Building Confidence

Your tutorial allowed me to feel much more at ease and helped build the confidence I needed. - Erin B. (English Teacher) More »

Enthusiasm for Technology

Your enthusiasm for technology usage helps motivate me to try more in my own classroom. - Jeff B. (Freshman Teacher) More »

Engaging Students

You have helped me find ways of incorporating technology into my classroom that I didn’t even know existed. This technology has helped to engage my students as well as reinvigorate me as an instructor. - Kenny B. (Social Studies Teacher) More »

Lots of Information

Thanks so much for all the info, lots to dig through and learn fast! - Jessica T. (High School Teacher) More »

The Courage to Try Something New

You gave me the courage to try something new in my classroom. And it worked! - Margaret P. (Advanced Placement Teacher) More »


5. Collaborative (The ‘C’ in CHOICE)*

There should be opportunities for collaboration and sharing ideas, lessons, and applications. These can come in the form of teacher-led presentations and workshops. But they can also come in the form of individuals sharing their progress in small groups. It

4. Individualized (The ‘I’ in CHOICE)*

Wherever teachers start, the process should honor it. If that teacher needs guidance on why using a Google add-on might be a better process in her classroom, we should help with that. If that teacher needs to know where to

3. Ongoing (The ‘O’ in CHOICE)*

There are times when a brain-dump professional development session or conference can be useful. But we usually need more. We need time to Apply, Practice, and Explore. I call it Going APE!  Educators need the time to take the best ideas

2. Honoring Professionals (The ‘H’ in CHOICE)*

These people know what they are doing. It’s why they were hired, and why they are still here. They probably know what they need next. If we approach every professional development opportunity while repeating those three sentences, it will go

1. Constant Progress (the ‘C’ in CHOICE)*

We’ve heard great descriptions of where educators are in their learning. Innovation and educational technology offer a wide range of descriptors: early-adopter, pioneer, settler, cutting-edge, bleeding-edge, guru, ninja, pirate. Or not tech-savvy, tech-averse, just-got-a-smartphone. Wherever an individual starts, forward movement


Thanks to my friends Tom Whitford and Kristin Daniels, I learned about and started using voxer. I didn’t get it at first, but it quickly grew on me. After FlipCon15, Kristin put a bunch of people who met into a

The Story Behind #FiresidePD

Kenny Bosch and I discussed this for a while, and Chuck Taft, Michael Matera, and Pamela Nosbusch were doing a version of it at the University School of Milwaukee with their staff. But after spending about 16 and 19 hours


“The throwable microphone for audience engagement.” I shared it recently at EdCamp Leader in Chicago, and presented with it at the Summer Spark Conference in Milwaukee. Everyone loved it and immediately started brainstorming about ideas on how they could use

“It’s Not That Scary”

As we continue forward well into the school year, I’m thinking back to a few weeks ago when I went with my family to the Little America Theme Park about an hour from our house. One of the attractions is

Benchmarks Should Be Benched*

As teachers who have been victims of standardized professional development, we say benchmarks should be benched. Here’s the problem (especially in the world of educational technology). When a school or district sets a standard, however well-meaning, they lose or alienate