8 2.2 Positionality Statement
I am a white, heterosexual, able-bodied, English-speaking Canadian from an upper-middle-class family, a mother of two, and a business owner. Growing up in a tech-savvy family with a father in IT, I was introduced to technology early on through computers and video games. This early exposure has significantly shaped how I engage with technology in learning and daily life. My access to higher education and consistent exposure to technology have afforded me considerable advantages, including a comfort level with digital tools that many individuals may not share. My professional graphic and web design background further contributes to my ease with diverse technologies.
As a business owner, I recognize I have the autonomy to implement and adapt digital strategies freely, which gives me flexibility but also limits my understanding of those who lack similar resources, technical comfort, or decision-making power. I acknowledge my experiences limit my understanding of the challenges others face, such as accessibility barriers, unfamiliarity with digital tools, and the anxiety that can accompany learning new technologies.
Observing the challenges my colleagues face with technology and their lack of motivation during training sessions has highlighted the need to increase engagement and consider diverse perspectives when designing learning solutions. To address this, I plan to seek input from diverse viewpoints and explore ways to incorporate gamification into training sessions. My goal is to create learning experiences that are engaging, inclusive, and equitable for all employees, regardless of their technological proficiency or background, while also enhancing knowledge retention, boosting motivation, and making learning more accessible.