I am a scholar in the field of Critical Studies of Education and Technology (CSET), dedicated to understanding how technological discourses influence and are influenced by broader social, political, and cultural forces. Currently, I serve as an Assistant Professor of Learning Technologies at the University of Minnesota. My work interrogates how educational technologies are conceptualized, promoted, and adopted, and how these processes reproduce or challenge inequities within educational systems. 

Guided by Critical Discourse Analysis (CDA) and critical pedagogy, my research examines the language, discourses, and ideological assumptions that structure how we talk about technology and its role in education. I am particularly interested in how technological imaginaries and promises—often tied to innovation, efficiency, and optimization—become normalized, influencing both policy and everyday educational practices. My scholarship explores the power dynamics embedded in these imaginaries, unpacking how technocapitalist, solutionist, and progress-oriented discourses shape the ways educational challenges are framed and addressed. 

My areas of interest include critical perspectives on learning technologies, the philosophy and sociology of technology, and educational beliefs and epistemologies related to learning technologies. Ultimately, my work seeks to illuminate the ideological, cultural, and economic conditions underpinning contemporary uses of technology in education, fostering a more just, intentional, and contextually grounded approach to the design and adoption of educational technologies. 

Additional information about my research, publications, and ongoing projects can be found throughout this site. For collaborations, inquiries, or discussions related to critical approaches to education and technology, I welcome you to reach out!