Coming to the research
Teaching often progresses at a pace where significant moments may pass almost unnoticed. For example, a circuit may fail and be quickly repaired, a student may pose an unexpected question, or a lesson may shift direction when a device behaves differently than anticipated. For teachers engaged in physical computing, such occurrences constitute the everyday rhythm of classroom life. Due to their frequency, the significance of these moments can remain obscured within the ongoing flow of professional practice.
This research commenced by intentionally interrupting this continuous flow.
By revisiting these moments and examining them through a phenomenological lens, the study investigates what becomes apparent when teachers' lived experiences are foregrounded. Through interviews with computing teachers and analysis of the narratives that emerged, the research aims to understand how the teaching of physical computing is shaped by interpersonal relationships, material resources, institutional expectations, and the everyday judgments made in practice.
About me
My professional career has been deeply rooted in computing education.
I began my career as a secondary school teacher and senior leader, subsequently working with schools, universities, and national programmes to advance computing, cyber, and digital literacy education. Over the past two decades, I have collaborated with educators throughout the UK to design curriculum initiatives, professional learning programmes, and research-informed strategies for computing education.
A significant portion of this work has focused on supporting teachers in integrating physical computing technologies, including microcontrollers, sensors, and robotics, into classroom practice.
These experiences have highlighted the complexity of teaching computing in contemporary schools, which requires balancing curriculum demands, adapting to evolving technologies, maintaining professional identity, and meeting institutional expectations.
Research focus
This study is grounded in three core concepts that inform my work presented on this site:
Care in Teaching
Teaching physical computing requires ongoing acts of care, such as troubleshooting devices, supporting students, mentoring colleagues, and sustaining learning when challenges arise.
Interpretation Through Crafted Stories
Narrative accounts provide a means to understand teaching experiences as lived moments rather than as isolated quotations.
Professional Identity
Teachers’ values, experiences, and commitments influence their responses to curriculum changes, technological uncertainty, and institutional expectations.
Continuing the work
In parallel with this research, I actively collaborate with educators, universities, and organisations to enhance education in computing, cybersecurity, and digital skills.
These efforts encompass supporting teachers' professional development, leading research-informed programs, and contributing to initiatives that promote equity, inclusion, and participation in computing education.
This work consistently addresses a central concern of the research:
How is the meaning of computing education revealed through teachers' lived experiences as they navigate technical systems, professional relationships, and the institutional dynamics of schools?
In the quiet moments where practice pauses, understanding begins to emerge.