TUIT: Melissa Young, Wright Elementary

One more full week at Painted Stone Elementary!  Time truly does fly after spring break.  As I near the end of my embedded tours -- my last three week stint will be at Simpsonville Elementary starting on May 4 -- I realize that the hardest thing is often finding time to loop back and check how things are going at schools I have previously visited.

It had been several weeks since I had visited Wright Elementary, so I recently emailed out to Wright staff to see how edtech integration is going.  One of the responses led to the Q & A below, and a well-deserved #ShelbyTUITshoutout for Melissa Young, a fourth grade teacher who specializes in math and word work.  In particular, her discussion of using edtech to differentiate led to some interesting anecdotes and insights.

Melissa, introduce yourself to our readers.  How long have you taught at Wright? Where did your learning of integrating edtech begin?

I have taught at Wright since 1998 after graduating from the University of Kentucky. I think my initial integration of edtech began when I applied for the Intelligent Classroom. I do recall not having to order Vis a Vis Markers and transparencies and being elated that I could show student thinking and work under the document camera. I was one of the first recipients or first group of teachers to receive the equipment and really just began to implement and use whatever I could get my hands on from additional PDs, blogs, and peers. I am also following your blog!

Tell us about some of the ways you are integrating technology this year.

One of the things that I have done is create the “Menu” of Activities to differentiate instruction from your training on ELL and Differentiation.  To be more specific, I created a Fraction/Decimal Centers Menu based upon students who had and had not mastered the standards from our fraction unit. There were several students who needed to work towards mastery of three different fraction standards. As well, we were in the middle of our decimal unit. Therefore, the centers that I created focused on the following by trying to incorporate the usage of the MacBook Airs, iPads, and digital cameras. Students were given the opportunity to play two games focused on comparing decimals and fraction/decimal equivalencies. Since I didn’t have enough iPads, I recorded the instructions and modeled how to play the game on my RCA SmallWonder cameras. Then, when or if students had questions or needed to see the game modeled, they could watch the short video clip. I wanted to put the video clips on the iPads but I couldn’t guarantee that I would have the same iPads checked out each day.

For two additional  centers, using the MacBooks, I created a template in which students watched video clips on the standards. One standard focused on students being able to multiply fractions, and I had them watch a short “music” video on the procedures for multiplying fractions. It had a very catchy melody that several were singing. (I was trying to hit those auditory and kinesthetic learners.) There were several links and websites that the students could access like mathplayground.com to complete the paper practice in their notebook, type in the answer, and receive immediate feedback. I used several different websites like Khan Academy to help provide the additional instruction and practice. The students enjoyed the centers and having the option to go to a variety of different stations based upon their needs. 

I had one student that went to one of the centers who had met mastery so I was a bit confused on why she was there. However, after conferring with her (mastery was set as 8 out of 10 questions correct) she stated that she felt that because she only met mastery by answering 8/10 instead of 9/10 or 10/10, she needed to practice that standard some more to make sure she had it. It was eye opening to me because had I assigned students to go to particular centers based on simply meeting mastery, I wouldn’t have had her rotate to that station. It was an “aha” moment for me that if I give the responsibility of learning to the students (and don’t carry all of the workload) that they will make those decisions to ensure that they understand the content. 

Glad to hear how edtech is making differentiation easier!  In what ways did you try differentiation before technology?

To differentiate before integrating technology, I still used the workshop model and attempted to address as many multiple intelligences and trying to accommodate every subgroup or population in my classroom. However, I would go through and explain each center or activity in depth and model which took a great deal of time when not all students would rotate to that station. However, I think when that aha moment hit was when I could use just one device for a group to view or browse websites such as Math Playground or Khan Academy that would provide students with sample problems that they could work out in their notebook that I could check when monitoring. The students liked the immediate feedback of the websites and the “hint” buttons to get them started. In addition, when introducing games focused on helping students develop their understanding of the content or to practice in a “fun” way, I would have to review the instructions or intervene and model again. However, by creating videos, students could watch the game being modeled without me being pulled to that group. You really hooked me in with the endless possibilities of how I can incorporate the few devices we have without having that desired one to one ratio of each student having a device. Therefore, when you focused on "these are the things that you can do with just one device," you encouraged me to think outside the box of how I could use one device per group or center/station activity. I really felt like there were several of "me” in the room and that students were engaged in learning. 

I'm flattered and happy that I could help. What edtech tools are you looking forward to using in the near future?

I am really looking forward to those edtech tools that are going to allow me to formatively assess students, collect data, and make those instructional decisions during instruction instead of assessing at the end of the lesson, etc. I use a great deal of student self-assessments during the lesson; however, my students and I don’t always agree on whether or not they “have mastered the standard." I think something like using Plickers embedded into the lesson is going to help improve instruction and monitor student understanding. 

Thank you, Melissa, and congratulations!

EDpuzzle

In Shelby County, we are eager to begin a digital conversion of our classrooms. What will our brick-and-mortar schools look like in the future, and in what ways will our students critically interact with media different than the passive modes of the past?

Having just completed reading Michael B. Horn and Heather Staker's excellent book Blended: Using Disruptive Innovation to Improve Schools, I certainly have flipped and blended learning on the brain. In a previous entry, I offered a checklist for things to consider when pursuing a flipped classroom.  Today, I want to offer a specific tool that would help with any blended digital environment: EDpuzzle.  This website allows a teacher to grab an online video (or upload their own) and add assessment questions and text information at chosen time-stamped moments in the video.  The teacher creates a class which has a unique code (you can have multiple classes).  Students use the class code when registering in order to get to their assigned videos.  You can use your email, Google, or Edmodo credentials to create your EDpuzzle account. The students' answers will be viewable in a teacher dashboard and you can give them feedback; a report can also be run of your class's submissions.

As a short introduction to what EDpuzzle is and how it works, please watch the following video:

How could you use it?  Even just doing a multiple choice assessment will never be the same after doing a "EDpuzzle video quiz." Of course, open response questions enable students to actively use critical and high-order thinking skills.  In a flipped experience, you could use content videos and questions to pre-assess where the students are in order to better work with them when they come to class.  Oh, and no worries about whether the students watched the video.  You'll know because they answered the questions, and since they can't fast forward the first time they watch it, you know they had to see it at least once in real time.  (For reinforcement, students can rewatch a video after answering questions as many times as they like.)

Downsides?   Since the playing of EDpuzzle videos necessitate headphones or an individual space away from others, an in-class use of the tool will either require 1:1 devices or possibly a lab station rotation model.

Have you used EDpuzzle in your classroom?  What did you think?  Have you used similar tools?  How can you envision using it in your classroom?  Leave your Comments below.

TUIT: Julia Lyles, James Morgan, Colby Wilmoth, and an entire high school

Happy April Fool's!  As the days count down to spring break and the end of my embedded tour at Heritage Elementary (Painted Stone, I'll see you Monday the 13th!), I wanted to squeeze out one more Edtech Elixirs entry.

Looking over my latest blog posts, I realized that I haven't given a #ShelbyTUITshoutout recently. Luckily, I have several reasons to do so today.

Julia Lyles is a new 3rd grade teacher here at Heritage. Last week, she asked me to help co-teach her class and we used Nearpod in a work station setting.  (You can read more about Nearpod in a previous entry.)  Ms. Lyles reminded me that even if you have only a few devices, Nearpod can be useful in a rotational station format.  I was glad to see her integrating Nearpod in a lesson with such young students, and happy to help teach in her classroom.

James Ray Morgan is Heritage's music teacher.  He already had an interest in edtech before I arrived, but after our consultation, he is now in the process of creating a YouTube channel of helpful videos for his students.  For example, Mr. Morgan wants to create tutorials for next year's classes to learn to play a recorder (or use the videos for extra practice, support, and enrichment).  In addition, he is creating a website as a launching platform for his class; you can view it here. He's well on his way to flipping and blending his instruction! (Note: if you want help recording directly on YouTube with your webcam, check out one of my how-to videos below.)

Today I observed Colby Wilmoth with her second graders.  What was impressive was not just the edtech tools themselves (a SMART board interactive clock activity, a document camera to demonstrate drawing a clock face, and so on), but how seamlessly she moved from one to another.  In addition, Ms. Wilmoth reminded me of the need for balancing your tools.  Her students drew large clock faces onto their desks with dry-erase markers, then practiced in pairs putting the correct hour and minute hand for a list of times.  Of course, there are digital equivalents you could do for this, but the tactile analog nature of drawing on a desk has its own benefits for engagement and learning.

Last but not least, I have a historic shoutout to give: to an entire school! At Martha Layne Collins High School,  Instructional Coaches Jennifer Cox and Tracy Huelsman (along with the enthusiastic encouragement of principal John Leeper) gave their staff a Twitter challenge this week. Using the hashtag #TitanStrong (created by Mr. Leeper), Ms. Cox and Huelsman have asked teachers to tweet every day, once a day, all week long.

Be sure to follow MLC @MLCTitanNation Ts tweeting with #TitanStrong this week.Goal is 1 tweet per classroom per day! pic.twitter.com/o5kF4iPXi0
— Adam Watson (@watsonedtech) March 30, 2015

The results have been fantastic and it has been very fun to follow the hashtag.   In some cases, teachers are tweeting for the very first time.  Good job, Collins!

A well deserved shoutout to MLC, Ms. Wilmoth, Mr. Morgan, and Ms. Lyles! Enjoy your spring break and the mild weather.

Edtech Share Fair 2015

There are two things I can say about March.  One is that it has been extremely busy...KySTE and the snowmaggedon.....ASCD in Houston....and last but not least, our first ever Edtech Share Fair.   The second thing I can say about March is that I have way too many "Post-.... Wrapup" entries.  So just to be contrary, I'm just calling this one "Edtech Share Fair 2015."  I know, I know.....the educational world is trembling at my non-conformity.

The Share Fair story lends itself well to pictures and tweets; more on that in a moment.  I will say how extremely pleased I was at the turnout (over 50 attendees, including visitors from Henry and Nelson County!), the modern facility (the newly christened Blair Center next to Southside Elementary) and of course, the presenters themselves.  All nine deserve acclaim, so I'll list them now: Makenzi Hunter, Mindi Keiner-Rummel, Maddie Meyer, Adam Hicks, Lindsay Ricke, Karen Falkenstine, James Wampler, Bart Roettger, and Eric Miracle.  (Congrats also to Adam Hicks and Lindsay Ricke for just being named Teachers of the Year at their schools!)  We were also fortunate enough to get written up in our local newspaper, The Sentinel News. The article by Ashley Wilkins is here.

From the website.  Grab a copy on the newsstand today!

I run the risk of sounding like an Oscar speech, but I want to publicly thank several people that made the Edtech Share Fair a success.  I was blessed with the support of our superintendent James Neihof and deputy superintendent Lisa Smith, who encouraged me to run with the idea and think as big as possible.  Our CIO Tommy Hurt and his IT team made sure the tech was in place to ooh and ahhh the crowd.  Our staff developer Lora Shields helped out behind the scenes and at our Share Fair check-in desk, making sure everything went smooth.  Our Instructional Coaches worked tirelessly these last few months, from getting teachers to put in a presentation proposals to getting attendees to the event; in particular, a huge shoutout to Fox DeMoisey, Maggie Terry, and Robyn Marcum for being part of our Share Fair committee who sifted through proposals, gave good advice, and were there to help as the event was running.   Last but not least, thank you to anyone that came. Without an audience, the presenters would have had a looooong afternoon staring at each other.  I truly hoped you had good takeaways!

And now the promised tweets and pictures!  I put together a Storify that captures the event well.

Did you go to the Share Fair?  Feel free to leave your Comments about the event below.

Post-ASCD Houston Wrapup

With just over 24 hours before our inaugural Edtech Share Fair, I am busy coordinating last minute details. But I wanted to take time to reflect on the ASCD annual conference last weekend. First, a picture:

Downtown Houston, from the second floor balcony of the convention center. #ascd15 pic.twitter.com/HMTo1SHUYS
— Adam Watson (@watsonedtech) March 23, 2015

I went to Houston with our district deputy superintendent Lisa Smith and several of our best and brightest secondary level teacher-leaders: Katrina Boone, Melissa Chesterfield, Adam Hicks, Amanda Hum, Christi Mishio, Elyse Overton, Lindsay Ricke, and James Wampler.  This year's focus was on "Disruptive Innovation," and it certainly gave us plenty to consider.

I participated in so many great sessions that it is nearly impossible to summarize or choose which ones to share without feeling guilty of ones I will omit.  With that in mind, I'll still plunge ahead and share highlights from three of my favorite presentations:

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I was excited to see Jon Bergmann and Aaron Sams in the flesh.  Bergmann and Sams are pioneers in flipped classrooms (I mentioned them in a previous entry, and their Edutopia toolkit on flipped is here).   Some of their excellent points:

• Don't let equity stop you from flipping!  Bergmann and Sams mentioned a recent Pew survey that stated student home Internet access is as high as 95%.   A few years ago, they had started with DVDs and thumb drives to supplement those that didn't have Internet in some form.
• Start teachers with the question, "What is the best use of your in-class face to face time?"  With this in mind, see how flipped can help.  As always, it's not the tool, but how it is integrated.
• "The ideal flipped classroom has choice."  It doesn't have to always be videos; it could be games or something else interactive. Try to differentiate videos or other options for students.  In addition, if you use videos, keep them SHORT.  They recommend 1 to 1 1/2 minutes long per grade level, so an average senior video would be around 15 minutes.
• Don't assume students know how to actively watch videos at home.  Model in class how students should take notes or use whatever reflection tool you desire.
• Consider the four hurdles to flipped and blended learning: thinking (it's a different teaching model and both teachers and students need to process through it), technology (what tools will you use?), training (don't just flip videos and expect mastery; teachers need good models), and time (give time for teachers and student to learn; consider what teachers will do with "extra" in class time).
• Last but not least, don't just stop with flipping videos. Go deeper!  Flipping and blending can be combined with many other pedagogies:

From yesterday: going deeper than simple flipping to new levels of mastery. #ASCD15 @chemicalsams @jonbergmann pic.twitter.com/JEYGvFQIoE
— Adam Watson (@watsonedtech) March 22, 2015

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I had the privilege to see Superintendent of BCPS (Baltimore County, MD) S. Dallas Dance speak about his district's S.T.A.T initiative, which began in 2013-2014.  Dance strives to bring equity and equality to the students of his district.  Two key components of BCPS's Theory of Action are:

1. All students will have equitable access to device....not just for each student, but equality across schools. Students will graduate with a positive digital footprint.
2. All will have opportunity to learn second language, which begins in 4th grade!

Personalized learner-center environments are keys to success in BCPS:


S.T.A.T. – Learner-Centered Environments from Baltimore County Public Schools on Vimeo.

This involves everything from technology to flexible furniture arrangements to even the language teachers use to reflect the students owning the learning.   Technology integration began in elementary pilot schools and over the next several years will work its way up to high school; Dance spoke often of "going slow in order to go fast."  Language acquisition is facilitated by an ELL teacher who spends one day per school (ratio: one teacher per five schools) combined with daily lessons in an online platform.

I want to spend some more time fully exploring the S.T.A.T website and following BCPS's journey.

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The last session I will share was presented by Beth Holland.   She pointed out the difference between technology simply being used, and tech being used (I would say "integrated") effectively.  Holland pointed out the five key questions when evaluating edtech integration effectiveness:

1. Are students engaged?  (Engagement does not equal learning, but without engagement, they cannot learn.)
2. Are students constructing their own understanding?
3. Are students creating artifacts as evidence of their own understanding?
4. Are students reflecting on their learning?
5. Are students sharing their learning? (Not the same as publishing!  Is there true interaction between two or more people?)

 Her presentation was rich with teacher and student examples.   To take one example: Mark Engstrom had students integrate a "collaborate and curate" strategy for taking notes during his lectures.  He creates groups of students to work together in a method that fits their learning style (visual, interpersonal, logical/linear, etc.) making each student have a role in the classroom's "digital learning farm."


Collaborate & Curate from langwitches on Vimeo.

One group Googled facts and sites that supported and added to the lecture information; another found images that corresponded with what was said; a third group did Cornell style notes; a fourth did a TodaysMeet where they posted questions verbally asked during the lecture as well as questions of their own, along with any connections to the material.  (The first three did their collaborative work via Google Docs.)  Halfway through, Engstrom did a check-in with all the digital spaces to see how the groups were doing, correcting and praising as necessary.  At the end of the lecture, each individual student had access to the multiple digital spaces and was responsible for curating their own notes, checked by Engstrom.   And you thought lectures couldn't be powerful learning opportunities!

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We left Houston invigorated and excited not only to apply what we learned, but to share it with others.  So whether you are down the hall or an email away, seek the teachers out and ask them to describe some of their favorite sessions.

A Mention in Star Wars Insider!

Today's entry is short, but for a Star Wars fanboy like myself, I have some news that makes me giddy.  First, some context.  Back in November of last year, I wrote a blog entry about an English unit I created around Ian Doescher's William Shakespeare's Star Wars: Verily, a New Hope.  The unit lead to a series of events, including having my materials posted on Star Wars In the Classroom and at Quirk Books (Doescher's publisher), as well as a guest turn on Dan Zehr and Cory Clubb's podcast Coffee with Kenobi.

Dan recently wrote "Much to Learn You Still Have," an article for the latest issue (#156) of Star Wars Insider. In it, he was kind enough to give my English unit a plug!

My dreams of visiting Skywalker Ranch or having a cameo in Episode 8 or 9 may never be realized, but to get a mention in my favorite film series's official magazine is a fantastic consolation prize and a thrill beyond words.  I am extremely grateful for Dan including me in his excellent article.  Educators of all grade levels, please hit the newsstands and pick up a copy so you can read it -- the article discusses with depth K through college examples of how Star Wars can impact learning.

Besides a shoutout of appreciation to Dan, Cory, and Ian, let me finish this entry by giving thanks to Thomas Riddle and Wes Dodgens at SWITC and Eric Smith at Quirk Books for their support.

Post-KySTE 2015 Wrapup

It's a week of transitions and reflections here at Edtech Elixirs.  Yesterday, Shelby County kicked off its Thinking Strategies Institute, being held at our brand new Learning Center (the same site where our March 26 Edtech Share Fair will be held . . . hint hint, plug plug).  Today marks my last day at Wright Elementary, and I begin my embedded stay at Heritage Elementary tomorrow.   And last but not least, I have a chance to catch my breath and reflect on last week's KySTE 2015 conference.

As always, the conference was full of affirmation, inspiration, and new edtech tools, and I'd like to share some of it with you.  The following is not meant to cover every beat of every session I attended, but simply a highlight of memorable moments and tools.

Wednesday, March 4
Last month, I had the pleasure of visiting Thomas Nelson High School and learning about their fantastic school culture and staff-wide deep use of Google Drive from Wes Bradley (principal) and Heather Warrell.  (It tells you a lot about Heather and TNHS when you find out her title is "Vice Principal of School Culture and Instruction.")   On KySTE's opening day, Heather had a session about the various innovations of her school. Although I already knew many of the technical ways TNHS is excelling and impacting learning, I still learned new facets at Heather's session.  For example, when the school opened three years ago, they decided not to buy any filing cabinets for teacher classrooms.  The reason was twofold: to encourage teachers to start fresh and not use the same lesson plans from years ago, and to embrace Google Drive as a digital repository, sharing and creation space.  (The integrated use of Google Drive at TNHS is remarkably dense; to take just one example, teachers create lesson plans in Google Slides saved in department shared folders, which can be commented on and viewed in real time by administrators, and are actually presented by the teachers to classes of students for "Scholar Starters," share agendas, and a guide through the day's activities.)   Heather and Wes encourage their staff to #flycloser to the sun -- to dare to dream and not be afraid of lofty goals.  Their academic performance reflects their passion; their composite ACT average has grown from 18.6 to 20.9 in just three years. But their culture is more than scores.  Every Friday they take time at a faculty meeting to celebrate staff accomplishments for the week; college acceptance letters adorn hallways; astronaut pictures (often with teachers' faces Photoshopped in) and aircraft carrier murals make the launching of learning obvious and inevitable.  In short, Thomas Nelson is a fantastic place and worth a visit if you can make it.  If you do, say hi to their purple cow!

Leslie Fisher shared new Web 2.0 tools.  I learned of a few sites I had not heard about before. Quizizz is a formative assessment tool that is similar in flashy style to Kahoot but with one important distinction: the question and answer choices are pushed directly to the device, so a projector is not necessary.   Publicly shared quizzes are available or you can create your own, and reports of student results can be exported.  Screenleap allows you to easily share your screen with others for free; students would only need your "share code" to see your broadcast. Educators can get up to 2 hours a day at no charge, but the free account is limited to sharing with 8 students at once.  (For $15 a month, you can broadcast up to 8 hours and share with 30 students.)

Another @lesliefisher tool is Screenleap. 2 hours a day per device free! #kyste15 pic.twitter.com/rp66Jg6jot
— Adam Watson (@watsonedtech) March 4, 2015

Leslie also pointed out that TodaysMeet now has "Teacher Tools" for $5 a month that puts teacher's posts in a chat room at the top (easier for students to see and follow), and allows password protected chats.

Bret Foster is the CIO of Anderson County, and he discussed the recent upgrades of the school libraries of his district.   (Read the Kentucky Teacher article about the county's renovations.) His goal is to make the library used by students all of the time.  Bret shared a tip to make more space: run a report on checkouts, and donate any books that have not been checked out in five years.  After one of his libraries did this report, they gave away 65% of their books!  Many of the upgrades were inexpensive, like making the tops of some tables dry erase boards by installing shower wall, and adding casters to table legs to make them easy to move for collaboration. In the future, the libraries plan to house their own Minecraft servers for students to locally and privately build their own virtual worlds.   Bret's session really made me think on how we use (and misuse) learning space.

Per @bretfoster directions, here are my thoughts on how school space can be misused. #kyste15 #cocktailnapkinthinking pic.twitter.com/KHxxLNJDf6
— Adam Watson (@watsonedtech) March 4, 2015

Thursday, March 5
Well, there was this little snowstorm that happened.  Maybe you saw something about it on the news.  I was desperate not to miss sessions as well as scheduled to present one of my own, so I dug out the driveway and backed out into the street . . . where I immediately got stuck and needed neighbors just to push my car back into the garage.

So I tried to temper my disappointment by participating in the marathon 24 hours of #KyEdChat, a side event to the KySTE conference.  After being a participant, I was the moderator later that night on the topic of augmented reality tools, and I was very grateful for the co-moderation help of Jennifer Cox.  It was exhilarating, exhausting, and fun!  We were also extremely thankful that a separate group of Indiana educators joined us who usually use the hashtag #INeLearn.  The party responsible for reaching out across the river is Michelle Green, who was fantastic enough to archive our chat as a Storify here.

Friday, March 6
Half of my final day of KySTE was spent being a presenter.  First, I was able to host my augmented reality tools presentation after all, thanks to someone else having to cancel their session.  Secondly, I took part with a group (Tommy Hurt and Susie Burkhardt) to discuss Shelby County's tech initiative and how the construction of Southside Elementary fits our 21st century goals.

I also sat in on a session by KDE's Marty Park, who shared some of the basics of how to set up Google Apps for Education (GAFE) / Google Classroom with our network sign-in structures.  (For the slides and other resources from his sessions, Marty created a special page for KySTE 2015 on his website.)

Last but not least, what visit to KySTE would be complete without going to at least one session of Donnie Piercey, the Google certified educator and eminent Eminence educator?  He focused on tips and tricks of Google (a well as other useful sites) that were geared toward the K-5 crowd.  I encourage you to check out Donnie's Google doc with more, but here are my top five of his shares:

• If you type an equation into Google's search box, you can not only get the answer, but an interactive calculator will appear.  (You can just Google "google calculator" as well.) Google can even recognize order of operations and do higher math functions like an area of a rectangle or plotting a line graph.
• Do you have a class economy with cash, salaries, and jobs...but hate keeping up with the paperwork and the photocopied currency?  Mykidsbank.org can create a virtual economy for free for up to 50 students.
• In a Google document, you can Insert > Image > Take a Snapshot and use your webcam to take a picture.  Donnie gave an example of students answering a math problem in a shared doc, but if you want them to "show their work," have them take a snapshot of their pencil-and-paper computations.
• Peanut Gallery Films uses your spoken text and incorporates it as titles in a silent movie.  The final short film can be shared via URL.  Perhaps you can use it for teacher reminders (they would have more fun hearing about a project deadline if a movie is telling them), or for students to do short captures of their understanding ("What did you learn today?" "What was the key facts from today's content?").
• I knew that Google was archiving thousands of newspapers for accessing online.  (Reminds me of my student days in high school when I went to the library to look at microfiche.)  However, I didn't know this trick: after you find an article, click on "Link to Article" on the right.  Next, click on a headline, and you will get a URL you can share that will take students straight to that newspaper article.

I look forward to KySTE 2016.  Except this time, there better be no snow.

If you attended KySTE this year, share your thoughts below in Comments!  What were some of your favorite sessions?  What new tool are you excited to try out?