Technology lifecycle, device longevity, and digital sustainability — for schools, systems, and the students who inherit the decisions.
Education runs on refresh cycles written by vendors, not by need. Fleets are replaced while they still work, budgets absorb the churn, and the curriculum teaches sustainability in a room full of hardware headed for landfill.
The gap is discipline, not money. A lifecycle approach keeps devices useful for their real lifespan, moves retired fleets to students and families who have nothing, and turns the whole exercise into the most honest sustainability lesson a school can offer. I run this in practice — including rebuilding discarded laptops into assistive technology for children with disabilities.
Fleet planning built on condition and educational need rather than a supplier’s refresh calendar — stretching real value from every device budgets already paid for.
Structured pathways for retired fleets: refurbishment, lightweight operating systems for older hardware, and delivery into the hands of students and families without access.
Rebuilt hardware configured as communication and learning aids for students with disabilities — proof that yesterday’s fleet can be somebody’s first voice.
Turning the school’s own technology decisions into teaching material — lifecycle, e-waste, and repair as lived practice rather than a poster in the corridor.
Sessions for leadership, ICT teams, and conferences on planned obsolescence, device longevity, and practical AI in education — including EduTech Australia and the Music Teachers’ Association of NSW 2027 keynote.
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