EdTech Mission Statement:
I believe that technology can be leveraged to set students and educators up for success. As an educational technologist my main goal is to provide students with the 21st Century skills they will require to thrive in the increasingly technology reliant society we live in. Having worked with underprivileged students, I see clearly the need to address issues like the Digital Divide and even the playing field for all young Americans. I am dedicated to removing technology roadblocks that prevent educators from attempting to utilize new technologies and strategies. As a technology coach, I have helped experienced and new educators alike to integrate technology into lessons in a seamless way that does not detract from their lesson objectives. I’ve shown educators that incorporating tech tools can help improve the quality of student products, increase the efficiency of their work and provide students with new skills that can be used in many applications throughout their academic careers.

Since 2011, I have been working as an educational technologist for a very unique museum education program called School in the Park (SITP). Take a look at my About page to learn more about SITP. In March of 2018 I completed a Masters of Educational Technology degree at Boise State University (BSU) and received a graduate certificate as a Technology Integration Specialist. I have also recently become a volunteer with the Rosa Parks Robotics Club #gotigercubs.

On this page you will find examples of my work with the School in the Park program as well as examples of technology-rich lesson plans and projects that I developed for the Masters of Educational Technology program at BSU.

SITP Program Projects

Graphic Design Project - 7th Grade
As an educational technologist for the School in the Park program, I was given many opportunities to help the museum educators and SITP staff integrate technology tools and strategies into unique learning activities. The most recent project I developed was to help integrate authentic graphic design software into a poster design project for 7th graders attending SITP at the Old Globe.

After learning about the story and themes of Romeo & Juliet, students watch career connection videos about theatre related careers and select a culminating activity project related to one of those careers. The students who select the graphic design project were tasked with creating a theatre poster for a fictional production of Romeo & Juliet. Although the educator had begun to be more and more open minded to technology integration in her lessons, she was reluctant to include the use of digital tools for the project due to time restraints. She was also skeptical that including the technology would not detract from the lesson objectives, to show the students’ understanding of the themes and story of the play through visual means.

Previously, students had used large sheets of tinted paper to hand draw their designs using markers and this was very time consuming. Although a few naturally gifted students created high quality artwork for their posters, many simply copied the example posters and the posters did not necessarily reflect their understanding of the play or provide them with any new skills. Using iPads Minis and Adobe Spark Post, I was able to develop a lesson plan that set the students up for success. Despite the very short time window of 2-3 hours, I was able to successfully introduce the students to the fundamental principles of design, an abbreviated design process and teach them how to use the digital tools they could leverage to develop high quality poster designs in a very short time frame.

Using Skitch on a teacher iPad, I photographed theatre posters in the Old Globe plaza and annotated over the images while introducing the students to the Four Principles of Design, Contrast/Alignment/Proximity/Repetition (ref). Later, when the students created hand drawn designs for their own posters, I used the Skitch at once more to annotate over their designs and apply the principles of design to their work directly. Although the students did not have to take the advice, I found this to be a powerful way to provide feedback with a somewhat objective approach.

Finally, the students were ready to recreate their sketches using Adobe Spark Post. I briefly showed the students how to set up and format their design in the app and how to add/replace graphic elements like text, icons and photos. The students that who had had the most trouble focusing were suddenly engaged and had their heads down working quietly. The effect was so shocking that the classroom teacher pulled me aside and asked me to reflect on how quiet the entire class had become as a result of the change in tone from the design group.

The students rapidly created their designs and became more and more inspired by their new ability to create artwork of a higher quality. I heard students say things like “I’m going to use this for school projects” and ask me if they could download the app to their smartphones. One student told me they did not know they were capable of making art like that. Due to the fact the students had already designed their posters offline on paper, it was more challenging for them to recreate the designs rather than simply throwing images together that looked interesting. This clear thread of thoughtful decision making was useful to the students when explaining their designs to other students and educators.

Although we printed the designs after the lesson on the day before the presentation, students were given the opportunity to fine tune their final digital submission for grading. Many worked diligently to perfect their design while other groups had lost interest and focus in the work by that stage. The printed designs were added to a presentation board similar to that which the other groups had developed for their projects, and presented the posters along with the process they had used to develop them.

The students were very proud of their work and the educators were pleased with the results. One of the teaching artists even said the poster designs were better than real theatre company posters for productions he had been in. I believe the key to the successful integration of the technology was that the students were provided with knowledge and skills that they could actively apply using the digital tools rather than simply being handed ipads and figuring out how to use the app themselves. If that had been the case the students would have likely produced higher quality work than the physical paper posters but they would not have learned the skills they could take forward with them or have been challenged to create something specific using the app.

Pre Visit Videos
Before I learned about project-based learning at BSU, I intuitively recognized the need for some kind of ‘entry event’ for the students that would take place before they visited a given museum for a 1 or 2 week rotation. The program had previously asked museum educators to visit the school site one or two weeks prior to a class visit to meet the teacher and students and introduce the lessons they would learn at the park. Due to the issue of time and logistics this was inconvenient to most of the museum educators and many did not make it to the classroom. As such, I developed a plan to create introductory videos starring the museum educators.


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I am an educational technologist and artist from Dunedin, New Zealand. I've been living in San Diego, California for over a decade now with my wife and usually 1-2 dogs. I love working with students of all ages and helping to remove technology roadblocks for them to develop 21st Century skills of their own. In my spare time I work on art projects across many mediums. I have a great deal of experience as a contemporary bone carver and I have begun working on larger scale wood carvings. I enjoy drawing, painting and photography as well. I have also spent several years working as a freelance graphic designer.

I am most inspired by my wife, a beautiful scientist/engineer and incredibly gifted artist. We love living in San Diego visiting the beaches, spending time with our friends and renovating our house. We have also been known to play the occasional video game and our favorite thing to do is travel and explore. If it's not obvious, we adore our two Boston Terriers Molly and Boss Monster.

Professionally, I work as an educational technologist helping students and educators leverage technology tools and strategies to enhance and reshape their lessons. I started this career path in 2011 when I was hired as the Technology Facilitator for the School in the Park Program (SITP). The charity funded program brings underprivileged students from San Diego’s inner city to the vibrant museums and cultural institutions in the park. There they learn as part of their school day completing hands on activities in authentic settings, similar to project-based learning. The institutions I worked with include the San Diego Zoo, the Old Globe, theNAT (San Diego Natural History Museum) , MoPA (Museum of Photographic Arts), and SDMA among others.

As an artist my best work is in bone carving. I was first introduced to the Maori tradition of carving bone pendants as jewelry when I was still in high school in New Zealand. By this stage I loved to draw but had never considered creating something in three dimensions. I loved the process of transforming something many people would consider as dog food into fine art. I immediately designed my own carvings and gave them to friends and family as my skills developed. The lessons I have learned as a carver have shaped my outlook and approach to life. Even in my work as an educational technologist I tend to over design then remove what is not necessary.

I created my own bone carving brand around 2008 called Studio Tapu. Since then I have sold carvings all over the world and I have met some really fun and interesting people through this medium. Bone carving will likely never pay the bills but it will always be a part of who I am. I put Studio Tapu on hold while I focused on developing my skills as an educational technologist but I have recently began converting my garage into a carving studio and I plan to develop my skills in wood carving as well.

In addition to Studio Tapu, I have spent a lot of time developing my creativity and skills in drawing and painting. Pollutopia started as a project I had hoped would call attention to what is known as the Great Pacific Garbage Patch. A real world place where absurd amounts of plastic waste have gathered polluting the Pacific Ocean. As a fan of pop-surrealism, I began drawing and painting monster characters that could live in the polluted waters. I have spent years drawing these characters just for fun but I hope to bring the project into fruition in the near future. For now, most of the Pollutopians live in my head and the secrets of the kingdom are safe.

Over the years I have worked at several museums in San Diego and supplemented my income with freelance graphic and web design work. I worked as the Web Store Coordinator at the Museum of Contemporary Art San Diego and learned about photography while taking photos of the products. I loved being immersed in the art world and I really miss working at that museum but I got a job working as a Assistant Graphic Designer and Exhibit Designer at the San Diego Automotive Museum and continued developing my skill set there. As with any job, I through myself into the work there and learned a great deal about american cars and Southern California car culture. I was able to help design exhibits and create artwork as backdrops for the vehicles. Working with the gift store staff I developed illustrations and designs for products in the store.

The last of my obsessions and passions is photography. I invested in a Canon T3i several years ago and have really enjoyed capturing photos of family, friends, and nature. My main focus is photographing old broken down vehicles that have decayed and rusted to bits. I have been obsessed with these kinds of images since I was young. It brings me great joy to hunt for the vehicles when my wife and I travel and I enjoy the process of editing and refining the images using software like Adobe Photoshop. I do photography for fun but it has come in handy in my work as a designer and educational technologist.

Boise State University, Idaho, USA — Masters in Educational Technology
MARCH 2018

Boise State University, Idaho, USA — Graduate Certificate Technology Integration Specialist

University of Otago, New Zealand— Bachelor of Arts
Double Major: Art History and Theory, Film and Media Studies
Minor: Religious Studies
JULY 2006

National School of Business Studies, New Zealand — Diploma in Illustration

National College of Design, New Zealand — Diploma in Computer Aided Graphic Design
MARCH 2001



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