While this project was a strong first step toward reaching the FRMR’s goal of integrating technology into their Generations' Centres program, there is still a lot that can be done to further this progress, both by the FRMR and by future WPI project teams. Unfortunately, given only 14 weeks to complete this project and with the limitations that were brought on by doing this IQP remotely, there are tasks that our group was unable to complete. One of these tasks was recording interviews with current students and volunteers about their experiences in the center to use as materials for gaining sponsors and additional volunteers. Being able to conduct these interviews would provide more context for the day-to-day work within the Generations’ Centres. A future WPI team could work with these students to create these materials to use alongside the ones we provided to help the FRMR apply for grants from possible sponsors, which was not within the scope of our project given our time frame. 

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        Other elements the FRMR could implement in the future include implementing the design elements they chose based on our recommendations and circulating a post-implementation survey to gather data on the opinions the students and volunteers hold about the changes made. Overall, we suggest they evaluate five main sections: sustainability, efficiency, affordability, accessibility, and the children’s engagement. The results from these surveys will allow our collaborators to evaluate how well we have met the goals we and the FRMR set. It will also provide them with valuable insight into what changes need to be made in the future to make it work most effectively. 

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        We also recommend that the FRMR try to keep the technology as updated as possible. Technology advances at an almost exponential rate. It is important for the center to stay updated so students can stay engaged and connected to the information they need to succeed academically. Access to new technologies provides students with new skills that may be necessary in the future. With the current pace of innovation, we understand this may be difficult. The FRMR’s collaborators should keep an eye out for new hardware and software that will benefit the growth of the students and volunteers. One way to enhance an understanding of how new technologies can be implemented into classrooms is by following online blogs by teachers who are actively seeking out new technologies. Another simple way is by having a physical space in the center where students and volunteers can leave recommendations for new items they would like to use. 

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        In addition to this, our collaborators could also adapt the website we created for volunteers in many different ways. First, they can create a new section of the website to house an outline of the goals the FRMR has for these centers and what will be expected of the volunteers while working there. This can include rules for the volunteers to follow, a general schedule that the center follows, examples of past programming (or since it will be new, ideas for programming), and general emergency intervention information. They can also add a new location on the website, perhaps with the help of a future WPI team, where students can access a broad list of online websites that provide educational and creative experiences or even create an entirely new website for student resources. Many have direct academic objectives, such as the resource CoolMathGames. This website provides free games for all ages in the areas of strategy, numbers, and logic. Some games even specifically target classes such as pre-algebra and algebra. Other resources, such as Smithsonian Open Access, provide artistic and historical images and videos of museum exhibits that can be used without copyright concerns. For STEM inclined students, Bioexplora provides 360 degree online representations of biology specimens featured in museums. With these and other online resources, students can explore more of their interests through online interactive exhibits, broadening their educational experiences and exploring the world from the center itself.

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        Lastly, a direction that may be able to help with multiple different aspects of the center is by applying a junior mentor program with the students that eventually age out of the Generations’ Centre. Once they reach secondary education, they can come back and assist in teaching volunteers more about the nuances of technology. In addition to being an added resource for learning new ways to use the technology we implement, these peer volunteers can act as role models for the younger students and gain important experience in teaching and working with their superiors toward a common goal. It can also help give students more one-on-one time with someone when doing homework or other activities.