“Digital fluency” should mean designing, creating, and remixing, not just browsing, chatting, and interacting.”
—Mitchel Resnick
It all begins with an idea.
This project combines traditional content with maker education by adapting a world religions module to incorporate hands-on Scratch programming and creative making activities, illustrating my commitment to transforming passive lessons into interactive, student-centered experiences.
By incorporating tools like Scratch programming and creative making activities, I turned the content into a dynamic experience. Using design thinking, I carefully mapped out the context, purpose, and audience while planning every detail—from rubrics and resource lists to storyboarding. I blended solid theory from constructivism and maker education with practical classroom tasks, such as using peer feedback methods, to make learning both engaging and effective. Overall, this project showcases my commitment to using technology, collaboration, and reflective practice to create a vibrant, research-backed learning environment.
Between innovation and impact.
Technical critiques taught me how to think critically about the ethical challenges of using technology in education. It taught me to balance the benefits and risks of tech, understand current debates, and develop my own responsible approach to integrating technology in learning. Through this work, I was able to turn theory into practical skills for making thoughtful, ethical decisions in my work.
Explore ethical challenges in educational technology with this concise video. Drawing on key course readings, it highlights moral dilemmas and offers practical principles for ethical design and responsible use—a must-watch for students and professionals alike.
Click here to see the presentation slideshow for this project.
