Reflection

As I reflect back on this Walden course and the GAME plan I created, I feel that I have made huge steps in integrating technology into my classroom. Creating a GAME plan has given me something concrete to look at and to monitor the steps I am taking. I feel that I have followed the actions of my GAME plan and even been able to add to my plan.

I enjoyed creating a 3-lesson unit with the integration of technology in each lesson. I plan to use the unit I created this spring when I teach my second graders about animal habitats. I have learned, with the help of my Walden classmates, that it is possible to implement all of the new things I am learning, but it might not always happen as quickly as I would like. I’ve learned to just take a little bit at a time, work with it, tweak it to my own, and then implement it when the time is right.

Setting goals in my GAME plan has given me the courage and motivation to create my own technology lessons on the SmartBoard, rather than just finding pre-created lessons on the internet. I am excited about continuing to create my own lessons, especially knowing that I can design them specifically to meet the needs to my students. I also plan to integrate digital storytelling into my teaching. Throughout this course I have thought of many different units and lessons where digital storytelling would fit in perfectly.

I am looking forward to taking all that I have learned through this program at Walden and implementing it into my classroom!

Creating a student GAME Plan

Over the past several weeks, developing a GAME plan and working to carry the GAME plan out, has been very useful for me. I like having something concrete for me to look at, instead of just setting goals for myself in my head. Creating a GAME plan that focuses on technology use in my classroom has allowed me to set goals, work to complete those goals, monitor my progress along the way, and chance or tweak anything that I felt needed to change. I feel that after creating my own GAME plan and seeing first hand how it works, having my students create one would be the next step.

I work with my students every year to create goals for themselves. They create goals in subjects such as reading and writing. Now, I that I am implementing technology in my classroom more and more, I can have my students create goals for themselves in technology using a GAME plan. When I first created my GAME plan, I looked at the National Education Standards for teachers to choose areas that I felt I needed assistance. I looked at the National Education Standards for students and decided there are two areas that would be a good place for students to start for their GAME plan.

The first falls under Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. The two areas under this standard that would focus on are
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
My students already have some exposure to technology and I would like for them to create a GAME plan so that they can show this knowledge and to take what they have learned a step further and create their own original work.

The second area I would like for my students' GAME plan to focus on fall under Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
I have been working with blogs in my classroom and I would also like to incorporate wikis into my students work. I am a big fan of collaborative groups and I think this would be a strong area to focus on in the GAME plan.

My students are only in second grade and have just recently been exposed to technology in the classroom over the past year. I would like to start with creating a class GAME plan with my students so that they have an overall understanding of what a GAME plan is and how it works. We can set our goals together and work to take action on these goals as I facilitate technology lessons in my classroom.

GAME Plan... continuing to evaluate my goals

Through working with my technology coordinator at my school, I have learned many new tools and applications that can be used with my SmartBoard. I have been working to create my own lessons, and with each lesson I create I am able to create more in depth activities for my students. I am not having a lot of luck with finding professional growth opportunities, besides the online communities that I have been visiting. Because I teach at a private school, the administrators are very particular about where they will spend their money. Because I am the only interested in visiting a technology conference, this is something that has been put to the front of our “budget list”.

As I revisited the NET-S, I came across the standard, “Facilitate and inspire student learning and creativity”. Through my own GAME plan goals, I, as a student, have been learning how to create lessons in a creative way. I feel that this standard can easily go along with the goals I am already working on, so I would like to add it to my goals as well. I would especially like to focus on point b under this standard; engage student in exploring real-world issues and solving authentic problems using digital tools and resources. The more I am learning through these courses at Walden about online collaboration, I am seeing all of the possibilities of what I can implement in my classroom. This is a wonderful opportunity for me to encourage student learning while teaching them about real-world issues.

Evaluating my GAME plan

I have been working on the goals I set in my GAME plan over the past few weeks and have made some progress that I am proud of. This past week, I created a few lessons for the SmartBoard that I used in reading. We read a story called The Secret Life of Tress. I created an interactive lesson for my students to put the different parts of a tree together, as well as match the definitions. As I have said before, in the past I have depended mostly on using lessons that I have find online that were created by other teachers. It felt really great to create a lesson that I am proud of and that my students loved.
My action of talking to our technology director about the ins and outs of my SmartBoard really helped me in this process. She showed me tools that I didn't even know I had. It helped me to create much more than just a basic "slideshow" lesson like I had done in the past.
My other goal of seeking professional development is moving a little more slowly. I have found a technology conference that will be held in the spring. I am currently trying to find other teachers that may be interested. Our school only has 3 SmartBoards and not all classrooms have student computers. Many teachers aren't interested because they don't feel that it will benefit them. My principal seems to be on-board so I am hoping that we can come up with the funds to send atleast myself and one or two others.
As proud as I am of my SmartBoard lesson, I know there are so many more technology tools out there that I would like to learn about and implement into my classroom. Next, I would like to have my students create a digital presentation for the state projects we will be working on. Each student has researched a state and after winter break, they will be creating a brochure to tell about their state. I would love to have them create something on the computer using pictures and their voice to tell about the state. Does anyone have any suggestions?
As I continue working on my GAME plan, I am learning how many tools are out there to help me in my goal of creating lessons using technology. I'll continue learning how to use these tools through my own trial and error and hopefully one day will be the technology-savvy teacher I've always wanted to be.

GAME plan in progress

A big goal of mine in my GAME plan is to be able to create technology lessons of my own. I have created a handful of SmartBoard lessons, but they aren't as in depth and creative as i would like them to be. In many cases, i search the Internet, which has wonderful resources for teachers, and I find lessons that have been created and posted by fellow educators. I am able to download these lessons to my SmartBoard library and use them in my classroom.

To begin working on my GAME plan, I sought out the help of technology director at my school. She is very knowledgeable with the SmartBoard and she sat down with me and really went through the ins and outs of using the software. I had been to a day training when I first got the SmartBoard, but didn't nearly learn all that I needed to to truly benefit from the software. In addition to seeking her help, I have also found various resources on line that have helped me. I have found teacher blogs and forums with ideas for SmartBoard lessons. I am writing down and printing the information I have found and compiling everything into a folder.

At this point, I don't feel that I need to modify any specific thing. I am still in the early stages and seeking resources. Once I get deeper into carrying out my GAME plan, I may very well find areas that need to be modified. As of now, the resources that I have chosen have gotten me off to a good start.

So far, I have learned that there are an overwhelming amount of resources out there for me to use. Some days i feel that there just isn't enough time to go through everything that I come across. Then, I get frustrated when I try to narrow it down, but then worry that I'm missing something important that could really benefit me. Does anyone have any suggestions for how to go about managing my time and organizing my GAME plan to truly get the most benefit from the resources I am finding?

Carrying out my GAME plan

For my GAME plan, the two areas that I chose to work on are to Design and Develop Digital-Age Learning Experiences and Assessments and to Engage in Professional Growth and Leadership.
I have learned so much over the past year or so about how to integrate technology into my classroom. With that said, I learned a great amount, but I haven't actually been able to implement a lot of what I'd like. I have learned about so many different types of tools that deal with technology and ways to incorporate them into my classroom, but it seemed that as soon as I learned about them, I was already starting a new class where I was learning about something else. I know I can't implement everything at once, but I would like to set a goal so that I can work with a new tool every month. I want to really familiarize myself with the tool, create my own lessons and activities, and then carry it out in my classroom. Many times in the past, I have found precreated lessons for my SmartBoard and used those. I have not created a large amount on my own, but that is something that I would like to change.

Even though I will be finished with my degree here at Walden in the spring, in order to carry out my GAME plan, I would definitely like to pursue other professional development classes pertaining to technology. I also plan to observe other teachers that are currently implementing technology into their classroom. I learn well by watching others, not just reading about how to do something. I also think that I can learn a lot by reading blogs created by teachers and searching the web for ideas that teachers have posted. My goal is to become one of those teachers that other teachers come to watch and to have self created SmartBoard lessons that I can share with others.

Creating this GAME plan has helped me put into perspective the things that I need to work on for myself as a teacher. I am excited to carry out this plan and to grow as a professional.

GAME PLAN

After reviewing the website for the International Society for Technology in Education, I have created a GAME plan for two of the indicators under the National Education Standards for Teachers. The two indicators are to Design and Develop Digital-Age Learning Experiences and Assessments and to Engage in Professional Growth and Leadership. I believe that these two go hand in hand. In order for me to be able to design and develop digital-age learning experiences, I need to first understand this new digital age. I can acquire this understanding through professional growth.

Here is my GAME plan:
G- Goals: 1. I would like to create more diverse learning experiences for my students. An indicator under Design and Develop Digital-Age Learning Experiences and Assessments is to customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources (2008). 2. I am learning so much about technology through my courses here at Walden, but I would like to seek more professional growth experiences to gain more insight into this new digital age.

A-Action: In order to achieve these goals, I will look for various professional development classes in my area pertaining to technology. I will also ask our school technology coordinator if there are any on-site staff developments that we can participate in. I also can seek advice from other teachers and teacher resources, such as websites and blogs to gather information on teaching lessons that cater to the diversity of student achievement in my classroom.

M- Monitor: I will monitor my progress by keeping track of the professional development classes that I participate in. I will also keep a classroom record of the lessons that I am teaching where I integrate technology. I also can monitor my progress by collecting date from students assessments based on lessons that used technology and those that did not.

E- Evaluate: I will evaluate my learning by taking the data that I have collected from my student assessments and compare results to see if I am effectively carrying out these lessons with technology integration. From there, I can have a better understanding of lessons that I need to change or tweak and lessons that worked successfully.


References: National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.

Reflection

I have learned a lot from this class, Supporting Information Literacy and Online Inquiry in the Classroom, just as I have with all of my classes of learning to integrate technology into my classroom. It seems that with each class, and with each week’s assignment, I am learning and become more aware of how important new literacy skills are into today’s classroom. During this particular course, I have learned how important it is for students to be able to inquire about various topics and ask meaningful questions. I teach second grade, and in the past I have been very quick to assume that my students are too young to come up with their own questions for a research topic. I have learned throughout this course that with the proper guidance and modeling, students of any age can create wonderful questions to guide their research.

Throughout this course, I have gained insight on how to go about teaching my students how to create appropriate, well thought out questions and this is something that I would like to incorporate into my teaching. Questioning strategies are useful in many content areas and in life, so the time you spend guiding your students through this process will be time well spent (2007). In the past, I have taken control of my lessons and research that my students complete. I have come up with the questions, the topics, etc. In the future, I would like to given my students more control over their research. I will of course model for them how to go about creating questions and working on inquiry based projects, but I would like for them to take ownership of what it is they are doing.

One professional development goal I would like to pursue is to familiarize myself with the most current technology out there. I have learned about so many new technology tool throughout the courses at Walden that I never even knew existed. I would like to take a deeper look at the tools I have been introduced to, as well as research about other technology that is out there. Using other teachers is a great resource to help me accomplish this goal. I am always finding blogs and message boards where teachers are posting ideas that they are using in their classroom. I am also learning how important it is to actually use these tools myself and have a true understanding of the technology before I try and teach it to my students. I am excited about the technology that is out there and greatly anticipating integrating it into my classroom.

References:
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.

REFLECTION

During week 1 of this course, I developed what I believe to be my "Personal Learning Theory". After reading back over my theory, I still very much agree that this is the theory I most relate to in my classroom instruction and the closest to the way my students learn. I believe that my personal learning theory is most like Gardner's Theory of Multiple Intelligences. I feel that my students learn best through experience.
After taking this course, there is one change I would like to make in the upcoming school year. I will work to allow my students more leadership and a more active role in how they use the technology in my classroom. I started out with mainly creating and presenting activities on my SmartBoard and computers, but I have learned that it is very beneficial for the students to take a role in creating ideas and presentations to share with their classmates. I would like to continue to use the SmartBoard in my classroom, and after learning about the tools of Voicethread and Podcasts, I would definitely like to try those in my classroom. I think that the students will really get involved with projects and presentations when using the Voicethreads. This will allow them to take ownership of what they are creating.
As far as long term goals for my technology integration, the first is to give my students the active leadership role with technology presentations. At the beginning of the year, I will have to introduce and teach my students about the various technology tools we will be using. As the year progresses, I can give the students more and more independence with the technology and how they choose to use it for various assignments and activities. Another long term goal I have is to have my students work more in cooperative learning groups when they are using technology. I have learned a lot about the benefits of cooperative learning and would like to implement that more in my classroom.
This has been a wonderful course and I have learned about many great tools and strategies when using technology. I look forward to carrying what I have learned with technology into my classroom instruction for the upcoming school year.

Social Learning Theory in the Classroom

Social Learning Theory is very evident in my classroom. Dr. Orey describes a characteristic of Social Learning Theory as when students actively engage in constructing artifacts and conversation with others about what they are building (Laureate, 2009). In this week's resources, we learned about an intructional learning theory called Cooperative Learning. Cooperative learning focuses on having students interact in groups in ways that enhance learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007). When students interact in these groups they are showing evidence of Social Learning Theory.

Using Technology with Classroom Instruction that Works gives many examples of resources and ideas to use when implementing cooperative learning groups in your classroom. When my students are working on a project or doing research, many times I have them work together in groups. I usually base the groups on ability, but sometimes will mix it up and have a variety of ability levels in the group. Students work together to research a specific topic and then create some type of artifact to share with the class. Having students work in these groups allows them to actively engage in constructing and conversing, which is the basis of Social Learning Theory.

Just recently my students completed and project on animal habitats. I assigned groups of 3 or 4 and the students researched a specific habitat on the Internet in our classroom. They each took a part to research. For example if the habitat was the forest, one student researched animals in the forest, one researched shelter, and one researched food. They put all of their data together and created a poster with the information and shared it with the class.

Having students work in collaborative groups allows them to create a social environment in our classroom where they can work together and depend on one another.

Here is the link to my Voice Thread. voicethread.com/share/1197609

Technology and Constructionism in the Classroom

I have always believe that it is beneficial for students to participate in hands on activities in a classroom as opposed to sitting in a desk and listening to a teacher lecture. I continually try to make my lessons hands-on, fun, and stimulating for my students. In this week's resources I learned a little about Contructionism and the role it plays in a classroom. The Contructionism Theory is the idea that you need to have first-hand experience with things to understand things (Leaureate, 2009).
Technology is a wonderful tool to have and implement in a classroom. Technology allows students to be hands-on with lessons and projects. I use several types of technology in my classroom. I have a SMARTboard and create many of my lessons using this tool. There are 10 computers in my classroom that allows my students to have access to what I am doing on the SMARTboard. We have created a blog together, watched Brainpop videos, viewed PowerPoints, etc. The use of technology in my classroom keeps my students alert, excited, and even in tuned with the lesson I am teaching.

My students love making PowerPoints. I think it makes them feel a little like they are the teacher, which of course they love. They pick a topic, research it, and then create a presentation that I allow them to share on the SMARTboard with the class. All of these things correlate with the Constructionism Theory by giving the students that hands-on experience they need to fully understand and absorb the information. It allows them to build something on their own, which is what Constructionism is all about.

Cognitive Learning Theory in the Classroom

Cognitive Learning Theory is prevalent in most any classroom you would come across today. In this week's DVD presentation, Dr. Orey refers to the Information Processing Model, in which the brain first receives information and then stores it in short term, followed by long term memory. Students are doing this every day in class with the information they are being taught. As a teacher, it is my goal to teach students information which ultimately they will store in long term memory.

Dr. Orey also refers to Paivio's dual coding hypothesis which involves information being stored as images, text, and even smell. I know that I personally remember things better when I have an image in my head that I have somehow related to what I learned or connected with a smell of a certain activity that I participated in. I try to incorporate images in to as many lessons as I can. I teach a lot of lessons on my interactive white board.

Online sites such as BrainPop and United Streaming are sites that I use often in my lesson. The visuals, sounds, and images help the students retain information, especially when they are able to make a personal connection with the things they are seeing. Dr. Orey talks about Elaboration Theory which is the primary mechanism for storing stuff into long-term memory (Laureate, 2009). When students are learning something new that they don't know anything about, they associate some piece that is familiar and make a connection to help them remember. Instructional strategies such as using online educational sites in your classroom is definitely something that I find effective and useful in my classroom.

Resources:
Laureate Education, Inc. (Producer). 2009. Behaviorist Learning Theory: Cognitive Learning Theories (DVD). Baltimore, MD. Author.

Learning Theory, Instruction, and Technology

Well, I thought I had this whole blog thing figured out, but I'm realizing I might not be as "tech savvy" as I once thought. I logged on to my blog today and saw that my original post has disappeared! I'm not sure what happened, but let's try this again.

I am still continuing on my journey of becoming a tech savvy educator. I am not quite where I want to be, but I have had fun learning about new tools and various technology based instruction that I can implement in my classroom. I am currently taking a class where I am learning about the connection of learning theory, instruction and technology. In this week's resources I learned about the instructional strategy of reinforcing students' efforts through the use of technology. Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback (Pitlet, Hubbell, Kuhn, & Malenoski, 2007, p. 156).

Spreadsheets are a great way to reinforce students' efforts. My students participate in an online reading program called Accelerated Reader. This programs allows students to read books and then take quizzes online about the book they have read. Every few weeks I print out a spreadsheet that keeps track of the books and quizzes the students have completed and a chart of the progress they have made. By looking at the chart, students can clearly see the relation between their efforts and grades they earned on their tests (Pitlet, Hubbell, Kuhn, & Malenoski, 2007, p. 159). I would like to take this strategy a step further and have my students keep track of their own progress by having them create a spreadsheet through Microsoft Excel. I have 10 computers in my classroom so each student would have ample opportunity to keep track of their progress on the computer.

This strategy goes right along with the behaviorist theory in teaching. Accelerated Reader, along with the use of the spreadsheet to track progress, is a type of positive reinforcement. At the beginning of each 9 weeks, each student, with my help, sets a goal that they would like to reach. The goal usually involves raising the percentage correct on tests and the number of books read at each student's level. At the end of each 9 weeks, we have an AR celebration for those students that met their goals. This positive reinforcement encourages the students to work hard and improve their efforts to create positive outcomes.

As I said before, I have had a lot of fun learning about the various ways to use technology in my classroom. I have enjoyed trying new things that I have learned in class and implementing them in my classroom. I am not only teaching my students about these new tools in technology, but I am learning myself as we go!

References:

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., (2007). Using Technolgoy with Classroom Instruction that Works, Alexandria, VA: ASCD

I'm a Technology Savvy Teacher. . .almost :-)

I’ve been working to earn my Master’s degree in “Integrating Technology in the Classroom”, through Walden University. When I first started the course Understanding the Impact of Technology on Education, Work, and Society, I felt like I was well on my way to being a technology savvy teacher who was doing a great job at integrating technology in my classroom. Throughout the weeks of this course and with each new assignment I was given, I realized that maybe I didn’t know all there was to know about integrating technology into my class.
In my course DVD resource, Dr. David Thornburg quoted some teachers that he had asked about technology in their classrooms. They stated, “It has allowed me to move from a didactic teacher-driven world to a more inquiry-driven, project-based world” (Laureate, 2008). This is exactly how I feel. All of the technology that I was using in my classroom before, like my SMARTboard and computers, was completely teacher driven. I never allowed the students to explore and create student driven projects. After taking this course, I have learned about so many new fun and exciting things in technology that will allow me to create a more inquiry-driven, project based classroom, i.e. blogs, wikis, podcasts.
There was a time when I dreaded taking my work home each night and creating lesson plans for the week. During this course, I have learned many new things that I am trying to integrate into my classroom, and now I actually look forward to exploring and creating new ideas and lessons for my class. To teach technologies effectively, educators must learn to use them effectively (Richardson, 2006). I have realized that in order for my students to understand and be excited about the new technologies I am teaching, I have to truly understand it also. I don’t want my students to just understand how to use the technology, but I want it to drive them in their academics and have a positive effect in their learning.
One goal I would like to set for my classroom is to create a class webpage. I am fortunate enough to be at a school where 95% of students have computers with internet access at home. I’d like to use the webpage to post assignments, links and resources for projects, and even a resource page through a student created wiki. My second goal is to create a classroom blog. I would like the blog to be used in our class from the first day of school to the last. I’d like this to be a place where students can communicate with one another and build a classroom community. It can also be used for nightly reading responses. Parents will be able to actively participate in the blog as well. I believe that a class webpage and a class blog will be a great way to integrate technology in my classroom and truly open up teacher/student/parents communication.
As I said before, I once thought that I was a technology savvy teacher, but I am quickly realizing that I have a lot more to learn when it comes to technology. At times it can be challenging and difficult to understand, but I accept the challenge and am excited about all that it left to learn when it comes to technology.
Resources:
Laureate, Education, Inc. (Producer). (2008). “Bringing the Fun into Teaching with Technology” [DVD]. Baltimore, MD: Author.
Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.

And the technology journey continues. . .

In just a few short weeks I have created a blog, contributed to creating a wiki, and now I am learning how to create a Podcast! This whole road to becoming a technology savvy teacher has been quite an experience. I have enjoyed every minute of it! The best part has been taking the things I have learned and integrating them into my daily lessons in my classroom. This week I created a questionnaire for my students regarding their use and knowledge of technology. I am still in the process of interviewing the students and creating a podcast. I have created a website through Podbean and hope to have my podcast up in the next few days.
Here is a link to my podcast site. Enjoy!
http://ahanes.podbean.com/

Welcome to the 21st Century!

For part of an assignment in my Master's class at Walden University, Understanding the Impact of Technology on Education, Work, and Society, I visited the Partnership for 21st Century Skills website. Otherwise known as P21. P21 was created to support and provide tools and resources to prepare students for life in the 21st century. After navigating the website, I find it to be quite resourceful and informational. As a teacher, I struggle everyday with finding time to teach my students the proper tools and skills that they will need to know about technology to be successful in their future.
The P21 website provides various online links with tools and resources for teachers. One of the best link I found was Video 21. This link has a variety of videos that show what 21 century education looks like in the classroom. The Science lesson I watched modeled critical thinking, problem solving, and technology skills by the students. This is a great resource for teachers who are striving to bring these critical skills into their lessons, but aren't quite sure how.

The website states, "P21 Leadership States design new standards, assessments, and professional development programs that prepare students with the 21st century skills they need to be successful in school, work, and life. I was suprised to see that only 14 states are part of this state initiative. Preparing our students for the 21st century is something that should be done across the board, not just in 14 of our 50 states. I teach in Georgia and it is not one of the states. This is something I would like to research more and find out what initiatives my state is actually taking to prepare our students. In the meantime, I can definitely use this website as a resource in my own classroom.

website: http://www.21stcenturyskills.org/

Blogging in the Classroom

I am very new to blogging and still learning the ins and outs of the whole process. I am always thinking of ways that I can incorporate what I am learning through my master's class into my own classroom. I am currently teaching second grade and I am fortunate enough to be at a school with wonderful technology and I teach students that have access to computers at home. This week I was going through the units I wanted to teach for the next nine weeks. Every year we do a big unit on Charlotte's Web. Part of the unit requires the students to keep a discussion journal. Each night they read a chapter of the book and write their thoughts in the journal and share with the class the next day. I realized that this would be a perfect time to bring blogging into my classroom! I could like to set up a Charlotte's Web blog for my class. Instead of having students write in a journal each night, they can blog. Then, each day in class I can pull up the blog on the SMARTboard and we can discuss each other's thoughts and opinions about the book from the blog. I think that this would keep the students interested and it would be a great introduction to blogging. I can't wait to start!

Teaching with Technology

And so the journey begins...

I just recently began my graduate degree at Walden University. I am specializing in Integrating Technology in the Classroom. I have been a classroom teacher for 7 years, and with each year I have taught, more and more new technology has come about in the education world. I decided that this degree would be the perfect way to learn how to effectively integrate technology into my everyday teaching. I am excited to begin this journey and look forward to sharing my thoughts and ideas with each of you!