I recently completed a master’s degree in Educational Technology at the University of British Columbia—a journey that grew out of a long-standing curiosity about the role of technology in teaching and learning. My interest was first sparked during my teacher education program, when I encountered a school that mandated the use of technology in every science lesson. As someone who has always loved tinkering with machines and exploring new tools, I was excited by the possibilities—but also skeptical. Could technology truly enhance learning, or was it just a shiny add-on? I’ve always believed that great teaching is fundamentally human, and no device can substitute for an excellent educator.
This tension between optimism and skepticism shaped my academic path. My early inquiry projects explored how technology choices are made, how their impact can be meaningfully evaluated, and whether digital tools can fundamentally reshape what education looks like. The MET program allowed me to investigate these questions in depth—examining not just how technology is used in classrooms, but how it might transform them. The work featured here reflects that exploration: a blend of critical reflection, practical application, and a continuing search for how technology can genuinely enrich math and science education.
These are some examples of the projects I worked on during the program. They explore a range of situations, applications and formats. Click on the image to be taken to the work itself.