Who We Are
Grounding EdTech is a digital magazine for educators, builders, and curious minds trying to make sense of educational technology and the systems that shape it. We cover AI, EdTech, instructional design, education policy, trade, and the infrastructure of the digital economy. Our writers break down complex topics into clear, practical insights. Because understanding how things work is the first step to making them better.
Our Vision
To build an online education ecosystem that is as rich, rigorous, and human as any physical classroom.
The Problem
For all the promise of online education, something fundamental is missing.
Most online learning today is a collection of disconnected parts: a video platform here, an assessment tool there, a discussion forum somewhere else. Each player works separately, building their own piece of the puzzle without a shared blueprint. The result is a fragmented experience for students and a logistical nightmare for educators.
Meanwhile, physical education has centuries of refinement. By the early 1900s, we had standardized how schools work: grade levels, curricula, teacher training, and accreditation. A shared language. A common infrastructure.
Online education hasn’t reached that point yet. We are still in the early days. Inventors tinkering in isolation, building tools that do not quite fit together, leaving educators to patch the gaps themselves.
Our Mission
Grounding EdTech exists to change that.
We believe that online education can be as rich, as rigorous, and as human as any physical classroom. But getting there requires more than better tools. It requires rethinking the entire ecosystem.
We write about the forces shaping digital learning: the AI tools, the platform policies, the data rules, the infrastructure that makes it all possible. We explore how these pieces connect and where they fall short. We ask the hard questions about who gets access, who builds the systems, and who benefits.
Our goal is simple: to help educators, builders, and curious minds make sense of the complexity, so that together, we can build online learning that actually works.
Work With Us
We’re always open to collaborating with organizations, brands, and creators who share our mission to improve online education. Whether you’re interested in:
- Sponsored content or advertising
- Guest contributions or partnerships
- Consulting or speaking engagements
…we’d love to hear from you.
Meet The Team
Scott Portico — Trade & Policy
Scott writes about policy, data governance, tax, customs, and infrastructure. He spent years navigating trade negotiations and regulatory frameworks across multiple continents, which taught him that the rules of the digital economy are rarely written with educators or small businesses in mind. He believes that if you want to build something that lasts, you need to understand the systems it sits inside.
Elizabeth Cornwell — Trade & Policy
Elizabeth covers fintech and AI compute. Her background is in financial systems and technology infrastructure, working at the intersection of money movement, data flows, and compute access. She is driven by a simple question: who gets to build, who gets locked out, and what does it take to change that?
Michael Mwaura — AI
Michael tracks the world of artificial intelligence—from new tools to compute access, from classroom applications to ethical questions. He has spent years studying how emerging technologies move from research labs to real-world use, and he cares deeply about who gets included when the future is being built.
Janet Mwaura — Opportunities
Janet curates opportunities: grants, fellowships, competitions, and funding calls for educators and builders. She has spent time on both sides of the application desk—reviewing proposals and writing them—and knows that great ideas often fail simply because founders do not know where to look. She is here to make sure good work finds the support it deserves.
Danielle Thomas — Education
Danielle writes about pedagogy, classroom practice, learning differences, and curriculum design. She has worked across schools, teacher training programs, and curriculum development teams, always returning to the same conviction: good teaching is about connection, not technology. She believes that the tools should serve the teacher, not the other way around.
John Gitonga — Instructional Design
John covers instructional design—foundational skills, emerging trends, tools, and portfolio advice. He has spent years building courses, training designers, and figuring out what actually helps people learn. He believes that great design is invisible: it makes learning feel effortless, even when the thinking behind it is anything but.
Faith Mundia — EdTech
Faith writes about learning engineering, platform reviews, industry trends, and research. She has spent the last decade at the intersection of education, technology, and strategy—building tools, leading campaigns, and trying to make sense of a field that moves too fast for most of us to keep up. She started Grounding EdTech because she believes that if we are going to build the future of learning, we need to understand the systems we are building it on.
