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Christabel Shaler

When I was born, our family had no income, but we had the wealth of books and creativity. At the age of 11, I experienced trauma that caused difficulties in learning at school. My teachers labelled me as a “bad student”. I asked too many questions and my PTSD behaved as ADHD.

In university, my questions were welcomed. I designed an Interdisciplinary degree at UBC and cultivated my questioning skills through journalism. My writing led to opportunities working in content marketing with local and multinational businesses. As I built my career in the business world, I noticed that creativity and innovations were essential to success. This led me to wonder whether schools were equipping students with the skills to thrive in a rapidly changing world.

In 2016, I returned to university and became a certified teacher in Vancouver BC. During my time as a new teacher, I have become fascinated with the importance of play, technology, and creativity in the classroom. Currently I am wondering: How do we bring more play and creativity into the curriculum? Can technology be a tool for learning or does the addictive quality cause too much harm?