Part 6: Creative Content and Final Thoughts

*** If you haven’t read my previous 2 parts, please do so  (Part 1) and Part 2, Part 3,  Part 4, and Part 5 ***

Part 6: Final Thoughts

Technically we did one more thing before concluding this project, and that was the students created their creative content. Or, rather, created an introductory video describing their product, channel, content, etc. It consisted of 4 basic aspects.

  1. A channel or content logo. Two versions; one static and one animated.
  2. An introduction video.  Students name (first only,) name of channel, something interesting about them.
  3. A description and example of their creative content if possible.
  4. 4 Things they were passionate about.

Their videos were 1-3 minutes long, edited, with an introduction graphic and logo. For privacy, I’m not listing any of their videos but here is my first GeekTeachin vlog for reference. (Notice in the video I actually discuss what three things my channel will address instead of my passions.)

More importantly, it’s what I learned from this whole experience that makes it so unique.

It’s true that digital content and creators are becoming more common and therefore their content is becoming more widespread, but it’s still a career and one that needs to be worked on and nurtured. Just like all careers need constant adjustments and adaptation, the world or creators online needs just as much adaptation and adjustment, if not more! The field is still new and relatively unexplored and that can lead to all sorts of issues and problems, most of which the general public are unaware of. Myself included!

But for everything that is unsure and unstable, it is clearly where the future is headed and our students need to be introduced to it on a fairly in depth level. They’re active on the media and should be taught how to use it appropriately,  allowing them to use it creatively. When teaching a teenager how to drive, we wouldn’t trust that just by telling or showing them all the rules and technical aspects that they would drive successfully, so why should we expect kids in the digital age to learn that way as well? As scary as it is, the best way to learn is to do.

I will continue to use this Youtube approach in my digital citizenship lessons in the future. Hopefully I can get to collaborate with other Youtubers and Media celebs to make it even more meaningful. Please feel free to contact me at geekteachin@gmail.com if you have any questions or thoughts. and PLEASE! SHARE THESE POSTS! It’s definitely something all educators should look into for the future.

A big shout-out and THANK YOU to Meghan Camarena for her approval and creative content.  If you haven’t watched her channel, I highly recommend it. It’s very entertaining and sincere. She is a prime example of evolving and changing to succeed in her field and myself and my students wish her all the best! 

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Making Digital Citizenship New and Relevant (Part 5)

*** If you haven’t read my previous 2 parts, please do so  (Part 1) and Part 2, Part 3, and Part 4***

Part 5: “I’m Sorry for the Person I Became”

Four weeks after I’d started the project, I finally got to the blog post that started it all “I’m Sorry for the Person I Became.” This post was the reason I went down this path of digital citizenship and I was anxious to get down to it and hear their reactions to the post.

To start the class, I had each student read the blog alone, somewhere in the room where they wouldn’t be bothered or bother others. Some chose to read with a partner, in my office, in the corner, and even in the hallway. Some students scoffed at the idea at first, glancing at how long it was and shying away from the “work” it would entail to read and write a response. In the end, every one of the students read the whole thing without a word of complaint. It was pure magic!

(Seriously. If you’ve ever taught or been in a classroom full of middle schoolers, you’ll understand what a rare feet this was.)

After they read it, I asked each student to write a response. They were to tell me what they thought of the post, what they learned from it, how it made them feel or think, and any question they had for her. From there, we discussed the video as a class. That lead to several very enlightening conversations.

In one class in particular, which was with a group of 8th graders, the responses were interesting. One girl couldn’t come up with a response. She didn’t know what to say which spoke volumes on the material as she always has an opinion on something.

Most of the responses were the same. They felt sorry for her, they understood where she was coming from, they supported her thoughts and decisions. Most students “Got it” and some students went above and beyond my expectations. 

Honestly, the best way to express this lesson isn’t by writing it out myself, but instead reading it from their own hands.

I’m Sorry For the Person I Became Reflections2

8th Grade Girls Blog Reflections2

After all this, we ended with one more video of Strawburry17’s, “Who Am I Now.”

In it, Meghan gives a quick rundown of what she represents and what her brand represents now. It literally says it in the title. It was a perfect ending to a very in-depth and detailed digital citizenship curriculum and one that the kids are still talking about!

PART 6: FINAL THOUGHTS

 

Making Digital Citizenship New and Relevant (Part 4)

*** If you haven’t read my previous 2 parts, please do so  Part 1, Part 2, and Part 3***

Part 4: “ My Creative Content”

I’ll admit, figuring out how to incorporate the Youtube info into a class setting was tricky. It was great for stimulating discussion and delving deeper into digital citizenship and the responsibility of having an online presence, but where to go from there?

They say that the greatest form of understanding is creating. Or maybe they don’t, and I just find it to be that way. Either way, I decided that it was the perfect way to continue my lesson by having the student design and, hopefully, create their own creative media. Originally assuming most would chose Youtube (which they did,) many surprised me with some truly creative and unique ideas!

To start the lesson, I had each student fill out a survey on google docs.  (For a copy of it, check out a blank copy HERE.) The first 4 questions pertained to the basic creation of their content.

  1. What type of creative work would you like to produce?
  2. Why would you produce that and for what purpose?
  3. What do you think the time commitment would be and what time would you be willing to put into your product?
  4. How will your product help the world and others, if it helps at all?

This alone led to several interesting responses. Of course there was the expected dozen or so Youtube channels, but there was also 3D printing and design, Domino tutorials, Cosplay design, podcasts, agriculture, novel creation, engineering, music, and even voice over work. 

Most chose their content for entertainment, with a few “I want to make money and be famous” thrown in for good measure. The best though were the ones who were being truly authentic and truthful. Helping and educating others, making the world a better place, and sharing joy with others were some of my favorite reasons to read.

Once we hit the time commitment question, we watched one of Strawburry17’s videos titled “OrganizingMy Life.” In it, Meghan describes the workload she had set up for a particular month, the time commitment it involved, and the work it would entail. It was an excellent example of just how much time and effort is taken into account when creating content. Most of the students were taken aback with just how many videos she was planning and even more shocked at how many she made years ago before she revamped her channel. (Did you know that she would create over 100 highly produced videos in a week?! That’s insane! Much respect.)

The next four questions were the most important I think.

5) What potential problems or issues could you see arising from your work?

6)  How will you handle any setbacks or upsets?

7)  Would you change if it would make your product more successful?

8) At what point would you consider too far for you to change? What’s your limit?

These led to some very interesting conversations, especially amongst the older students. While most of the younger (6th grade) students focused on haters and trolls, the majority of the older students focused on their shortcomings. Lack of time, inadequate skill, procrastination and social issues. While it was nice to see them not zoned in on how well they are liked, it was disheartening to see them so concerned with being good enough. They’re only 13 and 14! At no point should we expect teens to be “good enough.” They’re still learning.

The last two, about changing, were next.

For the record, the majority of students said they wouldn’t change. Now you and I know that isn’t entirely true; everyone changes a little to fit in and be successful. It’s part of growing up. It’s evolution and adaptation and it can be a good thing. What’s more important though is to be aware of what is a good change, and what is a detrimental change. This is what I wanted them to think about.

These last two questions were what would lead to the main point of this whole project, the blog post mentioned early by Strawburry17 (Meghan Camarena.) “I’m Sorry for the Person I Became.”

PART 5: “I’m Sorry for the Person I Became”

Making Digital Citizenship New and Relevant (Part 3)

*** If you haven’t read my previous 2 parts, please do so  HERE (Part 1) and HERE! (Part 2) ***

Part 3; Data, Data, and MORE DATA!!!

To best prepare myself in case any administration had concerns, I did some quick Youtube and teenagers research. I found 3 main articles I used to base my data on if asked.  (Links to follow once I find them again!)

 

Next Step: Let’s figure out what the students actually watch! This was the easiest part of the lesson, but also the longest in terms of time commitment. In theory, it was pretty simple. I asked all the 6th and 8th graders to write down any Youtubers they watch on a somewhat regular basis. It didn’t have to be subscriptions, just watching. From there I collected them all and made a master spreadsheet including

  • the channel’s Name
  • type of content
  • Number of students in that grade watching
  • number of subscriptions
  • Total number of videos uploaded
  • Number of views
  • Date joined (This was the date they joined Youtube, not necessarily when they started uploading content.)

In truth, I didn’t expect to get the numbers I got. I expected maybe 100 or so channels per grade, not the 200+ I received for 6th grade alone! 

 

 

Afterwords I collected channels from teachers.

After well over 20 hrs of data collection and entry, I made several discoveries.

  1. Most students watch gaming channels. Not necessarily walkthroughs and such, but just people playing games. Minecraft and Pokemon were the most popular.
  2. The top channels were gamers, followed by family blogs and sports
  3. The number of uploads made no real difference in the number of subscribers
  4. There were very few inappropriate channels being watched. I expected much more!
  5. Most students watched independent youtubers, while adults watched more corporate channels and businesses.

From there we had discussions about the channels they most watch and what they find makes a good channel. We discussed why they watched what they watched, who’s name or channel they recognized, and other details and opinions. We discussed in length moral obligations of certain Youtubers and how one mistake could ruin their career (Thank you for timely mistakes, popular bloggers!)

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Proof of all the paperwork and data collected. This binder is full, and still being filled as I type

 

To say I didn’t enjoy this part of the process would be a lie. I loved exploring a plethora of channels with various content. I even found a few to subscribe to myself!

Of course, data collection is great and everything, but it need a purpose. The next step was probably the most enlightening  part of the lesson.

Part 4: My Creative Content

 

 

Making Digital Citizenship New and Relevant (Part 2)

Part 2: The Blog That Started it All

*** Just so you’re aware, there are a LOT of links in this post. Not all are necessary to understand the post, but I recommend checking each out when you get the chance! ***

 

As I mentioned in my first entry, PART 1: How it Began, I had been using social media as a teaching tool in my technology classes for years. I’d scoured and hunted the internet for those social media personalities with lessons to teach. The ones who faked social media posts. The ones who quit because their privacy was compromised. The ones who got themselves into financial and legal trouble through their antics and actions. These weren’t hard to find. With every successful social media celebrity, there is a matching story of failure and misfortune. Yet, there was always one aspect, one piece of the puzzle that I wanted to touch on in my classes and no matter how hard I looked, I could not find anyone who would admit it in a humbling and truthful manner.

Believe or not, Power Rangers was responsible for me finding the one thing I’d been looking for for so long.

My husband and I, being huge gamers (tabletop and console,) found a group of streamers running a tabletop RPG about Power Rangers. It was amazing, amusing, and the actors roped us in so dramatically, that missing a week’s show live was unimaginable. Having only been familiar before with two out the actors, Peter Sudarso and Paul Schrier, I explored the others’ work. One of the players was a Youtuber named Meghan Camarena, or Strawburry17. Her character, the pink ranger Chloe Ashford, was adorable, rebellious, mischievous, and more than a bit like myself. In my exploring of their online content (it’s important to support those who’s content you enjoy,) I discovered her blog at strawburry17.com and it was there that I found what I’d been searching for;

An honest and truthful confession of growing up.

In her blog titled “I’m Sorry For the Person I Became,” Meghan describes her rise to success in the Youtube industry and how it changed her in the process. Not all the changes were bad, but the overall message was that she was most disappointed in how it changed her mentally.

There’s something that changed in me when I won that money that I wish hadn’t. I started to care about all the people who didn’t understand what I was doing. I started to change everything about myself and how I created because I wanted them to get it.

– Meghan Camarena

She stopped believing in herself and her content, and changed to “fit in” to what she believed Hollywood wanted, and she regretted it. She wanted to go back to what she was before; back to her core values and ideals. 

 I wanted to be a changing force in the world, and I had hoped that when people would subscribe to my channel they’d see that . . . I’m on a journey back to that. I’ll measure my success not by views or fluctuating algorithms, but by how proud I am of what I’ve made. I’m changing my mindset and letting go of who I used to be.

– Meghan Camarena

This wasn’t a story of failure or misfortune, but of revelation and admission. It was perfect and exactly what I’d been looking for.

Now, how to integrate it into my curriculum. The first step was to get permission. I realize that as a public blog entry it’s pretty much free for anyone to use, but it’s not the right thing to do. I teach the kiddos about copyright and digital citizenship, I couldn’t just steal someone’s creative work without their permission if it was possible to obtain it. After 2 attempts, I finally got an OK back from Meghan and the lesson planning began!

 

CONTINUE FOLLOWING MY TRIP DOWN THE YOUTUBE RABBIT HOLE in

Part 3: Data, Data, and More Data! 

Making Digital Citizenship New and Relevant (Part 1)

Part 1: How It Began

I have taught digital citizenship for half a decade and every year I strive to make it relevant and modern. Every year I explore new topics and interests in the digital world and hope I get through to the kids. Every year my goal is to not only make them better digital citizens, but to also motivate them without crushing their creativity and ingenuity. Sadly I’ve noticed a trend in many digital citizenship lessons where it focuses so much on the negative aspects of technology and not enough on the creative and influential side. Often those pieces are left for the high school ethics and technology classes, focusing middle grades instead on the don’ts, shouldn’ts  and nevers.

But why can’t middle schoolers also be creators?

Why can’t they be encouraged to use their imagination and tools given to them to engineer creative content that could potentially change the world and connect with others? Why do we have to harp on them so much? Middle school is hard enough without teachers and parents and adults telling you everything you do online and digitally is wrong.

Maybe it’s time to encourage them to make change and BE the change.

This is where I found myself in December as I thought about the next semesters technology classes. Having no interest in watching The Office or Top Chef again as I worked on lesson plans, I turned instead to Twitch, Youtube, and other Streams for my background noise. My ADD set in quickly and before I knew it I found myself deep within the Youtube-nado. I, a grown adult woman, was lost within a sea of DIYs, vlogs, and gaming streams.  I learned all about how to do my makeup and contour (No dice. I suck at it.) as well as what Poppin Cookin was. (This was a game changer, let me tell you!) My subscriptions went from 3 or 4 to 12 within days. Around day 4 or so, it hit me. I finally got it. THIS was what the kids were doing and watching. The addictiveness was obvious palpable.

This social media trend wasn’t new to me. I’d been teaching the dangers of fake news sites, social media celebrities losing their privacy, and how easy it was to hide the truth in Instagram for years. Sometimes it hit a cord, but more often than not they’d already heard the story.

But Youtube.

We NEVER talked about youtube, yet it’s all they watch!

They don’t watch TV or the news. They watch Youtubers. They worship these creators and glorify them. If you ask them for a celebrity they’d like to meet, when not an athlete or singer, it’s almost always a Youtuber.  If you show them a photo of Tom Hanks and Logan Paul, well let’s just say Wilson won’t help Tom Hanks get recognized anytime soon. As a geeky costumer (cosplayer) I mention conventions often. Every once in a while they’re ask if I’ve been to SDCC (San Diego Comic Con) or NYCC (New York Comic Con.) More often though they ask if I’ve ever been to Vidcon. (The answer to both is no, though I’d love to change that!) 

CLEARLY, we, as educators, are missing something here. We’re glancing right over the prime chance to use something they are familiar with in an educational way. And I don’t mean by showing Bill Nye or Crash Course, but something more. Something more meaningful and familiar.

So this is how I made Youtube into a digital citizenship and creative content creation curriculum with the help of a few well known Youtubers, Power Rangers, and a plethora of data. 

CONTINUE DOWN THE YOUTUBE RABBIT HOLE in

Part 2: The Blog that Started It All

 

Why I Support the Walk Out

On March 14th, students around the nation walked out of their classes and schools for 17 minutes to honor 17 students who were killed in the Marjory Stoneman Douglas High School shooting in February.

Being a bit of an idiot, I went on facebook and read posts and comments on the story from people who were past teachers, parents, and other adults. The basic reactions were the same.

  • They supported and applauded the students using their 1st Amendment right to assemble peacefully.
  • They condemned or disapproved of the students actions, stating that there were other and better ways to get their point across. 

The walkout was for 2 reasons. To honor and remember those who lost their lives in Florida, and to promote and bring awareness to a need for stricter gun laws (or at the very least, do something about it.) There were several misunderstandings floating around about what the day actually meant. So many people thought it was just kids being rebellious, wanting an excuse to cut class, or to express their disapproval of school shootings. Several thought the teachers organized the whole thing, which is completely wrong.

Some are saying that the better solution is to “Walk Up.” To basically be nicer and kinder to students who don’t quite fit in.

They missed the point didn’t they?

I’m not saying that’s a bad idea, because it VERY MUCH IS NOT! PLEASE talk to fellow students who are strange or alone or weird. Make an effort to get to know them, and at the very least, treat them with respect and dignity. But also keep in mind that this is not enough to solve the problem of school shootings.

Here are a few reasons why. (In bullet point format because I like lists!)

  1. While being nice and kind to others is great, kids aren’t stupid. They are observant in ways of social interaction and they can tell when kindness is being pushed on them or faked. If it’s not sincere, they’ll know.
  2. “Walking Up” is a temporary fix. You can foster kindness and inclusion, but that’s not what they’re going to find in the real world. Not all the time anyway. And what happens when those kids who were taught to “Walk Up” graduate or go to a different school? You remember Middle and High School right? Kids come and go. Kids change. Personalities change as fast as the seasons and hormones go crazy! We need something long term to solve this problem. Being nice isn’t always the only answer.
  3. When you interact and congregate with others with the same beliefs, likes, or ideals you create a bond. A since of camaraderie that isn’t fostered in a regular setting. Everyone knows you can’t force people to be your friend, but when you have a deep connection, that bond can form organically! There’s no better place to find this magical connective energy than at a convention. A bunch of nerds and geeks together talking about why they love what they love? SIGN ME UP! Some of my best friendships were formed this way. If you let the kids walk out instead of up, for those 17 minutes they have shared a deep and meaningful experience with fellow students.  That bond is what will matter in 10 years. that shared experience and core belief. The kids will change, no doubt, but deep down they’ll have that moment in their soul. THAT will make a difference.
  4. No one takes notice of the schools or places that are “nice.” You can’t expect government to make necessary changes because you’ve changed your way of interacting with others. They’ll see everyone getting along and think “Hey. Everything’s fine here. We don’t need change.”  But they WILL notice thousands of teens taking 17 minutes out of their school day to show the world what matters. The lawmakers may not care, but they WILL NOTICE.
  5. 17 minutes of class period is not a lot. It takes 5 minutes for class transitions, another 5 to settle down, and then class can begin. 17 lives lost on the other hand does matter. They won’t ever get those 17 minutes back. They won’t get the chance to walk out OR up. I will gladly give you 17 minutes to remember loss and I would hope you’d do the same for me.

 

**Disclaimer: these were my thoughts, and mine alone. They in no way represent the beliefs or thoughts of my school or those I work with. For the record, I did not walk out because I had a class of 6th graders who did not and they deserved my time. Remember, this is the teens time to make a difference. Not ours. Let them lead.**

 

 

 

GET READY FOR CHANGE!

So it’s been almost a year since I’ve updated this bad boy and I should apologize. I am sorry! But there are things happening. BIG things! Or so I think. It’s one heck of a commitment on my end but I am ready! So keep your eyes out for some new and exciting things, For now though, you should check out my Instagram, @geekteachin, where I’ve been adding a photo of the day since the first day of the school year. It’s been fun and I’ve loved it so far!

Until later, Keep being cool guys.

A Dream Presentation

A little over month ago, I got the great privilege to present a panel at the biggest Star Wars convention in the world. (I am not exaggerating here. It really is the biggest!) Star Wars Celebration Orlando! Now presenting in itself isn’t a new endeavor for me, especially in the education field, but presenting at a convention attended by fans, families, and celebrities…..that was a first! To say this was an honor would be a gross understatement.

To give some history, I submitted a proposal in April of 2016, a year before the actual convention. I did it partially as a joke but mostly as a hope. My department last year was in the learning commons, a mix of technology, library, and meeting space, and it was a phenomenal group of individuals. You know how at work you are always wishing for that magical, perfect team that just clicks and works together so well? That was us. It wasn’t perfect, but damn was it nice!

As a team we decided to go full tilt into Star Wars Reads Day; a yearly celebration of reading hosted by Lucas Films and held in October every year. I had hopes of doing this for years before but never had the right team, school, or support to make it happen, at least not to the extent I had wanted! Last year though I had the team for it. 5 out of 7 of us were huge Star Wars fans and the other 2 were open to the idea.  Right away we knew that simply mentioning it and going to some classrooms and reading wasn’t enough. So we expanded it. We incorporated all the divisions in the school (K-12), technology, literacy, art, and just had fun with it. (For more information on what he did, check out my previous posts here, and here.) 

That was what I pitched to Reed Pop and Star Wars Celebration as a panel; how we used Star Wars and technology to change education in the classroom.

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I added everyone from my team to the roster as presenters, crossed my fingers, and hit submit. 11 months later I found out my panel was accepted.  (3 months AFTER I was supposed to know!) The rest of our team had become scattered with one in California, two of us in completely different departments, leaving 3 to the Learning Commons. It was such late notice that only myself and one other teacher were able to go. 

The two of us had 2 and a half weeks to compile a 1 hour long presentation on materials and events that occurred over a year prior. Even with a few missing elements, we pieced together a pretty awesome slideshow. I also added a short video of interviews with my advisory girls. All this put together during a very busy season at school and in less than 2 weeks. We never rehearsed it really (shhh!!), just walked through the slides, but we felt confident and ready for action.

The convention itself, (The second I personally had attended and the first for my co-presenter, Dee,) was great. It had some problems here and there, but we were treated like rockstars and quickly learned the perks that came along with a presenters badge.

THIS cannot be understated! We got SPECIAL GUEST BADGES! Do you know what that means? I’ll give you a hint. It’s the same badges the celebrities and their families get. Lines? Forget it. We walked right up. That six hour wait for the special convention store? HA! Nope. We got a special entrance AND check-out line. I’m betting we could have gotten onto the showroom floor early too, but I was never quite brave enough to try it.

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Our special entrance to the Celebration Store.

Our panel went very well too. Besides the small hiccup of not bringing a dongle to attach our laptop to the projector (SPECIAL THANK YOU to my friend DEREK who happened to have an extra. LIFESAVER!) everything went smoothly. The staff /volunteers were so helpful and reassuring and gave us plenty of time to rehearse and test our materials. We had a good turnout of around 60 guests (which is saying something as it was scheduled the same time as the HUGE Last Jedi movie panel!) Everyone asked good questions and overall we were very well received.

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Don’t we look professional?!

For the record, there are a ton of educators who go to these geeky conventions I mention from time to time. I’m not the only one!

I could go into every detail of our presentation, OR I could just let you see it for yourself! Special THANK YOU to my awesome husband (The Kanan in the photo above) for video taping the entire thing! (Warning, it’s an hour long. Our main presentation ends at around 36 minutes. The rest is the Q&A.) I am also attaching the quick video I made of my advisory girls answering questions about Star Wars. It is super cute so you should watch!

Our presentation

SW in the Classroom (Advisory Girls Q&A)

Websites and Resources for SWRD activities

In conclusion, I absolutely loved presenting at SWCO and honestly still can’t quite believe I got to do it! It was such a unique experience and one I will always remember.

So….who wants to present with me next time?!

Presenting in Orlando at the Star Wars Celebration

Or… I’M PRESENTING AT THE STAR WARS CELEBRATION IN ORLANDO!!!

Clearly this is exciting news to me, as I think it should be! It isn’t every day you get approved to speak at a convention as big as SWC (Star Wars Celebration.) Now for anyone who knows anything about the convention or educational conference circuit, you may notice that SWC isn’t an educational conference. It’s a fan convention specifically geared towards the Star Wars fandom. Think….San Diego Comic Con but more focused. Now that’s not to say they have tiny attendance, quite the opposite! The last time SWC was in the US, back in 2015 (Check out this post for more on my experience at that convention!) it was held in Anaheim, with an estimated overall attendance of around 150,000 people over the 4 days.

So not only am I speaking about education at a huge fan-based convention, but we’re the only school being represented (as far as I can tell!) So, you know, no pressure! 0_0

Now you may ask, how did this awesome turn of events come to be? Well last year my team and I did a Star Wars Reads Day event. Remember that?  So, knowing I was planning to attend SWC anyway, I figured, why not see if they’ll let me talk about the awesome things we did in our school?!

Changing Education with Star Wars and Technology

Star Wars is for all ages! From reading, writing, robotics, interactive media, and 3D printing, come discover how a K-12 school in TN was able to implement Star Wars Reads Day into their curriculum for every grade, every subject and even every faculty member! Fostering creativity, individuality, exploration, invention, and communication, come see how Star Wars transformed an ordinary day into something magically educational!

In all seriousness, I didn’t expect it to go through. I expected it to get lost in the shuffle of thousands of fan panel submissions and to never see the light of day. When the deadline for hearing back came and went without a peep about approval, I chalked up my effort as futile and planned my trip as usual.

Then this last week I got an email detailing the schedule of panels for the “Star Wars University” track of programming. Low and behold, there is my proposed panel. Shock would not be a strong enough word to describe my feelings at that exact moment. I was floored! SWC was only 2.5 weeks away and I HAD A PANEL?! I swiftly contacted all my fellow team members in a mad dash to gather materials and to see if anyone else could make it. Luckily I have one team member, who now teaches in the upper school, who will able to present with me.

Now I have less than 2 weeks to get this presentation together and make it AMAZING! I know I can do it, and I’m SUPER excited about. So, if any other educators are at Star Wars Celebration in a weeks down in Orlando, and you don’t mind live streaming “The Last Jedi” panel while we talk to you at OUR panel, PLEASE COME!

After all, I AM PRESENTING A PANEL AT STAR WARS CELEBRATION! How many educators get to say that?!