Technology has fundamentally changed the classroom through the widespread use of tools such as the internet, video conferencing, learning management systems and online assessments. The future promises even further transformation: tutoring robots, artificial intelligence (AI), immersive virtual reality and personalized learning journeys (OECD Digital Education Outlook, 2021). Although many of these tools show potential for teaching pedagogy and student success, little is known about how such tools might impact classroom dynamics, the role of the teacher, and how to use educational technologies safely and ethically. As a result, it is important to gain evidence-based understanding of the immersion of these tools and their adoption by teachers and students.

To capture the innovation and transformation that is happening at Branksome Hall, the CRC’s program began a participatory approach that focuses on the needs, experiences and voices of teachers and students. Technology is explored as a collection of tools, which may change from person to person, department to department, and across time and technological advancement. The areas of research that will be explored focus on:

• how technology is impacting classrooms from the lens of the evolving role of teachers;
• how students’ learning experiences are changing due to technology, and the skills and supports required for success;
• and the ethics of technology-enhanced learning, including accessibility, equity, privacy and surveillance.

The ultimate goal of this program is to provide Branksome students and employees with voice, choice and a supportive community as they explore the evolving landscape of technology-enhanced teaching and learning.

Read about the results from our 2023 pilot study.
Read our 2024 Recreational Technology Use Guide.

This longitudinal study follows multiple cohorts of Branksome Hall graduates over a five-year period to uncover the impact of their schooling experiences on their post-secondary education, interests and development as young adults. Initiated in 2017, researchers continue to trace graduates’ diverse and evolving journeys. The study is anchored in four areas of inquiry: the impact of the International Baccalaureate (IB), their experiences of international mindedness, their well-being and their perceptions of leadership. This research aims to capture a rich and detailed portrait of the “road after” for Branksome Hall students while also revealing the transformation young women and non-binary individuals experience in early adult life.

Check out our publications from this study:

Semesters in Solitude: Post-Secondary Life Interrupted by COVID-19

The First Year Story:

1. Academic Preparedness
2. Well-Being During the Transition to University
3. Emerging Adulthood