Pebble started as a student-led initiative, but it’s now finding a place inside classrooms—with teachers using clubs to deepen learning.

At a school in Virginia, a computer science teacher added Pebble projects as a flexible option for students who wanted more than just class assignments. The result? A small group built a budget tracker using real-time inflation data. Another created a prototype for an accessible scheduling app. These weren’t extra credit—they were core to how students showed what they could do.

A teacher in California used Pebble club time to run weekly “tech studio” sessions. Students worked on projects tied to what they were learning in class, but with more freedom. One week it was front-end design, the next it was version control with GitHub. No lectures. Just hands-on work and peer teaching.

One school in New Jersey turned Pebble into a bridge between classes and the real world. A math teacher paired students with business and economics teachers to design dashboards that visualized market trends. The dashboards weren’t graded—they were presented to classmates and refined based on feedback. It felt more like a team project at a startup than a classroom exercise.

What stands out in every case is how teachers are letting students lead while providing structure behind the scenes. Pebble clubs aren’t replacing classes—they’re enhancing them. They give space for experimentation, cross-subject collaboration, and real ownership.

If you’re an educator looking to try this, we’re happy to share what’s worked. We can help with starter projects, mentorship ideas, or just simple ways to get students building.

It’s been exciting to watch this grow—and we’re here to support more of it.

— Arnav Bonigala