About Tiffany
Tiffany Gamble is the CEO and founder of Emerging Ladies Academy and Gamble Tech Firm, two organizations dedicated to expanding access to technology for Black girls and women. Her work creates an entry point into fields that have traditionally lacked representation, including immersive learning, software development, and virtual reality creation. By integrating certifications, after-school programs, and hands-on technology workshops, she is building a pathway into the future of work that starts in childhood and continues into adulthood.
Her programs use VR creation tools like Zoe to help students move from consumers of technology to creators. With a growing tech ecosystem built around empowerment and representation, Tiffany’s mission is clear: open the door to emerging technologies, and make sure Black girls and women see themselves inside the room.
Some of the girls didn’t have any knowledge about virtual reality. Some of the other girls did, but it was just for playing games. So to take them from no knowledge, no understanding, to creating environments was a little challenging, but once they got the hang of it, they got into it
Building a Tech Ecosystem Centered on Representation
Tiffany’s vision started with a simple observation. Many young girls she worked with had never met a software developer, let alone been encouraged to imagine themselves as one. Emerging Ladies Academy and Gamble Tech Firm were created to change that narrative.
Her programs aim to introduce students early to the tools shaping modern industries. By lowering barriers to entry, she is building confidence, skills, and early exposure to technology careers that often feel out of reach.
Bringing Immersive Learning to After-School Programs
Emerging Ladies Academy currently uses six VR headsets to bring immersive learning directly into after-school environments. Students explore VR creation through Zoe, experiment with interactive objects, and learn how digital spaces are built.
To guide these early steps, Tiffany structures her program around creative exploration:
- Students choose templates and items to place in their environments
- Storyboards help map out ideas before building
- Sessions begin with playful creation to build comfort with the headsets
- Over time, projects shift toward more structured, year-long story development
“I let them choose what topic they want to create from, and then I let them just go explore and be creators and innovators.”
This approach allows students to develop both technical skills and storytelling skills, connecting their lived experiences with immersive learning tools.
Preparing Students for the Future of Work
Tiffany’s work is anchored in a deep understanding of how rapidly technology and the workforce are shifting. She sees VR, AI, and immersive tools as essential components in preparing future generations.
Many of her students first encounter AI through her workshops, where she teaches them how to use tools like ChatGPT productively. She encourages learners to start small, master one tool at a time, and build confidence as they grow. To her, the goal is not to overwhelm students with options, but to help them become informed and empowered technologists. And with careers evolving faster than ever, these skills are becoming foundational.
We say it’s the future, but we’re in the future right now.
Tackling Bias in Technology
Tiffany is committed to addressing bias across emerging technologies by increasing representation in development and design. This is not just a technical challenge. It is structural, cultural, and generational.
“It happens because there aren’t people who look like me that are developers or that are in that space developing.”
Her programs serve as an antidote to that absence. By fostering early technical exposure, teaching software concepts through immersive experiences, and encouraging students to build environments that reflect their communities, she is creating both awareness and opportunity.
In her view, representation must begin early enough to influence confidence and career imagination. When girls see themselves as builders, coders, and creators from a young age, the landscape of technology begins to shift.
Expanding the Vision
Tiffany is already imagining how to expand the immersive capabilities of her programs. Her next goals include:
- Integrating student-generated video using webcams
- Incorporating drone footage from her drone pilot training curriculum
- Connecting real-world storytelling with virtual environments
- Exploring ways to blend mixed media with VR for richer narratives
Combining emerging technologies gives students a wider creative palette and connects different areas of learning under one ecosystem.
Guidance for Educators Entering Immersive Learning
For newcomers to immersive learning or AI tools, Tiffany offers straightforward advice:
- Start simple
- Choose one tool and learn it well
- Build confidence before expanding to additional platforms
- Introduce students gradually instead of overwhelming them with options
“Don’t get overwhelmed with all the tools that are out there because there are thousands of AI tools.”
This mindset makes immersive learning approachable for educators who may feel unsure about incorporating VR or AI into their classrooms.
Create Your Own Immersive Lessons with Zoe
Tiffany’s long-term vision is rooted in urgency. The future of work is shifting, and communities that are not included in early training risk being left behind.
“We really have to prepare our kids for this new workforce.”
By expanding VR access, encouraging early digital literacy, and shifting young learners from consumers to creators, Tiffany is building the foundation for a more inclusive technology landscape. Her work shows how immersive learning can strengthen representation, spark curiosity, and open doors to careers that have historically lacked diversity.
Visit www.zoeimmersive.com to start creating for free, or join the next Zoe Creator Program to learn how educators around the world are shaping the future of learning through immersive technology.
