Finding a calling in the classroom

That realisation prompted a career change and led him to Te Kunenga ki Pūrehuroa Massey University, where he completed a Bachelor of Information Science before going on to study a Graduate Diploma of Learning and Teaching – Secondary. Today, he is Head of Digital Technology at Awatapu College, helping students develop the skills they'll need to thrive in an increasingly digital world.

Mr Carpendale says the decision to become a teacher grew from conversations with his wife about what he found most rewarding in his career.

"I realised it wasn't the technical work itself, it was the people. I genuinely enjoyed hiring, mentoring and training others, and watching them develop their skills and confidence."

Watching his young daughter begin her own learning journey reinforced the decision.

"Seeing her excitement about learning sparked something in me. I spoke with a friend who was already teaching and started thinking about what I could offer young people. Mathematics and digital technology were the obvious answer."

Having previously studied at Massey, Mr Carpendale knew it offered the flexibility he needed while making the transition into a new profession. He says the university's supportive staff, practical advice and strong sense of community gave him confidence he was on the right path, while his practicum placements helped prepare him for the realities of the classroom.

Mr Carpendale now leads the digital technology department at Awatapu College, where he has developed a programme that combines technical knowledge with user-centred design. Rather than simply teaching students how to code or use software, he encourages them to understand people's needs, solve real problems and create technology with purpose.

"What I enjoy most about teaching digital technology is that it's constantly evolving. There is always something new to learn and new ways for students to apply their creativity and problem-solving skills."

One classroom experience continues to remind him why he chose teaching.

After his senior students completed an assessment, he introduced a 3D-printed tabletop game as a way to celebrate while reinforcing what they had learned. There was one catch. Before anyone could play, each student had to design and 3D print their own game pieces.

Instead of rushing through the task, the students embraced the design process. They tested ideas, sought feedback from one another, refined their concepts and printed multiple versions until they were happy with the result. Without even realising it, they were applying the user-centred design principles they had been learning throughout the course to something they genuinely cared about.

For Mr Carpendale, the most rewarding part came much later.

Years after leaving school, former students still get in touch to tell him how they're getting on with their studies, careers and life. Many also tell him they still have the game pieces they designed and continue to play the game with friends and family.

"Knowing that something we created together continues to spark memories and bring people together is incredibly rewarding. It's moments like these that remind me why I became a teacher."

Digital technology for Raymond is about much more than learning software or programming languages.

“It's about helping students think critically, solve problems and create technology that makes a positive difference. These skills will become increasingly valuable as technology continues to shape almost every industry.