What does it mean to be a “techno-Victorian” in today’s rapidly evolving educational landscape? JD Williams embodies this fascinating philosophy, prioritizing human autonomy while thoughtfully embracing technological augmentation. Our conversation explores this delicate balance at a time when screens increasingly separate us from authentic connections.
Drawing from her rich experiences across diverse educational environments—from urban Montreal to remote Arctic outlets — JD shares the pivotal moments that shaped her understanding of education’s possibilities and limitations. She articulates a profound distinction between schooling and education, questioning whether standardized approaches can truly serve each student’s unique needs. This disconnect ultimately led her to establish Pinnacle Educational Services, where she works “system-adjacent” as a champion for dedicated teachers navigating institutional barriers.
The heart of JD’s philosophy beats with a simple but powerful principle: connection before content. She describes building relationships with students through genuine curiosity about their interests—learning guitar riffs from one, juggling from another—creating mutual respect that facilitates learning. As technology proliferates in classrooms and anxiety rises among students (documented in “The Anxious Generation”), JD offers a compelling perspective: “Technology should not replace our interactions; it should augment them.” This wisdom reminds us that while digital tools offer tremendous potential for accessibility and equity, they remain “nominal without the human touch.” How might we preserve meaningful human connection while embracing technology’s benefits in our educational spaces?
