In a world where screens dominate children’s lives, fostering genuine learning and connection in classrooms has become more challenging than ever. Today on After the Bell, The Stunt Brothers engage with Canadian educator Andrew Cantarutti, who shares his insights on how schools can become nurturing environments through the concept of “walled gardens” in education.
In this episode, Andrew discusses his journey as a teacher and the profound impact of technology on students’ social interactions. He reflects on his experience at an international school in Jeju Island, Korea, where he managed a boarding program. Initially, students were allowed extensive access to their devices, which led to a disconnect among them. However, after implementing a more structured schedule that limited screen time, the students formed deeper bonds. Andrew mentions, “by the end of the year, they had just developed such an incredible connection to one another,” illustrating the power of human interaction over digital distractions.
Andrew introduces the idea of “walled gardens” in education, emphasizing that these walls are not meant to exclude the outside world but to create a safe environment that fosters growth. He explains that with the changing conditions of childhood development, schools must adapt to provide the right settings for learning. “We want to create the conditions within the walls of the school that allow for the developmental conditions that kids need,” he states, highlighting the necessity of intentional learning environments.
Throughout the discussion, Roy and Martin relate to Andrew’s observations about the subtle changes in the classroom over the years. They allude to the metaphorical “squeaks” in education—issues that educators sense but struggle to articulate. Andrew acknowledges that while there are perennial issues like class sizes and funding, the impact of technology on children’s development has created new challenges that need to be addressed thoughtfully.
The conversation shifts to the role of technology, particularly smartphones and AI, in educational settings. Andrew points out that many provinces in Canada have enacted smartphone restrictions, yet the implementation of these policies remains inconsistent across schools. He stresses the importance of reflecting on the tools we introduce into classrooms, asking, “will this make sense in the classroom?” This critical inquiry is essential as education continues to evolve alongside technological advancements.
The journey toward creating supportive educational environments requires a thoughtful approach to the tools and practices we embrace. The walled garden concept invites educators to reflect on how they can cultivate spaces that prioritize connection, focus, and meaningful learning. Key takeaways from this discussion include the importance of limiting screen time to foster social bonds, the necessity of creating intentional learning conditions, and the need for ongoing reflection on the role of technology in education.
You can learn more about Andrew on his Substack newsletter: The Walled Garden Education.
Tags: Education, Teaching Strategies, Walled Garden, Technology in Education, Classroom Management, Student Engagement, Social Learning, Human Connection, Teacher Insights, Professional Development.
A Stunt Brothers Production 