When I began my work with drones with iDrone, my goal was not simply to learn how to fly a drone. I wanted to understand the broader world of drone technology and, more importantly, explore how that technology could become a meaningful learning opportunity for students. The project gave me the opportunity to investigate drone operations, careers, education, and emerging technologies while building resources that could eventually be brought into the classroom.

One of my primary goals was to establish a foundation for an FPV drone racing league. FPV (First Person View) drones provide an engaging combination of technology, engineering, problem-solving, and competition. I wanted to explore what it would take to create a structured program where students could learn to build, operate, and race drones while developing skills that extend far beyond the activity itself.

Another major goal was developing curriculum that could help students enter the world of drones safely and responsibly. This included creating a pathway for students to earn their FAA TRUST certificate and exploring how that foundation could potentially lead students toward obtaining their own Part 107 Remote Pilot Certificate. Rather than treating drones as simply another piece of technology, I wanted students to understand the regulations, safety considerations, and professional responsibilities that come with operating them.

The accomplishment I am most proud of, however, was earning my own Part 107 Remote Pilot Certificate. Going through the process of studying for and passing the FAA’s Part 107 exam gave me a much deeper understanding of the regulations surrounding commercial drone operations. It also gave me first-hand experience with what it takes to move from being someone who enjoys flying drones to someone who can legally and professionally operate them for work. That experience is something I can now bring directly to students who may be interested in pursuing drones as a career or hobby.

Throughout the project, I also spent considerable time exploring the many different directions a drone career can take. I investigated areas such as photogrammetry and mapping, agricultural applications, inspection work, aerial photography, and open-source drone technology. Some of these areas were completely new to me. Learning how a collection of photographs can be transformed into maps, 3D models, and other useful data was particularly interesting because it demonstrated how drones can serve as much more than flying cameras.

I also explored open-source solutions and the technology behind drone operations. This helped me see how drones intersect with computer science, data processing, engineering, geography, agriculture, and other fields. There are far more potential careers involving drones than I originally realized, and many of them do not necessarily involve spending the majority of the day flying a drone.

This experience has had a significant impact on how I think about teaching. It reinforced the idea that students do not always need to know exactly what career they want to pursue before they begin learning. Sometimes the most valuable thing we can give students is an opportunity to explore. A student who initially joins a drone program because they think flying a drone looks fun might discover an interest in engineering, programming, GIS, agriculture, photography, data analysis, or entrepreneurship.

It has also influenced how I approach curriculum development. Instead of building a course entirely around a predetermined outcome, I increasingly see value in creating pathways that allow students to explore different possibilities. Drone technology is particularly well suited for this because it naturally combines hands-on learning with technical knowledge and real-world applications.

My work at with iDrone ultimately accomplished much more than giving me experience with drones. I earned my Part 107 certificate, developed the groundwork for an FPV racing league, created educational resources surrounding drone safety and certification, and explored a wide range of professional applications for drone technology. More importantly, I gained a better understanding of how emerging technologies can be used to create authentic learning experiences for students.

The biggest lesson I am taking away is that education does not have to begin with knowing where a student will end up. Sometimes it starts with giving them something interesting to explore and seeing where that curiosity takes them. Drones provided me with exactly that opportunity, and I hope to provide the same opportunity to my students.