How it all started...

Before entering the classroom, I spent over a decade working as a graphic designer across print media and local government, while completing my education degree through distance study. That background shaped how I think about clarity, communication, and design - the skills I now bring directly into the resources I create for teachers. I graduated in 2018 and began my teaching career in 2019.

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My first full-time teaching position was at a small public high school just half an hour from home. With supportive colleagues, smaller class sizes, and meaningful opportunities for one-on-one learning, it was the ideal place to begin my teaching journey. It remains the catalyst for my “bursting-at-the-seams” enthusiasm for the profession, an energy that still underpins my work today.

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Like many teachers, my early years in the profession were shaped by challenges beyond my control. Late nights, weekends, and constant planning, marking, and reporting - it all slowly became the norm. My wellbeing slipped to the bottom of the priority list, something many early-career teachers experience without realising until they’re completely depleted.

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With time, experience taught me what I now call the curated juggle: the hard-earned, often invisible art of technology teaching. The mental and physical exhaustion felt at the beginning is not failure - it’s inexperience, and that’s normal. Real learning comes from doing things the hard way before doing them well. No amount of expert advice can replace lived classroom and workshop experience.

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What I couldn’t shake, however, was the idea that this journey had to be navigated alone. Too often, meaningful support arrives only after burnout, rather than before it. Teaching is a fast-paced, unpredictable, and time-poor profession, and for technology teachers, particularly those working in isolated or regional contexts, opportunities to learn from others can be limited.

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Yet the knowledge gained through years of experience is incredibly valuable. When shared well, it can lighten the load for others still finding their feet.

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That realisation led to a simple question: How can technology teachers, especially those new to the profession, be better supported without adding to their workload?

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The Technology Educator™ was created in response to that question.

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This space exists to provide practical, visually clear, classroom-ready resources designed by a practising technology teacher who understands the realities of the role. My aim is to support teachers by sharing experience, insight, and tools that make teaching technology more sustainable, confident, and enjoyable.