Our learning event was a social-constructivist art project using a 3D VR art program. The goal of the activity was to develop a sense of familiarity with group members and the technology. One of my largest concerns about the event was its inability to portray scoped content. These fears emerged because of the lack of “creation” tools needed to produce scoped content and the event’s direction. I knew most people could see the technology capabilities but most likely would become lost when it came to utilizing it for their own specific needs.

Such an issue can only be addressed with time and well-defined creation tools targeted at educational development. Software such as this can allow educators without a coding background to create learning experiences specifically for the needs of their students. Another benefit of such software is that it enables all users by drastically reducing the time needed to create such content. However, in K-12 education, the amount of time given to educators to create content is very limited. It has become expected that content creation should be done on their own time. Such expectations undervalue the specialized development of content for student consumption and the educators’ role in and out of the classroom.

Thus, it becomes important to focus on the current systems in education. Questions like, what is the role of a teacher in the classroom, or what skills are needed to develop specialized content utilizing appropriate technology, need to be addressed. In a perfect scenario, the front-line educator (teacher or lecturer) would be directing and creating classroom content as they have the best understanding of the needs of their students and, most likely, the best approach needed to make meaningful learning experiences. However, such usages require a highly trained individual and are most likely unrealistic in the near future. Thus, what is a more realistic solution in the short term? A few researchers have addressed the idea of learning technologists (or some similar deviation). The idea is that we train or hire highly specialized individuals that help current educators connect the content and pedagogy piece of education to the technology. Such an approach most likely would create the least amount of tension as technology specialists have become the norm in many educational facilities. Nevertheless, for many, the cost of such a specialist is hard to justify as many results may not be as visually tangible or take time to become rooted in the organization’s ethos. It is clear that this is one of those problems that need to be addressed from organization to organization; still, I wonder if some framework can help would-be organizations ease the process.