Photos For Class vs. Pixabay LIS568

The term “Google it” is by far a way too popular practice amongst our students and our overall society.  The issue with simply “Googling it” can be understood through Scheeren’s (2015) discussion regarding the internet.  He states, “The nature of the Internet as an unmediated network has resulted in large numbers of webpages with invalid, incorrect, or biased information” (p. 11).  This understanding certainly exemplifies the need for aspects of education that focus on overall digital literacy and digital competence.  Built within this 21st century knowledge is digital citizenship. Educator and author Mike Ribble explains digital citizenship as, “…a concept, which helps teachers, technology leaders, and parents to understand what students/children/technology users should know to use technology appropriately” (Hollandsworth. Dowdy, & Donovan, 2011, p. 38).  Within digital citizenship comes a students’ responsibility to give credit to material that is used for work but not created by the student.  For example, an image used for a presentation.  Many times students simply do an image search on Google for whatever they are looking for and use whatever image they like without thinking twice about it.  Such a mindset is one that is present within a student before they are taught about digital citizenship and copyright laws.  With that said, creating a citation for every image used off of Google Images can certainly be daunting.  Thus, I present you two resources that are backed by Creative Commons, allowing its users to search and use material found on their website without the worry of copyright laws, Photos For Class and Pixabay.

Photos For Class allows its users to safely search for photos through its “classroom in mind” filter system. Other than being extremely safe, there are no other filtering options. Photos must be downloaded, however each downloaded photo has citation information embedded below the image.  Photos For Class is extremely easy to navigate, and it has learning opportunities within the website.  The resource provides students with information on how to cite, why it is important to cite, and the different licenses types.  Students can find photos for projects and presentations, easily download from the website, obtain photos with embedded citations below each downloaded photo, and have accurate citations under Creative Commons licensing.  

Pixabay allows its users to search for free of copyright photos, vector graphics, illustrations, and videos.  Although there is a safe search function, it takes a little searching to find it from the home screen.  Filter media by type, orientation, category, dimensions, and color.  Once a piece of media is selected users have the option to download, like, save to favorites, share, and find related media.  Pixabay offers very high quality photos as well as offers a social media side to the application with the share and like functions available.  The resource can be used in 26 different languages, thus the social media side can provide a cross-cultural aspect to your students’ education.  Students can easily download media on Android, IOS, and the web in four different sizes.  However, it is critical that you turn safe search on for students, especially those in the younger grades.  Pixabay offers all of their media free of copyright as they are backed by Creative Commons licensing.

Although Photos For Class provides and extremely safe search, Pixabay’s diverse options provide a much more valuable asset in the classroom for both students and educators.

Happy Teaching!

References

Hollandsworth, Randy, Lena Dowdy, and Judy Donovan. (2011). “Digital Citizenship in K-12: It Takes a Village” Tech Trends.  55(4) 37-47.

Scheeren, William O. (2015) Technology Handbook for School Librarians. Santa Barbara: Libraries Unlimited.

A Rational Approach: Using Twitter As Professional Development and Possible Classroom Implementation! LIS568

When I finally signed up for Twitter, after many friends were consistently encouraging me to, my initial response was that I can really see certain functions of Twitter providing me, as an educator, with quality professional development (PD).  After spending a little time with Twitter my initial response to its use in the educational world still holds true.  In fact, once my professional learning network (PLN) began to slightly grow I started valuing Twitter for more than its Twitter chats.  Where Twitter chats certainly provide an amazing opportunity for professional development, the overall functionality of Twitter when used only for professional aspects provides a diverse, vast, and organized educational resource.  A resource that allows educators and students to easily search for specific topics through the use of hashtags, ultimately allowing educators to partake in quality and convenient PD while students are introduced to a vast and quite organized resource.

Let me first start by saying that this is a truly unbiased discussion.  Meaning if I found no value in Twitter in terms of providing me, as an educator, with assistance to my day-to-day tasks I would not waste my time sharing positive thoughts of such technology.  With that said, the most useful function of Twitter to me, as of now, is its ability to provide me with quality conversations that fit into my schedule.  These conversations, referred to as Twitter chats, are conversations that truly provide me with meaningful and relevant professional development.  The best part of such PD is that it doesn't interrupt my daily schedule.  I can literally be laying in bed at the end of a long day gaining more engaging and beneficial PD than if I attended a workshop in the evening.  Don’t get me wrong, I have been involved with many workshops that I truly have found valuable to my professional career, but if I had to choose staying at work for another 3 hours, of course after waiting an hour or two after school for the workshop to start, or going home after a long day, I think it is obvious I would choose the latter.  Through using resources such as Participate or Education Chat Calendar, one can easily locate Twitter chats to partake in.  The most important and beneficial aspect of Twitter chats is that users can pick and choose exactly what conversations they want to be a part of.  Feeling like you need a little pick-me-up in regard to education technology search #ATchat, or search #elmused if you want to focus on elementary art.  If there are two chats you find intriguing that are scheduled for the same time on the same night, why not partake in them both at the same time?  The flexibility, diversity, and overall quality that educators can receive from twitter chats are what makes it such a valuable resource for educators. 

Although Twitter chats offer quite a lot in terms of PD, the overall PLN that Twitter provides educators with is truly a meaningful function.  By following other professionals, users are able to build a network with other educators that offer ideas, materials, resources…etc. which can be utilized with ease.  As Scavitto (2015) states discussing her Twitter usage, “The people in my PLN share amazing materials about all aspects of education.”  Not only are educators able to gain valuable resources, but the diversity of such material allows users to become exposed to new and innovative aspects.  More importantly, discussing such vastness of resources Scavitto (2015) states, “Articles like this would have been buried in the vastness of the web for eternity-but I get to read them because they appeared in my feed.”  With the utilization of hashtags users are able to have an organized system for storing and finding resources.  As Pitler (2015) suggests, “The secret to getting the most out of Twitter as an educator lies in knowing how to use hashtags (#)- those things we used to call the number signs last century.”  For example, if you are in need of a poster creator for students to use as a summative assessment tool but want to use a different tool than the typical Google Docs or Pages, a quick search using an appropriate hashtag such as #edtech can introduce you to the application Google Drawings.  Even more impressive is that if you are following the “correct micro-bloggers” in relation to a given interest, as Scavitto points out, information regarding Google Drawings could have just simply been present in your feed.  Thus, the importance of following the most beneficial micro-bloggers in regard to a given interest is extremely important.  As Scavitto (2015) states, “If you’re going to use Twitter for things beyond curating a collection of educational resources, I suggest having multiple accounts.”  Mixing interests outside of a professional focus will simply provide a user with additional content that can lead to an overall scattered and overloaded feed. Thus, defeating the purpose of using Twitter as professional development means.

Overall Twitter can provide educators and students with vast, diverse, and meaningful content.  Educators can advocate and implement for their students to utilize Twitter in very similar ways that they would.  However, being familiar with its functions and how to navigate the resource will help lead to a positive and beneficial experience for you and your students if you implement such features into your instruction.  Twitter chats offer an incredible opportunity for educators and students to partake in active and relevant discussions surrounding basically any topic of interest.  More importantly, through utilizing resources such as Participate and Education Chat Calendar, users have the ability to plan ahead as well as have the flexibility to attend Twitter chats through the comfort of their homes.  It is common for Twitter chat users to follow the other professionals that were part of the chat, ultimately allowing for a meaningful PLN to continually grow.  With the nurturing of a quality and relevant PLN, other professionals’ posts continually show on your home feed allowing easy access to resources, ideas, materials…etc.  With the understanding and the use of hashtags, students and overall users are able to be easily organized with such a vast amount of materials.  However, users must be mindful of only following other users that add to their repertoire of educational resources, ultimately creating a meaningful, relevant, and vast professional learning network.  As Pitler (2015) states, “Once you get started you just might become an evangelist.”  Of course, we can assume Pitler’s thoughts are to convert the non-Twitter users to simply Twitter users, not to turn such non-users into Christians!

References

Berger, R. (2015). Using twitter to supercharge your professional development. ConnectedEducators. Retrieved from http://www.connectededucators.org/using-twitter-to-supercharge-your-professional-development/.

Scavitto, D. (2015). Teachers: embrace twitter for professional development. Edudemic. Retrieved from http://www.edudemic.com/teachers-embrace-twitter-professional-development/.

Are Your Search Results The Same As Mine?

One of the best aspects about being a scholar and educator that focuses a lot of their research in the technology field is that there is always something new to become informed about.  In other words, there is never a dull moment!  Have you ever thought about what results you receive from doing a Google search and how such results compare to a friend’s results of the same exact search?  Well, go and try it some time as you might be surprised.  The terms “filter bubble” and “echo chamber” might not mean too much, if anything, to you.  In fact, such terms meant nothing to me three days ago as well!  Before I discuss the two, possibly, foreign terms, let us all understand that the internet that we view on a daily basis is composed of many algorithms that guide such vast and diverse information as to what ends up in front of our eyes, on our computer screen, and ultimately what we view with each passing click.

When one rationally attempts to understand the meaning of both terms filter bubble and echo chamber surrounding our internet usage, I believe we can come to an understanding that the internet’s information is being filtered into some sort of bubble that also involves a chamber of echoing searches, clicks, friend’s searches…etc.  Specifically, a filter bubble is the use of algorithms to filter certain information into a personal bubble, where an echo chamber also uses algorithms to echo or communicate what clicks, searches, friends selection, friends’ searches…etc. to the filter bubble in which you exist in.  Essentially, both filter bubbles and echo chambers are working together to provide you with exactly what you “want” to see.  As Pariser (2015) states in regard to such algorithms, “After all, they mediate more and more of what we do. They guide an increasing proportion of our choices-where to eat, where to sleep, who to sleep with, and what to read. From Google to Yelp to Facebook, they help shape what we know.”  If this is your first time hearing of such aspects of our internet, yes, I too had some strong feelings regarding such actions.  However, it might not be all that bad as we might have some say in such operations.

Critics such as Eli Pariser have made such internet operations known and, as they should, some of the “culprits” for creating and using such operations have responded.  According to Moon (2015), “Facebook wants you to know that you’ve only got yourself to blame for the lack of diversity in views on your News Feed… ‘Filter bubble’ is what you call the situation wherein a website’s algorithm shows only posts based on what you clicked (or Liked) and commented on.”  Basically, Facebook is responding to such allegations by blaming the algorithms’ functions on the users themselves.  Saying that the algorithms only respond to what the users input into them, in terms of their choices of media to view.  Where Facebook is technically right, the fact that such algorithms alter what we see at all is a cumbersome thought in itself.  Although, without such algorithms how would the vast and diverse amount of information on our internet be sifted?  I suppose by most recent creation? Or, how about alphabetically?  I suppose we can’t be too upset with such organizations such as Facebook, as they kind of are just doing their job in a way they think might make the user satisfied.

Now that we have discussed a major part of what truly shapes the internet and how we view it, how has it possibly affected us as a society and what does this mean for our future usage?  Well, when we take a step back and think about what the results of such filter bubbles and echo chambers have caused, I believe it is very rational to understand that we have been exposed to basically only our view point.  Information that has an opposite viewpoint has been filtered out, ultimately to better our viewing experience.  Does this mean we have unknowingly been sifted into a society that is filled with individuals which have difficulty understanding opposing thoughts and views on different aspects of life in general?  Could this have lead us to much of the hatred that has recently been present within our society?  The answers to these questions are currently just not fathomable, as there has not been extensive research to back up such claims.  Thus, rather than looking into the past we must look into the future.

Eli Pariser (2011), in a TED presentation titled Beware online “filter bubbles,” talking to software engineers in general states, “…People who have helped build the web as it is, and I’m grateful for that. But we really need you to make sure that these algorithms have encoded in them a sense of the public life, a sense of civid responsibility.”  In other words, it is essential that we are not only coming across and viewing information that is solely chosen to satisfy our current views based on what we personally click on or what are friends on social media click on.  We must have diversity in what we view, ultimately allowing us to become more understanding or at least educated on society’s opposing views.  Although Facebook has released information on updates that they are working on and have released to help combat the filter bubble, as Pariser (2015) suggests, Facebook is still in control as to what information is released to the public as studies have to get Facebook’s permission in order to be released.  However, hopefully software engineers see the value in not “trapping” their users in filter bubbles and echo chambers, ultimately offering our society more “hard” news, the news that is of true importance and unbiased to our ideas, rather than “soft” news, the news that surrounds only our interests.  As current users, being informed and informing others on such internet operations can only help our view on society as a whole, as it might potentially help limit society unknowingly falling into a self centered world.  After all, as Pariser (2015) states, “The more we’re able to interrogate how these algorithms work and what effects they have, the more we’re able to shape our own information destinies.”

Social Networking: Do Yourself a Favor!

As we continue to grow as educators in the rapidly growing technology focused 21st century, keeping up with innovative technology can certainly pose a challenge.  Not only must educators stay up to date on the current technology they are using, but any emerging tools as well as all of the pedagogical approaches for each of the tools are also of critical importance.  How do you keep up with so much information on top of doing your day to day job?  Well, honestly you probably don’t!  However, joining social networking groups, which the majority are free, can at the very least provide you with an organized approach to keeping up with such a vast amount of continually flowing information.  Social networking groups are just what the name suggests, a network of individuals that socially connect with each other via an organized group.  

When considering a social networking group to join, one must first consider what exactly it is that is of personal interest or relevant to them as an educator.  There are a number of social networking websites that organize a vast amount of groups depending on the overarching focus of such websites.  For example the Flipped Learning Global Initiative (FLGI), a social networking site that is of personal interest and I feel does a great job with its content, has a vast amount of information and resources surrounding the flipped classroom.  Through the Flipped Learning Network I am able to connect with individuals that share my interest of the flipped classroom, allowing me to collaborate with others in an organized fashion surrounding many different aspects of such a pedagogical approach.  Flipped Learning Network provides me with many different interest groups, such as ELL, Schoology, Flipped Learning within Google Classroom…etc., that I am able to join for an even more focused approach.  Although I am not sure how useful, one can become a certified flipped learning educator by utilizing the networks training center.  That being said, the aspects of the network that I find most useful at this time are the blog and the radio.  The blog section allows me to have an organized location of blog posts focusing on all different aspects of the flipped classroom.  Being a member of FLGI allows me to add my own blog posts as well as comment on any posts as well.  The Flipped Learning Radio (FLR) is such a great resource that FLGI offers, allowing me to have access to a vast database of recordings surrounding different aspects of flipped learning.  It can’t get much easier than playing a recording found on FLR while driving to and from work or simply “kicking it” around the house!

It is obvious that, as educators, we are very busy on a daily basis.  Do yourself a favor and join a social networking site.  Flipped Learning Global Initiative is just one of many sites that offer a vast amount of tools and resources that can easily be accessed and utilized.  Networking with other like-minded individuals allows you to have the opportunity to stay up to date, become informed on innovative ideas/technology, and ultimately make your day to day job easier.  Professional development is essential to truly be successful in the education of our youth.  Becoming part of a free and easily accessible network of other professionals seems like a very rational approach to continue developing professional skills and knowledge as a life long learner.

Rationale of Becoming Connected?

When analyzing the process of obtaining knowledge through the lens of the Connectivism theory, a learner is like the Higgs Field.  The Higgs Field being the energy field astronomically believed to exist everywhere in the universe.  The field that uses its particle, known as the Higgs Boson, to continuously interact with other particles, similar to how a learner uses its available networks to interact with other learners.  Connectivisim, like any learning theory, attempts to give reason or explain how an individual should or currently learns.  Behaviorism, Cognitivism, Constructivism, and now Connectivism all give rational thought to explaining the most beneficial way to educate our youth. Connectivism, being the most recent approach to explaining learning, has until recent been given the short end of the stick.  However, with the increase of technology usage in the classroom, Connectivism is truly becoming a theory that needs more attention.

Theorist and Connectivism advocate George Siemens (2005) states in his Connectivism: A Learning Theory for the Digital Age article, “Learning…is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing.”  In other words, the Connectivist approach focuses more on the learner’s ability to generate and utilize connections made with other people, groups, networks, and/or systems.  This understanding is very critical to examine in a time where our world is so connected.  Just how should we be educating our youth?  Currently, not only is technology changing within the classroom, but society is changing as a whole with current technologies connecting us more so than ever before.  It seems like a pretty rational idea to consider just how we our educating our learners.  Does it not?  Our once thought learning theories are certainly a valid foundation to understanding the learning process, but it has never been in human fashion to sit stagnate.

Where I tend to differ with theorists in general is that my mind tends to focus a lot of its efforts on the rationality of day to day life.  Meaning, it is wonderful to have theoretical explanations to why human aspects, specifically learning approaches, are the way they are, however all that is pretty minuscule when it comes to actually interacting with students on a daily basis.  When I'm facilitating a classroom, I can assure you learning theories are not on my mind.  Although, I’m sure one can argue that my educational studies, that of which is theory based in general, has conditioned many of my actions throughout a given day.  Either way, real interactions are much different than theoretical approaches.  That being said, our current society is as connected as it has ever been.  Our students are born into a world that has almost entirely moved to online dictionaries.  Students are connected to the World Wide Web as soon as they are born, as parents take pictures and upload them to the web.  Which I must say is personally quite strange!  My point is that our approach to learning needs to start leaning towards our societal shift.  We should allow our pedagogical focus to embrace our connectedness. Educating our students on how to not only efficiently use technology that is present, but providing them with the essential knowledge on how to sift through, organize, and become lifelong learners of the vast amounts of information conceived through our connectedness as a whole, is critical in leading them to success throughout life.

After all, isn’t it our job to prepare our students for success in their college and career endeavors?  As stated by Siemens in Vieira’s (2007) video The Network is the Learning, “What we know today is not as important as our ability to continue to stay current.”  Taking a Connectivist approach rational leads our pedagogy to truly incorporate how to educate our students to successfully communicate and interact with others.  I tend to link this directly to my inquiry based approach in the classroom.  If students can not respectfully and professional communicate with one another, they will have a difficult time successfully and meaningfully completing the inquiry.  With such pedagogical techniques as inquiry based learning, building in a Connectivist approach is very natural, especially if you are aiming for your curriculum to be relevant.  Educating your students on how to effectively connect and collaborate through web based platforms is one simple step in accomplishing a more Connectivist approach, while at the same time allowing students to reap the social and emotional benefits of collaboration through inquiry.  I believe it is essential to have an open mind and utilize ideas from all learning theories when educating students.  Being in the 21st century and living in a unique connectedness state means becoming informed with and practicing 21st century connectedness skills.  Siemens, in his WhatIsConnectivism video/recording, states, “Any idea or concept now, can be hashed to death in multiple spaces and in multiple ways so that every potential viewpoint conceivably can be represented.”  Throughout history we have always learned from one another.  We, as humans, have this need to connect and communicate.  We began recording our day to day life through cave paintings some 30,000 years ago, leading us to where we currently are today.  We distinguish the terms History and Pre-History through our ability to write.  A Connectivism approach seems to have been present throughout much, if not all, of our human existence.  With the World Wide Web allowing us now to connect more so than ever, why would we not focus our attention on how to effectively and efficiently utilize such connectedness?

A Connected Society's Impact on Education

Teaching in the 21st century has provided many challenges for a significant amount of educators.  However, I personally find it quite fun!  Yes, the mundane paperwork and the silly politics can be somewhat of a drag, but the vast and diverse network of tools and resources that are available to teachers certainly makes up for those annoying aspects of teaching.  For example, at the end of last week I was pretty checked out at the end of the day, like any other elementary educator, and as we were waiting for busses I put on the science YouTube channel Varitasium.  The students were absolutely memorized by hydrodynamic levitation, and they vanished away from my desk allowing me to gain back a slight ounce of sanity.  As much as I really do enjoy all of the little Einsteins in my room, sometimes it is nice to get a break from questions!  My point is that with all of the technology we have available to us it is very easy to really gain students’ engagement in instructional material, especially while using technology.  With that being said, have you taken a step back lately and asked why?  Why are these students so engaged in basically everything surrounding technology?  Now don’t get me wrong, I am surely engaged by the same pieces of technology, but the difference is I would be just as engaged by reading a study or article explaining hydrodynamic levitation.  I recently viewed a couple videos surrounding the understanding of this 21st century technology revolution as we know it.  The videos, both with a similar title and from YouTube, are Social Media Revolution 2011 by Erik Qualman and Networked Student by Wendy Drexler.

Social Media Revolution 2011 was a very fast paced video with tons of facts being thrown at you surrounding, as the title suggests, this high demand of social media use within our current society.  Yes the video is from 2011, but the facts that are stated throughout the video are still absolutely relevant.  One of the first facts the video mentions is how Facebook has more weekly traffic than one of our main, if not the main, search engines Google.  Does this mean that individuals are using Facebook as a search engine in itself to obtain all sorts of information?  I can tell you that it certainly seems that way with all of the shared articles that show up on my newsfeed.  Actually, this fits a characteristic of the Generation Z (born from 1995-2010) part of society.  If you read it on the internet, it must be true.  Wrong!  This is why, as an educator, I focus a lot on providing my students with the information on how to distinguish between what resources are reliable and which ones are not.  Another fact that I found interesting, just for the sole reason that I have noticed it more and more lately, is how one in five couples meet online.  Subsequently, one in five couples blame their divorce on Facebook.  Even though these facts might not have a correlation, it shows us just how “connected” our society is.  Going through the process of choosing or in this case losing a partner, which just for the reminder is a significant life decision, is surrounded by social media!

If the last facts don’t prove to you that we are a little too connected as a society, maybe this next one will.  In his video, Qualman (2011) also shares the fact that social gamers spend around six billion in VIRTUAL goods, whereas individuals that visit the movie theater spend around 2.5 billion on real goods.  That is pretty intriguing to think about, is it not?  Where you might feel that I am totally against the use of social media, I promise you I am not.  I honestly just find the fact that social media is consuming the majority of our society to be an aspect that shouldn’t be ignored, especially when considering the education of our youth.  As Qualman fostered some intriguing thoughts on just how connected we are as a society, Drexler explains the educational theory known as connectivism in her video.  You know connectivism must be a newer word when your word processor doesn’t even recognize it!

Connectivism, as stated in Drexler’s (2008) Networked Student video, “Is the theory that learning occurs as part of a social network of many different connections and ties.”  The idea that a student can go through school building his/her social media profiles and come out an eager professional ready to successfully tackle the workforce.  As I watched this video I had mixed feelings about the practices this theory suggested.  I felt that it has a lot to offer both theoretically and practically, however the idea of what that means for educators is somewhat uncanny.  Drexler focuses the whole video around a student having to comprehend a specific topic and the practices a connectivism approach would take for that student to be successful in that comprehension.  Starting off with reading, reflecting, and construction of their own blogs students are able gain others’ insight, foster an opinion, and then share their insight and opinion as a culminating point.  The researching of the topic allows students to sift through, what seems like a never ending data base, the World Wide Web as to what is reliable information and what is not.  Having students be able to even understand, especially at the elementary and middle school level, the concept that not everything they read on the internet is true is difficult to begin with.  However, once that aspect is understood there are many benefits to students keeping a blog.  

I was most impressed with Drexler’s video when she discusses the social and emotional aspect of blogging.  Initially I thought that having students connected all the time working through a computing device would limit their ability to have good social and emotional intelligence.  However, through social media, such as blogging, students are able to practice their collaboration skills through professional and respectful communicating.  Now, if that collaboration is not guided by an educator, you have a high chance that professional and respectful communicating would not occur, especially after the first disagreement.  Through connectivism the purpose of an educator is just that, to help guide students safely and efficiently through their learning on the vast web.  Specifically, to help their students build a network, take advantage of the learning opportunities, offer guidance when stuck, info reliability, and how to communicate properly and ask respectfully from experts.  

Connectivism actually seems very inquiry based, and focuses a lot on getting students college and career ready.  This approach is very rational in the sense that students will be working in a tech heavy world!  I personally find a lot of value in what connectivism has to offer a classroom, as I do try to have as much inquiry based work that I can.  I also believe that fostering students’ college and career skills is one of the most beneficial aspects that can be taken away from a school year. Although theoretically and practically using social media as the foundation to a students’ education rationally seems like a quality approach to educating our students, we must not forget just how important the role of an educator is academically, socially, and emotionally.  

Now more than ever students need our guidance, expertise, and experience that we as educators have to offer.  However, the traditional ways of educating are somewhat in the past.  As educators we need to do our job and as they say “keep up with the times.”  The pedagogical skills and understandings that were once mainstream are evolving.  Professional development and the correct trainings are important not only for the success of our students but for the success of us (educators) as well.  I believe that providing our students with college and career readiness in all aspects is our main goal.  Our students will be working in an even more technology driven and socially connected world that we currently are.  Thus, it is important that we provide them with the appropriate skills they need to be successful in their journey.  For most of us that means that we need to first take the correct steps in gaining such skills for ourselves.  The nice thing is, we have the knowledge of educating and a vast amount of resources to get us there!

Happy teaching!