Stepping into a modern day classroom, one will find that it is filled with a ubiquitous array of multimodal and digital resources, yet a majority of these revolutionary resources are likely not school issued, rather they were brought by the young people themselves. Digital mediums for communication, expression and multimodally engaging in one's own life, such as social media (e.g., Twitter) and interactive technology like iPads, enter the classroom in the pockets, bags and backpacks of many of the students and educators, yet only until recently have these digital media become a part of the educational environment. Curriculum designers and policy makers seem to be placing a focus on the role of technology within young people's lives. Yet, it is not clear where the line of demarcation lies between what is educationally beneficial and what is simply a demonstration of allowing technology in the classroom, nor is it clear what constitutes a useful part of the learning process. This aspect of determining how and what technologies are educationally relevant is highly ambiguous and needs further in-depth research. The author posits based on the fast-paced evolving nature of modern technologies, curriculum development requires a way to keep up to date, without producing contradictory questions about what are the most current and relevant technologies and forms of learning for young people today. Due to the intricate and fast-evolving ways that young people engage with these technologies, it may be in order to have an educational curriculum that is developed in collaboration with the young people themselves, that allows them to play an active role in discussing how they are learning.