Imagine This - Ideas & Stories for Creative, Meaningful Teaching

What does high school feel like when students get two full weeks to work on one thing they chose themselves?

In this episode of Imagine This, Dylan sits down with Finny Bicycle, a recent graduate of Imagine High in Chilliwack, BC. Imagine High is a public integrated arts and technology school of about 300 students, where English is paired with another subject like 20th century world history or outdoor ed, teachers get shared prep time to build projects together, and twice a year every regular class stops for two weeks so students can go deep on one thing. Finny spent every one of those deep dives building miniature dioramas: a run-down city street where the pedestrians have tiny blue LEDs glowing in their hands, a forest fire made of stuffing and airbrush sitting next to the highway that helped cause it.

Finny describes what integrated learning actually looks like from a student desk, why the public exhibition at the end of a deep dive changes how hard students work, and what it was like to stand back and watch strangers find the message buried in the details of his own artwork. He also walks through the Grade 11 social justice assignment that turned into a school newspaper club, kept running for two more years, and published three issues a year of original student writing and school journalism.

At the Deeper Learning Conference this summer, Finny co-led an hour-long workshop for a room of principals, teachers, fellow students and educational leaders, running them through the same brainstorming process focused on student agency that his class used. He starts at the University of the Fraser Valley this fall, taking history and sociology with a teaching program to follow.

This conversation is for educators who want to know what student agency looks like from the other side of the desk, and for anyone who suspects the fastest way to find out whether a school is working is to ask a student.

About Finny Bicycle

Finny Bicycle is a recent graduate of Imagine High. He has been profoundly impacted by his experience with project based real-world learning. He plans to become a high school social studies teacher and integrate his teaching with different subjects and connections to the real world, with a focus on social justice and areas students care about. He loves art and building dioramas, in his free time and at school.

In this episode, you’ll hear:

• (00:34) - Introducing Finny Bicycle, Imagine High and its learning philosophy and the Deeper Learning Conference

Check out Finny's Dioramas

• Student Spotlight - A collection of artist statements and works of art by diorama artist, Finny Bicycle

Resources discussed in this episode:

• Imagine High School - Chilliwack, BC SD33 
• Deeper Learning Conference
• Ron Berger - Educator and Speaker
• Babel, or the Necessity of Violence by R.F. Kuang

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Contact Classmate: 

• Website: Classmate.team
• Instagram: @classmate.team
• Classroom Chronicles
  
  

What can students understand about music when they can see it, not just hear it?

In this episode of Imagine This, Dylan and Jen sit down with music and fine arts teacher Steven Band to unpack a GarageBand project that gives Grade 6 and 7 students a new way into music. Instead of beginning with years of instrumental practice or dense music theory, students use iPads to explore beats, chord progressions, song structure, recording, and music production.

Steven and Jen share how the project evolved over two years, from an ambitious experiment in recreating pop songs to a more carefully scaffolded experience that starts with the highly visual beat sequencer before moving into chords, recording, and mixing. Along the way, students discover that technology can make music more accessible, but it doesn’t eliminate the need to practice, problem-solve, listen carefully, and develop new skills.

The conversation also explores what happens when students move from simply consuming music to understanding how it is built. Students make mistakes, give each other feedback, remix familiar songs, and begin developing the language to explain why something sounds right, or why it doesn’t. For educators interested in creative technology projects, this episode is also a reminder that you don’t have to build the entire experience at once. Start with a beat, a chord progression, or a single section of a song, and see how far your students want to push it.

About Steven Band

Steven Band is an elementary school teacher at Star of the Sea in Surrey, BC, where he teaches music and fine arts. He holds a Bachelor of Music from UBC and has experience directing both adult and children’s choirs. In his classroom, Steven looks for ways to make music engaging and approachable while still giving students opportunities to develop meaningful technical skills and a deeper understanding of how music works. 

In this episode, you’ll hear:

• [00:00:33] What can learners understand about music when they can see it?
• [00:01:27] How a GarageBand music-production project came to life
• [00:06:34] The original challenge: recreating a familiar song without instruments
• [00:08:29] Using smart instruments to make chord progressions accessible
• [00:11:51] Helping students hear the connection between chords, timing, and song structure
• [00:15:17] What happened when students first got their hands on GarageBand
• [00:17:41] Why playing virtual drums proved harder than students expected
• [00:20:37] Do students need to play an instrument to make music?
• [00:23:09] Music production, experimentation, and the limits of figuring it out yourself
• [00:26:02] How the project changed the second time around
• [00:27:47] Level one: using the beat sequencer to understand rhythm and tempo
• [00:32:55] Why getting something wrong can be an essential part of learning
• [00:34:00] Covers, arrangements, and making someone else’s song your own
• [00:38:44] Setting realistic expectations for student-created music
• [00:40:46] Building songs in layers with guitar, bass, drums, and piano
• [00:42:38] The “levels” of learning music production in GarageBand
• [00:45:04] Student collaboration, sharing, and the unique experience of giving audio feedback
• [00:48:01] Reflection checkpoints and feedback throughout the project
• [00:51:06] Using checklists and questions to help students work more independently
• [00:53:44] Choosing songs students love—and figuring out which ones are actually achievable
• [00:56:39] Why recording becomes the project’s biggest technical challenge
• [00:59:12] Building technical skills as a foundation for creativity
• [01:00:57] Advice for music teachers who are apprehensive about trying a project like this
• [01:05:31] Why you don’t need to teach the entire project to make it worthwhile
• [01:08:54] Creating an engaging “growth edge” where students want to keep learning
• [01:11:09] How far could you push music production in your classroom?

Classroom Chronicles articles mentioned:

• Volume 93: The Sound of Learning 

Resources discussed in this episode:

• GarageBand
• Seesaw
• Garageband Examples Created by Stephen Band

—

Contact Classmate: 

• Website: Classmate.team
• Instagram: @classmate.team
• Classroom Chronicles
  
  

Contact Steven Band: 

• Email: [email protected] 

How do we help students become confident researchers in an internet shaped by algorithms, AI summaries, and endless scrolling? 

In this episode of Imagine This, Dylan speaks with Ken Boyd, Director and Educator at CIVIX, about CTRL-F, a Canadian digital media literacy program that helps students evaluate and verify information online.

The conversation begins with a common classroom challenge: while students are often taught how to create digital projects, they are less frequently taught how to research effectively. Ken explains why traditional approaches like the CRAAP test struggle in today’s online environment and introduces lateral reading—a fact-checking strategy that encourages students to leave a webpage, investigate its source, and compare claims across multiple reliable outlets.

Dylan and Ken also explore how these skills translate into the age of generative AI. From Google’s AI summaries to tools like ChatGPT, they discuss why students must learn to verify not just answers, but the sources behind them. The episode highlights why good research requires intentional friction—and how educators can build stronger, more critical researchers through inquiry-based learning.

About Ken Boyd

Ken Boyd is a Director and Educator at CIVIX, a national Canadian charity dedicated to strengthening the skills and habits of citizenship among young people. Ken leads professional development work and helps develop educational resources and programming focused on digital media literacy, constructive dialogue, and civic participation. His work includes CTRL-F, CIVIX’s digital media literacy program, which teaches students practical strategies for finding and evaluating information online.

Ken holds a PhD in philosophy from the University of Toronto and completed a postdoctoral fellowship in Philosophy and Science Communication at the University of Southern Denmark. He has taught at universities in Canada and Denmark.

In this episode, you’ll hear:

• [00:00:40] Are Students Actually Ready for the Open Internet?
• [00:03:06] Why Digital Literacy Has Become Essential
• [00:12:08] Lateral Reading: Stop Reading the Page You’re On
• [00:15:02] Why the CRAAP Test Falls Short Online
• [00:18:53] How to Fact-Check Something Online
• [00:24:43] We Need to Teach Research Skills Like We Teach Tech Skills
• [00:28:23] Give Students the Job of “Fact-Checker”
• [00:31:43] Don’t Click the First Result: Practicing “Click Restraint”
• [00:32:33] When AI Search Gives You the Wrong Answer
• [00:35:00] How to Fact-Check ChatGPT
• [00:41:16] Good Research Should Have Friction
• [00:41:59] Are Chatbots the New Infinite Scroll?
• [00:44:15] Social Media Bans Don’t Teach Digital Literacy
• [00:45:42] You Don’t Magically Become Digitally Literate at 16
• [00:50:52] “I Have a VPN”: The Problem With Simply Blocking Access
• [00:57:48] AI as “Normal Technology”
• [01:00:44] AI Isn’t Magic—And That’s Important to Teach
• [01:02:40] Where Educators Can Start

Resources discussed in this episode:

• CTRL-F — CIVIX’s digital media literacy program
• CIVIX — Canadian civic education organization and creator of Student Vote
• Student Vote — CIVIX’s parallel election program for schools
• CTRL-F Example Bank — Timely examples educators can use to practise verification and lateral reading with students
• Wikipedia — Discussed as a useful first stop for quickly establishing context about an unfamiliar website, organization, or creator
• Snopes
• AFP Fact Check
• PolitiFact
• The Walrus

—

Contact Classmate: 

• Website: Classmate.team
• Instagram: @classmate.team
• Classroom Chronicles

Contact Ken Boyd | CIVIX: 

• Website: civix.ca 
• Email:  [email protected]
• LinkedIn: Ken Boyd
• Instagram (English): @civix_canada
• Instagram (French) @civix_canada_fr: 

How can we use the principles of improv theatre to help students become more creative writers?

In this episode of Imagine This, Dylan Ismail sits down with Andrew Duval, educator, writer, and co-creator of Frankenstories and WriteLike, to explore how game-based collaborative writing is changing the way students experience literacy. Andrew shares the story behind Frankenstories, why he describes it as "the game is writing," and how principles from improv theatre can help students become more creative, confident, and collaborative writers.

The conversation dives into what meaningful collaboration really looks like in classrooms, why peer feedback can be more powerful than automated feedback, and how teachers can use Frankenstories for everything from narrative writing to poetry. Andrew also discusses the impact of AI on writing education, explaining why he chose to focus on building authentic, social writing experiences instead of relying on AI-generated assessment.

About Andrew Duval

Andrew Duval is a teacher at Humanitas High School in Brisbane, Australia, and the co-creator of WriteLike and Frankenstories. He holds a Master's in Scriptwriting from the Australian Film, Television and Radio School and has spent his career exploring how storytelling, design, and technology can improve education. Andrew has received an Australian Writer's Guild Award, a Bill & Melinda Gates Foundation grant, multiple Good Design Australia Awards, and was a winner of the MIT Solve AI in Assessment Challenge. 

In this episode, you’ll hear:

• [00:02:05] The classroom moment that revealed the power of Frankenstories
• [00:06:50] How Frankenstories evolved from writing research, mentor texts, and cognitive load theory
• [00:12:37] Why collaboration is more than group work—and what improv teaches us about writing together
• [00:22:16] Why comedy comes naturally, and how genre shapes collaborative storytelling
• [00:30:02] Moving beyond silly stories through poetry, empathy, and authentic writing
• [00:35:16] Using Frankenstories for poetry, reflection, and different writing experiences
• [00:42:40] Designing classroom experiences: adapting the tool for different learning goals
• [00:49:40] AI, writing, and why meaningful collaboration makes shortcuts less appealing
• [00:55:15] Practical advice for teachers: diagnostics, scaffolding, and building classroom norms
• [01:03:23] Final reflections on improv, collaboration, and why writing is meant to be played together

—

Resources discussed in this episode:

• Frankenstories
• WriteLike
• Andrew's guide to the Frankenstories poetry roulette challenge
• Keith Johnstone's Impro
• Kenneth Koch's Wishes, Lies and Dreams

—

Contact Classmate: 

• Website: Classmate.team
• Instagram: @classmate.team
• Classroom Chronicles
  
  

Contact Andrew Duval | WriteLike: 

• writelike.org 
• Email: [email protected] 
• LinkedIn: Andrew Duval
• Bluesky: @andrewduval.bsky.social
• Instagram: @Frankenstories_game 

What does meaningful technology integration actually look like in the real world?

In this special educator Q&A episode of Imagine This, Dylan, Jen, and Carlo answer questions collected during their annual end-of-year ice cream tour to partner schools. They explore how to successfully implement technology across an entire school, build stronger classroom communities through emotional check-ins, and explain why storytelling sits at the heart of everything they create.

Whether you're just beginning your technology integration journey or looking for fresh ideas to strengthen classroom culture, this episode offers practical strategies, honest reflections, and plenty of inspiration from real classrooms.

Questions Discussed

• How do you implement technology in schools that are new to technology?
• Do you have any advice for using technology to enhance team bonding, positive mindset shifting, and gratitude in the classroom?
• Who is the creative driving force behind all your storytelling?

In this episode, you’ll hear:

• [00:00:02] Dylan, Jen, and Carlo introduce this special educator Q&A episode and explain their annual end-of-year ice cream tour
• [00:02:55] Question 1: How do you implement technology in schools that are new to technology?
• [00:04:02] Technology Experience Discovery (TED): understanding school culture before implementation
• [00:07:15] Building an operational baseline with standardized devices, Google Workspace, and workflows
• [00:09:24] The story behind Classmate's surprise quiz-show onboarding workshop
• [00:13:23] Why personalized coaching and classroom follow-up matter more than one-time workshops
• [00:14:22] Why age has very little to do with successful technology adoption
• [00:16:02] Question 2: Can technology help build team bonding, gratitude, and a positive classroom mindset?
• [00:17:20] Turning the How We Feel app into a low-tech classroom emotional check-in board
• [00:18:24] Normalizing conversations about emotions without requiring students to explain themselves
• [00:22:20] Building emotional vocabulary through classroom check-ins
• [00:24:41] Question 3: Who is the creative driving force behind Classmate's storytelling?
• [00:25:39] How daily classroom journals evolved into The Classroom Chronicles
• [00:29:19] Using storytelling to share classroom innovation across schools
• [00:31:09] Why storytelling has become central to Classmate's approach to teaching and learning
• [00:33:34] Looking ahead: bringing more educator voices and classroom stories to the podcast
• [00:35:01] Invitation for listeners to share their own answers and classroom ideas

Classroom Chronicles articles mentioned:

• Vol. 64 -  Little Hands, Big Responsibilities - Introducing iPads in K-2

Resources discussed in this episode:

• BC Curriculum – Technologies as Tools That Extend Human Capabilities
• Classroom version of How We Feel
• How We Feel (emotion tracking app)

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Contact Classmate: 

• Website: Classmate.team
• Instagram: @classmate.team
• Classroom Chronicles
  
  

What does it mean to learn from where you stand?

In this episode of Imagine This, Dylan sits down with EdTech coach and fellow Classmate teammate Carlo Sayo to talk about place‐based education. Carlo, who holds a master’s in art education, walks through the core principles of place‐based learning and how his own experience as the child of immigrants shaped his understanding of belonging, land and community.

Together, they unpack the idea of the classroom as a “third teacher,” explore two field trips along the Fraser River that brought students face to face with the history of colonization in the Fraser Valley and Steveston, and discuss how intentional, low‐key use of technology, like an iPad used purely for documentation, can help students slow down, observe and reflect rather than simply consume.

This conversation is for educators who want to help students build a genuine relationship with the places they live and learn, and who are curious about how field trips and classroom design can do more than decorate a lesson.

About Carlo Sayo

Carlo Sayo is an EdTech and Creative Coach at Classmate, where he partners with teachers to design meaningful learning experiences that connect curriculum, creativity, technology, and student voice. Drawing on a background in design, community programming, and creative technology education, he collaborates with educators to turn ambitious ideas into authentic projects and experiences that engage learners through experimentation and creative problem-solving. 

He believes meaningful learning can happen anywhere, especially when people feel connected through a shared purpose. Whether through community arts initiatives, youth programs, or classroom learning, Carlo is drawn to experiences that invite people to become creators and contributors to something larger than themselves. Carlo is particularly interested in storytelling, migration narratives, place-based education, and the ways creative production can make learning more meaningful, memorable, and visible.

In this episode, you’ll hear:

• [00:01:42] The core principles of place‐based education: locally rooted, experiential, cross‐curricular and service oriented
• [00:02:58] What place means to Carlo as the child of immigrants, and the influence of Seven Minutes From Home
• [00:06:52] Carlo’s two‐hour sit at the Filipino Plaza and what it taught him about making meaning of a place
• [00:09:42] The idea of the classroom as a “third teacher” and how environment shapes behaviour
• [00:16:31] A field trip to Fort Langley and an interactive mapping exercise on the history of colonization along the Fraser
• [00:23:30] A grade one field trip to Steveston, starting at the Britannia Shipyards
• [00:26:04] Designing an iPad scavenger hunt so students could document and interpret their own community
• [00:32:12] Bringing the experience back to the classroom through Seesaw journals and ELA statements
• [00:34:38] Carlo’s distinction: not all learning needs technology, but learning needs to be documented
• [00:36:04] Rethinking field trips as a launching point rather than a reward
• [00:39:13] What it might look like for students to practise observation skills across different locations and grades
• [00:41:09] Recording soundscapes as another way for students to relate to a place
• [00:42:36] Where to find both field trips written up in the Classroom Chronicles

Classroom Chronicles articles discussed:

• Vol .113 Grade 4  Fraser River Field Trip

Resources discussed in this episode:

• Seven Minutes From Home by Lauren Richardson
• The Third Teacher: 79 Ways You Can Use Design to Transform Teaching and Learning
• Solution Place by the River, Fort Langley, including the Colonization of the Fraser Valley school program
• Britannia Shipyards, Steveston
• Seesaw

Contact Classmate: 

• Website: Classmate.team
• Instagram: @classmate.team
• Classroom Chronicles
  
  

Contact Carlo Sayo:

• LinkedIn: Carlo Sayo
  
  

How do you make creative, cross-curricular projects easier to assess?

In this episode of Imagine This, Dylan sits down with BC educator Jennifer Moroz to talk about the assessment frameworks that make rich classroom projects worth doing. From student podcasts to theatrical performances, Jennifer explains why assessment is what legitimizes creative learning and helps teachers clearly communicate what students have learned.

Together, they unpack learning progressions, rubrics, depth of knowledge, mastery learning, and the difference between learning activities and learning intentions. Jennifer also shares practical advice for using frameworks, AI, and professional learning communities to better align projects with curriculum and assessment.

This conversation is for educators who want to design engaging projects without losing sight of clear, meaningful evidence of learning.

About Jennifer Moroz

Jennifer Moroz is a BC educator who has taught kindergarten through grade eight and currently works as a resource teacher. She is passionate about helping educators implement best practices in assessment. Through her YouTube channel, The Assessment Syndicate, Jennifer shares frameworks, tools, and conversations to support teachers in their day-to-day practice.

In this episode, you’ll hear:

• [00:03:17] How Jennifer discovered that “assessment pays for the party”
• [00:07:55] The researchers and books that shape Jennifer’s assessment practice
• [00:11:47] Why time and assessment literacy are major barriers for teachers
• [00:13:35] Depth of Knowledge and cognitive rigor explained
• [00:17:53] Applying assessment frameworks to an immigration podcast project
• [00:20:10] How to reverse-engineer a project from the final learning goal
• [00:23:57] Rubrics, learning ladders, and gradations of quality
• [00:27:26] Why BC curricular competencies require unpacking
• [00:31:44] The difference between a rubric and a learning progression
• [00:37:50] Managing cross-curricular assessment across subjects
• [00:40:13] Why learning intentions matter more than task completion
• [00:43:16] What AI reveals about weak assessment design
• [00:47:04] Using AI to support learning progressions
• [00:49:23] How schools can build shared assessment language through PLCs
• [00:50:27] Where to find Jennifer’s resources and connect with her

Resources discussed in this episode:

• Implementing Mastery Learning by Thomas Guskey
• Using Depth of Knowledge by Karin Hess
• Karin Hess Cognitive Rigor Matrix and DOK
• Larry Ainsworth’s work on unpacking standards
• BC Curriculum Learning Pathways

Rubrics and Learning Progressions by Jennifer Moroz

• Download Editable Podcasting Rubric and Learning Progressions for ELA, Socials and ADST competencies. 

Contact Classmate: 

• Website: Classmate.team
• Instagram: @classmate.team
• Classroom Chronicles

Contact Jennifer Moroz:

• Website: Jenmo.org
• YouTube: The Assessment Syndicate
• Email: [email protected]

What changes when students stop going on field trips as visitors and start showing up with a job to do?

In this episode of Imagine This, Dylan sits down with fellow Classmate teammate and Educational Technology Coach, Jen, to explore a project that transformed a traditional visit to the Vancouver Aquarium into a full-scale documentary filmmaking experience.

Instead of simply observing exhibits, Grade 6 students arrived as filmmakers, researchers, and storytellers. Armed with iPads, shot lists, and documentary techniques inspired by professional filmmakers, students captured footage, interviewed experts, studied animal behaviour, and created advocacy documentaries from the perspective of the animals themselves.

Jen shares how the project evolved across multiple years and classrooms, what they learned from their first attempt, and why pre-production, scaffolding, and authentic purpose completely changed the way students approached both the aquarium and their learning.

This conversation dives into documentary storytelling, field trip design, media literacy, inquiry learning, and the power of giving students meaningful roles in real-world learning experiences.

If you’ve ever wondered how to make field trips feel more purposeful, immersive, and memorable, this episode is full of practical ideas and inspiration.

About Jen

Jen is an educational technology coach with Classmate who collaborates with teachers to design engaging, creative, and inquiry-driven learning experiences. With a background in science education and experiential learning, she is passionate about helping students move beyond passive consumption and into authentic, hands-on learning roles.

 
Through projects that blend storytelling, technology, media creation, and curriculum integration, Jen helps classrooms rethink what learning can look like both inside and outside of school.
 

In this episode, you’ll hear:

• [00:00:29] Turning field trips into field work
• [00:07:23] How the Vancouver Aquarium project began
• [00:11:21] Recon day and planning the experience
• [00:17:51] Students filming documentaries at the aquarium
• [00:24:16] Teaching documentary and filmmaking skills
• [00:30:57] Pre-production meetings and shot planning
• [00:36:24] The Caiman footage moment
• [00:40:15] Students naturally using filmmaking language
• [00:41:48] Editing and reflection back at school

Get Your Tickets to the 2026 Deeper Learning Canada Conference: July 2–4 in Chilliwack, BC

Classroom Chronicles articles mentioned:

• Vol 68. Aquarium Field Research Part 1: Designing the Visit
• Vol 72. Aquarium Field Research Part 2: Animal Advocacy Videos
• Vol 105. Aquarium Documentarians Part 1: Preparing and Shooting
• Vol 109. Aquarium Documentarians Part 2: Filmmaker Q&A and Editing 

Resources discussed in this episode:

• Vancouver Aquarium
• Canva
• March of the Penguins
• Ian Kerr | CHURCHILL - Polarbear Documentary

—

 
Contact Classmate: 

• Website: Classmate.team
• Instagram: @classmate.team
• Classroom Chronicles
  
  

How do you teach five-year-old students not just to speak, but to communicate with purpose?

 
In this episode of Imagine This, Dylan sits down with kindergarten teacher Caterina Gabriele to explore how intentional language routines, outdoor learning, and purposeful technology use can transform even the youngest learners into confident communicators.

From daily “I can” messages to a powerful outdoor soundscape project, Caterina shares how she builds the foundations of communication in her classroom. We talk about how her students learn to give meaningful messages, reflect on their experiences, and connect their emotions to their learning, all before they can fully write it down.

The conversation also dives into a standout project at Cates Park, where students use iPads to document the world around them through sound, video, and reflection. What starts as a simple science field trip quickly becomes something much deeper: a cross-curricular, inquiry-driven experience that brings out the best in every learner.

This episode is full of practical strategies and inspiring moments for educators looking to build student voice, foster authentic reflection, and use technology with purpose, not as a reward, but as a tool for learning.

About Caterina Gabriele

Caterina Gabriele is a kindergarten teacher in North Vancouver with a passion for early literacy, communication, and student well-being. With a background in dance and a Master of Education from UBC, she brings energy, structure, and creativity into her classroom. Caterina is deeply committed to helping young learners develop the language and confidence they need to express themselves, advocate for their needs, and engage meaningfully with the world around them.

In this episode, you’ll hear:

• [00:00:16] Introduction to Caterina and the energy of a Friday afternoon recording
• [00:01:10] Caterina’s journey into teaching and why she chose kindergarten
• [00:06:13] Using performance and storytelling to build classroom buy-in
• [00:07:34] Teaching communication through “I can” messages and body awareness
• [00:09:47] Why real-life experiences matter more than repetition in language development
• [00:11:08] Building a classroom-wide language system across subjects
• [00:12:00] Helping students advocate for themselves through structured communication
• [00:14:08] How strong language skills lead to clearer assessment and faster insight
• [00:16:21] Capturing authentic learning through Seesaw and ePortfolios
• [00:17:38] Moving beyond “wow work” to show real student growth
• [00:19:42] The origin of the Cates Park soundscape project
• [00:21:50] Designing a cross-curricular outdoor learning experience
• [00:22:38] What happens when learning moves beyond the classroom walls
• [00:24:12] How the field trip is structured for success (with parent support)
• [00:25:49] Why participation skyrockets outside
• [00:26:34] Using senses to drive observation, reflection, and emotion
• [00:27:56] Recording student thinking through audio and video
• [00:28:51] Tracking growth from one-part to multi-part student messages
• [00:29:43] Seasonal changes and how they shape student observations
• [00:30:55] Introducing iPads as tools—not toys—in kindergarten
• [00:33:14] Building routines and expectations for meaningful tech use
• [00:34:47] Rethinking screen time in an educational context
• [00:37:55] The importance of specificity when using technology in learning

Classroom Chronicles articles mentioned:

• Vol. 29. Byte Sized Soundscapes - Fall Season
• Vol. 49. Byte Sized Soundscapes - Spring Season
• Vol. 70  Byte Sized Soundscapes - School Sounds 
• Vol. 80  Byte-Sized Soundscapes - Curricular Connections (2 and 3 part Messages)
• Vol. 112 Making Big Ideas Visible - Language and Core Competency Development in Kindergarten

Resources discussed in this episode:

• Seesaw (student portfolios & reflection tool)
• Zones of Regulation (SEL framework)
• TouchMath (math program)
• BC Core Competencies (Thinking, Communication, Personal/Social)
  
  

—

Contact Classmate: 

• Website: Classmate.team
• Instagram: @classmate.team
• Classroom Chronicles Newsletter
  
  

What does it actually look like to support over 300 classrooms every year?

In this episode of Imagine This, Dylan, Jen, and Carlo take you behind the scenes of their work as educational technology coaches. From co-planning lessons with teachers to jumping between kindergarten and grade seven classrooms in a single day, they share what they’ve learned about designing meaningful, engaging learning experiences with technology.
 

This conversation explores the evolution of their role, from early days focused on teaching tools and devices to a deeper, more impactful focus on curriculum, competencies, and student learning. Along the way, they unpack what makes classroom projects truly successful, why technology should feel invisible when done right, and how small moments of support can lead to big shifts in teaching practice.

They also walk through real classroom examples, including podcasting projects, terrarium-based science lessons, and collaborative inquiry work that connects students beyond the classroom.

Whether you’re an educator, school leader, or just curious about what’s possible in modern classrooms, this episode offers a candid look at the realities (and possibilities) of meaningful tech integration.

About Classmate

Classmate partners with educators to co-create engaging, meaningful learning experiences in the classroom. Rather than focusing on technology for its own sake, they work alongside teachers to design projects that spark curiosity, creativity, and real student engagement.

Through a blend of instructional coaching and technical support, Classmate helps schools bring ideas to life, making learning more collaborative, purposeful, and connected to the real world.

In this episode, you’ll hear:

• [00:00:22] Introduction to the podcast and the Classmate team
• [00:01:00] What it means to support over 300 classrooms each year
• [00:02:03] Explaining the role of an educational technology coach
• [00:04:17] What a typical week looks like across multiple schools
• [00:05:59] From kindergarten lessons to grade seven podcast projects
• [00:09:37] How the role has evolved from tech training to curriculum integration
• [00:12:14] Why foundational tech skills matter (and how they’re applied)
• [00:12:51] Teacher isolation and the importance of collaboration
• [00:16:38] The terrarium project: bringing the water cycle to life
• [00:21:53] Why technology should support learning—not be the focus
• [00:22:34] The immigration podcast project and authentic storytelling
• [00:25:13] Why real audiences make learning more meaningful
• [00:29:04] Iterating on projects across classrooms and schools
• [00:33:20] The fur trade survival guide and collaborative learning design
• [00:38:03] Why time and structure matter for successful projects
• [00:39:45] What teachers should know when starting with tech integration
• [00:45:02] Why curiosity matters more than age or experience
• [00:46:04] “We don’t teach technology”—we use it with purpose

Classroom Chronicles Articles discussed:

• Vol. 71 Grade One / Two Terrarium Project 
• Vol. 44 Grade 7 Ancient Rome Podcasts
• Vol. 46 Grade 5 Immigration Podcasts

Resources discussed in this episode:

• Seesaw (student reflection and documentation tool)
• Canva (design and media creation tool)

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• Website: Classmate.team
• Instagram: @classmate.team
• Classroom Chronicles