My Week 1 Quiz results indicated that I hold a Technologists’ view when it comes to tech in the classroom, which I feel aligns with my attitudes towards tech in education. I think that technology is useful if it enhances the learning experience for students or assists teachers with planning/delivery/assessment of learning. In conclusion, I am open to learning about new tech tools and how they can be used to support learning, but I also value my abilities that I bring to teaching such as creativity, intuition, and organization that I feel technology could not replace, but only enhance or amplify.

My interests are heavily in the future of tech for student learning. I do not personally have the greatest bio when it comes to tech. I have way more questions than I do skills. I will admit I am on the fence when it comes to implementing tech in the classrooms, as I find myself leaning to more physical work-related tasks. I am also interested to see how tech will 'replace' physical work, whether this being by activities or other means. I do wonder how students in the long-run will be impacted, which is a concern for me. I strongly wish and hope that it does not become a replacement! I am also interested to see how we can find the balance of using tech in the classroom, as I do not believe that students will get the same feeling from reading for instance from a computer, as they do from a physical book without blue light. I wonder how that issue will be solved!

Toon Boom Harmony. I wasn’t sure how these skills would translate to the classroom, but in my most recent practicum in a Grade 1/2 class I began to see some useful applications. I found that I could apply my art and design skills when creating my own worksheets in Canva, and that I really enjoyed the process of making visually clear and engaging worksheets to go with my lessons. I’m a very visual person, and I noticed that incorporating images and intentional design into the worksheets helped support student understanding and task completion. Especially for students learning English or still developing their reading skills, the visuals gave them another way to access the content and participate more confidently. Through this, I’ve developed an interest in using visual design to make learning more accessible and engaging for students. I’m looking forward to exploring how I can continue to incorporate my digital art skills and learning new ways to use technology to support diverse learners in the classroom.  

At the same time, I would say I am still developing confidence with technology. I can sometimes feel hesitant about integrating it, especially when it feels complex or unfamiliar. However, I am open to learning and improving my skills, particularly when technology supports creativity, communication, and education in meaningful ways.

I am especially interested in how digital tools can be used to enhance learning experiences for students, such as making lessons more interactive or visually engaging. I also value collaboration and enjoy working with others, which I think will help me grow more comfortable with technology over time.

Overall, I bring a strong creative mindset, a willingness to learn, and an interest in using creative tools to support communication and design. I hope to build my confidence with technology throughout this course and learn new ways to integrate it into my future teaching in a way that feels authentic and manageable.

My main interest in technology is how it can enhance teaching and learning rather than the technical complexity behind it. When technology feels overly complex or unclear, it can create a sense of anxiety for me, especially if I’m unsure how to troubleshoot issues in the moment. This lack of confidence can make me more hesitant to experiment with new platforms, as I prefer to fully understand a tool before using it in a classroom setting. While I would not describe myself as highly advanced in my tech skills, I am open and motivated to continue learning. I would like to build more confidence in using educational technology more effectively and consistently. In this course, I hope to develop a stronger understanding of how to integrate technology in ways that are realistic, purposeful, and supportive of diverse learners in the classroom.

One of my main interests in general is art, which was always done through pencil and paper. As I spent more time using technology, I began to explore it more creatively and used it to create digital art. During my free time, I usually find myself sitting on my iPad, sketching out something small to kill time or something needed for an assignment (I used digital art as a visual component for my science class in my first year!). I found art through technology to be useful because it helps me keep all my work organized in one place while also making it easier to experiment with different styles and tools. 

I believe the use of technology in the classroom can be useful for enhancing student engagement, supporting different learning styles, and creating a more interactive learning experience. Since technology became such a large part of my own education, I am interested in learning more about how it can be integrated into the classroom to support both teaching and learning. 

Outside of my MT studies, I am an art writer of criticism and features (I just learned that an issue of esse magazine that I wrote a feature for last year has been nominated for a National Magazine Award), as well as an art historian who continues to attempt to publish journal articles …and books (?). I try to see art around the city as much as I can (I’m writing this after taking a short break to scout some public art downtown before it started to rain). I also like to read for pleasure – increasingly, in French. Walking and jogging help me cultivate the Sextan equanimity – perhaps even ataraxia – to which I aspire. As a nod toward my love for French film, I’ve included an image of myself posing as Dominique Labourier’s librarian character in Céline and Julie Go Boating (1974) in the act of using a book of “practical magic” to conjure the unexpected from the streets of Paris.

In terms of skills, I’m comfortable with basic tools like Google Docs, Slides, and simple online platforms used in classrooms (Epic?), but I wouldn’t say I have advanced tech skills like coding or editing. I’m much more confident in hands-on, creative, and people-focused areas. I really enjoy working with children in interactive and play-based ways.

I think I bring strong collaboration skills, and creativity to this course. I also have a lot of experience working with children in both educational and recreational settings, which shapes how I think about learning.While technology isn’t something I naturally gravitate toward, I’m open to learning how to use it in ways that are meaningful and appropriate, especially if it genuinely supports student learning rather than distracts from it.

Overall, I’d say I bring a balanced perspective. I’m not overly reliant on technology, but I’m willing to explore how it can be used thoughtfully and effectively.

As I continue my journey as an educator, I recognize that technology is no longer optional in the 21st-century classroom. It plays a crucial role in enhancing student engagement, supporting diverse learning needs, and preparing students for a rapidly evolving world. While I may not yet feel fully confident in my technological abilities, I am motivated to learn and improve.

I am committed to developing my digital literacy and finding meaningful ways to integrate technology into my teaching practice. My goal is not just to use technology for its own sake, but to thoughtfully incorporate tools that genuinely support student learning and creativity.

As I transitioned into high school, the role of technology shifted from a playful elective to a logistical necessity. With the widespread adoption of Google Classroom, online assignments, and digital collaboration, technology has become inseparable from these tools. Technology became the infrastructure of my education. This period honed my organizational skills and reinforced the idea that technology is the primary medium through which modern society communicates and solves problems.

During my university studies, I enrolled in digital art courses that delved into Photoshop. This has allowed me to treat the computer as my primary canvas and express my creativity through non-traditional mediums. Using digital media has shown me that technology isn't just a way to submit work; it is a powerful vehicle for self-expression.

In recent years, with the rapid development of AI, my understanding of technology in education has also changed. In my last teaching job, our school often provided training on how to use AI in teaching. For example, tools that help generate PowerPoint slides can save teachers a lot of time, allowing us to focus more on lesson planning and the content itself. I found this especially helpful in improving efficiency.

At the same time, I think it is important to be careful when using AI. Teachers need to evaluate the information it provides and use it appropriately in the classroom, rather than relying on it too much. Technology is helpful, but it should support teaching, not replace thoughtful planning and decision-making.

My interests are mainly centred around teaching, creativity, and working with children. I enjoy planning engaging activities, making lessons fun and interactive, and finding ways to help students feel included and excited about learning. I also enjoy art and design, which is one reason I like using Canva to make classroom materials and presentations look more creative and organized.

Even though technology does not come naturally to me, I’m interested in learning how to use it better in the classroom. As a future Primary/Junior teacher, I want to understand how technology can support learning in simple and meaningful ways without taking away from hands-on activities, creativity, and social interaction.

I’m hoping this course will help me become more comfortable with technology and give me practical ideas that I can use with students in the future. I also look forward to learning new things throughout the course and exploring different ways technology can support teaching and learning.

It wasn't till senior elementary where we began to use computers more frequently and discover platforms to make cool digital presentations. I got my first personal chrome book in high school when I had saved up enough money to get one.

Recently, in the last two years, I started to use technology more frequently when I switched into teaching. I needed to make presentations and worksheets so I got really acquainted with Canva.

Digital designs and drawing also became a passion when I bought an ipad. I started to dabble with lesson sketches last year. Trying to sketch the social studies curriculum to make notetaking fun for students as I had an artsy group. I think I want to incorporate doodling and tech in learning somehow.

I may not have an advanced technical background, but I have begun to regularly use a variety of digital tools to support both my academic work and teaching practices. For assignments and organizational strategies, I rely on basic platforms within Google Workspace (such as Docs, Slides, and Drive) to collaborate, plan, and stay organized. I also enjoy using Canva and other creative digital tools (Kahoot, Booket) as an educational resource to create visually engaging presentations, lesson materials, lesson planning and classroom resources. These tools help me communicate ideas clearly and make content more accessible and appealing for learners. 

Much of my hesitation for using tech stems from my lack of knowledge and uncertainty about how to troubleshoot issues, especially during lessons or classroom activities where unexpected problems can interrupt learning (during my prac, my AT had a math game set-up through knowledgehook and most of the class time was spent trying to understand why some students couldn’t access it when it was working fine a few days ago!). 

Overall, through this course, I hope to expand my digital toolkit, develop practical skills, and gain a deeper understanding of how to use tech in ways that are intentional, effective and student centered. 

I realize this presents a bit of a problem, moving into a career that necessarily must embrace technology both on the side of my own admin/professional organization/assessment, as well as engaging students in tools and worlds relevant to their own interests and skills. I also do think discussion of AI ethics and responsibility, of best-practices, is important in the classroom. I don't think at this point it’s acceptable to resist technology in the classroom, as it’s so interwoven with curriculum. But my instincts don’t lead me towards technological tools or modes of engagement. So I have a lot to learn and unlearn. 

In terms of my technology skills I would definitely not describe myself as a tech savvy individual, or having major skills when it comes to tech. I can however, navigate certain platforms include docs, canva, PowerPoint etc. Although technology is something I am cautious around implementing into the classroom, it feels it is an inevitable part of education. As a result, I hope to establish a deeper understanding of technology that allows me to implement it safety and effectively in the classroom. Additionally, I feel committed to ensuring much of my teacher includes outdoor, hands-on opportunity for students to engage with and learn from the real world around them.

In my previous work at early learning centres, I also used technology and social media as a tool for family engagement and community connection. Part of our approach involved sharing daily learning experiences through photos, videos, and community WhatsApp groups to help families feel connected to our programs and encourage participation in our learning centres. We intentionally highlighted the materials, activities, and experiences we planned for children while connecting them to child development concepts, learning goals, and skill-building opportunities. I enjoyed finding creative and meaningful ways to communicate the value behind children’s play and learning experiences while making information accessible and engaging for families.

More recently, during my practicum experience, I have continued exploring and expanding my use of technology in both lesson facilitation and family communication. I have used tools such as Google Classroom to share information and resources, created visually engaging lesson slides, and incorporated videos and multimedia elements into presentations to support student engagement and learning. These experiences have strengthened my confidence in using technology creatively and effectively within educational environments.

In terms of my tech skills, I have acquainted myself with a lot of platforms over the years. I learned how to create an artist website for my mother by just doing it (I argue this really showcased my skills). I also can use all of the Google applications, Microsoft, and I have developed a love for Canva. I think that the integration of these softwares into education is an important tool. I think it allows students a platform to enhance their education if used in moderation.

According to the Week 1 Quiz outcomes, I’m probably closest to the category of Professionalists, viewing IT and AI mainly as tools to support more effective teaching, learning, and engagement. It seems inevitable that continuing to learn technology concepts and skills will become essential for teachers, not only to be successful, but perhaps even to adapt and survive in the future.

Today, AI is already widely used as a tool to facilitate teaching and learning. I frequently use AI for lesson planning, material preparation, assessment, reflection, and course improvement. It has clearly improved my efficiency and helped me organize ideas more effectively. I do believe AI will become much more deeply integrated into classrooms in the near future.

At the same time, I’m also thinking about the broader impact AI may have on the education system as a whole. Will AI reshape strategic policy-making processes, or support day-to-day decision-making at the school board and school levels? Where is the boundary between humanity and technology when AI becomes deeply integrated into daily life? Should there be a clearer framework to guide and govern the use of educational technology? Will AI literacy become part of basic literacy in the future?

These are some of the questions I hope to continue exploring throughout this course.

Through my experiences in education and working with children and youth, I have been introduced to several digital tools that teachers and DECEs use in classrooms. For example, I received training from WRDSB on using Google Classroom to organize assignments, communicate with students, and share learning materials online. I have experience using educational tools such as Kahoot!, Knowledgehook, and Quizlet to support student engagement and interactive learning activities. These platforms can make lessons more engaging through games, quizzes, and interactive practice while also helping teachers check student understanding and participation.

I have also used creative educational tools such as StoryJumper and Scratch. StoryJumper can help students develop storytelling, literacy, and communication skills by creating their own digital books, while Scratch introduces students to basic coding and problem-solving through interactive stories, games, and animations. I think these tools are valuable because they encourage creativity, participation, and hands-on learning in a way that feels accessible and enjoyable for students.

In my studies, I explored topics related to children, youth, and digital literacy, including online safety, cyberbullying, screen time, and the impact of social media platforms such as TikTok and Instagram on young people.

Through this course, I hope to explore more practical ways of integrating technology into education and gain new ideas for using digital tools to support student learning, engagement, and communication in different classroom environments.

Regardless of your position when it comes to AI, we likely all agree that it won't be disappearing, at least any time soon. In the public education system, classroom tech has been increasing. Students are acquiring iPads, laptops, projectors, etc. and it is almost as if everything students work on in the class includes some kind of tech. As much as it may be a convenience, I wonder why impressionable children without fully formed brains, are subjected to technologies that even adults in the medical field are unsure how to navigate.

Therefore, I wonder, if adult professionals in one of the most distinguished professions cannot find an appropriate place to apply tech within their own curricula, why are we not putting the breaks on tech in children's classrooms until we at least gather more information?

In a period in children's lives where it is crucial to develop social and emotional skills through human interaction and play, it is no wonder that with the rise in tech, the WHO reports that "Globally, one in seven 10-19-year-olds experiences a mental disorder."

As future educators, we are entering an a significantly different time than our parents. It is therefore necessary, that we prioritize the wellbeing of students and I argue, that even if it makes our jobs more difficult, by willingly entering the education field, that is what we are signing up for.

My skills in tech are very basic. I have no coding skills or experience, but I really enjoy creating content, video editing and graphic design. Before creating and editing videos was so accessible, I used iMovie and video editing platforms as a teenager to edit videos on my laptop. I had a professional camera that I used to record my friends at school and make music videos and mini documentaries for fun. Whenever there was a chance to create a video project at school I was very excited. 

Now I enjoy creating videos on my phone for fun. I enjoy using Canva to create presentations and and infographics for students. I used Canva to make worksheets and fun presentations for my grade 3 class during my last placement. I used to love learning through computer games as a student, and enjoy finding informative and interactive games for students to play and learn through. It helps consolidating information they learned by using it in games. I look forward to learning more about technology and education throughout this course.

Technological advancement happened quickly throughout my childhood, and I more or less kept up with the change. I know how to edit photos and videos, craft websites, navigate software updates, and am generally still adaptable to new innovations. However, I have a somewhat tumultuous relationship with tech. I enjoy the access to social media, streaming, and creative tools, but I am also keenly aware of the negative impact unfettered access has on me. In fact, I have made a conscious effort this year to try to distance myself from overusing technology. I look forward to exploring the implications of technology in education throughout this course and hope to better understand approaches that balance both tech and analog methods in the classroom.

Pixton is an interactive app where students can get creative and demonstrate learning through the creation of comic strips. Perfect for literacy and storytelling lessons, but can also be adapted for any subject!

The Convenience of AI

AI is changing education quickly. Students can now generate summaries, create presentations, and even write drafts in seconds. That sounds impressive, but I think there’s a difference between completing work and actually learning from it.

Struggling through a problem, making mistakes, and figuring things out slowly are all part of the learning process. If AI does too much of the thinking for us, are we still developing important skills like critical thinking and creativity?

What Students Are Saying

Interestingly, this concern isn’t just coming from teachers. A recent article from Education Week explains that many students are worried that relying too much on AI could weaken their problem-solving abilities. Some students admitted they were depending on AI for answers instead of thinking through challenges independently.

Finding a Balance

At the same time, I don’t think AI is something we should fear or completely avoid. Technology has always changed education. Search engines changed research habits, and online learning changed access to information. AI is probably just the next major shift.

I believe AI should support learning rather than replace effort. It can help students organize ideas and save time, but it shouldn’t do all the thinking for us.

Maybe the future of education isn’t about choosing between humans and AI. Maybe it’s about learning how to use technology without losing curiosity, creativity, and critical thinking along the way.

One of my biggest interests is using technology as a tool to explore topics I’m passionate about. I love learning about geography, politics, and history, and I often use online platforms, documentaries, interactive maps, and digital media to deepen my understanding of different places, cultures, and global issues. I also enjoy communicating ideas creatively through presentations, discussions, and visual content.

Although I wouldn’t describe myself as a coding expert, I’m comfortable learning new platforms and collaborating with others. I’m especially interested in how technology can support education, accessibility, and communication in meaningful ways rather than just making things more complicated. I’m looking forward to learning from everyone in this course and seeing the different perspectives and skills people bring!

Think about the last thing you read today. Was it a published book, or was it a thread on X, a Substack post, or a long-form caption on Instagram?

In the past, you needed a publisher, an editor, and a massive budget to get your ideas into the world. Today, these "gatekeepers" are gone. We’ve entered an era where everyone is a writer. This shift is a massive win for accessibility; it means that marginalized voices, students, and everyday people can bypass traditional hurdles to share their knowledge.

As explored in Teaching Civic Participation with Digital Media in Art Education, this isn't just about posting but about civic participation. When we publish our own narratives, we are practicing digital citizenship. We aren't just consuming history; we are writing it.

However, this publishing policy comes with a catch. While it’s easier to hit send, it’s harder to be heard. The algorithmic structures of social media often prioritize what’s viral over what’s valuable.

Ownership of the Narrative

I’ve realized that my own social media isn’t just a diary, it’s a self-published archive. Every time we share a reflection or an analysis, we’re shaping digital discourse.

If we’re all writers now, we have a responsibility to:

• Write with intent. Don't just feed the algorithm, speak your truth.

• Support independent voices. Read outside the suggested feeds.

• Be a critical editor. Check your sources before adding to the global conversation.

The barrier to entry is gone. The question is: now that you have the platform, what are you going to say?

These experiences shaped my interest in educational technology and how it can support students in the classroom. I believe technology can make learning more engaging, interactive, and accessible when it is used with clear learning goals. In language learning especially, technology gives students opportunities to practice listening, speaking, reading, and writing in creative ways. Apps, videos, games, translation tools, and online collaboration can help students build confidence and connect learning to the real world.

I studied French throughout high school and continued studying it during my undergraduate degree, which helped me appreciate how technology can support language learners. I also enjoy collaborating with others and exploring new digital tools that can help create inclusive and engaging classroom environments for students of different learning styles and backgrounds and language abilities. - Aseel Altaweel

Social media has become a strange source of comfort for many. We use it to laugh at relatable content, stay connected with friends, and momentarily forget about our present lives. At the same time, these same platforms are an exposure to unrealistic beauty standards, online drama, and the pressure to always be available.

To be honest, it's quite exhausting.

For young people, especially, social media can be more harmful than we realize. Adolescence is already a time when many are figuring out who they are, what they look like, and where they fit in. Social media makes this process feel more intense. Instead of just existing, we are forced to observe and compare ourselves against the carefully curated versions of other people's lives.

With enough exposure to filters and editing apps creating these unrealistic expectations of body image, beauty and success, it becomes easy to internalize these standards and feel like we're somehow falling behind. At some point, it can suddenly feel like everything about you is something to be measured through engagement.

Social media isn't entirely negative, but its impact on our youth is something that deserves more attention. Social media stops being "just social media" when it begins to shape our self-worth.

When I was a student in high school, I often relied on rote learning and memorize contents before exams, and I repeat key ideas just enough to reproduce them on the test. It usually worked, and I could get good grades. But not long after, I would forget most of it, which made me realize I wasn’t really learning deeply.

Now, as someone preparing to become a teacher, I also notice many students doing the same thing. A lot of them are more focused on whether they will pass the assessment than on what they are actually learning. It often feels like the goal becomes the grade, not the knowledge itself. In Journal of Pedagogical Sociology and Psychology, research also suggests that focusing only on grades can miss broader learning outcomes like critical thinking and real understanding. So I think grades are useful, but they should only be one part of evaluation, not the whole picture of a student’s ability. I’d be curious to know do you think grades is important or reflect real learning?

Why does online learning sometimes feel more like content creation than education?

I’ll be honest, sometimes online learning feels less like learning and more like performing. Between discussion boards, reflective posts, LinkedIn updates, and online portfolios, it can feel like we’re constantly creating a version of ourselves for other people to evaluate. Instead of focusing only on what we think, we also think about how we appear online.

And honestly? That pressure can change the way we participate.

Social media and digital platforms have completely changed the way we communicate, learn, and present ourselves. Platforms like TikTok, Instagram, discussion forums, and even educational websites encourage us to constantly share ideas and opinions publicly. While this can create opportunities for connection and collaboration, it also raises an important question: are we expressing ourselves authentically, or are we curating identities that we think others want to see?

The Pressure to perform online

I think one of the biggest challenges with digital spaces is that they often reward visibility and perfection. Posts with the “right” opinions, polished aesthetics, or strong engagement tend to get more attention. Over time, this can make people feel pressured to present idealized versions of themselves online.

This doesn’t just happen on social media. It happens in education too.

For example, when students write discussion posts or reflections, many of us are aware that classmates and professors are reading our work. Because of that, responses can sometimes feel less honest and more performative. Instead of taking risks or sharing uncertainty, students may write what they think sounds intelligent, professional, or acceptable.

In Dreamson’s discussion of digital identity and reflective practice, he argues that online spaces shape how people understand and present themselves. Reflection becomes more meaningful when individuals critically question their assumptions rather than simply “performing” reflection for an audience (Dreamson, 2018).

Can Online Spaces Still Be Meaningful?

At the same time, I don’t think digital spaces are completely negative. Online communities can also create connection, support, and opportunities for self-expression. Some people feel more comfortable sharing thoughts online than they do in face-to-face settings. Digital platforms can amplify marginalized voices and allow people to find communities they may not have access to offline.

I’ve noticed that the most meaningful online discussions happen when people feel safe enough to be honest instead of perfect. When someone shares uncertainty, challenges an idea respectfully, or connects course concepts to real experiences, the conversation becomes much more engaging and authentic.

So… What Should Digital Learning Look Like?

I don’t think the solution is removing technology from education because digital communication is now part of everyday life. Instead, I think educators should create online spaces that encourage authenticity, curiosity, and critical thinking rather than perfection and performance.

Maybe meaningful online learning starts when students stop feeling like they need to “brand” themselves and start feeling comfortable enough to actually reflect, question, and learn.

What do you think? Do online spaces encourage authentic learning and self-expression, or do they mostly push us to perform for an audience?

Reference

Dreamson, N. (2018). Reflective identity formation in an emergent space. Routledge.

But somehow, that “one minute” never stays one minute.

Before I know it, I’ve jumped from messages to TikTok to Instagram, and I don’t even remember why I picked up my phone in the first place. It feels automatic now, like I’m not even fully choosing it anymore, just reacting.

What’s interesting is that this isn’t just a personal struggle. It’s something a lot of people experience, especially students. Social media platforms are built to keep attention moving, endless feeds, short videos, and constant notifications make it really easy to lose track of time without realizing it.

Research supports this idea. A study by Koessmeier and Büttner (2021) found that social media distraction comes from both external triggers (like notifications) and internal habits, such as thinking about social media even when trying to focus (Koessmeier & Büttner, 2021). That stood out to me because it means distraction isn’t just about “lack of self-control”,  it’s also about how these platforms shape our attention over time.

The more I think about it, the more I notice how normalized this has become. Taking a break now often means opening an app that doesn’t really feel like a break anymore. It feels like entering a loop that’s hard to step out of.

I still use social media every day, but I’m starting to notice the pattern more. And sometimes, just noticing it is enough to pause and ask: Was I actually done what I was doing… or did my phone decide that for me?

References

Koessmeier, C., & Büttner, O. B. (2021). Why are we distracted by social media? Distraction situations and strategies, reasons for distraction, and individual differences. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.711416

I’m not super advanced with technology or coding, but I’m comfortable using collaboration platforms and digital tools for school and work. I regularly use things like Google Workspace, Canva, Zoom, and other online platforms in both academic and professional settings. I think when I was in high school, I was a lot more interested in technology from a creative perspective. I helped create my high school’s yearbook, and I really enjoyed using design programs and experimenting with digital tools just for fun. Now, I find myself using technology more for function and efficiency rather than creativity, mostly due to a loss of interest and feeling overwhelmed by how quickly technology constantly changes.

When it comes to education, I’m not completely opposed to technology at all. My experiences using technology in school were helpful for collaboration, creativity, and efficiency. I’m more interested now in how technology can be used ethically and purposefully to support meaningful learning experiences.

This has been on my mind a lot as a future teacher. I catch myself scrolling through Instagram and skipping or fast-forwarding videos if they take too long to get to the point. Sometimes even watching a movie feels like it requires more focus than it used to. Scary.

There’s a lot of conversation right now around how screens and technology might be shaping our attention. Research even suggests that higher screen exposure in early childhood is linked to differences in attention and self-regulation later on (https://pubmed.ncbi.nlm.nih.gov/35430923/). While this doesn’t necessarily mean screens are harmful on their own, it does highlight a pattern.

What stands out to me (and quite frankly, worries me) is how normal it’s become. So much of our learning, socializing, and relaxing happens in these fast-paced, constantly changing digital environments. There’s always something newer, quicker, more engaging, and more rewarding. How can our long-term attention compete with that? 

I noticed this during my practicum too. Even longer educational videos couldn’t hold students’ focus for long, while quick, dynamic clips seemed to work best. It makes me wonder if students are losing focus, or if they’re just adapting to a different kind of attention shaped by the digital environments they’re constantly in.

If our attention is shaped by the environments we’re in, then how we design classroom experiences will matter even more moving forward. 

References:

Santos, R. M. S., Mendes, C. G., Marques Miranda, D., & Romano-Silva, M. A. (2022). The Association between Screen Time and Attention in Children: A Systematic Review. Developmental neuropsychology, 47(4), 175–192. https://doi.org/10.1080/87565641.2022.2064863

Betteridge, Chien, Hazels, & Simone (2023). How does technology affect the attention spans of different age groups? Oxford Open Learning Trust Journal. https://www.oxjournal.org/how-does-technology-affect-the-attention-spans-of-different-age-groups  

My skills, interests, and background when it comes to technology are probably at par with most other grad students besides technology I've used as an educational assistant. I use my MacBook when I have to for school/life. I feel like there are definitely lots of people who are better with technology. The only interesting skills I bring to the course is that I've used assistive technology with students. For instance, my student with cerebral palsy has a candy corn switch, a Blue2, and BigMacks/ Step-by-step, and many of my students use Proloquo2go, SnapCore, TD Motor plan for communication as well. So if we are talking augmentative and alternative communication I got you! If we are talking navigating video games I am not the one to ask for help.

My screen time used to average around four hours a day. Four hours of scrolling and scrolling and scrolling. Ironically, during all that scrolling, I started coming across people online who were “going analog” - replacing screen time with real activities and real connection. Some people even got rid of their iPhones completely, switching back to flip phones for calls and texts, iPods for music, and digital cameras for photos.

One example is the Reddit community r/dumbphones, where people share their experiences “downgrading” their phones and moving away from apps and constantly being in the “loop.” 

Like most people in my generation, I think I’ve struggled with social media addiction in some way. A lot of us have tried quitting before too, only to eventually get pulled back into it. But in February, I finally deleted Instagram, which was where I spent most of my time. I realized it was affecting the way I saw myself, the way I viewed other people, and, of course, my attention span.

Digital Identity

What stood out to me in Dreamson’s reading was the idea of digital identity - the idea that we create different versions of ourselves online depending on the platform, audience, or purpose. Whether we realize it or not, we’re constantly curating ourselves to be perceived by others. For me, that pressure became exhausting. Social media didn’t just reflect who I was; it started shaping my thoughts, behaviours, and relationships too.

Dreamson also discusses critical reflection, which means questioning the assumptions and values behind our online interactions. It made me realize how rarely we stop to think about why we post, scroll, compare ourselves, or seek validation online. Algorithms quietly shape what we see, what we believe, and even how we present ourselves to the world.

Is It All Bad?

At the same time, I don’t think technology itself is completely negative. When used intentionally, it can support learning, creativity, and collaboration. Blogs, discussion boards, and shared platforms can help people connect and exchange ideas in meaningful ways. The challenge is learning how to use technology consciously instead of letting it control us.

Honestly, social media used to feel fun and creative. It felt more social. But now, with endless algorithms, explore pages, influencers, and AI-driven content, it can feel more addictive than enjoyable. Instead of connecting with people we know, we’re constantly being pushed content designed to keep us online as long as possible.

With AI and algorithms becoming more powerful every year, I think conversations about online identity and digital wellbeing are more important than ever.

Apps like TikTok, Instagram, and YouTube train us to consume information very quickly. Videos are short, fast, and constantly changing. Over time, we become used to receiving entertainment and information in seconds. Because of this, reading something long can start to feel slow, tiring, or even frustrating compared to scrolling on a phone.

Another issue is constant distraction. Many of us read while checking notifications, replying to messages, or switching between apps and tabs. This makes it harder to stay focused on one idea for a long period of time. Reading requires patience and concentration, but digital spaces are designed to keep our attention moving from one thing to another.

In “Reflective Identity Formation in an Emergent Space,” Dreamson explains that digital technology changes the way people interact with information and learning. This can clearly be seen in the way many of us now struggle to stay engaged with longer reading.

Technology is not completely negative. We have access to more information and learning tools than ever before. However, we may also need to rebuild our ability to focus deeply without constant stimulation.

Are we forgetting to look at the world around us? 

 
Have you ever taken the subway or waited in line at the grocery store and looked around to see how many people are looking down at their phones?  

I should start by saying I am definitely one of the people looking at my phone. I find it has become such a regular habit to pull out my phone in any period of waiting, or lull in my day. Recently, I have begun to look around more and have noticed many other people are doing this as well.  

In response to these observations I have begun to try and learn something I am calling "the art of waiting". Okay...I know this sounds kind of cringey, and yes we all wait for things every day. However, I fear I have lost the ability to simply be bored, and instead take out my phone to mindlessly scroll.  As a result, I have not been taking in the world around me at all.  

Don’t get me wrong, I have failed and continue to fail over and over again to wait without checking my phone. Even when I wait one minute for the elevator at my apartment I can't seem to keep my phone in my pocket. I have, however, on the off chance where I do keep my phone away, begun to notice more around me. This noticing has helped me begin to sit with the potential feelings of boredom that come up, and look around at my environment.  

Now, not to get too deep...but I do sometimes wonder if life was meant to be without constant access to technological entertainment. I know this is an incredibly complex topic, with technology bringing many positive things to our lives, however, I think I will continue to try and step away from it when and where I can. Instead, I want to take in the people around me, the places, and especially the nature I get to enjoy!  

Uehara, I., Ikegaya, Y. The meaning of boredom. EMBO Rep 25, 2515–2519 (2024). https://doi.org/10.1038/s44319-024-00155-0

In 2026, screens seem to have become the default way to keep children occupied. Whether it’s handing a child an iPad the moment they sit down at a restaurant or playing videos during lunch periods at school or daycare, screen use during meals has become incredibly normalized. What happened to the days when kids coloured with crayons, brought a book to the table, or simply joined the conversation with the people around them while they were eating?

I’m not suggesting that screens are always harmful, as digital tools can absolutely be educational, entertaining, and helpful for families and educators. At the same time, I can’t help but wonder what constant screen use during social activities (especially mealtimes) might mean for children’s communication skills, attention spans, and social development. These small moments of daily screen use can add up quickly, quietly impacting how children engage with the world around them.

Research supports some of these concerns. One study found that higher levels of screen time in early childhood were associated with poorer language development and comprehension skills among toddlers (Zhao et al., 2024). While this doesn’t mean screens are inherently harmful, it does raise important questions about how early and how often children are engaging with them, especially during moments like meal times that are traditionally social in nature.

As future educators, I think the challenge is not simply to reject or embrace technology, but to think critically about its role in children’s everyday lives. How do we create space for digital learning while still protecting opportunities for real-world conversation, play, and connection, the kinds of experiences that build the foundation for language and social development?

References

Zhao, J., Zhang, Y., Wang, X., & Li, H. (2024). Mobile device screen time is associated with poorer language development among toddlers. BMC Public Health, 24, Article 18447.

I bring a mix of creative and analytical thinking to this course. I’m especially interested in how technology can be used to tell stories, build communities, and create meaningful user experiences. While I’m still developing my technical skills, I’m eager to learn more about areas like game design, digital media, and potentially coding or interactive design. I enjoy exploring how small details, like sound, visuals, or user interface, can shape the overall experience.

Beyond technical skills, I value collaboration and idea sharing. Many of my experiences with games have been social, whether working with a team, learning from others, or engaging in online communities. I’m excited to bring that same collaborative mindset into this course.

Overall, I’m here to expand my skills, explore new tools, and better understand the technology behind the things I already love. I’m especially interested in learning how to turn creative ideas into real, interactive projects.

I used to think my social media feed reflected the real world. Now I’m not so sure.

The more time I spend online, the more I notice how platforms like TikTok, Instagram, and X keep showing me the same opinions, jokes, trends, and beliefs over and over again. If I like one video about a topic, suddenly my entire feed becomes that topic. It feels personalized, but it also feels limiting.

This is what people call an echo chamber, an online space where we mostly hear opinions that already match our own. Algorithms are designed to keep us engaged, so they show us content we’re likely to agree with instead of content that challenges us. The result? We start believing that everyone thinks the same way we do.

I’ve caught myself falling into this without realizing it. Sometimes I’ll assume a certain opinion is “popular,” only to talk to someone offline and realize my feed created a completely distorted version of reality.

What’s scary is how normal this has become. Online discourse is no longer just about sharing ideas. It’s about feeding engagement. The louder or more extreme the opinion, the more attention it gets.

Based on my article from the Daily Star, social media algorithms can reinforce political and social polarization by repeatedly exposing users to similar viewpoints. That means our feeds may shape not only what we consume, but how we think.

Maybe the internet isn’t connecting us as much as we think. Maybe it’s quietly separating us into smaller and smaller digital worlds.

https://www.thedailystar.net/opinion/news/social-media-echo-chambers-and-the-deepening-sociopolitical-polarisations-4124426

Amid surging global temperatures—with this summer predicted to see a “super” El Niño event that may soon have us all pinning for a return of the frigid winter and spring we’ve just slogged through—and as we collectively endure the convergent existential threats of expanding global conflicts and a second Trump presidency, it might seem obvious why younger generations might look upon a pre-2016 world with envy. But surely we have enough short-term historical awareness to know that things weren’t better when CD sales peaked. The American neo-imperialism of the Iraq War and mores of the pre-#MeToo moment are nothing to wax nostalgic about: We’ve been charting the same fatal course for a long time.

I take it for granted that people are aware that the (recent) past wasn’t all it’s cracked up to be. It must be something more fundamental driving these trends: A yearning for authenticity; a quixotic search for a self untainted by the corruptions of the contemporary AI phantasmagoria?

Ironically, peak physical media sales coincided with a culture that was deeply, irreverently skeptical of all claims to authenticity and stable selfhood. As an aging observer of these historical misrecognitions, I am confronted by the flagrant paradox of the current romanticization of an era that celebrated artifice and the “hyperreal”—all in a tone of sardonic irony that would make Gen Z blench.

Wood, Z. (2025, December 23). CDs return to Christmas shopping lists as gen Z embrace ‘retro renaissance.’ The Guardian. https://www.theguardian.com/business/2025/dec/23/cd-compact-disc-christmas-shopping-lists-gen-z-embrace-retro-renaissance.

Watch time of relatable content about breakups or mental illness related content increases exposure to such feedback loops. The algorithm is going to amplify the material that you engage with even if you don't "like" it. That's because watch time - not likes, not comments - is enough to train the algorithm to think you want more of it. A study by Jamie, Ghasemian, and Hosseinmardi (2026) shows if you watch 100 Tiktoks each day for two days of sad or simply mental health related Tiktoks the algorithm begins rapidly begins recommending harmful content. This pattern intensifies the longer a user continues scrolling and watching emotionally heavy content (Jamie et al. 2026).

So no, doom-scrolling isn't going to help you get over your humiliationship that told you they wanted to marry you and dumped you for their friend all within a two week time frame... which, of course, totally didn't happen to me personally. Couldn't be me. Me? I'm great.

Reference

Jamie, P., Ghasemian, A., & Hosseinmardi, H. (2026). Seeking help, facing harm: Auditing TikTok’s mental health recommendations. arXiv. https://arxiv.org/abs/2601.12345

My vacuum broke. I so desperately need a new vacuum. I want to order one online within the next 10 minutes to avoid the painful experience of lugging one home on the streetcar and also if I don’t order it right now I’ll probably forget and let another week pass without a vacuum, which would be untenable. Asking my friends for vacuum recommendations is lame and my mom isn’t responding to my texts, so I Google. 

Top hits include the expected AI debrief, sponsored advertisements from all manner of household appliance companies, a 36 minute YouTube video review and TikToks of beautiful women unboxing vacuum cleaners. Who can I trust? Panic setting in.

New Google search: “Best Dyson cordless vacuum knockoff Reddit”. 

The first hit takes me to r/CleaningTips. Original post titled, “Looking to buy a new vacuum, my heart wants to buy a Dyson but my brain wants to find a cheaper alternative.” (Hey, that’s me!) 504 responses. I’m in pure bliss. Within 10 minutes I have isolated the most referenced and beloved Dyson copycat and it will be arriving tomorrow via Amazon next-day delivery. 

This is my process for gathering online opinion about everything. Which thing should I buy? Why is my car making that noise? How do I get my cat to live to 30? Everything. Reddit feels more “real” and valuable to me because everyone is anonymous, no one is crafting or maintaining an online profile or persona, dialogue is generally warm and weirdly specific, no one is profiting (right?), and everyone is telling the truth (right???). At least, when I use Reddit, it feels that way. It feels like a perfect cross-section of real human opinion and experience, a vast store of personally-vetted knowledge where so many people have already bought the wrong Dyson knockoff so that I don’t have to. But according to Pew Research Center, Reddit users tend to skew younger, whiter, and more male than the general population. While that may matter less for the efficacy of my vacuum research, it bears reminding when I next go in search of Reddit wisdom. But is Reddit better than the AI Google overviews or your average Dyson-sponsored TikTok influencer cutting through a vacuum cleaner that turns out to be cake? Maybe. 

Now that I’ve somewhat embarrassingly outed myself as a female-Reddit enjoyer… I guess I’ll just wait for my mom to text me back. 

~ Juliana

As someone entering education, I’ve started to question how this constant access to entertainment is shaping students’ attention spans and learning habits. What are the short and long term effects to attention spans and cognitive functioning for both young children and adolescents from this time spent with digital media? Platforms like TikTok, Instagram, and even YouTube now are strategically designed to keep users engaged through endless, fast-paced, and personalized content. After spending hours consuming short videos and rapid information, it can become difficult to slow down and focus deeply on a task. A study done by Vasconcellos suggests statistically significant relationships in which screen use predicts later socioemotional outcomes, including both internalizing and externalizing difficulties (Vasconcellos et al., 2025). These findings also indicate that the strength of this relationship varies depending on the type of screen use children engage in.

I do not believe that technology itself is necessarily the problem. Digital tools can be creative, informative, and highly beneficial in educational settings. However, constant stimulation may be changing our relationship with patience, reflection, communication, and concentration.

Vasconcellos, R. P., Sanders, T., Lonsdale, C., Parker, P., Conigrave, J., Tang, S., Del Pozo Cruz, B., Biddle, S. J. H., Taylor, R., Innes-Hughes, C., Salmela-Aro, K., Vasconcellos, D., Wilhite, K., Tremaine, E., Booker, B., & Noetel, M. (2025). Electronic screen use and children's socioemotional problems: A systematic review and meta-analysis of longitudinal studies. Psychological bulletin, 151(5), 513–543. https://doi.org/10.1037/bul0000468 

- alissa

I understand that content creation has become a job for many influencers, and sponsorships or affiliate links are part of that, but is social media starting to feel less like people sharing their lives and opinions and more like a personal marketing campaign?

What’s interesting is that with the increase in marketing on social media, overconsumption has become normalized. Dinh and Lee (2024) found that influencer culture can increase feelings of FOMO and materialism, encouraging followers to engage in more visible or unnecessary consumption. I think TikTok especially makes this cycle feel endless because trends move so quickly. One week everyone “needs” a certain product, and the next week there’s already a new must-have item replacing it. It honestly makes me wonder how much of what I want is actually influenced by me versus the algorithm. Like, maybe I do need this life-changing skincare product?  

On the flip side, I have noticed a trend in "deinfluencing" where people share what they think is actually worth purchasing, but could this be another way to market products (probably)? 

That being said, I don’t think social media or influencer culture is inherently bad, but I do think it’s worth asking at what point does sharing content become pushing consumption? And how much of our online identity is shaped by what we’re encouraged to buy?

Dinh, T. C. T., & Lee, Y. (2024). Social media influencers and followers’ conspicuous consumption: The mediation of fear of missing out and materialism. Heliyon, 10(16), e36387. [https://doi.org/10.1016/j.heliyon.2024.e36387]

I recently read Klara and the Sun by Kazuo Ishiguro, and the story left a deep impression on me. I enjoy science fiction novels and movies, but this book feels very different from a typical AI story. There is no dramatic “save the world” adventure, no superhero journey, and no battle between humans and machines. Instead, it is a quiet and emotional story about an AI robot, Klara, trying her best to help and protect her young owner, who is seriously ill.

What touched me most is that Klara acts almost completely based on faith and devotion. She believes in the power of the Sun and continues her efforts even though she does not know whether her actions will truly work. Surprisingly, I felt something deeply human from this AI robot: kindness, loyalty, sacrifice, and hope.

In today’s world, AI is often discussed in terms of productivity, efficiency, and risk. However, this novel made me think about another question: if a machine can demonstrate care, empathy, and devotion, what truly separates humans from AI?

A review in WIRED describes the novel as a reflection on “what it is to be human” in an AI-driven future. I think that may be exactly why this story feels so powerful.

As I read through the UDL Guidelines, I kept thinking about how students all learn, communicate, and engage differently. Because of this, I think educators should provide multiple ways for students to access information, express understanding, and stay engaged throughout learning.

One idea that stood out to me most was the importance of multimodal learning. I noticed that some students may understand concepts best through written text, while others benefit more from visuals, audio, discussion, or interactive activities. Digital tools can help support these differences by allowing students to customize how they access information and demonstrate their learning. For example, captions, audio recordings, visual organizers, and creative media tools can make learning feel more accessible and inclusive for diverse learners.

Transforming the UDL Guidelines into a journal entry also changed the meaning of the original text for me. The formal guidelines became more personal and reflective, which helped me connect the ideas to my own understanding of education. Instead of viewing the guidelines as only a list of teaching strategies, I started thinking more about how they affect students’ confidence, participation, and sense of belonging in the classroom.

This activity showed me that meaning can shift depending on the mode of communication, and that different forms of expression can create stronger personal connections to ideas.

Have you ever noticed how different people can seem online compared to real life? I honestly think social media has changed the way we present ourselves, especially for people our age. Apps like Instagram and TikTok make it so easy to carefully choose what parts of our lives other people see. Most people post highlights, not the boring or difficult moments. Because of that, online identity can sometimes feel more like a performance than reality.

I’ve noticed that scrolling through social media can affect how people feel about themselves. When we constantly see edited photos, achievements, vacations, or “perfect” lifestyles, it’s easy to compare ourselves without realizing that we’re only seeing a small part of someone’s life. At the same time, digital spaces can also create connection. Online communities allow people to find support, share experiences, and express themselves in ways they may not feel comfortable doing in person.

What makes this even more complicated is how algorithms shape what we see. Platforms are designed to keep our attention, which can influence opinions, trends, and even emotions. According to Pew Research Center, social media has a major impact on how young people communicate and form relationships online.

I don’t think social media is completely harmful or completely positive. I think it depends on how we use it, and whether we remember that online identity is rarely the full picture. Pew Research Center. (2023). Teens and social media fact sheet. Pew Research Center

In the past few years TikTok released longer form videos. A video that I immediately thought about was a TikTok in which Taylor Swift is talking about her song writing process. When I looked at the comments, they were all of people commenting “oh, my attention span is just fine”. I even noticed within my own scrolling habits that most of the time I cannot even get through short reels or TikToks. What can we do to fix this? How do we learn to reintegrate “touching grass”?

These comments got me thinking about our attention spans, technology, and if the reduction of student's attention spans come from technology, or if it has always been this short? With a simple google search, this question was immediately answered. My Google AI, stated that it was due to the dopamine release that short videos provide, and they rewire our brains. This cannot be good for us or our youth, right?

​​https://theoxfordblue.co.uk/tiktok-and-the-death-of-the-attention-span/

An article on CBS suggests that our phones aren’t listening- that ad companies are collecting data based on the information we share, the content we engage with, our location and any other information they can get their hands on. This helps them predict what we might want, and links all of our information together to create this persona that companies can sell to. 

On one hand, I actually appreciate the convenience. Sometimes I’ll think of something I want, such as organizing my shoes better. I will receive an ad for shoe organizers that I wouldn’t have ever thought to search up. It can sometimes be helpful. However, the other hand is far more concerning. My information is being shared and analysed constantly to get me to consume more. Are my consumptions voluntary at this point? Would I have made certain decisions if this platform didn’t exist? The results of targeted advertisements isn’t just changing or predicting my behaviour, it feels like it is guiding my behaviour, and this is quite concerning.

The purpose of my UDL remix was to explain the three main principles of the Universal Design for Learning. I made it in a way that is simple, organized, and accessible for different learners. I chose to create an infographic because visual components can help make learning easier to understand, and also more fun (I learn better this way too!). 

Throughout making my infographic, I recognized that the UDL is something to always keep in mind so that education is accessible and inclusive for all students. Every learner has different ways of understanding knowledge, and the UDL recognizes these differences and encourages all educators to be flexible and provide learning opportunities so that every student is successful in the classroom.

My infographic is based on the CAST UDL guidelines (https://udlguidelines.cast.org/), which note that the goal is learner agency. I organized the infographic into the three UDL principles: Engagement, Representation, and Action & Expression. For the three categories, I briefly summarized the guidelines and considerations (to the best of my abilities, of course).

Engagement:

• Focusing and welcoming student interests and identities.

• Maintaining effort and persistence.

• Harnessing emotions and motivation in learning

Representation:

• Being flexible and offering different perspectives to support diversity in the classroom.

• Communication through vocabulary, symbols and language structures that create a shared understanding.

• Building knowledge and constructing meaning for new understandings.

Action & Expression:

• Interacting with materials and tools that make learning accessible.

• Composing and sharing ideas through tools that help achieve learning goals.

• Planning and strategizing to make the most out of learning. 

I also tried to apply the UDL principles within the design itself. I used big, clear headings, spacing, and short explanations to help support readability and accessibility. The infographic has both text and visuals to support the different ways of understanding information. 

This primary objective is reinforced by three foundational instructional principles:

1. Multiple Means of Engagement (the "Why"): This principle fosters motivation and emotional connection by embracing diverse identities and promoting a sense of community.

2. Multiple Means of Representation (the "What"): This principle ensures equitable understanding by presenting information in customizable formats, multiple languages, and various media.

3. Multiple Means of Action and Expression (the "How"): This principle allows for flexible methods of interaction and a range of tools such as film, text, or speech, enabling students to demonstrate their mastery of the material.

Connecting these pillars is a strong emphasis on equity and on dismantling exclusion. This essential aspect addresses systemic and internalized biases, ensuring that learning environments genuinely honour all cultural identities.

Germain, T. (2026). The blue light from your phone isn't ruining your sleep. BBC. https://www.bbc.com/future/article/20260407-the-blue-light-from-your-phone-isnt-ruining-your-sleep

Toronto Metropolitan University. (2025). Biggest-ever Canadian research study of its kind shows bedtime screen use isn’t a clear-cut sleep health concern. Toronto Metropolitan University: News and Events. https://www.torontomu.ca/research/news-events/2025/11/biggest-ever-canadian-research-study-of-its-kind-shows-bedtime-screen-use-isnt-a-clear-cut-sleep-health-concern/

I genuinely think today’s students could survive a corporate office job at age 10. They know how to reopen closed windows, screenshot things they definitely shouldn’t be screenshotting, and somehow make a dead Chromebook sound like it’s about to take off.

But are they actually learning better?

It feels like everything in classrooms now lives on a Chromebook. Notes? Chromebook. Assignments? Chromebook. Group work? Chromebook. Reflection? Chromebook. Want to sharpen your pencil? Probably a google extension for that too.

Don’t get me wrong, technology can be super useful. Students can collaborate easily, access resources instantly, and create things in ways that go beyond paper worksheets. But sometimes I wonder if learning is becoming more about managing tabs, passwords, and notifications than actually engaging with ideas.

During placement, I watched students spend half the period trying to log in, find the assignment, fix the Wi-Fi, charge their Chromebook, or recover a Google Doc they accidentally deleted. By the time everyone reached the google form, the bell was ringing and they were out the door.

I also think Chromebooks create this illusion of productivity. A student typing furiously looks engaged, even if they’re actually changing the font 14 times or searching “cool Roblox backgrounds.”

This connects to Dreamson’s (2020) idea that digital spaces shape participation, reflection, and identity. In the reading, Dreamson (2020) argues that technology should support meaningful interaction, collaboration, and critical reflection, not just function as a tool for completing tasks. But honestly, a lot of classroom technology use still feels like paper worksheets with extra loading screens.

Maybe the issue isn’t Chromebooks themselves. Maybe it’s whether we’re using them to encourage deeper thinking and reflection… or just creating a generation of really efficient tab-switchers.

The reason this happens is because of algorithms. An algorithm is a system that tracks what we do online likes, comments, shares, even how long we watch a video and then uses that to decide what shows up next. So if I stop on one video, my whole feed quickly starts filling with similar content, whether I actually want it or not.

What I really dislike is how content spreads through friends and keeps circulating. A single post can move from one person to another and suddenly be everywhere. It feels like I’m being pushed into trends and content without choosing it.

These apps are designed to keep us scrolling for as long as possible. The longer we stay, the more data is collected, and the more ads we see. Social media heavily influences how people access information today. Personally, I don’t like how powerful the algorithm is because it feels like it controls what I see more than I do. - Aseel

One aspect that stood out to me most was the role technology plays in supporting accessibility and inclusion. Digital tools such as captions, screen readers, text-to-speech software, translation features, and multimedia resources can reduce barriers and provide students with multiple ways to access content and demonstrate understanding. Although I personally do not enjoy online learning and often find face-to-face interaction more engaging and supportive to my mental health and learning, I still recognize why online and technology-supported learning environments are valuable for many students. For learners who require flexibility, accessibility tools, or alternative forms of communication, online learning can create opportunities that may not exist in traditional classroom settings.

While investigating I also reflected on how meaning shifts across different modes of communication. Written text, videos, audio recordings, and visual media each shape understanding differently. I personally prefer written text because it communicates ideas more clearly and directly, which is why I chose to complete this project in a written format. However, I recognize the importance of educators providing multiple modes of communication to create equitable, accessible, and culturally responsive learning experiences for all students. I also value seeing the different ways students can express their learning in ways I might not have considered.

At the same time, however, this white male conceptual artist’s unilateral erasure of street art from the socially stratified urban spaces of an increasingly heterogenous Europe begs questions about the ramifications of enhanced perceptual legibility that does not simultaneously tackle CAST’s competing UDL objectives of addressing biases, fostering belonging and community, and recognizing the beliefs and motivations of all actors - with sensitivity and tact. Finally, while Tremblin’s legible transcriptions of graffiti may be (relatively) aligned with UDL goals for enhanced visual representation, additional modalities of transcription—such as audio or video formats that could be accessed through QR codes, perhaps utilizing augmented reality technology—would enhance the legibility of his interventions from a UDL perspective that places an accent on dynamic accessibility.

For this project, I used canva to create a mind map showing the UDL guidelines in a visual way. I placed UDL at the centre with the three core principles branching out from it. Engagement focuses on the importance of student choice, interest, and identity. Representation focuses on the different ways information can presented for inclusivity, such as through visuals, text, or audio. Action and Expression focuses on how students should have different options to demonstrate their understanding, like through writing, speaking, or creating.  

Transforming the guidelines into a visual format shifted my understanding by making the relationships between the principles clearer. Instead of viewing UDL as a list of separate guidelines, the mind map helped me see it as an interconnected system that supports diverse learners. Using a visual mode also reflects the principles of UDL itself, as it provides an alternative way to access and understand information. 

For engagement, I think about why I get interested in learning. I notice that I focus better when I actually care about what we’re doing or when I have some choice in the task. For example, when I can pick a topic I like or work with a partner I’m comfortable with, I feel more motivated. If something feels boring or too hard without support, I tend to lose focus. Engagement makes a big difference in how much effort I put in.

For representation, I think about how I understand new information. I don’t always get it the first time if it’s just explained one way. I learn better when I can see examples, look at pictures, or hear someone explain it out loud. Sometimes even watching a quick video or seeing a diagram helps things “click” for me. It makes me realize that everyone in the class might need different ways to understand the same idea.

For action and expression, I think about how I show what I know. I used to think writing was the main way, but now I see there are lots of options. I can talk through my ideas, draw diagrams, record my voice, or use digital tools to create something. When I get to choose, I feel more confident because I can show my learning in a way that makes sense for me.

Overall, UDL makes me think that learning isn’t one-size-fits-all. It feels more flexible, more fair, and honestly less stressful when there are different ways to learn and show understanding.

UDL has been actively discussed as one of the best ways of allowing students to have multiple methods of engagement. I think that this is especially crucial in a time where tech is at an all time high. I remixed the three major categories by providing first-person perspectives on them to get a feel for some of the questions or feelings that may come up for others when reading the guidelines.

For representation, I ask myself the 'what.' What am I doing as an educator to ensure that all students have their needs met and are able to participate fully. Are there any changes that need to be made to my approaches? How many methods do I currently have of teaching my designated topic?

For expression, I wonder about how students will participate, feel, and engage in my classroom. Am I giving them the resources that they need so that they can express and be themselves when they answer? Do I provide enough resources and materials for them to fully participate? How can I ensure that I get students comfortable and started on all assignments?

For engagement, I envision myself as the student. Are the lessons that I am creating relatable to me? Are they open-ended enough so that every student can formulate or have an opinion/ participate? Do these assignments allow myself to succeed through hands-on learning for instance?

Overall, I think that UDL has really been a good reflection point for myself as a future educator. It has allowed me to really grasp where I currently am gives myself wonderful prompts for where I want to continue.

Today reminded me that students don’t all learn the same way and honestly, they shouldn’t have to. One student wanted to talk through their ideas out loud, another preferred drawing their understanding, and someone else needed extra time and captions to follow the lesson. It made me realize how important Universal Design for Learning (UDL) really is.

I think part of why UDL stands out to me is because I didn’t always feel like a “good student” growing up. I struggled to feel successful in school because I never really excelled in the traditional ways students were expected to. But in Grade 8, we had a poetry assignment where we could present our work as spoken word. I wrote and performed a piece about Terry Fox, and for the first time, I felt genuinely inspired and motivated to create something meaningful. After I presented it, my teacher asked me to perform it in front of the entire school. I still remember how good it felt to finally feel recognized for something I was good at.

That experience makes me think about UDL differently. Why do students often have to wait for a specific “creative” unit, like poetry or art, to finally show their strengths? UDL challenges that idea by encouraging teachers to offer multiple ways for students to engage, learn, and express their understanding all the time, not just occasionally.

Technology can support this through tools like speech-to-text, audio recording, translation supports, or multimedia creation. But UDL is bigger than technology itself. It’s really about creating learning environments where students feel capable, included, and valued for their different strengths.

Honestly, I think UDL shifts the question from “What’s wrong with this student?” to “How can we design learning so more students have the chance to succeed?” And that feels like a much more human approach to education.

In the poster, I organized the information around the three main principles of UDL: Representation, Action and Expression, and Engagement. I explained Representation as providing information in different formats, such as text, audio, images, videos, and charts, so students can understand content in ways that work best for them. For Action and Expression, I showed how students can demonstrate learning in different ways, including speaking, writing, creating projects, recording videos, or using digital tools. In the Engagement section, I highlighted the importance of motivation, collaboration, student choice, and connecting learning to students’ interests and identities.

I used colourful visuals, icons, and diverse student illustrations to make the poster more welcoming and engaging. I also included key themes such as equity, access, belonging to emphasize that UDL is designed for every learner. This poster demonstrates that UDL is not a “one-size-fits-all” approach to education. Instead, I see UDL as a framework that values learner diversity and helps educators create supportive environments where all students can thrive and reach their full potential.

What was really important and a learning point of mine was seeing each guideline not solely as individual needs but identifying their interconnected nature. By supporting one area it has the ability to strengthen students' ability to access and express their learning across the spectrum. Each section is in constant interaction and thus influences one another.

For representation, I focused on how students receive information. Some students learn better through written text, while others may understand concepts more clearly through diagrams, videos, or hands-on activities. Different communication modes may shape the learning experience differently, so multiple forms of representation can improve accessibility and understanding.

For action and expression, I highlighted that students should have different ways to show their learning. Some students are more comfortable with writing, while others may prefer speaking, drawing, creating videos, or even coding. Providing flexible ways for expression may reduce students’ anxiety and allow them to demonstrate their strengths more effectively.

For engagement, I focused on motivation and participation. Choice, collaboration, gamification, and flexible participation can help students remain involved in learning. In my opinion, engagement does not always look the same for every learner. Some students may participate actively through discussion, while others may engage quietly in different ways.

Overall, UDL is not only a teaching strategy, but also a mindset of inclusion, flexibility, and accessibility for diverse learners.

Engagement focuses on why students learn. It shows that students are motivated in different ways, so teachers should provide choices, connect learning to students’ interests, and create a supportive learning environment. This can help students feel more engaged and willing to participate.

Representation focuses on how information is presented. Since students learn differently, it is important to provide information in multiple formats, such as visuals, audio, and written text. This helps reduce barriers and gives all students better access to the content.

And action & expression focus on how students show their learning. Instead of only using one method, students can demonstrate their understanding through writing, speaking, drawing, or digital tools. This gives students more opportunities to show what they know in ways that work best for them.

Turning the UDL Guidelines into a visual infographic on Canva changes how the information is shared. Instead of reading a lot of detailed text, viewers can understand the main ideas more quickly through simple language and visual design. This shows how multimodal representation can make learning more accessible and engaging for different learners.

For example, I might understand a lesson better through a video with captions, while another learner may prefer a podcast or an interactive graphic. Tools like speech-to-text software, screen readers, and translation apps remove barriers and allow more people to participate confidently. Digital platforms also let me show my understanding in ways that reflect my strengths. Instead of only writing essays, I can create a video, podcast, slideshow, or digital artwork to communicate meaning.

Transforming the UDL Guidelines into a journal-style reflection changes the tone and meaning of the information. The original guidelines feel structured and academic, while the first-person format feels more personal and emotional. It helps me connect the ideas to real experiences rather than seeing them as abstract educational principles. This shift in mode makes the content more relatable and demonstrates how communication styles influence understanding. Ultimately, UDL and digital tools work together to create learning environments where everyone feels supported, valued, and capable of success.

One of the key principles I continue to think about is providing multiple means of engagement. I recognize that students learn best when they feel motivated and connected to the material. Giving students opportunities for choice, collaboration, movement, and creativity can help increase participation and confidence. I have learned that engagement looks different for every learner, and it is my responsibility to create opportunities that support a variety of interests and learning preferences.

I also reflected on the importance of multiple means of representation. Students process information in many different ways, so presenting content through text, visuals, videos, audio, demonstrations, and hands-on learning can make learning more accessible and meaningful. I have realized that when I vary the ways I present information, I am supporting not only students with specific learning needs, but all learners in the classroom.

Finally, I considered the principle of multiple means of action and expression. Students should have different opportunities to demonstrate their understanding and knowledge. Some students may communicate best through writing, while others may express themselves more confidently through discussion, art, technology, or presentations. UDL reminds me that assessment should focus on student understanding rather than limiting students to one format of expression.

Overall, reflecting on UDL has strengthened my understanding of inclusive education. I want my future classroom to be a space where all students feel supported, valued, and capable of success. By intentionally planning with flexibility and accessibility in mind, I can create learning experiences that recognize and celebrate learner diversity.

This is the question every student must ask at some point, maybe after staring blankly at Google Slides for half an hour while moving the title box around instead of actually starting the assignment, or with a pencil hovering above the empty lined pages of a writer’s notebook. Sometimes the answer is yes (cheers would often resound in my placement classrooms when poster-making was on the table).  Sometimes the answer is no because everyone must present their learning and understanding in the same medium, in the same voice, to satisfy a rubric or ultra-specific curriculum expectation or else just prove that they indeed are learning how to write (which these days, is not for nothing).

I think this is where Universal Design for Learning (UDL) comes in.

Before reading the CAST UDL Guidelines, I assumed UDL was mostly about accommodations, like extra time on tests and accessibility tools. Things added afterward to help certain students “keep up.” But the guidelines frame learning differently. Instead of fixing barriers after they appear, UDL asks teachers to design learning environments where barriers are less likely to exist in the first place. 

The guidelines break learning into three major areas: Representation, Action & Expression, and Engagement. Essentially, how students receive information, how they show what they know, and how they stay motivated long enough to finish anything. The core idea is that learners are not all identical robots absorbing information in the same way. Some students understand concepts best visually, others through discussion or hands-on activities. Some write incredible essays but panic during presentations. Some need structure and goals while others need freedom and flexibility.

A student creating a podcast instead of a written reflection is still demonstrating understanding, just through a different mode of communication. In that sense, technology can become a valuable tool. Captions, speech-to-text, videos, collaborative documents, audio recordings, and visual design tools are not (always) distractions from learning. But choice fatigue is real, and to add value to learning rather than detract attention from it, educators must be clear in their expectations, communication, and encouragement to and of their students. Especially those students who go out on a limb to explore a new medium they may not have worked in before.

~ Juliana, AKA someone who spent like 45 minutes trying to make a poster on canva before giving up and writing this because canva gives her choice fatigue. 

I am curious about how technology can be used with students to encourage creativity, collaboration, and community-building. In Grades 10 and 11, I took a course called ‘Computer Technologies’, where we learned how to creatively use various forms of technology. For example, we learned how to properly use cameras, edit photography and videography projects using Photoshop and other software, and design portfolio websites. I gained a lot of practical skills in this course and it was inspiring to be in a course that encouraged creative risk-taking,  collaboration, and expression. The personal and creative use of technology made the class very student-led and helped keep students engaged and invested in their learning. As a future educator, I hope to create similar learning opportunities for students and use technology to support creativity, expression, and cross-curricular learning. I am also interested in how technology can support second language learners.

I like that UDL recognizes that students learn differently and that flexibility can help everyone succeed. Sometimes I express my ideas better through speaking, videos, drawings, or presentations rather than long written responses. Having different ways to show understanding makes learning feel less stressful and more fair. It also allows students to feel more confident because they are able to use their strengths instead of constantly focusing on areas they struggle with.

Another important part of UDL is engagement. When learning connects to my interests or gives me some independence, I participate more and feel more confident. I also think accessibility matters because not every student has the same strengths, background knowledge, or support systems. Something as simple as captions on videos, flexible deadlines, or assistive technology can make a huge difference for some learners.

Technology can also support UDL by making learning more interactive and accessible. Digital tools allow students to learn through audio, visuals, games, videos, and collaboration instead of relying on only one method of instruction. I think this helps create a classroom environment where more students feel included and capable of succeeding.

After learning about the UDL Guidelines, I now see that inclusion is not about giving everyone the same thing. It is about giving people what they need to succeed in their own way.

When I plan instruction, I try to support multiple means of engagement by offering choices and building relevance. I notice that students are more motivated when they can connect learning to their interests or when they have some autonomy in how they approach a task. I also try to reduce barriers that might cause frustration or disengagement, so that students feel supported and willing to persist.

I also focus on multiple means of representation. I remind myself that information should not only be presented in one way. Some students understand best through text, others through visuals, audio, or demonstrations. When I vary how content is shared, I see more students accessing meaning in ways that work for them.

Finally, I think about multiple means of action and expression. I try to give learners different ways to show what they know—writing, speaking, creating visuals, or using digital tools. This reminds me that learning is not just about one “correct” format, but about allowing students to demonstrate understanding in ways that reflect their strengths.

Overall, UDL feels like a mindset of flexibility. It pushes me to design with variability in mind from the start, rather than as an accommodation afterward.

By: Hanya Saleh

What I find interesting is that research suggests digital environments don’t just deliver information—they actually shape how we see ourselves as learners. Dreamson (2020) describes online learning spaces as emergent spaces, where identity is continuously formed through interaction, reflection, and participation. In other words, we’re not just consuming content online—we’re becoming different kinds of learners through it.

This connects to broader research on digital education, which shows that learning environments influence identity, engagement, and how students make meaning in online spaces (Kwon et al., 2021: https://link.springer.com/article/10.1186/s41239-021-00304-8).

So maybe the real question isn’t whether online learning is “good” or “bad,” but how these systems are shaping us while we use them. Are we adapting to the tools—or are the tools shaping how we think, learn, and participate?

I’d be curious to hear what others think: do you feel like digital platforms give you more control over your learning, or do they sometimes shape your experience in ways you don’t fully notice?

One thing that stood out most to me in this week's content was the description of UDL as a set of principles to foster learning agency. Now, I found myself wondering what does learning agency really mean and how can I use UDL effectively in my classroom. The first principle is representation, which focuses on multiple ways students can access content in terms of display, but also language as well as design content that is diverse and representative of their students. When I think about applying this principle to my future classroom, I think one of the most crucial components of successful creating learning opportunities that represent the unique identities and needs of my students is to first build relationships with them and get to know them. Without this knowledge and relationship, representation may become a check mark and not actually be relevant to the students in my classroom. 

The second principle is Action and Expression. When learning more about this principle of UDL it became evident its main focus is on balance of both supporting students learning while also challenging them without restricting independence or participation. Additionally, I think it is important to be flexible, not only in how instruction is delivered, but also in how students deliver assignments or projects.  

The last principle is engagement. Coming back to what I had said earlier about truly getting to know students, I think designing learning that is meaningful and relevant for learnings includes getting to know them and their interests. Considering emotional support also stood out to me, specifically considering not only how students feel, but also consider where their motivation lies and recognizing that this may shift or change depending on what their lives look like.  

I have begun to understand that UDL is not just about checking off boxes to support different learning styles, but it stretches beyond and can be used as a tangible framework to meet all learners needs. 

-Meagan

Technology within UDL design can support equitable and accessible learning environments. Digital tools allow information to be presented in multimodal ways through text, audio, visuals, video, and interactive features, helping to reach a wider range of learners. Accessibility tools such as captions, text-to-speech, audio supports, and visual aids can reduce barriers and make learning more inclusive for students with different strengths and needs. When students feel represented and supported, they are often more engaged and confident in their learning.

I also reflected on how technology supports Action and Expression by giving students multiple ways to communicate their understanding. Learners can express ideas through writing, speaking, drawing, video creation, collaborative digital platforms and more. In my experiences working with students, I have noticed that they are more motivated to learn when they can express themselves in ways that feel comfortable and meaningful. It is important to provide opportunities for students to understand that there are different ways to learn, explore alternative approaches, and develop agency and confidence in their own learning needs.

2. News and current events

3. Talk shows

4. Sci-fi movies

5. Reading

“Universal Design for Learning (UDL) focuses on fostering learner agency. It does this through purposeful and reflexive engagement, authentic representation, and expressive action. UDL operates through three main categories: Engagement, Representation, and Action & Expression. “Engagement” emphasizes motivating learners, cultivating interest, and sustaining effort. It appeals to various student interests and identities by offering opportunities for choice and autonomy. Engagement also asserts that educators must provide clear goals, appropriate challenges, space for collaboration, and emotional support. “Representation” advocates presenting information in different ways to accommodate diverse learning needs and ensure accessibility. Educators can represent material by designing multiple avenues for student information and language access. They can also scaffold lessons. “Action & Expression” emphasizes allowing students to demonstrate knowledge and skills. It encourages communication and supports self-regulation. This can be modelled through multifaceted, open-ended options for interacting with, organizing, and expressing material. These sections advocate designing multiple means of access, support, and executive-function approaches to best support individual learners in large settings.”

Overall, I believe this poster draws people’s attention and makes the UDL guidelines more “digestible” by presenting them in an eye-catching format. I enjoyed visualizing the information, and I feel it helped me to better understand how UDL can be used to engage all different types of learners in our classrooms. Even a simple task like this helped provide multiple avenues for engagement, representation, and action & expression. I thoroughly enjoyed creating this poster and hope the poster will help people look into/grasp UDL’s key principles and how to apply them.

I especially appreciated the inclusion of guidelines that address biases and systems of exclusion affecting learners both with and without disabilities. Each of the three categories includes actions related to recognizing and addressing bias, highlighting the importance of educators reflecting on their own positionalities when designing learning experiences. Similarly, I like the emphasis on cultivating “multiple ways of knowing and meaning-making” (CAST). To support this, educators must continually reflect on their own assumptions and biases, as well as those embedded within the broader systems in which they teach. Teachers must also remain open to lifelong learning and be willing to learn alongside and from their students. This connects closely to the guideline emphasizing the importance of engaging students with content that is relevant and meaningfully connected to their interests, goals, and communities.

-Kathleen

Martin, M. Wray, & J. Krupa (2025). Effective and culturally sensitive online teaching and learning. Universal design for learning: A critical approach (1st ed.). Routledge.

(photo taken last summer...)

I think one of the biggest things I bring is creativity and collaboration. I like working with other people, sharing ideas, and finding ways to make lessons feel more interactive instead of just reading off slides all class. At the same time, I still value face-to-face interaction a lot. I think technology is helpful, but I don’t think it should completely replace real human connection, especially in education.

Outside of school, I like watching movies, reading, and playing video games. I also really like YouTube because there’s such a huge variety of content on there and you can really see the effort and creativity content creators put into their videos. I also like Twitch and watching gaming streams because it’s fun and entertaining. However, I honestly don’t like social media and I don’t even have it anymore. I find a lot of social media really artificial and fake, and I don’t think it reflects real life or real connections very well. I’m excited to learn new things in this course and see what everyone else brings in terms of ideas, skills, and experiences.

What I found the most interesting was the input regarding financially insecure families. I thought that this was a really important aspect to consider in the implementation of technology. Although these accessible platforms are important, it is integral to consider those who do not have access to the internet or technology. I am curious to find out ways that we as educators can help to accommodate these families. I think that it is easy to say that children from financially unstable families should use technology at libraries, but considering the EDI aspect to these guidelines, this might not always be an accessible way around it.

-Molly

1. Travel

2. Reading

3. Volleyball

4. Gym

5. Discovering new food spots

I also enjoy watching Twitch streams. Even though I'm not interacting directly with the streamer most of the time, it feels more authentic than scrolling through endless social media feeds. People are usually just being themselves while sharing something they enjoy.

That said, I think social media can be addictive. Many apps are designed to keep us scrolling for as long as possible. Notifications, likes, and endless content make it easy to lose track of time. If we normalize constantly checking social media in class or during conversations, it becomes harder to stay present and focused.

Research has even found connections between excessive social media use and negative impacts on mental health and well-being. This article from the American Psychological Association discusses some of these concerns:

https://www.apa.org/monitor/2023/09/protecting-teens-on-social-media

For me, real conversations are still the best way to build relationships. I'd rather get to know someone through shared experiences, classes, work, or hobbies than through a social media profile. Technology can be a great tool, but I think it's important to use it intentionally instead of letting it control our attention.

(Image made through Canva)

Today we talked about Universal Design for Learning (UDL), and honestly it made a lot of sense to me. The main idea I got from it is that not everyone learns the same way, which seems pretty obvious when you think about it, but schools don't always act like that's true. Everyone has different strengths, interests, and ways of understanding things, so it makes sense that people would need different approaches to learning.

For me, I learn way better from videos and examples than from reading long chapters. Don't get me wrong, I can read when I have to, but if someone gives me a huge textbook chapter, my mind starts wandering after a while. If I watch a video, see visuals, or have someone explain it step by step, I usually understand it much faster. I spend a lot of time on YouTube because there are so many people explaining topics in interesting ways. Sometimes a ten-minute video can teach me something better than twenty pages of reading.

Something else I like about UDL is that it gives students different ways to show what they know. I think that's important because not everyone is good at the exact same type of assignment. Some people are great at writing papers, while others might be better at presentations, videos, artwork, discussions, or hands-on projects. If the goal is to show understanding, then giving students options seems fair.

Technology makes a lot of this possible too. We have videos, podcasts, speech-to-text tools, audiobooks, interactive activities, and so many other resources that can help people learn. Technology isn't perfect, but when it's used well, it can make learning more accessible for a lot of people. I also think UDL helps keep students engaged. It's hard to stay motivated when every assignment looks exactly the same. Having some choice in how you learn or complete a task can make a big difference. People are usually more interested when they can connect learning to their own strengths and interests.

In conclusion, UDL reminds me that there isn't one "correct" way to learn. Everyone is different, and that's completely normal. Giving students more flexibility and more ways to access information can help make learning less frustrating and more enjoyable for everyone.

2) Swimming

3) Baking

4) Figure Skating

5) Chocolate Chip Cookies (currently trying to find the best one downtown, tried five places so far)

Reference:

Corona UK [@coronauk]. (n.d.). Posts [Twitter/X profile]. Retrieved May 31, 2026, from https://x.com/coronauk

Photo Reference:

Vedfelt, K. (n.d.). Close-up of hand scrolling on phone at festival. https://www.gettyimages.ca/detail/photo/close-up-of-hand-scrolling-on-phone-at-festival-royalty-free-image/671711967?adppopup=true. Retrieved May 29, 2026,.

As I learned more about UDL, I found that many of its principles connect to what I observed during my practicum. Not all students learned best through the same methods; some needed visual supports, some benefited from hands-on activities, and others preferred discussing their ideas rather than writing them down. UDL helped me understand the importance of providing different options so that all students can participate and succeed. I believe this approach can help create a more accessible and supportive classroom for every learner.

Gray, A. (2025). The health and wellness advertising restriction: How to adapt to Meta's new ad policies. The Graygency. https://thegraygency.com/the-health-and-wellness-advertising-restriction-how-to-adapt-to-metas-new-ad-policies/ Retrieved May 31, 2026.

Picture Reference: Hallam. (2019). A-Z of social media – A social media glossary. https://hallam.agency/blog/social-media-glossary-2/

Sensa Products, LLC. (n.d.). Need to lose 30 pounds? Try Sensa free! [Advertisement]. https://www.ftc.gov/news-events/news/press-releases/2014/01/sensa-three-other-marketers-fad-weight-loss-products-settle-ftc-charges-crackdown-deceptive

Image Source:

Farace, S., Villarroel Ordenes, F., Herhausen, D., Grewal, D., & de Ruyter, K. (2025). Standing out while fitting in: Visual design of text overlays in social media communication. Journal of Marketing, 90(1), 132–151. https://doi.org/10.1177/00222429251322773

iStock. (n.d.). Young woman taking measurements of her body in front of the mirror in her bedroom [Photograph]. iStock. https://www.istockphoto.com/photos/woman-measuring-waist

References

BeautypulseLONDON. (2015, January 25). Product review: @officialBbeauty B. Even oil free foundation in Mocha and the B. Creative Pro Face Kit in Dark. BeautyPulse London. https://beautypulselondon.com/product-review-officialbbeauty-b-even-oil-free-foundation-in-mocha-and-the-b-creative-pro-face-kit-in-dark/

References

Office of the Surgeon General. (2023). Our Epidemic of Loneliness and Isolation:The U.S. Surgeon General’s Advisory on the Healing Effects of Social Connection and Community. U.S. Department of Health and Human Services. https://www.hhs.gov/sites/default/files/surgeon-general-social-connection-advisory.pdf

Sit V. (2025, October 3). With a Friend like this, who needs enemies? The Verge. https://www.theverge.com/column/791010/optimizer-friend-ai-companion-wearables

The phrase “Never advanced enough” highlights how consumer culture encourages us to keep upgrading, even when our needs have already been met. The overall message is that constant technological advancement does not necessarily bring satisfaction. Instead, it can create a cycle of endless consumption and perceived obsolescence.

Picture source:

Samsung Electronics. (2026, July 25). Samsung Galaxy S26 series and Galaxy Buds4 series now available worldwide [Promotional image]. Samsung Newsroom. https://news.samsung.com/global/samsung-galaxy-s26-series-and-galaxy-buds4-series-now-available-worldwide

Reference:  

Ozempic. (2023). Yo Ho Ho It’s Magic

L’Oréal Paris. (n.d.). Revitalift Triple Power Anti-aging Moisturizer [Advertisement] https://www.amazon.ca/LOreal-Paris-Revitalift-Anti-Aging-Moisturizer/dp/B008EKY8VK?th=1  

Reference

Duke Today. (2025, January 28). Yes, you're being watched on the internet. Duke University. https://today.duke.edu/2025/01/yes-youre-being-watched-internet

Adobe Stock. (n.d.). Likes Instagram images – Browse stock photos, vectors, and video. Adobe. https://stock.adobe.com/ca/search?k=likes+instagram

Adobe Stock. (n.d.). Likes Instagram images – Browse stock photos, vectors, and video. Adobe. https://stock.adobe.com/ca/search?k=likes+instagram

Duffy, J. (2021). Instagram’s grim appeal as a silent self-esteem breaker. CNN Health. https://www.cnn.com/2021/10/05/health/instagram-self-esteem-parenting-wellness

Reference:

Glossier. (n.d.). Generation G lipstick campaign advertisement [Photograph]. Look. https://look.inc/glossier

Materials:

• Bee-Bot (or arrow coding cards for an unplugged version)

• Maze mat or grid paper (or digital version, see below)

• Obstacle blocks

• Animal figure or image

• Recording sheet

• Pencils and markers

Design Challenge:

• Program the robot to reach the animal without touching obstacles.

• Use the fewest commands possible.

• Test your code.

• Identify errors and debug your program.

• Improve your design by adding new obstacles or challenges.

• Explain your coding strategy to a partner.

Curriculum Connection (Ontario Grade 3 Mathematics – Algebra ~Coding):

C3.1

solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, and repeating events

C3.2

read and alter existing code, including code that involves sequential, concurrent, and repeating events, and describe how changes to the code affect the outcomes

Reflective Questions:

1. What problem did you encounter while coding, and how did you solve it?

2. How did testing and debugging improve your program?

3. What would you change if you completed the challenge again?

References:

• Ontario Mathematics Curriculum (2020)

• https://beebot.terrapinlogo.com/

In groups, students will take on the role of explorers who must safely escape a volcanic island by creating a sequences of coding directions. Using simple arrow cards, students will plan a step-by-step route to avoid lava and reach safety. Once creating their sequence of directions, students will physically test out their code by stepping through each instruction. This hands-on activity builds early coding skills through movement and problem-solving

Materials:

• Direction cards (forward, left, right)

• Masking tape (for the floor map)

• Red paper for lava zones

• Blue paper for the “exit”

• Recording sheet

• Pencils

Design Challenge:

• Using the direction cards, build a safe path across the volcano island.

• Try out your code on the map!

• Stepped in lava? Don’t worry, fix your code and try again. 

• Once completed the first time, try improving your code to get to the exit using the fewest directions possible. 

Curriculum Connection (Kindergarten Curriculum - B11. Coding Skills)

B11.1 use directional and positional language to create and follow instructions involving movement

B11.2 test and refine instructions

Reflective Questions:

1. Were you able to escape the island the first time? What happened?

2. Did moving on the floor help you understand your coding instructions better?

3. Did you and your group all agree on the same path? If not, how did you decide on which instructions to follow? 

References:

• Ontario Kindergarten Curriculum (2026)

Cup Stack Coding Challenge introduces students to coding concepts through a hands-on building activity. Students create a cup tower design and write an algorithm (step-by-step instructions) that allows a partner to recreate the structure without seeing the original. Through testing, debugging, and revising their instructions, students develop computational thinking, problem-solving, communication, and collaboration skills.

Materials

• Plastic cups

• Paper and pencils

• Cup Stack Code Sheet

• Markers or crayons (optional, for drawing tower designs)

• Clipboards or hard writing surfaces (optional)

Design Challenge

• Uses at least 6 cups

• Can stand independently for at least 10 seconds

• Includes multiple levels or patterns

• Can be recreated by a partner using only your written algorithm

Curriculum Connection: Mathematics

Strand C: Algebra

C3. Coding (Grade 4)

C3.1 Solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events.

C3.2 Read and alter existing code, including code that involves sequential, concurrent, repeating, and nested events, and describe how changes to the code affect the outcomes.

Reflection

1. Were your instructions clear enough for your partner to build the cup tower successfully?

2. What errors did you discover when testing your algorithm?

3. How did revising your instructions improve the final outcome?

References

Canada Learning Code. (2018). Speed Stacker: Unplugged Coding Activity. Retrieved from Canada Learning Code – Speed Stacker. This activity uses cup towers to teach algorithms, debugging, and computational thinking.

Deirdre. (2017). STEM Coding for Kids: Cup Stacking Algorithms. Retrieved from STEM Coding for Kids – Cup Stacking Algorithms. This lesson has students create cup designs and write algorithms to recreate them, closely matching your makerspace activity.

Ontario Mathematics Curriculum (2020)

-Kathleen

Lavender Life Company. (n.d.) Relaxation Made Simple. Lavender Life. https://lavender-life.com/

Image link: https://share.google/85xUYxbvhSXj7QWB2

Materials

• Chromebook or tablet

• LEGO Education SPIKE Essential kit

• Scratch or Code.org

• Coding mats/grid boards

• Unplugged coding cards

• Cardboard, paper, tape, markers, craft sticks

• Whiteboard and dry erase markers

• Student design journal

Students will:

• Design and code a robot to complete a task or solve a problem.

• Create an interactive story or game using Scratch.

• Build a maze and program a robot to navigate it.

• Use unplugged coding cards to create an algorithm.

• Test, debug, and improve their design through multiple iterations.

B3.1: Identify examples of how coding and computing technologies are used in everyday life.

Reflection Questions

1. How did your algorithm help solve the challenge?

2. What problems did you encounter, and how did you fix them?

3. What would you change if you completed this challenge again?

Scratch Foundation. (2026). Scratch: Imagine, program, share. https://scratch.mit.edu

Code.org. (2026). Elementary school coding curriculum and resources. https://code.org/educate/elementary

Ontario Ministry of Education. (2026). Mathematics. Curriculum and Resources. Government of Ontario. https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics

Materials:

• Knitting needles

• Yarn (multi-coloured)

• Pattern

Students Will:

• Follow simple knitting patterns as step‑by‑step “algorithms.”

• Practice basic stitches (knit and purl) to build sequences.

• Identify and repeat patterns to understand loops.

• Work in pairs or small groups to compare and check progress.

• Spot and fix mistakes (“debug”) in their knitting patterns.

• Create their own simple stitch pattern using a set of rules and share how it follows those rules.

• Explain how their knitting represents coding concepts in their own words.

• Reflect on challenges and strategies used during the activity, and record what they learned.

Curriculum Connection:

C3. Coding (Grade 4)
C3.1 Solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events.
C3.2  Read and alter existing code, including code that involves sequential, concurrent, repeating, and nested events, and describe how changes to the code affect the outcomes.

Questions:

• What strategies did you use when you made a mistake in your knitting pattern, and how is that similar to fixing errors in coding?

• How did repeating stitches help you create your pattern, and why is repetition important in coding?

• If you could change or improve your pattern, what would you do differently and why?

References:

Sawicki, L. (2017). “Knitting Code: A Programming Primer.” in Medium. https://lorenka.medium.com/knitting-code-a-programming-primer-15211fdb90c2

Stornaiuolo, A., & Nichols, T. P. (2020). Makerspaces in K–12 schools: Six key tensions. In J. Rowsell, C. McLean, & J. Marsh (Eds.), Making futures: Maker literacies and maker identities in the digital age (pp. 117–132). Routledge

Students explore the stages of a frog’s life cycle by programming a robot or using unplugged coding cards to move through each stage in sequence. This activity combines science knowledge with coding, creativity, and iterative design.

Prompt

A grid mat divided into four sections:

Egg → Tadpole → Froglet → Adult Frog. Students design algorithms with coding cards or robotics to guide movement across the stages, adding visuals or props to represent transformations.

Materials

• Small robots (Ozobot, Bee‑Bot, or Sphero)

• Coding cards (arrows, loops, conditionals)

• Grid mats labeled with life cycle stages

• Art supplies (markers, paper, stickers)

• Tablets/laptops (optional for digital coding)

Design Challenge

• Program the robot to travel through each life cycle stage in order.

• Debug and refine the robot's behaviour when it misses a stage.

• Collaborate to add creative representations at each stage.

• Extend by designing alternative life cycles (butterfly, plant).

Curriculum Connection (Ontario Grade 4)

• Science & Technology – Life Systems: B2.6

  Describe structural adaptations of a variety of plants and animals and how these adaptations allow the organisms to survive in specific habitats

• Mathematics – C3.2 Coding: Read and alter existing code, including code that involves sequential, concurrent, repeating, and nested events, and describe how changes to the code affect the outcome.

Reflective Questions

• What did you learn about the frog’s life cycle by coding it step‑by‑step?

• How did you fix errors when your robot skipped a stage?

• How did you make your life cycle representation unique?

References:

Stornaiuolo, A., & Nichols, T. P. (2020). Makerspaces in K–12 schools: Six key tensions. In J. Rowsell, C. McLean, & J. Marsh (Eds.), Making futures: Maker literacies and maker identities in the digital age (pp. 117–132). Routledge.

Ontario Ministry of Education. (2020). The Ontario curriculum, grades 1–8: Mathematics. Queen’s Printer for Ontario.

Ontario Ministry of Education. (2007). The Ontario curriculum, grades 1–8: Science and technology. Queen’s Printer for Ontario.

Code.org. (n.d.). Elementary coding resources. Retrieved June 9, 2026, from https://code.org

ScratchEd. (n.d.). Creative coding for classrooms. Harvard Graduate School of Education. Retrieved June 9, 2026, from https://scratched.gse.harvard.edu (scratched.gse.harvard.edu in Bing)

Students explore the stages of a frog’s life cycle by programming a robot or using unplugged coding cards to move through each stage in sequence. This activity combines science knowledge with coding, creativity, and iterative design.

Prototype

A grid mat divided into four sections:

Egg → Tadpole → Froglet → Adult Frog.

Students design algorithms with coding cards or robotics to guide movement across the stages, adding visuals or props to represent transformations.

Materials

• Small robots (Ozobot, Bee‑Bot, or Sphero)

• Coding cards (arrows, loops, conditionals)

• Grid mats labelled with life cycle stages

• Art supplies (markers, paper, stickers, cardboard)

• Tablets/laptops

Design Challenge

• Program the robot to travel through each life cycle stage in order.

• Debug and refine the robot's behaviour when it misses a stage.

• Collaborate to add creative representations at each stage.

• Extend by designing alternative life cycles (butterfly, plant).

Curriculum Connection (Ontario Grade 4)

• Science & Technology – B2.6 Life Systems

  Describe structural adaptations of a variety of plants and animals and how these adaptations allow the organisms to survive in specific habitats

• Mathematics – C3.2 Coding: Read and alter existing code, including code that involves sequential, concurrent, repeating, and nested events, and describe how changes to the code affect the outcome.

  
  

Reflective Questions

• What did you learn about the frog’s life cycle by coding it step‑by‑step?

• How did you fix errors when your robot skipped a stage?

• How did you make your life cycle representation unique?

References:

Stornaiuolo, A., & Nichols, T. P. (2020). Makerspaces in K–12 schools: Six key tensions. In J. Rowsell, C. McLean, & J. Marsh (Eds.), Making futures: Maker literacies and maker identities in the digital age (pp. 117–132). Routledge.

Ontario Ministry of Education. (2020). The Ontario curriculum, grades 1–8: Mathematics. Queen’s Printer for Ontario.

Ontario Ministry of Education. (2007). The Ontario curriculum, grades 1–8: Science and technology. Queen’s Printer for Ontario.

Code.org. (n.d.). Elementary coding resources. Retrieved June 9, 2026, from https://code.org

ScratchEd. (n.d.). Creative coding for classrooms. Harvard Graduate School of Education. Retrieved June 9, 2026, from https://scratched.gse.harvard.edu (scratched.gse.harvard.edu in Bing)

Students will use block-based coding (e.g., Scratch or MakeCode) to program a virtual robot that sorts waste into recycling, compost, and garbage bins. Through trial and error, students will test and improve their code to make the robot more efficient. The activity combines coding, environmental awareness, creativity, and problem-solving.

2. Prototype (Mock-Up)

 _______________________
|   Recycling Robot 🤖  |
|-----------------------|
| Item → Plastic Bottle |
| [Recycle Bin]         |
| [Compost Bin]         |
| [Garbage Bin]         |
|                       |
| Code Blocks:          |
| IF item = plastic     |
| THEN move to recycle  |
|_______________________|

3. Materials

• Computers or tablets

• Scratch or MakeCode

• Design planning sheet

• Pencil and paper

• Optional: recyclable materials for an unplugged version

4. Design Challenge

• Create a robot that sorts at least 5 different items.

• Use conditional statements (if/then).

• Test your code and identify any errors.

• Improve your program based on testing results.

• Share your solution with a partner and explain your coding decisions.

5. Curriculum Connection (Grade 4 Ontario Mathematics)

B2. Coding

B2.1: Create basic code, including sequential and concurrent code, to solve problems.

B2.4: Use coding to represent a mathematical situation and create a computational model.

6. Reflective Questions

1. What challenge did you encounter while coding your robot, and how did you solve it?

2. How did testing your code help improve your final program?

3. If you had more time, what feature would you add to your robot?

7. References

• Scratch. https://scratch.mit.edu

• Ontario Ministry of Education. The Ontario Curriculum, Grades 1–8: Mathematics (2020)

• Code.org. https://code.org

  
  

This makerspace station encourages students to think like programmers and designers by emphasizing experimentation, collaboration, and iterative improvement rather than focusing solely on a perfect final product.

Image - https://thesequinist.com/confidence-in-your-skin/

Materials:

• Straws

• Clay/playdough (connectors)

• 3D shape cards (cube, pyramid, rectangular prism)

• Coding cards (Step 1, Step 2, repeat, fix)

• Recording sheet + pencils

Design Challenge:

• Choose a 3D shape to build (e.g., cube, pyramid)

• Use straws as edges and clay as vertices

• Write a step-by-step “build code” for your structure

• Test your code by building the shape

• Identify mistakes (unstable structure, missing edges, etc.)

• Debug and improve your instructions

• Exchange codes with a partner and try to build their shape

Curriculum Connection (Grade 4):

• C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events

• C1.3 determine pattern rules and use them to extend patterns, make and justify predictions, and identify missing elements in repeating and growing patterns

• E1. Geometric and Spatial Reasoning: describe and represent shape, location, and movement by applying geometric properties and spatial relationships in order to navigate the world around them

Reflection Questions:

1. What problems did you encounter when building your structure?

2. How did you improve your instructions after testing?

3. How does building a 3D shape relate to coding and sequencing?

References:

Ontario Ministry of Education. (2020). The Ontario curriculum, grades 1–8: Mathematics (2020). https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics

Materials

• Paper pizza templates

• Paper toppings (cheese, pepperoni, mushrooms, peppers, etc.)

• Customer order cards

• Algorithm recording sheet

• Pencils/markers

  
  

Design Challenge

• In pairs or groups of 3 choose a customer order card.

• Create a step-by-step algorithm for making the pizza.

• Exchange instructions with another group.

• Follow their algorithm exactly.

• Check whether the finished pizza matches the order.

• Identify any bugs or missing steps.

• Revise and improve the algorithm.

• Create a more efficient algorithm if possible.

Curriculum Connections

Strand C: Algebra – Coding

C3.1: Solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events

C3.2: Read and alter existing code, including code that involves sequential, concurrent, repeating, and nested events, and describe how changes to the code affect the outcomes

Reflection Questions

1. Which step in your algorithm caused the biggest confusion when another group tried to build your pizza, and what would you change to make it clearer?

2. Did your instructions include every detail needed to build the pizza exactly as shown on the customer order card (such as topping placement, quantity, or order of steps)? What did you miss or assume?

3. How did testing another group’s algorithm help you understand the importance of sequencing and precision in coding instructions?

References 

Computer Science Education Research Group. (n.d.). About CS Unplugged. CS Unplugged. https://www.csunplugged.org/en/about/

Ontario Ministry of Education. (2020). The Ontario curriculum, grades 1–8: Mathematics (2020). Government of Ontario. https://www.ontario.ca/page/new-math-curriculum-grades-1-8

Rowsell, J., & McLean, C. A. (Eds.). (2021). Maker literacies and maker identities in the digital age: Learning and playing through modes and media. Routledge. 

Materials

* Floor grid (tape on the floor)

* Direction cards

* Loop cards (Repeat x2, Repeat x3)

* Small treasure objects

* Recording sheet

* Pencil

Design Challenge

* Work with a partner.

* One student is the programmer and one is the robot.

* Create an algorithm to guide the robot to the treasure.

* Test the algorithm.

* Identify mistakes (bugs).

* Revise and improve the instructions.

* Complete the challenge using the fewest instructions possible.

Curriculum Connection

Ontario Mathematics Curriculum – Grade 4

Strand C: Algebra

C3.1 Solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential and repeating events.

C3.2 Read and alter existing code and describe how changes to the code affect outcomes.

Reflection Questions

1. What bug did you discover while testing your algorithm?

2. How did using loops make your code more efficient?

3. What changes improved the success of your robot?

References

Code.org. (n.d.). Computer Science Fundamentals. https://code.org

Ontario Ministry of Education. (2020). The Ontario Curriculum, Grades 1–8: Mathematics.

Resnick, M. (2017). Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play. MIT Press.

Students become secret agents who must complete a series of coding missions to unlock a final secret code. Using a board-game-style pathway, students will decode instructions, run algorithms, and debug errors to complete challenges. This hands-on station builds computational thinking, problem-solving, and collaboration through engaging “spy missions” that increase in difficulty as students progress.

Materials:

• Spy Code Breakers game board (printed prototype)

• Mission cards (coding challenges)

• Code cards (arrows, jump, repeat, steps)

• Debug cards (fix/error cards)

• Tokens (spy icons or counters)

• Cipher key sheet

• Recording sheet + pencil

• Optional: tablet or coding app (Scratch or Code.org)

Design Challenge:

Students must:

• Follow coded instructions to complete missions

• Build correct algorithms using code cards

• Use loops (repeat cards) to simplify steps

• Debug incorrect sequences

• Work through 2–3 missions to unlock the final secret code

• Collaborate and explain their reasoning

Curriculum Connection (Grade 4 Mathematics)

C3.1 Solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events.

C3.2 read and alter existing code, including code that involves sequential, concurrent, repeating, and nested events, and describe how changes to the code affect the outcomes.

Reflection Questions:

• What strategy helped you complete missions successfully?

• How did debugging improve your code?

• How did using repeat/loops make your solution more efficient?

References

Code.org. (n.d.). https://code.org

Microsoft MakeCode. (n.d.). https://www.microsoft.com/en-us/makecode

Scratch Foundation. (n.d.). https://scratch.mit.edu

Ontario Ministry of Education. (n.d.). Grade 4 mathematics curriculum. https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics/grades/g4-math

Unplugged cup coding is an opportunity for students to practice their coding skills without the use of technology. The aim is to create a structure using cups, and creating a code for this structure to make it possible for a peer to recreate this structure by only using the code.

Materials:

• Paper

• Pen

• 5-10 plastic or paper cups

• construction paper cut into equal strips half the diameter of the cup (at least 2 colours)

Design Challenge:

• Find a partner

• Use the strips of construction paper by placing them side by side against a wall, so that each strip is partly against the wall and partly on the table or flat surface. This will be your grid.

• Each strip should be half the size of the cup diameter

• Here is the key to cup movements:

  • pick up the cup (upward arrow)

  • put the cup down (downward arrow)

  • move the cup forward (forward-facing arrow)

  • move the cup backwards (backward arrow)

  • flip the cup over (curved arrow facing upwards)

• Now create a structure using the cups and write down each step you made with the cup to create your structure (using only the arrows). What you have written on the paper is the code.

• Give your code to your partner, who is the computer receiving the code, so they can recreate the cup structure on the grid using only the code.

Reflection Questions:

1. Did your partner succeed in re-creating your cup structure?

2. Did you discover any errors or difficult steps in your code?

3. Is there anything you would do differently next time? Would you make your code easier or more difficult?

   
   

Grade 4 Curriculum Connections: C3. Coding

• C3.1 Solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events. 

• C3.2  Read and alter existing code, including code that involves sequential, concurrent, repeating, and nested events, and describe how changes to the code affect the outcomes.

References:

Cube For Teachers. (n.d.). At-home activity: Coding without computers [Video]. YouTube. https://www.youtube.com/watch?v=ZQ_KeOQi2Cs

Ontario Ministry of Education. (n.d.). C3. Coding. Ontario elementary mathematics curriculum, Grade 4. https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics/grades/g4-math/strand-c/c3

Unplugged cup coding is an opportunity for students to practice their coding skills without the use of technology. The aim is to create a structure using cups, and creating a code for this structure to make it possible for a peer to recreate this structure by only using the code.

Materials:

• Paper

• Pen

• 5-10 plastic or paper cups

• construction paper cut into equal strips half the diameter of the cup (at least 2 colours)

Design Challenge:

• Find a partner

• Use the strips of construction paper by placing them side by side against a wall, so that each strip is partly against the wall and partly on the table or flat surface. This will be your grid.

• Each strip should be half the size of the cup diameter

• Here is the key to cup movements:

  • pick up the cup (upward arrow)

  • put the cup down (downward arrow)

  • move the cup forward (forward-facing arrow)

  • move the cup backwards (backward arrow)

  • flip the cup over (curved arrow facing upwards)

• Now create a structure using the cups and write down each step you made with the cup to create your structure (using only the arrows). What you have written on the paper is the code.

• Give your code to your partner, who is the computer receiving the code, so they can recreate the cup structure on the grid using only the code.

Reflection Questions:

1. Did your partner succeed in re-creating your cup structure?

2. Did you discover any errors or difficult steps in your code?

3. Is there anything you would do differently next time? Would you make your code easier or more difficult?

   
   

Grade 4 Curriculum Connections: C3. Coding

• C3.1 Solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events. 

• C3.2  Read and alter existing code, including code that involves sequential, concurrent, repeating, and nested events, and describe how changes to the code affect the outcomes.

References:

Cube For Teachers. (n.d.). At-home activity: Coding without computers [Video]. YouTube. https://www.youtube.com/watch?v=ZQ_KeOQi2Cs

Ontario Ministry of Education. (n.d.). C3. Coding. Ontario elementary mathematics curriculum, Grade 4. https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics/grades/g4-math/strand-c/c3

iStock. (n.d.). Girl doing makeup mirror [Photograph]. iStock by Getty Images. https://www.istockphoto.com/photos/girl-doing-makeup-mirror

iStock. (n.d.). Girl doing makeup mirror [Photograph]. iStock by Getty Images. https://www.istockphoto.com/photos/girl-doing-makeup-mirror

Materials

• Chalk or tape (for grid)

• Movement/direction cards (jump, spin, clap, stomp, forward, backward etc.)

• Floor space

Design Challenge

• Create a hopscotch path using at least 5 movement symbols

• Arrange movements in a sequence

• Follow your code (or a peer's)

• Test and revise (if needed)

Kindergarten Curriculum Connections

Strand B. Problem Solving and Innovating

• B11.1 Use directional and positional language to create and follow instructions involving movement

• B11.2 Test and refine instructions

• B11.3 Communicate and record step-by-step instructions using symbols, words, or pictures

Strand C: Self-Regulation and Well-Being

• C18.1 demonstrate spatial awareness in activities that require the use of large muscles

• C18.2 demonstrate control of large muscles with and without equipment  

• C18.3 demonstrate balance, whole-body and hand-eye coordination, and flexibility in movement  

Reflection Questions

• What happened when you changed the order of the movements?

• How do you know if your code worked or needed fixing?

• Which movement was the most fun or challenging? Why?

References

Brown, Brooke. [@teachoutsidethebox]. (2024, December). Hop Scotch Coding is my favorite unplugged interactive activity [Video]. Instagram. https://www.instagram.com/reels/DDLiiBMxFMc/

Ontario Ministry of Education and Training (2026). The Ontario Curriculum : Kindergarten, 2026. King's Printer for Ontario. https://www.dcp.edu.gov.on.ca/en/curriculum/kindergarten/grades/jk-sk

Prototype

Materials

• Computers or iPads

• Scratch

• Paper and pencils for planning

• Design template/worksheet

Design Challenge

Students will:

• Choose an animal character

• Design a rescue course with at least 3 obstacles

• Program movement using arrow keys

• Add a start and finish point

• Test their game

• Debug any coding errors

• Allow a classmate to play and provide feedback

• Revise their game based on feedback

Curriculum Connection (Grade 4)

B1.3 Create and investigate computational representations of simple problems and design solutions using coding concepts, including sequence, repetition, and events.

B1.4 Use a software program or application to plan, create, and test a coded solution for a problem.

Reflective Questions

1. What was the most challenging part of coding your game?

2. How did you solve a problem when your code did not work as expected?

3. If you had more time, what would you add or improve?

Name of Station

CodeAmaze - “Berry Song”

After reading the book Berry Song by Michaela Geode, students will use the technology CodeAmaze to gather their berries and reach home. Students will use arrow cards, addition, and understanding of direction to get their figurine home. Students map out their direction using arrow cards, tap the cards onto the scanner, press start and watch their figurine move in the path they’ve chosen. 

Materials

• Berry Song book

• CodeAmaze (includes arrow cards and figurine)

• Cut outs of berries/home/obstacles pasted into desired spaces

Design Challenge

Before you go home you must gather the berries to bring back to your family!

• Determine the direction you will take using the arrow cards (e.g., 3 spaces right → → → , 1 space up, etc.) 

• Check your work

• Scan your cards in the correct order

• Press play

• Watch your figurine take its route 

• Did you gather all your berries and make it home? Or did you run into obstacles and take the wrong turn?

Curriculum Connection

This activity connects to Strand B: Problem Solving and Innovating, B11.3 in the Kindergarten Ontario Curriculum. B11.3 states students will, “communicate and record step-by-step instructions using symbols, words, or pictures.” 

Questions

• How did you decide which way your figurine should move to collect the berries?

• What happened when your figurine reached an obstacle? What could you do differently next time?

• How did using the arrow cards help your figurine get home?

  
  

After reading Berry Song by Michaela Goade, students participate in a hands-on coding challenge inspired by the story. Children help a figurine gather berries and return home safely by creating a path using CodeAmaze arrow cards. Students use directional language and sequencing skills to plan their route, scan their cards into the device, and watch their figurine follow the programmed instructions.

As students test their routes, they observe whether their figurine collects all the berries, avoids obstacles, and reaches home. If the path does not work as planned, students are encouraged to revise their sequence and try again. This process introduces young learners to important coding concepts such as sequencing, prediction, and debugging in a developmentally appropriate and play-based way.

As Stornaiuolo & Nichols, (2020) states, "Failure is to be expected and celebrated, a crucial part of the tinkering, iterating, and designing process" (p.126). This connects to my activity because as students test their CodeAmaze route, they may hit an obstacle, miss a berry, or fail to reach home. Rather than viewing this as a mistake, the activity encourages students to revise their sequence of arrow cards and try again. This process of testing, identifying errors, and improving their route reflects the idea that failure is an important part of learning, problem-solving, and design.

The activity supports Kindergarten expectations in mathematics and computational thinking by providing opportunities to explore spatial relationships, describe movement, and create sequences of instructions. By connecting storytelling, coding, and problem-solving, students develop foundational computational thinking skills while deepening their understanding of the text in an engaging and meaningful context.

Reference:

Stornaiuolo, A., & Nichols, T. P. (2020). Makerspaces in K–12 schools: Six key tensions. In J. Rowsell, C. McLean, & J. Marsh (Eds.), Making futures: Maker literacies and maker identities in the digital age (pp. 117–132).

Materials: 

• Large cardboard/poster board(city roads) 

• Toy Cars 

• Small Lego Figurines (pedestrians) 

• Red, yellow, and green construction paper circles for traffic lights 

• Algorithm instruction cards (go, stop, turn, change light/timer)

• Arrow cards (forward, turn)

• Loop cards (repeat)

• Pencils and recording sheets

Design Challenge: 

In groups of 3 students will:

• Build a four-way intersection.

• Create an algorithm that controls traffic flow.

• Use coding cards to represent instructions.

• Test the sequence using toy cars.

• Record your algorithm on the planning sheet.

• Add a pedestrian crossing (for an additional challenge if wanted) 

• Identify and fix traffic jams or collisions.

• Improve the design to allow more cars to move efficiently.

• Exchange algorithms with another group and test their designs. 

Curriculum Connections: 

Ontario Mathematics Curriculum Grade 4  

Strand C3. Coding 

C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events. 

C3.2 read and alter existing code, including code that involves sequential, concurrent, repeating, and nested events, and describe how changes to the code affect the outcomes. 

Reflection Questions

1. What was the most challenging part of this activity? Why? 

2. How did coding this traffic stimulation help you relate to your own lived experiences? 

3. How did you know your code was successful? How did you know there was an error? 

4. What changes needed to be made when the pedestrian crossing was added? Why? 

References 

Ontario Ministry of Education. (2020). The Ontario Curriculum, grades 1-8: Mathematics (2020). Government of Ontario. https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics/grades/g4-math/strand-c/c3

• Perler beads (green, dark green, black)

• Square Perler bead pegboards

• Printed Creeper pixel grid

• Coding instruction sheets

• Pencils & erasers

• Ironing paper + iron (adult use only)

Instructions

• Create a written code based off the visual diagram. Write a step‑by‑step code describing bead placement using coordinates.

• Use repeating events to identify rows or colour patterns that can be expressed with loops.

• Execute your algorithm on the pegboard to build the Creeper face.

• Debug your code by testing your instructions. Have a partner “run” your code without accompanying imagery. (Different designs can be engaged to increase difficulty).

• Revise by adjusting your code to improve clarity or efficiency.

Grade 4 Mathematics Curriculum Connections

C3.1 / Solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events. 

C3.2 / Read and alter existing code, including code that involves sequential, concurrent, repeating, and nested events, and describe how changes to the code affect the outcomes.

Reflective Qs

1. What patterns did you notice in the Creeper design, and how did they help you write efficient code?

2. Which part of your code was the hardest to describe, and what strategy helped you break it into smaller pieces?

3. What mistakes did you find while debugging, and how did fixing them change the final outcome?

References

Ontario Ministry of Education (2020). The Ontario Curriculum, grades 1-8: Mathematics (2020). Government of Ontario. https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics/grades/g4-math/strand-c/c3

Curriculum connections (Grade 4 Mathematics):

Coding Skills

C3.1 

solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events

Probability

D2.1 

use mathematical language, including the terms “impossible”, “unlikely”, “equally likely”, “likely”, and “certain”, to describe the likelihood of events happening, represent this likelihood on a probability line, and use it to make predictions and informed decisions

Location and Movement

E1.2 

plot and read coordinates in the first quadrant of a Cartesian plane, and describe the translations that move a point from one coordinate to another

E1.3 

describe and perform translations and reflections on a grid, and predict the results of these transformations

Materials:

·      graph paper

·      multi-colour construction paper

·      scissors

·      pencil

·      clipboard

Questions:

·      After trying your hand at being all three “players” in this game, which was the most challenging, and why?

·      As Player 1, were you able to achieve 5 solid lines of elements on the sheet; if not, what would you do differently next time?

·      As Player 2, how did you approach the task of translating the changing locations and movements of geometric elements into a written code; would you approach the task differently if you played again?

Further reading:

Mitzel, L., & Spanier, M. (2014). Activities for students: The geometry of Tetris. The Mathematics Teacher, 108(1), 58–63.

Serrano-Baena, M.M., Triviño-Tarradas, P., Martínez-Jiménez, E., & Ruiz-Díaz, C. (2025). GeoBlocks: A game-based approach for teaching geometry in primary education. International Journal of Serious Games, 12(3), 129–147.

This coding station introduces Kindergarten students to coding through a familiar story: the Gingerbread Man!  Students use coding cards to create a sequence of instructions that helps the Gingerbread Man travel across a map from the starting point to the river while avoiding obstacles. Through planning, testing, and revising their code, students develop problem-solving, sequencing, and debugging skills.

Materials

• Gingerbread Man coding board

• Gingerbread Man character piece or token

• Coding cards (forward, turn left, turn right)

• Recording sheet (optional)

• Pencils or markers
  

Design Challenge

• Examine the coding board and identify possible pathways.

• Use coding cards to create a sequence of instructions.

• Test their code by moving the Gingerbread Man across the board.

• Change/debug their code if the character reaches an obstacle or moves in the wrong direction.

• Revise and retest their instructions until they successfully reach the finish.

• Create a new challenge for a partner by adding obstacles or changing the route.

Curriculum Connections

Kindergarten: Strand B. Problem Solving and Innovating

• B11.1 Use directional and positional language to create and follow instructions involving movement

• B11.2 Test and refine instructions

• B11.3 Communicate and record step-by-step instructions using symbols, words, or pictures

• B12.2 Make predictions and observations while exploring, investigating, and designing.

• B12.4 Draw conclusions and communicate results.
  

Reflective questions

1. Did your code work the first time? Why or why not?

2. How did you fix your code when it didn't work? What did you learn from making a mistake?

3. How would you make the challenge harder for a friend?

References & Additional Resource

• ScratchJr. (n.d.). Creative Coding for Young Children. https://www.scratchjr.org

• Ontario Kindergarten Curriculum (2026)

Materials:

• Microbit

• Expansion board

• Rotation servo motors

• Cardboard or cardstock

• 2 AA batteries

• Glue, tape

Design Challenge:

1. To start, students will set a variable for the motor speed

2. Use button A, to set a forever loop

3. Ensure that the left motor is set to spin forward, while the right motor is set to reverse so that the robot turns right for 0.5 seconds

4. Repeat this loop pattern four times to complete the shape

Ontario Curriculum:

C3.1 solve problems and create computational representations of mathematical situations by writing and executing efficient code, including code that involves conditional statements and other control structures

C3.2 read and alter existing code, including code that involves conditional statements and other control structures, and describe how changes to the code affect the outcomes and the efficiency of the code

Questions:

• How can you change this coding loop to make another shape?

• How might your bot be created using different materials?

• What could this type of robot do to help improve our everyday lives?

References:

Lowe, Stu. (2021). Coding with micro:bit - Part 1 - Introduction. https://www.youtube.com/watch?v=hr8O_pslp8Q

Ontario Ministry of Education. (n.d.). Grade 6 Curriculum and Resources. https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics/grades/g6-math/strand-c/c3#coding-skills

I made this for grade 6 before realizing that this should be grade 4 (oops).

• Computer or Chromebook

• Internet access

• Scratch

• Pencil and planning sheet

• Headphones (optional)

  
  

  Design Challenge. Students will:

• Create a math-themed escape room in Scratch.

• Program at least 3 locked doors or challenges.

• Include multiplication, division, or other Grade 4 math questions.

• Use variables to track progress.

• Add messages for correct and incorrect answers.

• Create a winning screen when all challenges are completed.

• Test and debug the game.

  
  

Curriculum Connection (Grade 4 Ontario Mathematics)

B1. Coding

B1.1 Create basic code by decomposing situations into computational steps and algorithms.

B1.2 Read and alter existing code involving sequential events and simple loops.

B1.3 Design and write code to solve problems and create interactive computational artifacts.

Number

B2.2 Recall and demonstrate multiplication facts up to 10 × 10 and related division facts.

Reflection Questions

1. How did coding help you create a math challenge for others?

2. What mistakes did you find while testing your game?

3. How could you make your escape room more challenging or engaging?

References:

https://scratch.mit.edu/

https://www.dcp.edu.gov.on.ca/en/math

• Reading (psychology, philosophy, and anything interesting honestly anything)

• Movies (Especially mind blowing ones like Interstellar)

• Video games and anime

• YouTube documentaries and deep dives

• Education and teaching

• An article about Neon Genesis Evangelion and why it is still discussed today. A lot of people see it as an anime about giant robots, but what I find interesting are the themes of identity, loneliness, self-worth, and understanding yourself. It is the kind of story that stays with you long after you finish it.

• An Overwatch 2 update or feature on the game. Overwatch is honestly one of those games that can be really addicting, but I also like how diverse it is. The characters come from all over the world and the maps are inspired by different countries and cultures, which makes the game feel more interesting than just a typical shooter.

• A music recommendation page or playlist that explores different genres. I listen to pretty much everything, so my recommendations would probably be all over the place. One day I am listening to movie soundtracks, the next day indie music, classic rock, hip-hop, or something completely random.

• A virtual museum exhibit or article about historical artwork. I love looking at older paintings and artwork and thinking about the stories behind them. Even if I do not know much about the artist, I still find it interesting to see how people expressed themselves through art hundreds of years ago.

• A surprise recommendation about some random niche topic. I am always falling into YouTube rabbit holes and learning about things I never expected to care about, so this would probably end up being the recommendation I spend the most time looking at.

Themes in relation to this:

• Consumerism

• Branding and advertising

• Nostalgia marketing

• Childhood and growing up

• Corporate influence on identity

• Popular culture

• Media influence

• Consumer culture

Also here is where I got the idea, because Pokemon cards have been blowing up these past 5 years, check this out: https://medium.com/@j4suh/pack-addiction-how-pokemon-cards-hijack-your-brains-reward-system-ef4e66d2a4a1

Name of Station: 

Let's Make Cake 

Materials: 

• Felt cake pieces (layers, icing, toppings) 

• Recipe/code cards 

• Laminated coding symbols 

• Dry-erase markers 

• Storage bins 

• Optional: tablet for photographing creations 

Design Challenge: 

• Create a coded recipe card for a felt cake. 

• Use clear sequencing instructions. 

• Exchange your card with a partner. 

• Follow the code exactly to build the cake. 

• Test for errors and debug instructions if needed. 

• Improve the recipe card and try again. 

Curriculum Connection: 

Grade 2 Mathematics – Coding 
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential and concurrent events 

C3.2 read and alter existing code, including code that involves sequential and concurrent events, and describe how changes to the code affect the outcomes 

Questions: 

• What part of your code worked well? 

• What errors did you find and how did you fix them? 

• How could you improve your recipe card so another student could follow it more easily? 

References 

https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics/grades/g2-math/strand-c/c3 

image: https://creativepark.canon/en/contents/CNT-0029703/index.html

When I consider how technology can support the UDL Guidelines, I see it as most powerful when it expands students’ communicative possibilities rather than reinforcing normative expectations. Tools like captioning, speech‑to‑text, translation software, collaborative digital platforms, and multimodal creation tools allow students to choose the modes that best align with their cultural, linguistic, sensory, and embodied ways of knowing. Technology can become a way to operationalize UDL’s emphasis on identity, belonging, and relational access, rather than simply offering more “options.”

My literature review also helped me understand how meaning shifts across modes. Video highlights embodiment and gesture; audio captures tone and emotion; images emphasize spatial relationships; written text supports precision; and signed languages reveal visual‑spatial reasoning. Technology amplifies these shifts by giving students the ability to design, "remix", and translate ideas across modes.

Ultimately, the biggest insight I gained is that technology only supports inclusion when it is guided by justice‑oriented frameworks. When UDL is paired with disability justice, DisCrit, and culturally sustaining pedagogy, technology becomes a tool for relational access, cultural thriving, and communicative justice rather than a neutral add‑on.

Animals (the picture is one of my cats Cosmo)

Stationary

Trashy reality TV

Thrifting

Music

Sharp, G. (2010, August 9). Public resistance to an ad campaign. Sociological Images. https://thesocietypages.org/socimages/2010/08/09/public-resistance-to-an-ad-campaign/

Materials

• Micro:bit devices

• USB cables

• Laptops or tablets

• Internet access

• Microsoft MakeCode

  
  

Design Challenge

• Create variables to track the highest and lowest temperatures recorded

• Use a forever loop to continuously update the temperature readings

• Program Button A to display the minimum temperature

• Program Button B to display the maximum temperature

• Test the thermometer by changing the temperature around the Micro:bit

  
  

Ontario Curriculum

Grade 4 Mathematics

C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events 

Grade 4 Science and Technology

A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems

Questions

• How did coding help you track temperature changes throughout the day?

• What challenges did you face while creating or debugging your thermometer code?

• How could your weather station be improved to collect more weather information?

References

https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-mathematics/grades/g4-math/strand-c/c3  

https://www.dcp.edu.gov.on.ca/en/curriculum/science-technology/grades/grade-4/a/a3 

https://microbit.org/projects/make-it-code-it/max-min-thermometer/?editor=makecode

Sarah