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Powerful technologies are becoming part of ordinary life faster than we are learning how to use them well.

AI is the clearest example right now, but it is not the only one. Social media platforms, recommendation systems, educational tools, and digital interfaces already shape how people think, learn, socialise, work, and make decisions. These systems are not neutral background infrastructure. They change behaviour. They create incentives. They decide what becomes easy, what becomes addictive, what becomes invisible, and what starts to feel normal.

I do not think the answer is to reject these technologies outright. I also do not think we can afford to adopt them passively.

The work that interests me sits somewhere in the harder middle: how do we use powerful tools without letting them hollow out the human parts of learning, creativity, judgement, and community? How do we design better defaults? How do we help people understand what these systems are doing, instead of leaving them to adapt alone?

Right now, most of my work is focused on AI in higher education. That feels like one of the clearest places to start. Universities are not just reacting to AI; they are helping shape the next generation of people who will use it, build with it, regulate it, and live alongside it.

Students need more than bans, vague warnings, or silent permission to use AI however they want. They need practical guidance. They need space to understand what these tools are good at, where they fail, when they should be avoided, and how to use them without outsourcing their own thinking. Educators need support too: not just policies, but tools and frameworks that help them respond thoughtfully.

That is where a lot of my current work sits. I am interested in building AI tools and learning experiences that help students and educators use these systems more responsibly. That might mean AI feedback tools, classroom activities, policy ideas, project prototypes, or writing that helps make the risks and opportunities easier to understand.

But this site is not only about AI in education.

I am also interested in healthier uses of technology more broadly. Social media is one obvious example. Australia’s under-16 social media ban points toward a real problem: many digital platforms are not designed around human wellbeing, especially for young people. But I am not convinced that blunt restrictions are enough. I am more interested in what better alternatives could look like: healthier interfaces, slower feeds, stronger user control, better defaults, and tools that help people use the internet without being consumed by it.

So this site is a place for my writing, projects, and experiments around those questions.

Some pieces will be essays. Some will be project notes. Some may be reflections on AI, education, design, policy, or the strange ways people are learning to live with new technology. Some projects may be serious; others may be small prototypes or playful experiments. The thread connecting them is an interest in technology that expands people’s agency rather than quietly taking it away.

I am still figuring out exactly where this work leads. But this is the direction I care about: helping people use powerful tools well, building better defaults where I can, and contributing to a future where technology is something we shape deliberately rather than something we simply inherit.