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This

is Graeme

What this work looks like

Practical AI capability for educators and institutions — moving beyond policy statements and pilot projects into confident, governed use that holds up in the real world.

NZQA-Recognised Micro-credentials

Practical, assessed micro-credentials designed to help educators build real capability

Stewardship for the AI Era

Te Aho is a learning framework that supports educators and organisations to build capability upstream — before tools, policy, or delivery decisions harden.

Educator First

Decades in vocational and tertiary education, designing for real teachers and learners — not just tools.

Beyond AI Hype

Focus on governance, judgement, and practice — once the AI reaction phase is over.

Systems Architect

Designing systems for governance, judgement, and practice once the AI reaction phase is over.

Real-World Application

Turning ideas into practice across classrooms, organisations, and everyday work.

Latest Articles

Quiet boardroom-style meeting space in daylight with a long table, leather chairs, notebooks, and papers arranged near large industrial windows.

Governing AI Without Losing Authority

Effective AI governance isn’t about tighter control. It’s about building...

A warm table lamp glowing in a darkened room, centred against soft curtains, creating a quiet, intimate atmosphere.

MIRA KAI — Leave the Light On

Leave the Light On is a nocturnal album by MIRA...

Open book resting on stacked hardcover volumes on a polished table in a quiet academic setting, with soft light and blurred figures in the background.

The Capability Gap: Why AI Adoption Isn’t the Same as AI Readiness in Education

AI adoption has moved faster than human capability. The result...

FAQs

Do you offer consulting or advisory work?

Yes — selectively.

I work in an advisory and consulting capacity with educators, leaders, and organisations on AI capability, governance, and system design. This ranges from short strategic conversations to longer-term work embedded in programmes or organisational change.

Is this about AI tools or technology training?

No — not primarily.

The focus is on judgement, governance, and capability around AI rather than specific tools. Tools change quickly; capability needs to last.

Do you work with institutions, individuals, or both?

Both.

Most work is with institutions and organisations, but I also work with individual educators and leaders — particularly where their role shapes wider systems or practice.

How does this relate to NZQA and compliance requirements?

Where relevant, the work is designed to operate within existing regulatory and quality frameworks, including NZQA. This includes assessment-based approaches and NZQA-recognised micro-credentials where appropriate.The aim is alignment, not workarounds.

Do you do other kinds of work?

Yes.

This work builds on long-standing experience in literacy and numeracy, cultural capability, inclusive education, and system-level education design. These foundations shape how I approach AI — particularly around judgement, equity, and real-world use.