Student Feature Fridays

Heather Banak


This week’s Student Feature Friday is senior Heather Banak who, along with a few friends and HHS faculty member Mr. Calais, created the Gimme Shelter CoffeeHouse, a benefit concert to raise money for the Y2Y Homeless Shelter in Framingham. This concert, which took place last week, was in its second year. The main hallway of the school was transformed with a stage and couches where people were able to enjoy some fantastic music performed by Heather, her friends and Mr. Calais.


By visiting Heather’s website (which she designed and created –, one can learn much more about Y2Y and why Heather is so passionate about the cause. “Y2Y Harvard Square, a student-run overnight shelter, employs a youth-to-youth model to provide a safe and affirming environment for young adults experiencing homelessness. Y2Y guests have opportunities to collaborate with service providers, other youth experiencing homelessness, and student volunteers to create sustainable pathways out of homelessness and develop skills for long-term success. Y2Y provides opportunities for both guests and volunteers to become the next generation’s leading advocates for youth-driven solutions to homelessness.”

For more information on the shelter visit

Q: In our discussion you described homelessness as a prominent issue that does not often appear in the political landscape of campaigns. Can you explain your thinking on this issue a bit further?

A: Growing up near Boston I have always gone into the city often, and the amount of people asking for money or sleeping on the streets has always astounded me. Even more so, we are taught to ignore them, to pretend they aren’t there. A refusal to recognize that these people are in fact just that, people, doesn’t allow us to address the issue. Although it is seen in every city, even most towns, politicians and civilians alike simply choose to ignore the obvious problem facing people of all ages, gender, and ethnicity.

Q: How did your experience with the Dillard Teen Fellows program inspire you to give back to your community?

A: Diller Teen Fellows was a 15-month long experience in building a small community with my cohort of 20 kids (plus one coordinator and two junior coordinators). More than that, it is an experience in recognizing all the communities that we are in — Diller focused more on the worldwide and local Jewish communities but also focused on family, town community, friendships, workplace relationships, etc. We learned to appreciate all of the communities we are in, the issues they face, and how to give back to them in an impactful way. At the end of the program the fellows take all of the experiences and knowledge they have gained to complete and independent community service project, which inspired me to do even more.

Q: The Gimme Shelter Coffee House was a great marriage of your love of music and your desire to give back to the community. How did you go about creating this event?

A: This event was successful because of the help of my friends Eamonn Powers, Kate Guccione, Brady Wells, and my teacher Mr. Calais. To start, I met with Ms. Connoni about an open date on the school calendar. After that was settled, I set up the GoFundMe page, the website, and began to design the poster. Then Eamonn, Kate, and I attended a BMC meeting to propose the idea of them handling food, which they were more than happy to do. It was Mr. Calais’ idea to have the concert in the lobby, and he and Nikolai Anderson organized where we would get all of the furniture from. Once the website and poster were done, Eamonn, Kate, and I began advertising, one of the most important steps in the process. Throughout the weeks before the concert, Eamonn, Kate, Brady, Mr. Calais, AbbyRae Wells, and I were rehearsing and learning songs to perform. On the day of the concert, we had many students from the BMC and those who were not involved offer to help us set up the stage, the curtain, and all of the furniture, as well as help clean up afterwards. BMC sold food throughout and along with the GoFundMe page, we raised around $2,500.

Q: How did you find your passion for music and what advice would you have for others who have not found their passion yet?

A: I have played music all my life, and it has always brought me happiness. Like other passions of mine, my passion for music was found by exploring what I was interested in. I knew I loved music and learning to play and create new things, so I delved deeper into the world of performance, theory, and composition by taking lessons and classes on the subjects. My advice to those seeking their passions would be to try anything and everything. If you have an interest in something, be it sculpting, geology, or magic, take the time you can to explore it further. See what you can figure out on your own, then practice, ask for explanations, take classes, and don’t limit yourself to just one thing. My passions range from writing songs to balancing chemical equations, and I don’t intend to stop doing what I love in the future. Even if you can’t afford much time or money to enjoy what you are interested in, use anything you have to search, to explore, and to discover.

Student Feature Fridays

2017 All-Ages Envelope Art Contest

This week’s Student Feature Friday is a group of four incredibly talented students who participated in the 2017 All-Ages Envelope Contest. There were over 700 artists from all over the world and I am pleased to announce that HHS had three finalists and one winner:

Kelley Joslin (1st Place Winner in the 15-17 category)
Sara Kenney (Finalist in the 15-17 category)
Corinne Doucette (Finalist in the 11-14 category)
Caroline Beaudet (Finalist in the 11-14 category)

The contest rules were that the piece had to be an Edward Gorey inspired Halloween theme that expressed his humor, whimsy, ghoulishness, or otherwise bizarre and eccentric style.  The goal of the contest was to both recreate Gorey’s art style but more importantly capture his thematic interests and unique character. The reason the contest started was that Gorey himself was fond of letter writing and illustrated postcards and envelopes that he would send to friends.

All of the Art 1 students this year took a field trip to the Edward Gorey House’s Cabinet of Curiosities exhibit which “…showcases a small fraction of Gorey’s assembled objects ranging from fine lithographs to yard sale art, from antiquities to roadside oddities, as well as toys, rocks, tools and, of course books. Gorey found almost everything interesting if they possessed character, or a previous owner’s character, or displayed the Wabi-sabi of the alluring damage wrought by time.” (

I had the opportunity to sit down with our students to ask them about the contest, how it influenced their thinking, and to learn more about their process when creating art.

Kelly Joslin (Grade 11)

Kelley Joslin
Q: How did the process of making art for the 2017 All-Ages Envelope Art Contest differ from the art you typically create?

A: Typically I create more abstract things with words and drawings of things so this was different because we had to follow the style of Edward Gorey which is different from the style that I typically use.

Q: How did you discover you had a passion for creating artwork?

A: I have always loved art since I was really little and as I grew I just stuck with it and got better and better over the years.

Q: Which is your favorite experience (HHS class, course elsewhere, exhibit, etc.) with art so far and how did it influence your own aesthetic?

A: I think my favorite experience with art was this year in Mr. Shiff’s class I drew two people with charcoal and wrote a ton of quotes around them and I got really into it and stayed after and came early to work on it. It was a challenge to write words with charcoal and not smudge it so that was definitely my favorite experience with art and it made me realize how much I love to include words or quotes in my artwork.

Q: What advice would you give to students who are interested in creating art but are unsure how to get started?

A: I would say don’t think, just draw because if you think too much about it and start copying other peoples artwork from the internet then its not your own. You just have to not think about it and just go for it.

Sara Kenney (Grade 10)

Sara Kenney
Q: How did the process of making art for the 2017 All-Ages Envelope Art Contest differ from the art you typically create?

A: The process of making art for the 2017 All-Ages Envelope Art Contest was different than the art I usually create because we used no color, and worked mainly in liquid ink. I usually incorporate a good amount of color in my pieces and this was the first time I had ever worked with liquid ink.

Q: How did you discover you had a passion for creating artwork?

A: I discovered I had a passion for creating artwork at a young age. I started taking art classes in second grade.

Q: Which is your favorite experience (HHS class, course elsewhere, exhibit, etc.) with art so far and how did it influence your own aesthetic?

A: My favorite experience with art so far has been the classes that I have taken at Holliston High School. These are intro to drawing and painting, printmaking, and  art 1 honors which I am currently in.

Q: What advice would you give to students who are interested in creating art but are unsure how to get started?

A: The advice I would give to students who are interested in creating art but are unsure how to start are to go in with realistic expectations. You’re not going to be amazing the first time you pick up the pencil, or the paintbrush, but that doesn’t mean that you never will be.

Caroline Beaudet (Grade 9)

Caroline Beaudet
Q: How did the process of making art for the 2017 All-Ages Envelope Art Contest differ from the art you typically create?

A: For the envelope contest, the process we used had a lot more steps than I was used to, but the steps helped you to create the best piece that you could. In my art, I usually use the first or second piece as the final, whereas for this we used our third or fourth piece as the final.

Q: How did you discover you had a passion for creating artwork?

A: Last year, was when I really started having all of these ideas for different pieces of art, and then I started trying actually putting these ideas onto paper, and once I did I found that I really enjoyed it. It was also a way to convey a specific mood or feeling that I couldn’t really describe with words, and that’s when I really found my passion for art.

Q: Which is your favorite experience (HHS class, course elsewhere, exhibit, etc.) with art so far and how did it influence your own aesthetic?

A: So far, I think my favorite art experience with art has been the Art 1 class at the high school, because it’s really pushed me to try new things, and to be creative in ways that I haven’t been before. It has also pushed me to try new styles and types of art. It’s influenced me to branch out my art in the future, and create a wider variation of the things that I can draw.

Q: What advice would you give to students who are interested in creating art but are unsure how to get started?

A: I would start by finding something that is a big inspiration, and start creating art around that. I also would say that you can’t expect your art to come out perfectly the very first time, and it’s a process full of trial and error, so don’t get too frustrated with yourself if it doesn’t come out exactly how you want it. Another thing I would do is copy other pictures, because that really helps you learn the logistics of things and how they work and look.

Corinne Doucette (Grade 9)

Corinne Doucette
Q: How did the process of making art for the 2017 All-Ages Envelope Art Contest differ from the art you typically create?

A: I don’t normally do art with ink or anything “paint-like” in general so that was a big change. We also used a different shading technique called cross-hatching. I’ve never shaded like that on any of my projects before so it was fun trying it out.

Q: How did you discover you had a passion for creating artwork?

A: Of course all people have drawn or painted when they were younger, but I started really getting invested with my art in second grade. I started off drawing cartoon characters and my stuffed animals; eventually I drew cartoon animals and over time I drew people.

Q: Which is your favorite experience (HHS class, course elsewhere, exhibit, etc.) with art so far and how did it influence your own aesthetic?

A: I can’t think of a favorite, but I really enjoyed my charcoal projects in art class this year. I’ve never worked with charcoal before so it was interesting experimenting with something new.

Q: What advice would you give to students who are interested in creating art but are unsure how to get started?

A: First off, know that you won’t start off creating something you’re super proud of. It’ll take months, even years to develop your own “style.” Secondly, experiment. You won’t get anywhere if you don’t sit down and experiment with different supplies. If you usually use markers, try painting. If you usually use paint, try charcoal. There’s so many materials you could use and you might even find something that you like more than others.

Student Feature Fridays

Michaela Campbell

Senior PictureThis week’s Student Feature Friday is senior Michaela Campbell. During her 8th grade year, Michaela was nominated to be a Project 351 ambassador. “Project 351 is an innovative statewide youth-driven service organization that unites an eighth grade Ambassador from each of the 351 cities and towns in the Commonwealth of Massachusetts for a transformative year of leadership development, enrichment, and impact. Through unique service opportunities, Ambassadors gain valuable skills, create positive change in communities, build a statewide network of values-aligned peers, and unite the Commonwealth in common purpose.” (

During Michaela’s year with Project 351 she discovered she was passionate about community service. Her work with food drives led to a position on the Board for the Holliston Food Pantry where she serves as the Liaison for the Public School District. Food DriveShe has worked with the 5th grade food drive, raising 2,312 pounds of food last year to benefit families in the community. Discussing her experience with the food drive she stated that “it is amazing to see the difference you can make in someone’s life just by providing food and kindness”. Michaela has participated in the advisory program at HHS as a Student Advisory Leader and believes that advisory is a good opportunity for students to be exposed to service opportunities so that they might find their passion and purpose.

As a result of her experience with Project 351 and the Holliston Food Pantry she is pursuing a career in public service. Her goal is to major in public and community service with a minor in Spanish. She is hoping to study in Spain and work for a nonprofit.
Q: What impact did your nomination for and experience with Project 351 have on your goals for the future?

A: If it wasn’t for Project 351, I would not have the love of service that I do today. I remember on Launch Day at the State House in 2014, I was sitting with 350 of the other newest ambassadors. We heard from multiple influential leaders like Governor Deval Patrick, Robert Kraft, and Carolyn Casey and they all had the same message. Not only did they think we could make an impact, they knew we could make an impact that would not go unnoticed by the community. This stuck with me ever since. Project 351 encouraged me to find a passion and make a positive change no matter what anyone else thought.

Q: During our conversation you stated, “young people have so much power to be change makers.” This is a powerful statement and I am hoping you can explain it a little further. What are you hoping young people will change?

A: Lately there has been too much negativity and hatred in the world. Countries are fighting, groups are discriminated against, and opportunities are limited for those with less wealth or social status. Young people have the ability to change this simply by being kind to each other. I’ve noticed that adults have a harder time looking past differences and being kind even if they don’t agree with someone’s actions or beliefs. But we shouldn’t be looking past our differences, we should be celebrating them. With an open mind and a caring heart, young people can stop this pattern and create a more accepting community.

Q: What have you learned from your role as a member of the board for the Holliston food pantry?

A: I’ve learned that good intentions and the desire to help others isn’t enough. You can be inspired by stories of pantry users and encouraged to make life better for someone else, but this won’t get you far enough. Networking and using connections within the community as resources is vital to gaining support. I’ve also learned more about what it takes to keep the pantry running from a financial and building maintenance standpoint.

Q: What advice would you have for other students who might want to become more involved in service to their community?

A: You have four years to learn and play sports and hang out with friends. But you also have four years to find your passion and make a difference. Don’t be afraid to test the waters and try a variety of service opportunities. When you find your passion, commit to it and make the most positive impact you can.

Student Feature Fridays

Eamonn Powers

IMG_0799This week’s Student Feature Friday is senior Eamonn Powers. Eamonn used his love of fishing to develop a Vortex River Aerator to help oxygenate streams in order to allow fish, specifically trout and salmon, to survive when water temperatures rise and oxygen levels decrease. He created a system of pipes that would allow water to spin (think of a controlled underwater tornado) as it ran through them, generating higher levels of oxygen and using only the power of the water current to bring oxygen rich water downstream. Through his work with Mr. Marsh and his senior project, he has developed several prototypes and has now partnered with a scientist in Woods Hole to eventually bring his prototype to production. His ultimate goal is to have his device made of good quality, Eco-friendly materials and placed into streams all over the world. For more information on his project check out his Google Slide Presentation or his Senior Project Reflection Essay.

When asked how he developed a passion for this work, Eamonn spoke about the support from his parents and many fishing trips with his dad. He recalled an experience he had when he was 10 years old fishing off a pier in the ocean. He explained that he caught a fish with such strength that it snapped his line in 30 seconds. From that moment on he was hooked  (pun intended). As he became more involved in fishing he began to learn that populations of fish were in danger and he felt compelled to protect the fish populations that are so vital to the environment. Eamonn is well on his way to making a significant contribution to the world and plans to study Fisheries Biology in college with the hope of working with the U.S. Fisheries and Wildlife Department. He also plans to continue his research at a college or university where he would like to be a professor.

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Q: What have some of the obstacles been in working on this project and how have you overcome them?

A: The main obstacle that I consistently faced was creating a device that not only created a substantial amount of dissolved oxygen, but was also realistic to place in a stream. Often times a prototype would work extremely efficiently yet it just wouldn’t work well placed in an actual river. Other times I would create a prototype that would fit very well in a stream or river but it realistically would not create a significant enough amount of dissolved oxygen. I overcame these obstacles by creating many prototypes and testing new prototypes practically every day for a number of weeks. Eventually I was able to create a device that would work well in a stream and created a significant amount of dissolved oxygen.

Q: A few times during our conversation you spoke about research. Why are you interested in pursuing research at a college or university as part of your career and why do you feel it is so important?

A: I am interested in pursuing research at a university and in my career for a number of reasons. I personally find studying trout and salmon to be fascinating. They are both amazing families of fish with different species around the world. They are beautiful fish with an amazing story, history, and life cycle. These fish are not only beautiful, and amazing, they are also crucial members of global ecosystems. Take an Alaskan sockeye salmon for example, these fish are born in streams, rivers, and lakes across western Alaska. After spending a few years growing in freshwater they migrate out to the sea as a salmon “smolt.” Once in saltwater sockeye salmon migrate hundreds of miles into the middle of the northern Pacific ocean, feeding on shrimp, plankton, and other small fish. After living in the ocean for a number of years they migrate back to the same water body where they were born. After reproducing in these waters they die, depositing nutrients into the stream, river, or lake, and surrounding land. This one species of fish travels through lakes, streams, rivers, coastal ecosystems and ocean ecosystems. Throughout their lives they feed on aquatic insects, eels, shrimp, plankton, other smaller fish, and many more different types of food. Throughout their lives they serve as a food source for bears, humans, birds, seals, freshwater fish, and sharks. This one species of fish is so incredibly important and research is so incredibly important to protecting it. Research gives an insight into their behaviors, their threats, and means of restoration and conservation.

Q: Can you explain the impact that AP Environmental had on your interest in working with this project.

A: My AP Environmental science class had a big impact on my interest on working with this project. It got me thinking about the science behind fisheries and the threats to cold water fisheries and the environment in general. It helped to inspire me to want to find a solution to a common problem, hot and low water in streams and rivers in the summer.

Q: This project has taken a tremendous amount of time, energy, learning and perseverance on your part. What have you learned through the process that has been the most meaningful?

A: I have learned that if you put in the time, effort, and research, a dream or idea can become reality. In junior year I had an idea of a device I wanted to create. I did not know how I was going to do it or what the device was but I knew what I wanted it to accomplish, an increase in dissolved oxygen levels in streams and river using only water current as a source of energy. I knew a device like this could be extremely helpful in helping coldwater fish populations so I decided to pursue it by signing up for a senior project. After weeks of research, talking with fisheries professionals, and talking with teachers, I was able to turn an idea into a concrete, functioning device. It’s an amazing feeling.


Student Feature Fridays

Connor Hennessy

connor hennessyThis week’s Student Feature Friday is Connor Hennessy, a senior at Holliston High School who has already found a way to gain full-time employment harnessing his passion for marketing. What struck me most about my conversation with Connor is that he already has a clear vision for how he wants to live his life and is working hard to accomplish his goals. Connor described working at his first job in 10th grade at a dog daycare. He described working there for one week and deciding that the job was not for him and that he wanted to be his own boss. “I want freedom, I don’t want to be tied down to a schedule.”

Since holding his first job in 10th grade he has worked hard to develop a client-base for managing social media accounts and marketing for several different companies. His perseverance and resilience allowed him to tried many different business ideas, fail at some of them, try again, and ultimately gain full-time employment working remotely for a company in San Diego. Connor stated that he didn’t want to wait until after high school or college to start doing something he loved. His advice to others, “try a lot to find you passion and do a lot of research on stuff you might find interesting.”

Q: How did you discover your passion for marketing?

A: I always had an interest towards social media, and more specifically the marketing that went into. I “tried it out” by offering free services to local companies. Once I got a taste of the business, and the freedom and flexibility it gave me, I was hooked!

Q: Several times during our conversation you mentioned “networking” and “connections”. Why do you feel this is so important?

A: This is so so important. There are so many opportunities out there in the world, especially as high schoolers, but without the initiative of trying, you’ll never see any of them.

Q: You described trying “8 business ideas before making a cent.” How did you develop such strong perseverance? What drove you to keep trying after the initial ideas did not work out?

A: I saw success happening all around me. All of my mentors that I got through networking, all my colleagues that were in the same boat as me. I knew it was possible, and I was determined to keep trying until something stuck.

Q: Can you describe your current employment as an “online grow specialist”?

A: I work with a well-known marketing agency full time. My responsibilities range from running social media pages to planning and running full-scale ad campaigns on Facebook, Instagram, and Google.

Q: What advice would you have for other students who are interesting in starting a business?

A: Try as much as possible. Take one thing you’re interested in, do a TON of research, and just try things. You’ll never know what could have happened if you don’t.

Student Feature Fridays

Aidan Krantz

Aidan KrantzIf our students are our future, then it is clear after meeting Aidan Krantz that our future is bright and hopeful. Aidan is an 11th grader who cares deeply about her community. She is kind, intelligent, generous, and passionate about showing appreciation for others. Last year she created Give Back to Givers to promote volunteerism in Holliston. On her website,, she displays the following quote: “The heart of a volunteer is not measured in size, but by the depth of their commitment in the lives of others.” Her commitment to others is remarkable and I am excited to watch her charity make a difference in the lives of so many.

Q: What made you want to start Give Back to Givers?

A: I wanted to start Give Back to Givers after seeing the impact that all of the volunteers in Holliston had on my life and the lives of everyone else in town. I noticed that these people never got recognized, even though they worked so hard and dedicated so much of their time to others.  I wanted to raise awareness of volunteerism, and get kids and teenagers involved in the town and showing appreciation for all of the town’s volunteers.  Give Back to Givers was formed with the intent of being a source of volunteer and leadership opportunities for high-schoolers, children’s groups (such as girl/boy scout troops), and other young people.

Q: What was the process like to become a 501(c)3 charity and why were you interested in this designation as a charity?

A: In order to become 501(c)3 certified, I had to first create Articles of Incorporation.  Once Give Back to Givers was a corporation, I had to apply to be tax-exempt (501(c)3) and receive government recognition as a non-profit.  Now, each year, I have to re-apply to the government in order to remain tax-exempt.  I was interested in Give Back to Givers being designated as a charity for many reasons.  First off, I could open up a bank account (for our fundraising) and not have to pay taxes or fees on it.  Secondly, we do not have to pay yearly taxes to the government and we can also receive discounted postage (which comes in handy for many of our projects).  Finally, it helps to spread the word about Give Back to Givers because being a “corporation” leads to Give Back to Givers being put in phone books, resource websites, and more.

Q: Can you explain a project/event that your group has completed and one that you are involved in now or have scheduled for the future?

A: In February, Give Back to Givers cosponsored the Holliston Food Pantry’s Volunteer Appreciation Dinner.  We had kids from our “volunteer base” work as servers at the event, as well as work together before the event to decorate the room and get it ready.  We also had several high school students who decorated small vases and plant marigolds as a small “gift” to give away to each volunteer at the end of the night.  Finally, we worked closely with HHS student Cam Todd to create a video presentation of pictures of Food Pantry volunteers doing their work!  The night was so much fun for everyone, and the volunteers who attended definitely felt very special!

Currently, Give Back to Givers is working on thanking all of Holliston’s Fall Youth Sports Coaches.  There are over 250 people who dedicate their time to soccer, football, and cheerleading teams in Holliston, and we noticed that they do not get the recognition they deserve.  The HHS soccer teams, football team, and cheerleading team have all written and signed thank you notes for each sport’s youth coaches.  These letters of appreciation will be sent out in the near future, and they will hopefully be a nice reward for the coaches.

Q: What has been the most meaningful learning for you as part of this process?

A: The most meaningful learning for me while creating Give Back to Givers has been how much teenagers in Holliston are willing to give back to their community.  I have had so many kids come up to me and ask me if they can join the group and be part of our activities.  Kids from all grades have taken leadership roles in individual projects and have done such a good job and have helped so much to make the group so successful.

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Student Feature Fridays

Cameron Todd


Holliston High School is currently transitioning from a BYOD model to a 1:1 Chromebook model for all students. Although the full transition is occurring over the span of a few years, we are excited that all 9th and 10th graders have Chromebooks and roughly half of our juniors are utilizing school issued Chromebooks. The success of this transition and implementation could not have been possible without the Panthers Instructional Technology (PIT) Crew. In addition to handling all aspects of the Chromebooks, these dedicated students also troubleshoot technology challenges within the building and oversee the makerspace in the library.

IMG_7425PIT Crew is open to all students in grades 9-12 who are interested in coding, social media, video production, web design, 3D printing, and hardware troubleshooting. You don’t need to be a tech expert…just have an interest in technology and willingness to learn!

Cam ToddThis week I am pleased to highlight Cameron Todd, one of the talented, innovative and dedicated PIT Crew members who has worked with PIT Crew since its inception a year and a half ago. Cam is very hard working and always has a smile on his face and a positive attitude. He oversaw the beginning of the Chromebook roll-out and has come in during the last two summers to assist with the distribution of Chromebooks during the 9th grade orientation held at the end of August.

Q: What is the PIT Crew and why were you interested in joining?

A: The PIT Crew is the high school’s very own tech support team. PIT Crew stands for Panthers Instructional Technology. I was interested in joining because I had always had a “thing” for tech, I figured it would be a great fit for me and it has been.

Q: What has been the best learning experience so far in working with the PIT Crew?

A: The best learning experience I have had working with the PIT Crew has been learning how to think quickly and respond promptly and efficiently.

Q: There is a lot of conversation about the skills students will need when they enter the workforce, what skills do you think are being developed through your work right now?

A: There are so many skills that are being acquired and developed right now through my work in the PIT Crew, a few of the most important are the ability to work with others on a common goal, being able to assist people with their issues and be able to fix them, and communication. I believe communication is the most important skill to learn because to work in a group you have to be very specific in what your plans or goals are so everyone can be on the same page.

Q: Why is it important for students to learn about technology?

A: It is important for students to learn about technology because it is the future. That is the simplest way to put it, having even a basic understanding of technology helps so much in everyday life. Students rely heavily on tech for all kinds of school work, so being able to understand how to use it to your advantage is very important.