Welcome to the Edutechtastic Blog!

Welcome to the Edutechtastic blog. I’m thrilled that you are here. I created this blog so I can share my experiences with you and hear your thoughts and comments too. Education is better together, so leave your comments below or contact me at bri@edutechtastic.com to get in touch!

3 Ways Schools and Districts Can Build Their Brand

3 Ways Schools and Districts Can Build Their Brand

By: Chris Piehler

In these days of school choice, even schools that are accustomed to being the only option in town have to compete for students with neighboring districts, charter schools, and home schooling. “Branding” may sound like something that only big companies do, but as Brianna Hodges, the director of digital learning at Stephenville ISD in Texas said during our appearance on Education Talk Radio this week, branding simply means creating a positive identity for your school or district. For educators just kicking off their branding efforts, here are three of Brianna’s simple tactics.

1) Start with a focus. Stephenville calls itself the “City of Champions,” so when Brianna and her team were branding a new tech initiative, the district built everything around the concept of iCHAMPION. People can be iCHAMPIONs, and the Stephenville team also uses iCHAMPION as a verb to praise anyone who works to support ed tech in the district. It’s a simple, catchy concept (with its own logo, as you can see above), and it sits at the center of the district’s outreach to the community.

2) When it comes to social media, meet teachers and parents where they are. Branding depends on teachers sharing their classroom successes with parents, and that means finding a sustainable way to keep those lines of communication open. And doing that starts with asking teachers and parents about their favorite social media sites, finding the common ground, and getting both sides in the habit of connecting.  

3) Connect with local businesses. During the Education Talk Radio show, Brianna told a great story about how Stephenville, which is a Google Docs district, offers Google Docs training to employees at local businesses who need it. This not only supports the district’s tech-savvy brand; it gives students invaluable experience in an actual workplace.

To hear more of the clever branding ideas coming out of Stephenville, listen to the entire Education Talk Radio show.


It’s Never Too Early

A special guest post from my buddy Kerry Gallagher,  @kerryhawk02 — an amazing mama of two girls (littles, just like mine), a brilliant edtech, and PREMIER authority on screentime and brain impact. Thanks, Kerry, for addressing the importance of modeling, moderation & motherhood.

Kerry Gallagher kerryhawk02.com originally posted 6.13.2017

It’s Never Too Early

Our children are eager to try out the devices they see their parents and older siblings using. Adults worry about how much time they are spending with screens.

As an educator, I understand the importance of incorporating technology in learning so that our students are prepared for the future jobs that await them. As a parent, I understand the desire many parents have for their children to explore the natural world and use their hands to create. It is possible to balance these two important goals. Here are a few ideas for parents and teachers of young children. (I’ve tested them with my own small children!)


The Simple Shift

My 2nd grader accesses Drive
through her school district’s portal.

My second grader sees me typing blog posts, watches my fingers move over the keyboard, and asks questions about how I use formatting features like headings and creating and adding images. Of course, now that she can read and write, she wants to record her own stories and ideas. Although she is young, with some help from our local public school district, she is set up with an school Gmail and her very own Google Drive. After watching me organize mine over the years, she thought carefully about what she wanted to name her folders. Then she started writing stories. Her first was about a neighbor with a haunted house who coaxed children with cookies to come in. Once she was done writing it she wanted to share it.

The Big Shift
So, the next step was to teach her how to share her documents. I showed her the  Share  button in Google Docs and taught her about email addresses. The first share was with her first grade teacher, the teacher she had last year. To her delight, two days later she found her teacher left comments on her haunted neighbor story. Now she was motivated to write and share more. As long as we are talking about who she is sharing with and how to properly communicate online, I’m happy to encourage her desires to write and share her ideas.

YouTube and Video Creation

The Simple Shift
Responding to the outcries of parents, Common Sense Media is gathering funding to help them review and rate the most popular YouTube channels that our kids love. Common Sense is using the tagline, “Have you lost your kids to YouTube?” to motivate parents to donate.
Yikes. No one should feel like they have lost their own children.
An approach that has worked well for my family includes early exposure to YouTube with gradual release of control. It isn’t foolproof and it isn’t a silver bullet, but it forces ongoing conversations about media consumption as a part of our day-to-day lives. I started showing my children short online videos once or twice a day when they were babies – while I prepared a quick lunch, took a coveted private bathroom break, or tended to a sibling’s diaper change – so they recognized online media and only saw short clips and content I was comfortable with. Then we’d sing the songs from the videos together. As they’ve gotten older, we’ve refurbished old laptops that they can use to explore YouTube, among other things online, as long as we talk about the search terms they are typing and the content they are watching. Their screen time is limited and is mixed with lots of outdoor play, reading, art lessons, and sports. It is all about teaching them how to balance.
The Big Shift
The girls filmed their video after a lot of planning.
After finding a YouTube channel with sisters who challenge each other to fun contests, my two daughters wanted to learn how to make and share their own videos. This ignited a conversation between the 3 of us in which I asked how they wanted to plan the video. We talked about storyboarding, script writing, finding our props, creating a set in our house, and rehearsing. Then we completed all those steps! Once the filming was done, I walked them through the video editing process including adding royalty free music and on-screen titles and graphics. We even created a YouTube channel and uploaded their videos. So far is it private and we’ve only shared the videos with a few select family members. If and when they are ready to go public, we will decide together after a clear explanation of what “going public” really means in terms of feedback and online interaction with others.
The one theme consistent with all of these approaches to technology with young children is continuous communication with parents and other adults they can trust. Technology should not be used as a “babysitter” or a way to keep children quiet. Rather, it is just another tool children should be taught to use. Like many tools – in the kitchen, in the yard, and in school – it carries some risk. But just as we teach preschoolers to use sharp scissors with our supervision or encourage them to jump in a pool for swimming lessons, we need to teach that same age group how to navigate the vast and amazing online world through our devices.
There is no guarantee that my young children will not make mistakes with technology as they get older, even with these careful and intentional conversations we are having now. But when they do make mistakes, we can reference these conversations and remind them about our values and priorities. Their digital record will be so overwhelmingly positive and their mistakes will be vastly outnumbered by the goodness they’ve shared.
What do you do with your youngest children/students to teach them about devices and the internet?

Creating Schools That Are Future Ready

The research is in and it’s clear that schools must be redesigned to be future ready in order to be successful. But what does that really mean?

This post was written by Thomas C. Murray @thomascmurray and Brianna Hodges  @EduTECHtastic and first appeared on TCEA’s TechNotes blog May 24, 2017.

Spending on educational technology has continued to climb to record levels, equating to billions of dollars per year in the U.S., despite the stagnation of many school district budgets. As school leaders around the country consider investing in technology as a way to improve student learning outcomes, it’s imperative that they seek a “return on instruction” (ROI). To do so, they must understand what research has shown to be effective when infusing technology tools for learning. What is it that actually works?

What the Research Says

Using Technology to Support At-Risk Students’ Learning (see reference 1), one of the top reports on the topic, from the Alliance for Excellent Education and the Stanford Center for Opportunity Policy in Education (SCOPE) indicates that, when implemented properly, technology can help boost engagement and produce significant gains in student achievement, particularly among students most at risk (Darling-Hammond, et. al, 2014). After reviewing more than 70 research studies on the effective use of educational technology, Dr. Linda Darling-Hammond and her team at Stanford University were able to provide concrete examples of classroom learning environments in which technology made a positive impact in the learning outcomes of at-risk students, as well as those uses of technology that were far less effective.

The report identifies three critical components to the successful infusion of technology.           They are:

(1) The use of technology for interactive learning;
(2) The use of technology to explore and create rather than to “drill and kill;” and
(3) Utilizing the right blend of teachers and technology.

With the ability of adaptive technology to provide “interactive learning” experiences and create a more personal approach for students, high quality instructional practices can be amplified, resulting in improved learning outcomes. As such, school leaders have found themselves buying a myriad of devices, pushing them out to buildings, and hoping the tools will have a positive impact. Nationwide, we see a trend where school leaders are rushing to purchase technology, with little to no systemic implementation plan or long-term vision for a shift in instructional pedagogy or mindset.

Planning for Implementation

So how can districts systemically plan for implementation and the effective use of technology? Future Ready SchoolsⓇ (FRS)(see reference 2), lead by the Alliance for Excellent Education and a vast coalition of over 60 partner organizations including TCEA, is a bold initiative to maximize personalized learning opportunities and help school districts move quickly toward preparing students for success in college and careers. FRS helps districts build capacity to:

  1. Lead with a vision for learning, not technology;
  2. Plan before the purchase of technology;
  3. Maximize a “return on instruction;”
  4. Build trust and support educators through personalized professional learning opportunities; and
  5. Systemically develop a culture of innovation.

The Future Ready Framework

future readyThe backbone of FRS is the Future Ready Framework (see reference 3), an innovative, research-based support for school leaders. At the heart of the framework is personalized student learning, which can be achieved through the systemic implementation of seven “gear” areas, as follows:

Curriculum, Instruction, and Assessment
Curriculum, instruction, and assessment are tightly aligned and redesigned to engage students in 21st century, personalized, technology-enabled, deeper learning. Curricula and instruction are standards-aligned, research-based, and enriched through authentic, real-world problem solving. Students and teachers have robust and adaptive tools to customize the learning, teaching, and assessment, ensuring that it is student-centered and emphasizing deep understanding of complex issues. Assessments are shifting to be online, embedded, and performance-based.

Personalized Professional Learning
Professional learning is the vehicle that drives a pedagogical shift. Professional learning that is relevant, systemic, and ongoing is most effective. Non-traditional forms of professional learning, such as the use of social media and edcamps, are valued, not dismissed. Such opportunities ultimately lead to improvements in student success and create a broader understanding of the skills that comprise success in a digital age.

Use of Space and Time
Personalized student learning requires changes in the way instructional time is used and the learning space is designed. This type of system adapts learning to meet the needs, pace, and interests of the learner to become more personal in nature. A shift in pedagogy also requires a shift in the space in which the learning takes place.

Robust Infrastructure
The effective use of technology provides tools and resources that increase teaching opportunities and promote efficiency, but is dependent on ubiquitous connectivity and access. High quality technology and infrastructure systems within a school district are essential to making personalized student learning a reality. Such environments make anytime, anywhere learning possible.

Data and Privacy
Data privacy and security are foundational elements of personalized learning. The district ensures that sound data governance policies are enacted and enforced to ensure the privacy, safety, and security of confidential information. Data is used to support a more personal approach to teaching and learning.

Budget and Resources
The transition to digital learning requires strategic, long-term budgeting and leveraging of resources for short and long term sustainability. Such plans ensure fiscal responsibility and a learning return on investment.

Community Partnerships
Community partnerships include the formal and informal local and global community connections and relationships that advance the school’s learning goals. Schools that are future ready have a dynamic brand presence where the community is an essential thread woven into a district’s culture.

The outside ring of the framework, and what holds all of the interworking gears together, is collaborative leadership. Simply put, you, as an educator capable of leading, are foundational in creating future ready schools. Critical to a successful transformation is your ability to create and support a culture of innovation that builds the capacity of all stakeholders to work collaboratively toward a transformed learning experience.

Today’s generation of students, regardless of the zip code they call home, both deserve and need, greater opportunity than the traditional education structure has previously afforded those in the past. This isn’t simply an educational issue to debate, but an economical issue that will have a lasting impact on generations to come. You are part of the solution.

For more on Future Ready Schools, visit www.futureready.org and be sure to check out one of the eight free regional institutes being held in 2017. Included in these institutes and throughout 2017, will be strands specifically for district leaders, principals, librarians, IT, and instructional coaches.

1. Darling-Hammond, L., Zielezinski, M., and Goldman, S. (2014). Using Technology to Support At-Risk Students’ Learning. The Alliance for Excellent Education and Stanford Center for Opportunity Policy in Education (SCOPE).

2. Future Ready Schools®. (2015). Alliance for Excellent Education. Retrieved from www.futureready.org

3. Future Ready Framework. (2015). Alliance for Excellent Education. Retrieved from dashboard.futurereadyschools.org/framework

This guest blog post was written by Thomas C. Murray, who serves as the director of innovation for Future Ready Schools, located in Washington, D.C., and was recently recognized as the 2017 Education Thought Leader of the Year. Connect with him on Twitter at @thomascmurray. Brianna Hodges serves as the director for digital learning for Stephenville Independent School District (TX), and was recognized as the Instructional Technologist of the Year from TCEA in 2017. She is also an advisor for the national Future Ready Schools Initiative. Connect with her on Twitter at @EduTECHtastic.

Overcoming The Ordinary

If you ask most anybody to describe me, you’ll find a theme:

“a firecracker,”

“bold and courageous,”

“creative and flashy.”

And I can own that; I have my own special brand of crazy.  

But, I have a confession. I am terribly boring when it comes to my fear.

You see, my fear shouts “STOP!” to me, every single time I sit down to write. Fear doesn’t offer interesting insight or compelling rationale. Never. It just SCREAMS ad nauseam that one word, repeated and repeated with increasing hysteria: “STOP STOP STOP STOP STOP!!!”

My fear wants me to stop, because it wants me to be safe, as it perceives all inspiration, all work, all risk, all passion *whatsoever* as potentially life-threatening. My fear’s wicked whispers of inadequacy and destructive comparison have paralyzed me, freezing my confidence when it comes to sharing stories of learning and my experiences as an educator.

For the longest, I’ve almost celebrated this fear: pretending as if it were a unique kryptonite that only I felt; but it’s not. Your fear is exactly the same as mine. I guarantee it. You see, fear is common. It’s ordinary. My fear wants me to be disconnected from my supports and to feel alienated and self-conscious in my pursuits of excellence. My fear wants me to live a smaller life, a life without sparkle or design. That, my friends, is not the life I want to live.

I tell my kids every day the world is not a scary place.

Most often, that which makes us nervous, unsettled, even downright-shaking-in-our-boots-with-sweaty-palms, is the world challenging us to reveal our superpowers and share the genius we all have inside us. Discomfort and uncertainty allow us to rethink a situation, reframing it with creativity and clarity. This simple reflection is the very basis of learning and, in turn, is the threshold of innovation.

You see, I struggle with comparison. I am my harshest critic. I worry that I am not enough. These are fears — unfounded and ordinary. It’s time to silence them. It’s time to embrace the tingle, that twinge which whispers to try, to be bold, to champion for kids.

So, here’s to vulnerability and critiques; to stumbles and blown shots; to tweaks and epiphanies. Because that, my friends, is where true learning lives.  And maybe, just maybe, we’ll face these fears together and #BEEtheChAnGe for our kiddos.


Narrated Google Slides — BOOM!

I am incredibly proud to be part of the FriEdTechnology family. Seriously — best people ever. I’m sure you guys have friends like this (you know you’ve seen the quote circling on social media)…
Well…my weirdos did it again :) Thanks so Jessica Powell-Allbright (@SimplyEdTech) , Amy Mayer (@friEdTechnology) and Tommy Spall (@TommySpall) for mixing up a Google-riffic goodie for us.
special thanks to Tommy Spall for this post

So, I hope everyone that reads our daily blog is ready to have their minds blown!

I would like to thank two incredibly smart, Google-tastic friends: Jessica Powell and Amy Mayer from FriEdTechnology for this blog post!  It’s awesome what happens when folks put their minds together!  #PLN
In a recent Brenham Tech Daily blog post we discussed the new G-Suite update to Google Slides where you can now upload a video straight from your Google Drive into your Slide Presentation.  Jessica Powell has taken this a step forward and decided to turn her presentations into voice-navigated (self-paced) presentations.
The practical use for this in education and/or self-paced training is enormous.  Just think of educators conducting training sessions online using this method.  Or students taking a self-paced, voice-navigated test at their own speed.  Every day Google is allowing for us to change the game in education!
Below is the original idea from my buddy, Jess P.
“I’m sure by now you’ve heard the awesome news….you can now insert videos from Google Drive into your Slides presentations so that you don’t have to rely on YouTube videos.
One tip I wanted to share with you all that I’m using with my self-paced course materials, 
Voice-Navigated Presentations:


  • Use Screencastify’s “Webcam” recorder to narrate your slides. 
  • Upload to Google Drive. 
  • Insert the video into your slide. 
  • Then, right click on your video to see “Video options”
  • Choose  “Autoplay when presenting”
  • I shrink my video super small so it’s hidden.
There you go. Now your slides presentations can be self-paced, using the link to slide option, AND voice-narrated. Making online coursework using Slides is super easy now!”

 +Amy Mayer (@friEdTechnology) was able to take this great idea and create a wonderful tutorial for you that takes you through the various steps needed to make this happen!  Watch below:

Narrated Slides from Amy Mayer

#BEEageniUS of innovation

Quick! Name a goal of classrooms all across the United States? Ding, ding! To create a classroom of innovation. Teachers and administration alike are pouring over the blogosphere, Twitterverse, and attending conferences en masse to find this holy grail of transformation. And while there are innumerable treasures to be found in each resource, a single underpinning to innovation is simply encouraging student voice.

Think about it: when students feel safe to express their ideas and supported to take risks with their learning, we are able to transform the classroom from a place of instruction to a community of exchange, intrigue and interaction.

Interested? The key to nurturing a culture of voice is establishing an environment of trust and respect. Here are some important considerations to ponder and integrate into your classroom.


Angela Maiers’ 2011 Tedx Talk “You Matter” tells us that two words — YOU MATTER — “can change lives and can change the world.” She advocates for recognizing each person as significant contributors to society; that each person deserves to be heard, seen, and cared for. With this, Maiers dares us to frame our interactions with our students by saying: “YOU are a genius and the world needs your contribution. What will you share with us today?”

As an English teacher, I took this simple idea and presented it to my students. #BEEageniUS became our galvanizing concept, we explored different ways to share their genius with the world. I created Padlet boards, Google Slides and Today’s Meet chats with conversation starters, including:

  • What’s your theme song? Pull a lyric or two that best describes you.
  • What cartoon character is most like you?
  • Name one skill that you are proud of. Create a #hashtag to explain its significance.
  • Name one challenge that you are setting your sights on this year. Create a #hashtag to explain its significance.

The collaborative nature of our connected classroom allowed students to watch as each classmate added their post. Seeing all of the colors, fonts, and answers helped weave a tapestry of contributions. My students began to see their peers through different lenses: they began forming new appreciations for their gifts instead of focusing on right and wrong answers. To further encourage relationships, we all (myself included) commented on posts, drawing on similarities and providing kudos. To extend the learning beyond the classroom walls, we turned to our blogs and the students saw the power of their words — their beliefs — impact others and found significance as they shared their personalities and perspectives with a global audience.

We’re all GIFTED, some just open their packages DIFFERENTLY.

One of the important features of these activities is that it is exclusive of “academic content.” So often, we limit the interactions of our students by restricting conversations to “school.” This puts their contributions into a box: they’re either good at math or not; it’s a right answer or not. If we learn more about their inspirations, influences and ideas, we’re better able to appreciate their gifts. This is paramount to creating a culture of community. Students need to know (and believe) that you’re not going to silence them every time they make a comment or ask a question. How you respond (especially in the first weeks of school) sets the stage for the entire year. If you continually tell them they are wrong, they will begin to “not:” not try, not care, not learn. If you continually tell them to be quiet or ask fewer questions, they hear: your voice doesn’t matter.


So how do we tell them they matter? How do we innovate? We encourage that which has always been done, to be approached differently. We look for the unheard voice to rise above the crowd of contentment. We turn to the young people we serve daily and ask them to lead us and share their voices with us.

Let’s Be Honest – Homework Sucks for EVERYONE

Guest Post by Jon Corippo

Special Thanks to Alice Keeler for featuring this article.

Recently, Texas Elementary School teacher (*and TSU alum*) Brandy Young posted a homework policy for her classroom and a very happy parent Facebooked that policy to the tune of over 74,000 likes (and counting). As an educator, I’m thrilled that people are finally getting this conversation out in the open.

There are PLENTY of blog posts agreeing with  this mini-viral sensation, so I’m going to talk about what nobody is talking about, the one thing Ms. Young has REALLY wrong in her amazing manifesto: The hidden danger of teachers saying “if you don’t finish, you have to do this for homework”.
homework on facebook

A little background on me first. I WAS that homework teacher. I had my students line up ALPHABETICALLY, graded their work in real time and if they didn’t have it, I trained them to call home and reported themselves to their parents. I had the routine down pat. And I had it all in the gradebook before I went home Friday. Usually about 300-400 pieces of paper per week, not counting in-class work. I once delivered a student his math book, paper, and pencils and a missing assignment report to his house, so he could finish missing assignments over the weekend.  And I did it unannounced, a drive-by homework deliverer. I was into homework.

And then one day I realized that every Friday, I was wrecking everything I had built up between Monday and Thursday. I always tried to have a classroom that was fun, friendly, relaxed and had the feeling of being a studio, instead of a place where I was just a “handout hand-outer,” dishing out worksheets. Every day was an exciting adventure, filled with teachable moments, unexpected changes on the fly, and hand crafted projects that featured lots of technology infused throughout.

And then, every Friday morning, I wrecked it all. Every week. And every weekend I’m sure kids spent time wondering why I was all “up in their weekend”. I was the Friday homework maniac, and “checking the box” preempted all the learning we’d done up until then.

Stop the Homework Crazy Train

I decided to stop the homework crazy train. In fact, I got to help develop a high school that actually had a school-wide goal of “no stupid homework” – meaning there was work to do at home, sometimes. But homework just to be busy was not okay. This same high school just had the highest SBAC scores in Madera County – thereby proving it is possible to have a “homework minimal” policy at the high school level.

If You Don’t Finish

SO. What’s wrong with Ms. Young’s no homework plan? Well, it’s that one little wrinkle, “if you don’t finish, you take it home.” Seems fair, right? Do your work now – so you can have the night off.  But you have to think like a person who is surrounded by their friends. And their friends will not be there when they get home. So, a fair amount of students will mean to do their work. But they don’t finish. Then, they have a moral dilemma – will they actually do the thing at home, independently, that they wouldn’t do at school with support?

 can not do this the night before

How many kids will be the kid who doesn’t do the homework? Not all of them. But if you understand The Pareto Principle, aka the 80/20 rule, having 20% of the kids off-task can decimate the general productivity of a classroom (if he’s not working, why should we?). And then there’s Parkinson’s Law – “work expands so as to fill the time available for its completion”, so if a student can finish tonight, why would they finish today. And then at home that cycle REPEATS (Hey! They can do it in the morning! Before school!).

5% of grade

In my years of teaching in the K-8 grade range, I sat in on meeting after meeting where students were missing 20, 30, 40 pieces of work. Think about that amount of work, especially in the context that a teacher might typically enter 3-5 items per week. How does a student get that far behind? It’s easy: the “take it home if you don’t finish” effect. The idea of trying to have kids hurry-up to finish so they don’t have to take the work home is a failure on many levels.

A far better pedagogical approach, one that benefits our students is to establish a class tempo that focuses on students finishing work at school – the idea that leaving without the work done is not okay. Nothing aids learning more than fast feedback. Consider this 3 step process: situation, behavior, impact. When a teacher allows the student to “finish at home” – the behavior and impact portions are put “on credit” to be dealt with tomorrow or Monday, if ever. Without this feedback, student learning is hampered.

Bell to Bell

In my own classroom, once I changed to a do this at school, finish now model, my students were far more engaged in the work of the day, because of the idea that we’d all finish. Right now. And I’d get their work feedback to them immediately. No homework for them or me. (At Minarets High School, Daniel Ching calls this working “bell to bell;” I like that phrasing).

Some teachers or parents may be saying “but we need homework” right now. I’d argue that *if* kids are working “bell to bell”, six hard hours a day, with immediate feedback – most of the minutia we are obsessed with assigning in the homework category can be eliminated. For example, I used to spend at least one full class period a week of ELA time giving out Latin Root definitions, homework, giving and grading the tests. Using a tool like Quizizz, Socrative or Formative, students can take the test twice a day (with automated grading) in about 10-12 minutes per day. My experience is that this classroom flow meant that by Thursday, the class average will be above 90%, with no homework. With data like that, I don’t need to do the whole test/give out homework thing on Friday. It just isn’t needed. That means one day a week is now wide open for new work. Every week.

So all those kids could be getting great academic work done, teachers can give faster feedback and homework could have been a bad dream…if we will just open our minds to the possibility of saying “do it now.” We talk about change being expensive in education, here is a place where we can make a dramatic and positive impact almost immediately and it’s free. Think about making one free change this week: NOT allowing work to be finished at home.


A Pep Talk for Change

I spend an awful lot of time talking about change. Not the pennies and dimes kind of change, but the hard stuff…the let’s scribble all over this and look at it differently change. And let me be the first to tell you: people do not like that kind of change. I get it. It’s scary. Most of the time, at least in my line of work, talk of change evokes a trademark teacher move: the eye roll and sassy head crane, followed quickly with the oh, so you want me to reinvent the wheel? My answer is an emphatic no.

im-not-asking-you-to-invent-im-asking-you-to-innovate-1There is a basic misunderstanding between the words invention and innovation. I am stymied by this myself. I struggle with feeling compelled to find something “new and ground-breaking.” But the truth is, we’re not after new. We’re after iteration, refinement, touch-ups, and tweaks. That’s what allows us to improve. That’s what allows us to change…for the better.

So, let’s rally around INNOVATIVE CHANGE and use our powers for good to be the light we want to see.