{"id":152,"date":"2026-09-12T15:39:00","date_gmt":"2026-09-12T22:39:00","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru328\/?p=152"},"modified":"2026-09-12T21:23:10","modified_gmt":"2026-09-13T04:23:10","slug":"fiona-carroll-a-career-spent-molding-and-shaping-the-world-of-edtech","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru328\/fiona-carroll-a-career-spent-molding-and-shaping-the-world-of-edtech\/","title":{"rendered":"Dr. Fiona Carroll: A Career Spent Molding and Shaping the World of Edtech"},"content":{"rendered":"\n

Fiona Carroll is an \u201caccomplished academic\u201d (Dashti et al., 2022a, p. 84) whose work in Human-Computer Interaction emphasizes relationality of humans and digital technologies. Carroll\u2019s many interdisciplinary projects inform and converge with the field of educational technology (edtech). I was drawn to Carroll\u2019s interplay of technology with aesthetics<\/a> (Carroll et al., 2023; Carroll et al., 2022; Carroll et al., 2020), creativity<\/a> (Dashti et al., 2022a), and design<\/a> (Carroll et al., 2026). Initially, discovering Virtual Reality (VR) pottery in edtech (Guan et al., 2021) left me skeptical. How could it be pottery without physical access to the expressivities of clay? However, Carroll\u2019s work expanded my perspective by appealing for technological refinements through enhanced sensory engagement, while also recognizing VR as nurturing creativity and artistic self-confidence (Dashti et al., 2022b).<\/p>\n\n\n\n

For Carroll, learning is experiential<\/a> (Carroll et al., 2022), embodied<\/a> (Dashti et al., 2022b), and grounded in social constructivism (Weller, 2020). Within learning spaces and the community, Carroll sees inclusive access<\/a> to technology as paramount to learning (Carroll & Dastjerd, 2026). Weller (2020) asserted that it is \u201cthe social responsibility of educators both in reinforcing the position of technology and in exposing students to potentially harmful environments\u201d (Chapter 25). Rather, Carroll considers it a shared responsibility<\/a> of teachers and<\/em> the technology (Carroll & Dastjerd, 2026).<\/p>\n\n\n\n

Perhaps this belief led Carroll to her most recent work advancing digital literacy and ethical use of tech, which I believe to be her most impactful contributions to edtech. Carroll et al. (2026) asserted, \u201cit is not enough to ask what technologies can do for us; we must also ask what they should<\/em> do for us\u201d (p. 2, emphasis in original). Carroll pushes the possibilities in edtech, while staying true to a critical, human-centered approach<\/a> (Carroll & Calderon, 2021; Carroll et al., 2026;). Much like a seasoned ceramicist, virtual or otherwise, Carroll emboldens edtech to slow down and examine for technological cracks.<\/p>\n\n\n\n

Transparency Statement<\/strong><\/p>\n\n\n\n

Artificial Intelligence was minimally used in the creation of this assignment. Occasionally, I put an isolated query into google which now has an automatic AI suggestion. For example, \u201cDo you capitalize chapter 25 in a parenthetical citation without a page number APA 7?” and \u201cdoi for 25 years of ed tech<\/em>\u201d. I also accepted an underlined spelling or grammar correction from Microsoft Word and on a few occasions clicked the \u201cget citation\u201d button on the Royal Roads Lean Library extension as a starting place for my reference list. No Generative AI was used otherwise. I referenced my hardcopy of the Publication Manual of the American Psychological Association (7th<\/sup> Edition) for reference guidance, utilized the RRU Writing Center, and received a final proofread from my mother-in-law. When viewing the assignment initially, I made the decision not to use AI due to the requirement of the plan and reflection, and I stuck to that plan.<\/p>\n\n\n\n

References<\/strong><\/p>\n\n\n\n

Cardiff Met completes innovative digital skills project for young people. (2026, June 24). Cardiff Metropolitan University News. https:\/\/www.cardiffmet.ac.uk\/news\/2026\/cardiff-met-completes-innovative-digital-skills-project-for-young-people.php<\/p>\n\n\n\n

Cardiff Metropolitan University. (2021, July 6). BSc (Hons) computing with creative design at Cardiff Met – degree highlights<\/em> [Video]. YouTube. https:\/\/www.youtube.com\/watch?v=GdeuwCzOzb0&t=157s<\/p>\n\n\n\n

Carroll, F., & Calderon, A. (2021, October 7). Instagram kids: Tech development must move from usability to safety. The Conversation. <\/em>https:\/\/doi.org\/10.64628\/AB.w5tf4uhph<\/a><\/p>\n\n\n\n

Carroll, F., & Dastjerd, S. G. (2026). Digital literacy as a modern necessity: Insights from developing an inclusive digital culture in Welsh communities. Community Development, 57<\/em>(4), 618\u2013636. https:\/\/doi.org\/10.1080\/15575330.2026.2661176<\/a><\/p>\n\n\n\n

Carroll, F., Pigott, J., Taylor, A., Thorne, S., & Pinney, J. (2023). Creative environmental exhibition: Revealing insights through multi-sensory museum experiences and vignette analysis for enhanced audience engagement. Heritage<\/em>, 7<\/em>(1), 76\u201394. https:\/\/doi.org\/10.3390\/heritage7010003<\/p>\n\n\n\n

Carroll, F., Slattery, D. M., Renaud, K., & Bauerly, K. E. S. (2026). Understanding people: Extensions of human\u2013computer interaction. Design Science, 12, <\/em>Article e3. https:\/\/doi.org\/10.1017\/dsj.2025.10047<\/p>\n\n\n\n

Carroll, F., Taylor, A., & Pigott, J. (2022, May 25). How the scientific equivalent of impressionist paintings can make you feel data. The Conversation.<\/em> https:\/\/doi.org\/10.64628\/AB.ht4stk5th<\/a><\/p>\n\n\n\n

Carroll, F., Webb, M., & Cropper, S. (2020). Investigating aesthetics to afford more ‘felt’ knowledge and ‘meaningful’ navigation interface designs. In E. Banissi, F. Khosrow-Shahi, A. Ursyn, M. W. McK. Bannatyne, J. M. Pires, N. Datia, K. Nazemi, B. Kovalerchuk, J. Counsell, A. Agapiou, Z. Vrcelj, H.-W. Chau, M. Li, G. Nagy, R. Laing, R. Francese, M. Sarfraz, F. Bouali, G. Venturin, … M. S. Mabakane (Eds.), 2020 24th International Conference Information Visualisation,<\/em>(pp. 214\u2013219). Institute of Electrical and Electronics Engineers. https:\/\/doi.org\/10.1109\/IV51561.2020.00043<\/a><\/p>\n\n\n\n

Carroll, L. (2022, July 18). DTLSN in Blaneau Gwent. <\/em>[Video]. Youtube. https:\/\/www.youtube.com\/watch?v=MzXdRveLkXo&t=198s<\/p>\n\n\n\n

Dashti, S., Navarro-Newball, A. A., Prakash, E., Hussain, F., & Carroll, F. (2022a). Digital twin for virtual pottery. In A. Sierra Rativa, S. C. Bernal, J. M. Escobar, A. A. Burbano Lopez, A. A. Navarro-Newball, M. Postma, & M. van Zaanen (Eds.), XR academia<\/em>: Research and experiences in virtual reality, augmented reality, mixed reality, and artificial intelligence in Latin America and Europe. <\/em>(pp. 63\u201384). <\/em>Open Press Tilburg University. https:\/\/doi.org\/10.26116\/6wmr-t534<\/a><\/p>\n\n\n\n

Dashti, S., Navarro-Newball, A. A., Prakash, E., Hussain, F., & Carroll, F. (2022b). PotteryVR: virtual reality pottery. The Visual Computer<\/em>. 38<\/em> (4035\u20134055). https:\/\/doi.org\/10.1007\/s00371-022-02521-2<\/a><\/p>\n\n\n\n

Guan, J.-Q., Wang, L.-H., Chen, Q., Jin, K., & Hwang, G.-J. (2021). Effects of a virtual reality-based pottery making approach on junior high school students\u2019 creativity and learning engagement. Interactive Learning Environments, 31<\/em>(4), 2016\u20132032. https:\/\/doi.org\/10.1080\/10494820.2021.1<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Fiona Carroll is an \u201caccomplished academic\u201d (Dashti et al., 2022a, p. 84) whose work in Human-Computer Interaction emphasizes relationality of humans and digital technologies. Carroll\u2019s many interdisciplinary projects inform and converge with the field of educational technology (edtech). I was drawn to Carroll\u2019s interplay of technology with aesthetics (Carroll et al., 2023; Carroll et al., […]<\/p>\n","protected":false},"author":348,"featured_media":154,"comment_status":"open","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4,1],"tags":[],"class_list":["post-152","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lrnt523","category-uncategorized","entry","has-media"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru328\/wp-json\/wp\/v2\/posts\/152","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru328\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru328\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru328\/wp-json\/wp\/v2\/users\/348"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru328\/wp-json\/wp\/v2\/comments?post=152"}],"version-history":[{"count":4,"href":"https:\/\/malat-webspace.royalroads.ca\/rru328\/wp-json\/wp\/v2\/posts\/152\/revisions"}],"predecessor-version":[{"id":158,"href":"https:\/\/malat-webspace.royalroads.ca\/rru328\/wp-json\/wp\/v2\/posts\/152\/revisions\/158"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru328\/wp-json\/wp\/v2\/media\/154"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru328\/wp-json\/wp\/v2\/media?parent=152"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru328\/wp-json\/wp\/v2\/categories?post=152"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru328\/wp-json\/wp\/v2\/tags?post=152"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}