Yesterday, I had the opportunity to take part in an event called Innovation Hour at a local elementary school. The intention behind this experience was to bring students from across together and invite them into hands on learning that they may not otherwise experience!
I worked with students in grades three through six for roughly three hours. My first assignment was helping to run the Go Cube station alongside two other teacher candidates. Go Cubes are smart rubix cubes that connect to an iPad and guide students through games as well as step by step strategies for solving the cube.
Students using the Go Cube at Event
Learning While Uncertainty
Although the concept was fascinating, there was certainly a learning curve for me. I had never touched a Go Cube before this event, and I am still not entirely sure how I ended up at that station, but we found our footing. We ran into challenges connecting the cubes to the iPads and spent the first two groups troubleshooting. By the time the third group arrived we had a workable system and a steady rhythm. That rhythm was tested again when some cubes suddenly disconnected and refused to sync. We later discovered that a few cubes had been adjusted by previous students and needed resetting.
Even with these hurdles the students remained patient, curious, and enthusiastic. Once we had everything functioning properly it was incredibly rewarding to watch them learn how to navigate the cubes, solve them, and engage with the games. Their excitement reminded me that perseverance and experimentation are just as important as technical skill.
Cardboard Creations
The second station brought a new set of challenges and an entirely different kind of fun. This activity invited students to design cardboard airplanes using stencils, cut out the pieces with a Chomp Saw, and assemble their creations. The Chomp Saw quickly became my favourite part of the day. It is a remarkably clever tool that slices through cardboard with ease while remaining completely safe for children.
Having worked as a nanny for years, I have created countless cardboard projects from dollhouses to dinosaurs to elaborate forts. A tool like this would have transformed those projects entirely! The only limitation was time. Our first group completed only one airplane. The second managed five. The third produced around eight. Despite this, the students were captivated. Many were amazed that the saw could cut cardboard so cleanly, but wasn’t a danger to their fingers.
After the first group I moved into the role of guiding students through the cutting process. I would demonstrate the saw, let them try it with my support, then ask if they felt ready to do it independently. Almost every student said yes. Watching them focus, take initiative, and trust themselves was the highlight of the entire event!
Looking Back on the Experience
Innovation Hour offered more than a chance to explore cool tools and creative activities. It demonstrated the power of hands on learning, the value of student agency, and the enduring importance of patience and adaptability in educational spaces.
For me, this experience reinforced how meaningful it is to create opportunities that invite students to take risks, collaborate, and see themselves as capable innovators!
Chomp Saw at work in the Design Lab – Photo Taken by Sophie Henderson
This week my class visited a Design Lab, and the experience completely shifted how I think about technology in education. When I hear the word tech, I usually imagine screens, apps, or conceptual tasks that take place in front of a device. The Design Lab challenged that assumption immediately. It is located in a basement and includes a dedicated makers space with stools and work tables at the front, while the back of the room holds storage that is also set up with additional work spaces. Instead of screens dominating the environment, the room is filled with materials, tools, and opportunities for students to engage with technology in deeply tactile ways.
A Space Built for Creativity
During our introduction, we were given a walkthrough of the Design Lab website (I will not be linking for privacy reasons), which outlined a variety of activities available for classes from kindergarten to grade five.
“A few options for half or full day visits, dependent on grade level, include, but are not limited to;Ā
LEGO Essentials City PlanningĀ
LEGO Sound & Light
LEGO Natural ResourcesĀ
LEGO Great Frog RaceĀ
LEGO Spike Mission Module Design ChallengeĀ
LEGO Essentials Gondol Design ChallengeĀ
Robotic Hand Challenge (Low Tech Engineering and LegoRobotics)
MicroPet Robots (Microbits and Crafts)
Paper Circuits – Design a Card (Batteries not included)
Travel the World (Green Screen/VR)”
Reading through the list, I was struck by the wide range of skills students could practice, from design thinking to engineering principles to storytelling.
The physical space itself matched the range of options described on the website. Beyond the three dimensional printers, there were cardboard cutters, LEGO kits, and several Cricut machines that offer endless creative possibilities. The environment felt welcoming rather than intimidating, and the tools seemed intentionally chosen to support hands on exploration and problem solving. It was refreshing to see technology framed in such an accessible and playful way.
Hands On Creation and a Valuable Learning Moment
After the tour, we had the chance to create buttons for an upcoming event called Hour of Innovation. We used iPads to design the graphics, then transferred the designs to a Cricut for cutting. Unfortunately, my iPad crashed partway through the process and I lost the designs I had been working on. I did not have time to start over, but surprisingly I still left the activity feeling motivated. I was gifted a Cricut last year and have barely touched it because I felt intimidated, but after working with one in the Design Lab I feel much more confident. Even without a finished product, the experience gave me the encouragement I needed to explore the tool more independently.
Reimagining Technology in the Classroom
What stayed with me most deeply was how the Design Lab broadened my understanding of educational technology. The space reminded me that technology is not limited to screens and that students can build meaningful skills through tools that invite them to design, construct, and experiment. The Design Lab creates an environment where creativity and curiosity flourish, which is exactly the kind of learning I hope to support as a future teacher.
I am truly inspired by what I saw and I hope that my future school district has something similar. A space like this empowers students to see themselves as creators and innovators, and it offers teachers a dynamic platform for hands on learning. The experience left me excited about the possibilities ahead and eager to bring more creative technology into my own classroom.
Victoria, BC Skyline – Photo Taken by Sophie Henderson
Reflecting on Classroom Technology Presentations
This week our class presented a series of projects on technology in education, each exploring a different angle on how digital tools shape learning. As we moved through the presentations and compared my notes, a clear theme began to emerge. Every group, regardless of their topic or stance, returned to the same central idea. Intentionality. Technology can support learning in meaningful and creative ways, but only when educators use it with clear purpose, thoughtful design, and awareness of its impact on students.
Further information on my own presentation can be found here.
Unplugged or Unprepared: Rethinking Digital Literacy
The first group I heard from examined the relationship between digital literacy and internet awareness, highlighting an important distinction. Internet awareness involves understanding the risks, implications, and habits associated with online behaviour. It includes mindful screen time, safe decision making, and an awareness of online security. Digital literacy, on the other hand, refers to the ability to use digital tools to locate information, analyze content, create new ideas, and communicate effectively.
This distinction shifted my thinking. The presenters argued that students in tech free classrooms are not necessarily at a disadvantage in the long term, because schools can always provide structured catch up instruction. In fact, a tech free environment may improve attention, play, and social skills. What mattered most was the intentional return to digital learning when appropriate and not simply assuming that students must be immersed in technology daily in order to succeed.
Balancing High Tech, Low Tech, and No Tech
The second group explored the spectrum of high tech, low tech, and no tech learning environments. High tech classrooms use many digital tools. Low tech approaches rely on simple or streamlined technologies. No tech environments prioritize holistic, full body learning without devices. As a class, we generally leaned toward a low tech preference. The consensus was that technology can contribute positively to learning, but only when it is used with clear purpose rather than convenience or habit.
This finding connected directly back to the emphasis on intentionality. Student teachers consistently expressed that technology should serve learning goals rather than distract from them.
Essential Skills and Meaningful Use
The third group focused on the importance of protecting essential low tech skills such as reading and writing. They reminded us that technology should never replace relationships or diminish the human elements of teaching. They also pointed out that low tech spaces can create accessibility barriers for some learners, which again speaks to the need for thoughtful planning.
Their best practices resonated with me;
Use technology only when it clearly supports the learning goal.
Ensure that digital tools encourage active engagement rather than passive consumption.
Teach students to use technology responsibly and with purpose.
These ideas reinforced the overall message that technology must be woven into learning with clarity and care.
Safety, Surveillance, and Student Trust
The final group discussed technology in relation to safety and supervision, including the presence of cameras and predictive analytics. While these tools can reduce vandalism and increase feelings of security, they can also shift the tone of the classroom. Excessive monitoring risks creating an environment that feels controlled rather than supportive. The group emphasized that safety measures should be introduced thoughtfully, with clear communication to parents and a healthy balance between supervision and autonomy.
Their presentation added another dimension to the theme of intentionality. Even when technology is designed to protect, teachers must consider how it affects trust and belonging.
A Shared Message Across Every Group
Across all four presentations one message was obvious. Technology certainly has a place in the classroom, but it must be used with intentionality, forethought, and care. Student teachers clearly recognize that digital tools offer enormous potential, yet they also understand the risks of over reliance. The goal is not more technology or less technology. The goal is meaningful technology. The kind that strengthens learning, deepens relationships, supports safety, and respects the developmental needs of students.
In the end, thoughtful integration will always matter more than the number of devices in a room.
Bear who is unconcerned about AI at Fisher Farm – Photo Taken by Sophie Henderson
Exploring GenAI in the Elementary Classroom
As a student teacher who is still discovering the full scope of instructional tools available to me, I am both excited and cautious about the place of Generative Artificial Intelligence in the early years classroom. GenAI holds enormous potential for learning environments across K to 12, yet its use with young children requires thoughtful intention, careful scaffolding, and a very clear understanding of developmental appropriateness.
Below, I explore where GenAI might support early learning, where it may not be as suitable, and what I am still working to understand as I grow into my practice.
Understanding the Role of GenAI in Early Learning
Generative Artificial Intelligence refers to tools that can create new content such as text, images, and music based on user prompts. In a primary classroom, these tools can act as creative amplifiers, research supports, or planning companions for teachers. However, they must be used in ways that genuinely support student learning rather than replacing the hands on, exploratory nature of early childhood education.
For kindergarten and primary grades, learning is grounded in play, movement, oral language, and social connection. Any technology introduced must complement those foundations. GenAI can be helpful in the background as a teacher resource, but allowing it direct influence over student learning requires a clear rationale.
Possible Use Cases for GenAI in a Kindergarten to Grade Two Classroom
Teacher Support for Planning and Differentiation
One of the most appropriate uses of GenAI in early years education is for teacher preparation. For example, GenAI can help with creating story prompts, designing themed activities, generating visual examples, or suggesting adaptations for diverse learners. A teacher might use GenAI to brainstorm literacy centers, create sample sentences for shared writing, or prepare a list of exploratory questions for a science lesson. In this sense, GenAI functions as an idea partner for the educator rather than a direct teaching tool for students.
Generating Visual Resources
Young children thrive on clarity, structure, and visual guidance. GenAI can support teachers by producing simple diagrams, sorting images, or illustrations for classroom books. If a child is learning vocabulary related to animals or community helpers, the teacher can quickly produce collections of images that are clean, recognizable, and aligned with the lesson focus.
This can free up planning time while supporting the goal of providing multimodal access to content.
Supporting Oral Language Through Teacher Mediated Tools
Although I would not place GenAI directly in the hands of young children, it can still support oral language development indirectly. A teacher might use a GenAI tool to create short fictional scenarios, play based mysteries, or conversation starters that spark storytelling, role play, or turn taking. These opportunities help young children strengthen their expressive language while still relying on human interaction as the central medium.
Why Direct Use of GenAI Is Often Not Appropriate at This Grade Level
Developmental Readiness
Kindergarten and early primary learners are still developing foundational skills in language, attention, and self regulation. Their learning depends on embodied experiences such as building, drawing, exploring materials, and engaging with peers. Direct use of GenAI often shifts attention to a screen or text based interaction, which contradicts the multisensory nature of early learning.
Need for Authentic Problem Solving
Young children learn through struggle, experimentation, and hands on discovery. If GenAI provides solutions too quickly or too abstractly, it can interfere with the development of persistence, curiosity, and critical thinking. These skills are central to the BC curriculum and cannot be outsourced to a machine.
I am still learning how to integrate digital tools responsibly and effectively. GenAI excites me because it offers support in areas where new teachers often need it most such as planning, differentiation, and creative resource generation. Yet I also feel a responsibility to protect the developmental integrity of early learning.
My current view is that GenAI should serve as a teacher focused tool in the primary years rather than a child facing one. It should expand educator capacity while preserving the playful, tactile, relational foundation of early childhood education.
As I continue to grow in my practice, I hope to develop a clearer sense of how to balance innovation with thoughtful pedagogy. My current goal is not to follow the newest tools simply because they exist, but to evaluate them based on whether they strengthen the learning experiences of our youngest students.
Someone who does not utilize computational thinking – Photo Taken by Sophie Henderson
What Is Computational Thinking?
Computational thinking is a structured approach to problem solving that helps learners break down challenges, recognize patterns, focus on what matters most, and create clear steps that lead to solutions. It is not simply about coding or working with computers. Instead, it is a way of thinking that supports logical reasoning, creativity, and persistence. I considered and researched computational thinking when it comes to primary students.
Computational thinking is often described through four key components. Decomposition invites students to break complex problems into smaller and more manageable parts. Pattern recognition encourages learners to look for similarities across tasks or previous experiences. Abstraction helps students determine which information is important and which information can be set aside. Algorithms guide students to create simple and ordered steps to solve a problem.
Although these concepts can initially sound abstract, they appear naturally in early childhood education. Primary learners explore through play, take risks, and engage freely with new ideas. This is exactly the environment where computational thinking thrives. When teachers recognize and shape these instincts, playful exploration becomes structured learning that students can transfer to more sophisticated tasks in later grades.
Computational Thinking in Early Primary Grades
At first glance, it might seem unrealistic to picture kindergarten students working with something like algorithms. Yet young children already use the foundations of computational thinking in their daily learning. In many primary classrooms, students practice abstraction through literature by identifying the main idea and supporting details. Teachers can extend this by giving children targeted goals during read alouds or school presentations. For example, a kindergarten class listening to a dental hygiene visitor might be asked to hunt for details about brushing teeth. Students learn to filter the flood of available information and focus on what relates to their learning goal.
This targeted information seeking strengthens their ability to sort, classify, and prioritize ideas. As students progress through school and encounter longer texts and more intricate concepts, these early skills become essential tools for comprehension and critical thinking. In the same spirit, decomposition, pattern recognition, and simple step creation can be woven into primary activities such as building with blocks, organizing materials, or solving classroom challenges.
Computational thinking fits naturally with the curiosity and creativity that young children bring to school. It strengthens the habits of persistence and flexible problem solving that students need to navigate both academic tasks and everyday experiences.
Alignment with the BC Curriculum
The BC Curriculum emphasizes core competencies that include communication, thinking, and personal and social responsibility. Computational thinking connects directly to the thinking competency, which includes critical, creative, and reflective thinking. Students learn to inquire, make connections, and develop strategies for exploring problems from multiple angles. By practicing decomposition, pattern recognition, abstraction, and algorithmic thinking, students meet curricular expectations around reasoning, interpretation, and analysis.
The Applied Design, Skills, and Technologies curriculum also encourages learners to design and test ideas, evaluate outcomes, and improve their thinking processes. These expectations closely mirror the structure of computational thinking. Even in primary grades, students engage in design based play, generate possibilities, and use trial and error to test ideas. This mirrors technological thinking and supports growing comfort with digital tools.
Connections to Twenty First Century Learning
Computational thinking is deeply aligned with the values of twenty first century learning. Learners today need flexible problem solving abilities, creativity, and confidence with digital environments. Computational thinking helps students build exactly these capacities.
By learning to break down problems, identify essential information, and design steps toward solutions, students cultivate lifelong habits that extend beyond technology. They become effective collaborators, thoughtful communicators, and adaptable thinkers.
Take Me Outside Day offered a chance to leave the classroom and explore learning in a natural environment. My peers and I joined a local second grade class on a walk to a nearby nature park, where the students immediately shifted into an excited exploratory mindset. I created a scavenger hunt for the class as an introduction to the space, and it was so encouraging and fun to see how many students ran ahead to search for each item with real enthusiasm.
I was paired with two energetic boys and one of my peers. Keeping the boys focused proved challenging because they insisted on communicating exclusively through what they called brainrot language. Although we tried to redirect them gently, the pattern continued throughout the afternoon.
Once the scavenger hunt ended, we invited students to create art using materials from the environment and then use Chatterpix to animate their artwork with recorded audio. The boys in my group stayed playful and added only silly commentary to their creations. While their humor showed comfort and creativity, it also made it harder to guide them toward deeper engagement.
My Emotional Experience
I noticed my own frustration with the communication style the boys used. I tend to rely on quick rapport and warm connection when working with children, and I often view those relationships as the foundation of classroom management. In this situation, I found it difficult to access that strength. The constant brainrot responses made genuine interaction nearly impossible, and none of the strategies from my Classroom Management course shifted the behaviour.
In-situ’s can be tricky, because we have not typically built a prior relationship with the students, we’re there for a short amount of time, and the classroom is not our own. Each teacher has a different plan and expectations for their students, and I hold a of respect for that, so it can be complicated to navigate disruptive behaviour.
At the same time, I felt a lot of joy throughout the afternoon. The weather was beautiful, and the majority of the class fully embraced the scavenger hunt. Seeing students explore, run, search, and collaborate in nature reminded me how powerful outdoor learning can be. Being outdoors changed the energy of the entire afternoon, creating a lively and spirited atmosphere that felt different from typical classroom routines.
Evaluation of the Experience
The experience held several clear strengths. The scavenger hunt successfully captured student interest and encouraged movement, observation, and collaboration. The nature art and Chatterpix component added a creative dimension and gave students a way to blend hands on exploration with digital storytelling.
At the same time, the group dynamic with the boys created obstacles that affected the quality of the activity. Their exclusive use of brainrot language limited communication, and their tendency to feed off each other made redirection difficult. The outdoor setting, although wonderful for learning, also removed many of the structural supports that usually assist with classroom management. Without desks, seating plans, or predictable routines, it was harder to maintain consistent expectations.
The “Rocky Dinosaur” we created, then animated later using Chatterpix.
Analysis and Connections to Classroom Management
This experience made me consider how important clear expectations are when learning takes place outside the classroom. Students often feel increased freedom in open spaces, which can heighten both engagement and off task behaviour. Without clear norms set before leaving the school building, students may not understand how to balance exploration with responsibility. This is not just for the third grade students, but also for me! Myself and my peer did not know all their routines/procedures, and that led to the boys we were with being reprimanded.
The situation also reminded me that strong rapport, while valuable, does not automatically solve behavioural challenges. Some settings require more structure and more proactive planning than I initially realized. The strategies I attempted were reasonable, yet they did not have the same impact as they would indoors. Outdoor learning shifts the management landscape and requires a different level of preparation.
Finally, this experience reinforced how much students benefit from being outside. Many of them became more focused, more energized, and more curious than they might have been in the classroom. The contrast between the engaged majority and the unfocused pair in my group illustrated that outdoor learning can be powerful, but it must be supported by intentional routines and guidance.
Conclusion
Take Me Outside Day was a valuable reminder that outdoor learning can be joyful, energetic, and deeply engaging, but it also brings unique management challenges. The afternoon taught me that flexibility, structure, and clarity all need to coexist when teaching outside. My frustrations with the boys did not overshadow the value of the day, but they did help me identify areas where my management skills still need to grow.
Action Plan for Future Outdoor Lessons
For future outdoor activities, I plan to:
Introduce expectations clearly before leaving the classroom so all students understand how to communicate and collaborate respectfully. Prepare strategies for high energy groups that work even without classroom structures. These strategies may include planned pauses, regrouping moments, or specific roles that help students stay focused. Strengthen my balance between warmth and boundaries so that my connections with students continue to support learning rather than compete with it. Integrate more outdoor learning in ways that prioritize exploration without sacrificing guidance.
Graphic creation has been a meaningful part of my educational journey, although it has not always been a smooth learning process. My relationship with visual design began in eighth grade when I created a pizza themed graphic in my information technology class. That graphic made its way into the school yearbook, and for a brief moment, I was convinced I was meant to pursue graphic design. When I continued with the course in high school, coding began to overwhelm me, and I eventually stepped away from the idea entirely.
Years later, while completing my undergraduate studies at the University of Victoria in 2019, I worked as the social media manager for the Indigenous Studies program. That was when I discovered Canva for the first time. I used it to design newsletters, promotional materials, and event announcements. I remember being surprised by how accessible the platform felt compared to the programs I had used earlier in life.
Returning to Canva as a Teacher Candidate
I did not revisit Canva until joining the Teacher Education Program. My first project was a slide presentation and soon after, as I began preparing for my six week practicum, I found myself using Canva constantly. I had unit plans to design, lesson materials to create, and a growing need for visuals that were both functional and engaging.
Canva became my primary tool for making worksheets, literacy activities, templates for a class created book, a scavenger hunt, and a variety of small classroom resources. I appreciated how flexible the platform was, although it did challenge me at times. Because I struggle to concentrate on tutorial videos, Canva became a learn as you go experience. Each project helped me build confidence, and every mistake taught me something useful. Looking back, I can see a clear progression in the quality of my work.
As a student teacher, I have a strong desire to design resources that align with my own teaching goals. Creating my own materials means I can tailor them to the specific needs of the learners in front of me rather than relying on a generic worksheet or activity.
The Graphic I Created
Below is the most recent graphic I created for an in situ learning experience. I designed it to support a hands on activity and to provide students with clear visual cues.
The process of creating this visual involved selecting a simple layout, choosing fonts that were easy to read, and using imagery that would guide students without overwhelming them. Canva allowed me to experiment with images, alignment, and spacing until the graphic matched the tone and purpose of the activity.
How I Envision Using Graphic Creation in the Classroom
I see graphic creation becoming a consistent part of my teaching practice. Visual supports are incredibly valuable in elementary settings, especially for students who are developing reading skills or who benefit from multimodal instruction. Thoughtfully designed graphics can:
Support clarity by breaking down instructions into manageable steps. Create engagement by adding color, images, and structure that draw students in. Promote independence by giving students visual tools they can follow without repeated reminders. Enhance classroom routines through labels, posters, and visual schedules.
I hope to continue making my own resources because it allows me to respond directly to student needs. If I have a learner who thrives with visual prompts, I can create specialized supports. If my class is working on a collaborative project, I can design templates that encourage consistency and creativity. I know there are lots of resources already created, but at this point, I have specific criteria to follow in my head, as well as for my program, so I find Canva is much better suited to my needs.
Now what?
Graphic creation has become an unexpected but meaningful part of my teacher identity. Canva has remained my preferred platform because it is accessible, flexible, and always ready to adapt to whatever idea I bring to it. As I continue teaching, I plan to keep building a collection of personalized graphics and resources that grow alongside my students and my own developing practice.
I had the opportunity to guide a stop motion activity in a third grade classroom. Before visiting the school, my cohort practiced the process in advance, which helped me recognize how much patience and precision stop motion actually requires. Although I understood the concept, I had never created a video myself. Learning it from the perspective of a student first was engaging and it opened my eyes to the number of decisions that go into a single short clip.
When we entered the classroom, I worked with two peers and a small group of four students. There were two girls and two boys, all eager to use their desk pets as the main characters in the story. The boys came in with many large scale creative ideas, which often took up a lot of space and attention. A consistent part of the experience was helping the girls stay included and making sure they were heard in the planning conversations.
We decided to film in the corner of the room, since it seemed like a quieter area. However, that space ended up being quite cramped once seven people were trying to collaborate within it. Managing the group became challenging, especially as the boys continued proposing ideas that did not fully align with the limitations of stop motion. For example, when they wanted an elephant to fly, we needed to guide them through the constraints of the medium and encourage them to problem solve realistically.
The final video followed a group of friends who were passing a ball. The chick chased the ball into the woods, fell into a trap, and was later rescued by the others. During filming, we had to remind the students to move the desk pets in very small increments, and we also had to continually work to keep the girls engaged. The limited space made collaboration harder, but despite those challenges, the finished product was incredibly charming. I was happy to have played a role in supporting their creativity.
Feelings
Throughout the activity, I enjoyed watching the students experiment with storytelling and animation. At the same time, a few elements made the experience a little tricky. Being in the corner of a crowded room with two peers and four energetic students created an environment that felt overstimulating. The noise, the movement, and the tight space made it hard for me to focus on everything at once. I realized that I had placed a lot of pressure on myself to walk in and manage the situation smoothly from the beginning.
As someone who lives with ADHD, the sensory load of the classroom affected me more than I expected. I felt my attention slipping at times, and I was frustrated with myself for not maintaining the level of presence I had hoped for. Even so, the pride the students felt when the video was complete brought me a great deal of joy. Seeing how excited they were about the outcome reminded me of the value of creative experiences and how much students can accomplish when they are supported.
Evaluation
There were aspects of the activity that went well and others that presented some challenges. The strongest part of the experience was the studentsā enthusiasm. Their willingness to take creative risks and their pride in the final product showed that the activity was meaningful to them. My peers and I also supported the students in navigating the technical demands of stop motion, and that guidance helped the final story make sense.
However, several elements did not unfold as smoothly. The choice of filming location limited movement and made communication difficult. The group dynamic required constant attention, especially because the boys dominated the planning process. Keeping the girls engaged required active and intentional facilitation, and I was not always as consistent in that role as I hoped to be. My own sensory overwhelm also made it harder to provide steady direction.
Even with those challenges, I felt that the experience held a lot of learning value. The video succeeded in the end, and the students enjoyed the process, but the obstacles highlighted important considerations for future teaching.
Analysis
This experience furthered my understanding of how easily group dynamics can influence the learning environment. When more assertive students take over the space, others can become quiet or step back. As the adult guiding the activity, I needed to take a more intentional role in balancing participation. Third graders are still learning how to collaborate, so equitable engagement does not always happen naturally.
The cramped filming location also highlighted the importance of physical space when planning hands on activities. Stop motion requires careful movement, shared focus, and clear lines of sight. A corner that seems convenient can quickly become a barrier to collaboration once several bodies occupy it.
From a personal standpoint, I learned that my sensory environment matters far more than I previously acknowledged. My ADHD does not prevent me from being an effective teacher, but it does require that I consider factors such as noise, crowding, and movement when planning learning activities. When those factors are not managed, my ability to support students is affected.
This reflection showed me that teaching is not only about delivering content. It is also about shaping conditions that allow both students and teachers to succeed.
Conclusion
Overall, the stop motion activity was a positive learning experience, even though it didn’t go exactly as I anticipated. The students were engaged, creative, and proud of their final product. At the same time, the challenges we encountered allowed me to better understand group management, equitable participation, and the role of environmental factors in my own teaching. Instead of seeing the difficulties as failures, I am beginning to see them as necessary steps in becoming a more thoughtful educator.
Action Plan
Moving forward, I plan to make several changes when facilitating similar activities. I will be more intentional when selecting a workspace and choose an area with enough room for all participants to collaborate comfortably. I will also prepare specific strategies for supporting balanced group dynamics by giving quieter students structured opportunities to contribute.
Before entering a busy classroom, I want to take a moment to ground myself, acknowledge the sensory demands ahead, and set realistic expectations for my own performance. Preparing mentally in this way can help me maintain focus and support students more effectively.
I hope to continue practicing stop motion with students, since it taps into creativity, problem solving, and storytelling. With more experience, I will be able to guide the process with greater confidence and create learning environments that feel supportive for everyone involved.
When I first discovered Epic Books, I was struck by how easily it could into a modern classroom. Epic is a leading digital reading platform designed for children aged 12 and under, offering access to over 40,000 high-quality books, audiobooks, and educational videos. The platform is free for teachers to use during school hours and provides a paid subscription option for families at home. Its library is curated specifically for kids, which means I can comfortably allow students to explore without worrying about inappropriate or mature content.
Epicās founders describe their mission in a way that captures what makes it special:
āEpic was born out of a single question: How do we make books more accessible to kids? As parents, it always seemed strange to us that our kids could so easily play games and watch videos on their iPhones and iPads, but the same couldnāt be said for books. So in 2013, we decided to build the first āepicā reading experience, designed just for kids. Today, Epic has grown into an award-winning subscription service, which gives millions of families and classrooms instant, unlimited access to thousands of books, videos and quizzes from leading publishers to help kids everywhere read, learn and grow.ā
That idea of accessibility resonates deeply with me. As a teacher who is particularly passionate about literacy, I am always looking for ways to make reading feel approachable and enjoyable for every student. Some children naturally gravitate toward books, but others need an entry point that feels less intimidating. I think Epic has lots of potential for bridging that gap. The audiobooks, for example, are a wonderful way to spark a love for storytelling in students who may not yet see themselves as readers. Listening to a story read aloud can build comprehension, vocabulary, and imagination, while also showing that reading is not confined to printed pages. For some students, this can become a gateway into picking up physical books later on.
I imagine using Epic during literacy centers or independent reading time. One student might listen to an audiobook while following along with the text, while another flips through a comic. The platform also offers quizzes and Read-to-Me options, which add interactive elements that help students engage more deeply with what they are reading. It could also work well in a calm corner. If a student needs a moment to regulate, giving them the option to listen to a soothing story or quietly explore a digital book could help them refocus before returning to the group.
Another feature I appreciate is how easy it is to personalize. Teachers can assign specific books based on reading level or topic, or simply let students browse freely. The recommendations adapt to each childās interests, helping them discover new stories that match their preferences. Because the environment is ad-free and designed for children, I donāt have to worry about what they might encounter, which is not always the case with public digital libraries or open web searches.
There is also potential for using Epic to support cross-curricular learning. For instance, during a science unit, students could explore informational books about habitats or weather patterns. During social studies, they could listen to biographies or historical stories. These connections make reading feel relevant beyond language arts and help students see literacy as a tool for curiosity and discovery.
Hereās a little video of a classmate and I showing you around Epic:
I can absolutely see myself using Epic in a classroom, itās very versatile and student-friendly!
Peaceful night in the mountains with no service – Photo taken by Sophie Henderson
My experience with social media mirrors that of many people my age were shaped by the rapid evolution of digital spaces that emerged as I grew up. I joined Instagram in 2012, when I was starting seventh grade, during a time when the platform still felt experimental and unmoderated. Social media then was a frontier of self-expression. I wish now that there had been clearer boundaries or that my parents had understood how deeply these platforms would shape our understanding of connection, popularity, and self-worth.
In those early years, I posted constantly. My feed was filled with selfies edited to extremes, captions stuffed with hashtags, and photos framed by heavy vignettes. I made and shared Vampire Diaries āmemes,ā though we did not call them that yet, and sometimes posted thirty in a single day.
I was endlessly entertained by my own creations. That changed suddenly in eighth grade, when a classmate casually mentioned that my constant posting was annoying. It was a small comment, but at the time it felt humiliating. That afternoon, I archived my account and started a new one. I can still access the old one, a digital time capsule of 761 posts. Looking back, that moment marked the beginning of my awareness that online spaces are not neutral. They are social environments, shaped by the same power dynamics, hierarchies, and vulnerabilities as real life. Itās fun and silly to have the digital capsule and Iām glad I have a clear snapshot of what was going through my preteen brain, but Iām also so embarrassed I ever posted so much of it to begin with!
My parents, like many at the time, had strong opinions about online safety but uneven digital literacy themselves. Facebook was off-limits because it was ātoo adult,ā and YouTube was treated as dangerous, yet I had unrestricted access to Instagram, Pinterest, and Kik. It is almost endearing to recall how easily I blurred fantasy and reality. At one point, I became absolutely convinced that Harry Styles had personally messaged me through Pinterest and invited me to his concert in Toronto. I told all my friends we would have fallen in love if only my mother had let me go. That memory makes me laugh now, but it also reminds me how ill-equipped many young people were to navigate online spaces critically. We lacked the tools to discern authenticity, evaluate credibility, or recognize the constructed nature of digital content.
As I grew older, my relationship with social media became more strategic. I learned the unspoken rules of ācoolness.ā and what governed what acceptable media usage: post rarely, make it look effortless, and above all, appear curated but authentic. Slowly, my private life and my online life drifted further apart. What I shared became a curated snapshot rather than an honest reflection. My digital persona became more about how I wanted to be perceived than who I actually was.
In 2019, I began working for a small local shop and was responsible for managing their social media. This experience reframed my understanding of these platforms. I learned how to post consistently, design cohesive visuals, and engage with an audience in ways that built community. I discovered how social media could be used not only for self-promotion but for storytelling and advocacy. That position led to a similar role managing social media for the Indigenous Studies program at the University of Victoria during my undergraduate degree. I covered events, created newsletters, and highlighted student and community achievements. Around the same time, I worked as an assistant to a realtor, managing his listings and digital marketing. Through these experiences, I came to see social media as a professional tool, one that can amplify voices and create meaningful visibility when used thoughtfully.
Today, I find myself in a more complicated relationship with social media. I no longer manage it for others, and I use it less actively for myself, though I still spend more time observing than I would like to admit. Since deciding to become a teacher, I have become more conscious of how I am perceived online. In education, public image carries real professional consequences. Digital literacy for educators extends beyond knowing how to use technology; it involves understanding privacy, ethics, and the ways online behavior can shape credibility and trust.
Outside of teaching, I love to cook and host large dinner gatherings when I am home, sometimes for fifteen or more people. I often see creators online documenting similar experiences beautifully, transforming ordinary evenings into visual narratives. A part of me is drawn to share my own gatherings that way, but another part hesitates. I think my early experiences online taught me both the power and the precarity of visibility. I have worked really hard to reach this point in my professional journey, and I want to protect that. For now, I am content to let some moments exist offline. Perhaps that is my most valuable lesson in digital literacy so far: knowing when to engage with the digital world, and when to be in the real one.
