The truth is that if we center the conversation around technology, enthusiasts, evangelists, and even skeptics will gladly take part. Unfortunately, this leaves out a large percentage of the population including those who are indifferent, apathetic, or who feel technology is irrelevant to them. The same holds true for young people and students. Some of them will be intrigued by this topic, while others won’t have much of an interest. Still, students can become engaged by starting a conversation about the implications of technology. They can be given the opportunity to create change or to make an impact on a topic of interest they care about. They can be asked to take part in a design challenge that allows them to navigate layers of opportunity and to determine their role. For example, they can gauge whether they’re interested in crafting a privacy policy, creating novel products with ethics and progression in mind, or perhaps putting together anti-discriminatory datasets. Creating opportunities like this are important because it allows younger people to better understand technology, and how they can take part by assisting with the development of well-rounded solutions. These types of processes encourage students to learn the information they need to, as well as their ability to make an impact prior to writing off opportunities or forming unjustified opinions on issues. Furthermore, we can get rid of exclusionary jargon and intricate barriers so that students can enter these arenas and ask pertinent questions about whether we are are using technology to the best of its ability, if it ’is ethical, as well as the gains and losses that come from it’s usage.