through storytelling and multiple interpretive lenses.