My research focuses on how childhood is being reconfigured by changes in technology. I study how children are learning to take care of technologically-mediated environments and the ways in which care and maintenance serve as a basis for learning and teaching. I am interested in how children, families, teachers, and caregivers design for learning in a time of rapid technological development and accelerating climate change. In addition, I am collaboratively developing novel qualitative approaches to examining sociotechnical and socioecological infrastructures that underlie learning and teaching.