BA in French Teaching; PhD in Educational Technology; Associate Professor of ICT at University of Kentucky School of Information Science. My CV is available here, you can browse my research here, and my Google Scholar profile here

Supported by digital methods, my research focuses on online social spaces, community practices within these spaces, and the influence of the platforms where they are found. My research is interdisciplinary, exploring spaces associated with teaching and learning, Mormonism, the far right, or even combinations of these themes.

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I sometimes write in French! To only see the French content (which is also available below, alongside English content), please click on [fr] in the site header.


I got to teach counting in binary today, and it might be one of my favorite things to teach. Not every day you get to deconstruct and reconstruct your students’ understanding of numbers.

🔗 linkblog: just finished 'Amazon Paid for a High School Course. Here’s What They Teach.'


So much ugh. Big Amazon presence here in KY, so wonder when we’ll start to see this.


I was born into the dominant language of research, I’m reasonably fluent in a second language, and there’s still so much literature beyond my reach. Bring back langauge requirements in U.S. doctoral training.


One of my favorite students will always be the undergrad from a few years ago who expressed outrage when I explained that researchers frequently have to sign over the copyright to their own studies.


There are worse times than three days before the start of the semester to realize that you were preparing the wrong modality for a course, but not many!

🔗 linkblog: just finished 'Students Are Learning To Resist Surveillance: Year in Review 2021 | Electronic Frontier Foundation'


Such an important read.

🔗 linkblog: just finished 'Personalized Learning Debates Put Too Much Emphasis on Technology, School Leaders Say'


Lots in here that reminds me of Watters’s comments on personalization.


It breaks my heart to hear from a student explaining they’re going to a funeral and in the same breath asking what documentation they need for it to be officially excused. I know there are bad actors out there, but why do we do this to our students?

🔗 linkblog: just finished 'Report - Sharing Student Data Across Public Sectors: Importance of Community Engagement to Support Responsible and Equitable Use - Center for Democracy and Technology'


Looking forward to reading—and citing—this full report.

🔗 linkblog: just finished 'Automated Proctoring Swept In During Pandemic. It’s Likely to Stick Around, Despite Concerns | EdSurge News'


Glad UK is stepping back from proctoring, but worried about the foothold it’s gained.

🔗 linkblog: just read 'Ed Tech Usage is Up. So Are Parent Privacy Concerns'


Interesting read on an important subject.

🔗 linkblog: just read 'Inequitable Access: An Anti-Competitive Scheme by Textbook Publishers | Electronic Frontier Foundation'


OER forever. This article makes me sad.


One of my data science students just did a t-test to demonstrate that evil-aligned monsters in D&D 5e tend to have lower Armor Class than good-aligned monsters. This course demands a lot of effort, but moments like this make it worth it.


grad student, immediately after entering my office: “Wow, you really like Star Wars, huh?” me: “Yes, but have you also noticed all my cool train magnets?”


Dreamt that despite having a PhD, I had somehow never finished my BA. Had to explain a lot to employer and was trying to transfer to Centre College to make completing the degree earlier.


What if our collective disdain as education researchers for learning styles is the result of an overemphasis on efficacy and improvement and a corresponding undervaluing of accessibility and equity?


Teaching R for the first time, and many students are first-time programmers. I’m reminded of teaching French in terms of how easy it is to take for granted things that aren’t obvious to beginners.


I brought up the federal German elections in class today to make a point about WordPress; I’d say it made sense in context, but I can’t promise that was true for the students!

🔗 linkblog: just read 'Kids who grew up with search engines could change STEM education forever - The Verge'


Very interesting to think about how mental models re: file storage may be changing.


I have finished the article review I was a week behind on, so now I just need to tackle the two-weeks-late and six-weeks-late projects on my plate. After I get the course prep done that I was hoping to do yesterday.


Unsatisfied with the Intro to Data Science textbook I’ve inherited. Fortunately, an earlier version is Creative Commons-licensed, as are some other fantastic resources. Guess who’s going to remix himself a new textbook for next Fall!


Looks like the NSF is now using the term STEAM, which just makes me dislike the term even more.


I know I’m going to make plenty of mistakes teaching Intro to Data Science for the first time, but one thing I’m already proud of is teaching my students to use <code> tags to format code and output in their Canvas posts.


I often think of Nel Noddings’s argument that while increasing women’s participation in STEM is a must, we haven’t achieved victory until we’ve also increased men’s participation in historically-feminine fields.


I just had to annotate a class reading to explain first that “AIM” stands for AOL Instant Messenger and second what instant messaging was, all because I wasn’t sure my students would understand either. This makes me uncomfortable.