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It’s been a while, but I have several new videos uploaded onto my YouTube channel. As I’m beginning to ramp up my exploration of education and YouTube, my aim is to continue to post regular YouTube videos about education content – in particular, educational theories and praxis about teaching and learning. Here are the new […]

Continuing with our SSHRC research about preservice teachers and podcasts, we present a conversation between Professor Nina Pak Lui and three preservice teachers, Michelle Bedry, Tasha DeVries, and Caroline Profitt. heir conversation centers on reflecting on the BC professional standards, communicating their beliefs about assessment and evaluation, and articulating any ethical, moral, or spiritual implications

As part of our continued #SSHRC research about preservice teachers and podcasts, Nina Pak Lui and I are speaking to our students about their experiences in teacher education. In the following episode, we present a conversation between Professor Nina Pak Lui and two of her students, Rebecca Tazumi and Maria Giesbrecht. Their conversation centers around

This academic year, I’m starting (again) to upload short videos about different educational theories. Clearly, these are introductory videos meant to prompt active thinking and further reading about the respective theories. In this way, I come to Paulo Freire with a bit of trepidation because his writings are quite complex and deserve careful study. Regardless,

This academic year, I have two ongoing research projects. First, I am working on a SSHRC Explore Grant which funds my research about Preservice teachers and podcasts: Translating agency into communities of inquiry. This project is being researched alongside my colleague, Nina Pak Lui. We are trying to explore how best to amplify the voices

Part of my work is to discern the “influence” of educational media and technologies. As such, I was glad when I cam across an article by Jeffrey Carpenter et al. discussing the educational influencer. In their article (from their abstract), they describe how some educators use social medial platforms to affect other educator’s practices, philosophies,

My colleague Nina Pak Lui and I have bene working through challenges of the traditional classroom. We are trying to discern and articulate how teaching and learning are impacted by space, materiality, and design. This is both a conceptual and a practical challenge. For example, we ask, why do our education classrooms prioritize front facing

From an #edtech #edtheory perspective, I do appreciate a maker view of education. This framing of education through a making, designing, co-making, iterative lens is helpful to me. Additionally, it connects materiality/technology and humanist priorities in educational discourse. For now, I am building out my bibliography and I am wanting to connect with the scholars

Since my doctoral studies, I’ve been taken by the writings of Ted T. Aoki. He was a Canadian curriculum scholar who dramatically impacted the field of curriculum studies. I’ve written several pieces engaging with his thinking. In 2017, I wrote an article in the Journal of Curriculum Theorizing, titled, Lingering on Aoki’s bridge: Reconceptualizing Ted

Part of my research is a journey of understanding curriculum as technology, and curriculum as theology. In this way, I have been conceptualizing curriculum as technotheology. One of my book chapters further builds on my theorizing by espousing Technotheological curricular spaces: Encountering the circus, cathedral, and bridge. This chapter is from the book, Provoking curriculum