#GAFE Hacked! Just in time for #cuerockstar Vegas!

In preparation for #cuerockstar Vegas-style (in less than two weeks!), I made a few revisions to my Google Apps Hacked presentation. You can view the changes below or consult Fennovation.org for more updates.

• Bruce Mercer's tip for using Google Docs & linked hidden tables as a substitute for Google Sites & Blogger. The advantage? Easier editing & revision history!
• Edit Office files right from Gmail!
• Lock images on Google Slides
• Disable downloading/printing/copying on Google Drive files like Docs, Slides & Sheets!

Know of other "hacks"? Share them out!

Enjoy!

#YourEduStory: Best education books of the summer

This week's topic: What are the best education books for summer reading?

I'll admit it: this summer, I've tried to devote time to reading non-educational books. I've spent so much of the last three years just reading things related to education, that I worry about brown-out. So, this post is more about why you should read non-educational books as well. Don't feel guilty about reading a "trash" novel. Reading is a great stress release. It's also a creativity booster. 

This summer, I've been reading books off the New York Times Best Seller's list. Though, many have opinions about this, I like to read for enjoyment. And, as a result, I feel more inspired and more encouraged to be creative. Don't underestimate the power of just reading - whether it's educational or not.

Last year, I started with Makerspaces, but this summer I wanted to expand my knowledge of what they can be. So, I did purchase The Art of Tinkering - an amazing book of ideas for starting Makerspaces. I love how this book is full of examples on how to perform Makerspace activities. It is not just the Why. 

I also started skimming the Practical Duct Tape Projects book. It's full of examples of Duct Tape projects - projects I intend to bring into our Makerspaces next year. If anything, they are great activities to encourage creativity. 

Along the Makerspace vein, I'm also reading Sew Electric, at the recommendation of a friend. Like the others, it is not a traditional read. Instead, it is full of project ideas for Makerspaces that involve LilyPads (sewable Arduinos). I am super excited to try these out with our 6-12 grade students next year. 

And, lastly, I'm reading Invent to Learn, the guide to Makerspaces. Unlike the others, this books is more about why you should try Makerspaces and how they fit into the curriculum. This is the glue to the idea books I'm reading. 

To keep it interesting, I switch between each book each week. One week, I'll read some from Invent to Learn while the next week, I may read Sew to Learn. This allows me to put into practice the theory I'm reading in Invent to Learn. 

I found keeping a focus to my reading books helps. This summer, my focus was fun and Makerspaces. 

What about you - what educational/non-educational books are you reading this summer?!

#Infographics - the tools you need!

I just added a few new infographic resources to my Set Your Data Loose presentation. If you aren't using infographics, you should. They offer everything a presentation you can do and then some. In fact, I could make an infographic on why you should try out infographics this year.

Updates include:

• Canva's infographic section
• 33 Design tools from Te@chThought

Check out Fennovation.org for more infographic resources!

#beyouedu: Finding your swagger

Can I say just how much I love this topic? Finding your swagger.

Swagger is otherwise known as confidence. However, I like the term "swagger" better as it depicts a confident stride. Your confidence in action.

In 2006, I started with my first classroom of my own. I was nervous, excited, and young - very young. I had only just turned 21 and I was teaching 17 and 18 year-olds. My confidence or swagger was not fully there yet. But, that first fall, I took a chance. I had my students write "where I'm from" poems, go through the peer-review and editing process. Then, they transformed those poems into movies. After spending a week making movies, we held a movie showcase. The result: awesomeness. In fact, some of the students took the lesson with them and taught it to third graders.

It was that moment I felt my swagger starting to emerge. I knew then that I liked being a creative teacher. I liked taking risks. From that moment on, I tried a variety of new approaches in the classroom ranging from electronic portfolios and documentaries to podcasts. After five years, I had begun to swagger in the edtech arena. I knew I loved being creative with technology. I wanted to teach literacy as a whole - not just the writing and reading aspect - but the whole range.

So, I took a risk and left the classroom. I knew I wanted to help teach teachers and work with students in the tech literacy front, but, at the time, the only job nearby was a tech director position. And, without looking back, I took the position. It was not the best two years of my life, but they gave me my swagger. I was forced to learn immediately on the job. I mastered networking. I ran cables through the ceiling. I installed projectors. I did all tech repair, maintenance, instruction, and management. My background: a passionate educator. Because of being thrown in, I learned and I learned fast. I gained confidence in my skills.

After two years, I found a job with less fixing and more instruction - Round Rock ISD. Because of my tech background, I came in full-force, ready to make changes. In fact, I took so many risks that first year, I can't count them all. I was a risk-nut. But, after that first year, I took the largest risk: I helped start the RRISD Google Ninja Academy, a one-day conference of over 500 educators from around the state of Texas. I realized, then, that I loved providing opportunities for teachers. I feel confident training. In fact, I thrive on it. I love taking risks. I am passionate about providing learning opportunities. I learned this from my teachers and through the risks I took.

Now, I find myself transitioning to a new role at a new school, my swagger in full stride, ready to take on a new challenge training and educating teachers and students.

Your swagger is your passion. What makes you confident? Where do you find pride? What do you love? These will lead you to your swagger.

Finding my swagger was a series of fortunate events. Each event led to a new notch in my swagger. The key: take risks. Don't be afraid. You will never fail.

#YourEduStory: Combating resistance to EDU Change

This week's topic: Resistance to change is rife among educators, how do you combat this?

Resistance to change is common in any profession. Change is hard for most. I think that's why we interchange risk-taking with making change. Change, by nature, is a risk. We like comfort. 

But, we cannot judge or criticize those who are less accustomed to change. The more we judge them, the less apt to change we are. To be a change-maker also means to be accepting of others' uniquenesses & own "quirks." A teacher who still uses transparencies and overhead projectors is not to be judged. In fact, they are what makes education diverse. 

We can help them take personal risks, though. We cannot determine what risks they should be making nor what steps they should be taking. For instance, even though a teacher may still be using outdated PowerPoint as a traditional PowerPoint, it is not our place to say they should be using another tool instead. Rather, we must encourage them to find the strategy (not tool) that improves learning in their classroom. That may not look like what we envisioned. Change-makers must also be flexible. You must be accepting of all types of changes - even if they are not the change you envisioned. 

That said, when I work with educators who fit the stereotypical traditional teacher model, I remember that being traditional does not, by itself, make them ineffective. What makes an educator ineffective is assuming they know all the answers - they know what's best for others. I ask them what they want to do - even it is simple by most standards. It is a change. It is a risk. A few weeks back, I had a teacher want to learn to use Skype for personal uses. She had no desire to use it in class at the time. I refrained from preaching to her all the reasons Google Hangouts and Skype are awesome classroom resources. Instead, I did what she asked. I held her hand through it the first time. When she went to do her first Skype with her daughter, I sat with her at the beginning. She made mistakes. She was confident enough then to fix her mistakes. After her first Skype, she told me that she thought this would be an awesome classroom tool. She wanted me to come back and help her get it set up for a class. Though I could have told her that in the beginning, I let her discover it herself.

Patience. Patience. Patience. Do not judge. Do not make changes for others. Be accepting of others' changes. 

Using students to help start change is also highly effective. My teachers will sit down to students, but are not always willing to sit down in a professional development workshop. Our student tech team holds thirty minute trainings on Tuesday mornings for educators at our school. Teachers can come and go as they please. The catch: students pick the topics they train based upon what they think educators need. This little twist is perfect for creating change. Most educators want students to be happy. They want students to improve. They want to help students. 

The recipe for success: students, patience, non-judgment. Rinse and repeat over and over. Once one has made a change, recognize it and build that person up. Let them spread that change to others.

#YourEduStory: Taking Risks

Last week's topic: Describe a time where you as an educator took a risk in your classroom, and it totally paid off. Or, completely backfired.

Since I've been out of the classroom for five years, my most relevant examples come from teaching teachers. 

As a former classroom teacher, I can attest to the fact that many of the lesson plans you create do not go as according to plan. Students do not follow a plan. Learning does not follow a plan. So, as educators, we have to be flexible. We have to be able to make amends to plans. By being flexible, we are taking risks. 

Disclaimer: One educator's comfort zone is another's risk. It's critical to encourage, not judge, risks. Risks do not look the same for all. 

Two years ago, I took a huge risk by starting the RRISD Google Ninja Academy. No one had done it before. We did not have funding. Our staff was unfamiliar with big tech conferences. I had never run a conference before. I had no experience. The only thing I had was a love for learning and a drive to bring in more high-tech conferences and exposure to our staff.

The result: a full-day event of nearly 500 educators from around the state learning and sharing. It was a huge success. 

However, not all risks I take are successful initially. I took a risk in starting App-y Hour for our high school teachers. I dedicated time every Wednesday morning to teaching fun topics for teachers. The result: only two people ever showed up. 

So, after two months, I changed it. I decided to hold conference hours for teachers. I had our students lead 30 minute trainings for teachers on topics the students deemed important. The result: higher participation and more change resulting from trainings.

Risks are important, but not as important as the changes you make as a result of those risks. Taking the risk is the first step - however big or small the risk is. The second, larger step, is making changes as a result of either a positive risk or a less-successful risk. 

Take a risk - big or small. Then, follow-through. The follow-through is the most important step in making change and improving.

#YourEduStory: Who/what was most unexpected inspiration ?

This week's topic: Who or what was one of your most unexpected inspirations for the work you do with kids?

I love that kids are paired with the word inspiration in this week's topic. In the field of edtech, we are all extremely passionate. We are the yes-sayers. As a result, credit often goes to those of us in the field for advances and inspiration that happen. And, there is no denying that we all are inspiring, we we were initially inspired by someone else. That is where we need to focus. 

I write this while I am at #iste2015. I am surrounded by educators from all over the field, all over the world. Many of which have become celebrities in this field for obvious reasons. However, it is critical to remember we may be innovators, but we are not always the inspire-rs. We would not be effective if we did not have the "followers," or the inspire-rs. So, while the credit is worthy, it is not wholly attributed to the edtech profession. It is because of students. 

Let us celebrate the students and the educators who implement our ideas. The "followers." Without them, innovation would not occur. When you return from ISTE or your summer conferences, remember the real celebrities: students. 

Last year, my librarians and I teamed together for teen tech week. The focus was on hacker movements. It's no surprise now that it is my focus. Making and hacking and girls in STEAM are now my passions. They have evolved and I attribute it all to a student. 

During our hackathon last year, we only had a few students come. One of those was a girl. And, at the time, we were a little disappointed by the numbers. But, after the week was over, this one girl came to us and said she wanted to start a branch of Girls Who Code at our school. She head this passion for a while, but this event cemented her ideas. Sadly, we are not allowed to have any exclusionary clubs at our school - and girls only clubs fit that category - unless they are part of a branch. So, in came Girls Who Code. 

After that week, this girl took the lead. She helped me start our student tech club, Warrior Tech, and represented the one girl in that club as well. She gave me the idea to do student-led PD for teachers. She gave me the idea to run a BYOD table. She came to speak to our teachers. She encouraged me to bring in other student speakers. In fact, she was the inspiration behind my passions. 

When I reflect on last year and my goals for the future, I have her to thank. Right now, I am getting the credit, but it is not because of me. It is because of her. 

As you finish out the summer, think about the whos and whats that inspired you. Who do you have to thank? Get excited by others ideas, but always ask who inspired them. That is who you must thank.