Art and media educator
I am a teacher focused on how emerging technologies are reshaping pedagogy. I teach art, art history, media studies, and design, and I treat my classrooms as places to work out what new media environments mean for the oldest questions in teaching: how young people learn to look closely, read carefully, and make deliberately. I hold that students think best when the work is real and that attention is a craft to be practiced rather than a resource to be demanded. In my art history course, essays give way to auction catalogue entries, pitch packages, and journal submissions; in the studio, projects begin with a written intention and end in front of an audience. School genres ask students to perform knowledge for a grade. Real genres ask them to use it.
The same instincts make me a builder and a researcher. When a lesson needs an instrument that does not exist, I write it myself; the results are collected at classroomtools.io, small pieces of software for annotating a text together, arranging images into constellations, and seeing where a class actually looks. Teaching After the Feed, my action-research project on teaching in algorithmic culture, studies my own classroom to ask what the feed changes about all of this.