I am Senior Lecturer in Digital Education at the University of Edinburgh, and a member of the Centre for Research in Digital Education. My published work includes critical perspectives on educational technologies, the mobilities of digital education particularly for marginalised groups, and futures educational research.

At the University of Edinburgh, I am PI on the Mastercard Foundation-funded project Practitioner Networks and Digital Inclusion for Higher Education in Sub-Saharan Africa, PI on the Royal Society of Edinburgh (RSE) funded Connected Policy, Practice and Accreditation: Connected Refugee Education in Ugandan Higher Education project, PI on the GCRF-funded Digital Education Africa cluster, Co-I on the Digital Education for change makers in sub-Saharan Africa project, Co-I on the Mastercard Foundation-funded Foundations for All project, and Co-I on the Universal Secondary Education in Asia Pacific project. I was a core team member of the Future University Lab at Una Europa (2019-2023). I work often with the Connected Learning in Crisis Consortium on forced displacement research throughout Sub-Saharan Africa.

I was the PI on the Exploring the Teacher Function: Continuing Interventions in Automated Teaching project and worked on the Near Futures Teaching project, and was formerly part of the NERC Research for Emergency Aftershock Response project. I was an Assistant Professor at Hankuk University of Foreign Studies in Seoul, Korea for many years. I am also a Director and Co-Founder of Panoply Digital, a consultancy dedicated to appropriate use of educational technologies in developing contexts.

My research focuses on the critical examination of the mobilities exhibited by groups and sectors in flux and how technology is used to both structure and manage these mobilities. Post-Brexit, with greater concentrations of international students, displaced peoples, and refugees, with the unbundling of labour and education, with a global edtech regime emerging in developing contexts that can unmoor local educational expertise and displace higher education as a vehicle for social mobility, this research focuses on frameworks to investigate these movements holistically and to begin to address the larger intractable challenges that may stunt educational progress in development contexts. I routinely employ mobilities frameworks to identify “the distribution of agency between people, places, and material assemblages of connectivity” (Sheller, 2017) and the role digital education might serve in an increasingly unbundled intersectional environment.