The course materials presented during Integrating Technology reaffirmed my belief in the value of preparing students for their next steps is a process that starts early. It is not a linear recipe and is achievable for every student when the student is kept at the centre of our pedagogy. 

My inquiry for this assignment is based on the notion of encouraging students early on in their educational careers to be curious about their world, eager to learn more, and to take ownership of their learning process. Maker education which includes technology will empower students to know their interests and connect to their world as an active participant. Fullan (2012) said "Only those who know how to learn, who can relate to others and the environment (including things), and who make the world part of their own evolving being will thrive in this world" (p. 3). More than anything, my career has been built on supporting others to thrive.

It is my belief that maker spaces and the technology found in these spaces create the conditions to do exactly what Fullan (2012) suggests is needed for students. Developing 21st Century Skills and the 6 C’s of Education (Fillan, 2012) paired with meaning making will result in engaged students and fulfilled educators.

My role as a mother has placed me in a challenging situation. Not only am I witnessing the education system through my children’s experiences, but I am now more aware of the pedagogical approaches and mindsets that will ignite my children’s imaginations, increase their engagement, and promote higher academic achievement. I see all the good that is taking place in their classrooms and in their school. I have to remind myself to allow the teacher to lead the conversation with me when I really want to engage in a conversation about how they are integrating technology and offering exciting classroom experiences. 

McLuhan (1957) suggested "However, it’s always been true
that whatever pleases teaches more effectively". I wish this for my own children and often want to encourage their teachers to tap into what interests my children. Fullan (2012) has outlined his criteria for integrating technology as being "irresistibly engaging, elegantly efficient, technologically ubiquitous and steeped in real-life problem solving" (p.33). I think between these two notions we can come up with a winning solution for our students.

I’m also in a position to influence and disrupt the education system by infusing technology, promoting change in pedagogy by supporting educators, and fanning the flames of new pedagogy that has already been adapted. Knowing that our education system makes change at a slower pace and sometimes makes change based on political decisions is challenging. Our MEd cohort saw in our curriculum course where Levin (2008) illustrates the precarious relationship between education and politics. In that article Levin (2008) refers to political decisions which are made by those who are not educators and how this has an impact on the profession and educators' practice.

I have to hold on to my enthusiasm and support teachers where they are at on the spectrum of pedagogy and technology integration. At a recent professional learning session I was delivering I found myself recalling Fullan’s notions of learning with the teacher, not knowing the end result, and trusting the process. More on this later!

Capitalism is another negative in my opinion. Companies want to make money off school systems and districts. This turns our schools and our students into customers. Is learning a product or commodity to be sold?

What happens to our student's data? Who is tracking my children's usage. What ads are popping up in their math game? What third party is involved and how is the student's data being used? All of these questions could be enough to limit technology in the classroom.

Social media and protecting youth from adult content, predators, their own poor choices / digital footprint. Most do not know the reach a single post can get. Protecting and managing our digital identity is a concept that has to be taught.