Researcher
My research is particularly concerned with the cognitive and cultural effects of digital media, and how education can respond in meaningful and critical ways. Through classroom-based inquiry, I investigate the potential of material-based learning, embodied pedagogy, and reflective visual practices as ways of supporting deeper forms of attention, interpretation, and critical thinking.
Alongside this, I engage with education policy, examining how digital strategies in schools often prioritise technological integration without fully addressing the ethical, cognitive, and pedagogical implications of digital environments. My work aims to bridge this gap by connecting policy critique with practical, classroom-based approaches.
Research Report
This study explores the potential of material-based strategies for learning in the art classroom in response to the critical and cognitive effects of digital media among adolescents.
An action-research-based methodology was employed over 10 weeks with 17 students in an Irish secondary school. Data was collected through questionnaires, observational field notes, and a reflective research diary.
The findings indicate a clear disconnect between the students' awareness of their digital habits and their understanding of its cognitive effects. Material-based interventions helped students to reflect on the limitations of digital media, and physical encounters with artworks were found to enhance attention, engagement, and reflective thinking. Additionally, embodied demonstrations were seen to help deeper visual analysis, which assisted students in moving beyond surface-level interpretations.
The study suggests that the art classroom offers a unique space to foster critical engagement with digital media through experiential, material and embodied learning.
Policy Casing
This essay looks at the Digital Strategy for Schools to 2027 policy document within the context of Irish secondary-schools.
It argues that the policy takes a largely techno-optimistic view of digital technology, while not fully engaging with some of the more complex issues it brings. In particular, it highlights the lack of attention given to the cognitive and psychological effects of screen use on adolescents, as well as the limited discussion around the ethical and ideological dimensions of digital platforms. It also argues that the policy’s understanding of digital literacy is too focused on skills, rather than critical engagement.
Drawing on a technoethical perspective, this essay suggests that digital technologies are not neutral tools, but shape how students think, behave and understand the world. It concludes that the policy needs to go further in preparing teachers and students for these realities.