How has your teaching changed as a result of this course?
This course has completely shifted how I approach teaching from both a pedagogical and design perspective. I've begun to see physical teaching aids—like name plates or bioplastic planting pots—not just as classroom objects, but as powerful, intentional tools for learning that embody identity, inquiry, and engineering thinking. What has especially deepened my practice is a growing curiosity about the role of materiality—how the textures, behaviors, and affordances of materials invite different kinds of thinking. Engaging with materials through "tinkering"—a blend of thinking and tinkering—has shown me how making can spark inner thought processes, reflection, and meaning-making that goes beyond verbal expression. I’ve come to believe that sometimes it is the doing, the manipulating of materials, that opens up new cognitive pathways even before words are formed. Rather than simply facilitating dialogue, I now see my role as creating the space where students can wrestle with ideas in their hands and bodies first, and then translate those embodied insights into conversation, design, or writing. My teaching is more interdisciplinary now, integrating science, literacy, and design through the lens of sustainability and student empowerment. I feel more like a co-designer and curious guide, walking alongside students as they learn through making, observing how ideas unfold through their interactions with materials.
What are some concepts that you would like to learn more about?
I want to find easier, more natural ways to bring technology into my teaching—not as something extra or overwhelming, but as a tool that supports and expands the kind of learning I already value. I’m interested in deepening how I use digital tools, not just for engagement, but to add new dimensions to student thinking, creativity, and identity work. I also want to experiment more with AI, especially as a partner in design, planning, and differentiation. I see AI as a tool that can support idea generation, language development, and adaptive feedback—particularly helpful for multilingual learners and students with diverse needs. Ultimately, I want to grow in confidence and creativity with technology so I can model that curiosity for my students and help other teachers do the same.
How can you support other teachers in your practice to use digital fabrication with their students?
I can support other teachers by sharing approachable entry points—like the name plate project—that blend student identity, literacy, and hands-on making in meaningful ways. These projects lower the barrier to entry and show that digital fabrication doesn’t have to be intimidating or tech-heavy to be impactful. I know many educators have a lot to contribute, even if technology isn’t “their thing,” so I’d love to engage in more collaborative work that honors their existing strengths—whether that’s in storytelling, classroom culture, curriculum design, or project-based learning. I can help demystify tools like Inkscape and the Glowforge by modeling how to create simple, purpose-driven artifacts, and I’m excited about how tools like AI can act as creative design partners, helping teachers brainstorm, visualize, and plan projects even if they’re new to fabrication. Ultimately, I want to help build a culture where teachers feel empowered to experiment, take creative risks, and see themselves as designers—because they already are. I see my role as a thought partner who encourages curiosity, collaboration, and growth over perfection.