I N D E P E N D E N T S C H O O L S
S P E C I A L F E A T U R E
Southpointe works to continuously train
its teachers on leveraging new educational
technologies for collaboration, assessment
and digital storytelling. "Digital learning is
reshaping how students think, create and
connect," says MacIntyre. "At Southpointe,
it empowers students to take ownership
of their learning, explore interdisciplinary
concepts and collaborate across cultures and
time zones." Digital learning at Southpointe
could include AI-assisted research, digital
portfolios and virtual labs—all helping
students develop the agility, ethics and
technological fluency to be future-ready.
Southpointe is also taking steps to
ensure its students are learning how to
be responsible digital citizens, critically
assessing information and communicating
ethically in online environments. "We
also emphasize the ethics of AI, teaching
students to question bias, understand data
privacy and consider the societal impacts of
automation," MacIntyre says. "Our graduates
will not only thrive in a world shaped by AI,
they will shape that world thoughtfully."
MacIntyre notes that education is no
longer just about knowledge transfer. "It's
about humans flourishing in a complex,
digital world, and being able to adapt and
critically think to make decisions," he says.
"It's about thriving as a human being and
making a positive difference in the world."
ASPENGROVE SCHOOL
Aspengrove School, too, is working to teach
students how to navigate an increasingly
complex world. The school, located north of
Nanaimo, introduces technology early into
everyday learning.
For example, educators at Aspengrove
introduce robotics in grade 3 through
the VEX GO and VEX IQ platforms, and
students can progress through to grade 12.
"Robotics, coding and computer-assisted
design (CAD) are built into our design
curriculum, giving students hands-on
experience with the same tools used in
engineering, architecture and product
development," says Dustin Orser, STEM
educator. "We see digital learning not as an
add-on, but as a core part of how students
think, create and solve problems."
The Aspengrove Robotics Club, for
example, challenges students in grades 9 to
12 to team up and design, build and program
robots to take on engineering challenges.
"Through robotics, coding and CAD, they
develop critical thinking, problem-solving and
teamwork skills, learning to test ideas and
adapt when things don't go as planned," says
David Riendl, science educator. With careers
evolving, Riendl explains, it's important to
teach these technologically transferable skills
to set students up for success.
Riendl adds that Aspengrove students
are encouraged to be active creators with
technology, and to use it to enhance rather
than replace learning. "With AI now part of
the learning process, students are guided
to use it responsibly, understanding its
strengths, its limits and how to apply it
ethically in their work," he says. "At the
same time, Aspengrove believes in balance.
Foundational skills remain central."
Aspengrove
School
