I am a professional editor, historian, and digital education innovator. As a worker with words, the past, and technology, I'm deeply involved in how teaching and writing about the past connects us to each other, and especially in new and novel ways that redefine social group boundaries.

For me, both history and education (and hence educational technology) should be oriented toward the compass point of asking disruptive questions. The content should challenge assumptions, and the edtech should show students what disruptive thinking can do in the world. In other words, education should not only teach students to ask their own hard questions, but how to answer them as well.