I believe technology in education is only as powerful as the human intention behind it. The best tools don't replace connection, but rather they create more room for it. My work with educational technology is guided by the question: does this make learning more accessible, more equitable, and more human?
In my practice at the community college level, I've seen firsthand how the right technology, when thoughtfully implemented, can lower barriers for students who have historically been underserved by traditional instruction. That belief shapes every artifact in this section.
Used to create accessible, visually engaging instructional materials and student-facing resources.
Produced instructional video content for asynchronous learning environments and training.
Facilitated collaborative document creation, feedback loops, and resource sharing with students and colleagues.
Designed and structured course content with attention to UDL principles and equitable access.
Exploring ethical, equity-minded applications of AI tools in instructional design and student support contexts.
Facilitated real-time collaborative activities that invite all students into the conversation.
A curated set of free tools for faculty looking to increase UDL in their Canvas courses and online assignments. Content organized by Engagement, Representation, and Action & Expression.
A training module for educational workspaces on identifying and reporting title IX discrimatory behaviors in the workplace.
A Canvas LMS module built using Universal Design for Learning principles, designed to support diverse community college learners.
A critical analysis of three commonly used educational technology tools through an equity lens, identifying barriers and proposing design alternatives.
The most important thing technology has taught me is that the tool is never neutral. Every design decision from font size, color contrast, to navigation structure, is a choice about who belongs and who has to work harder to get in. I want my work to make that door a little wider every time.
— Sarah Schmidt, IDT Graduate Student, CSUSB