Setting Up and Connecting Your Blog

A key idea here at ED677 is that we use and maintain our own space online so that we can practice doing this and reflect on the implications for our teaching. Establishing a blog is a simple way to get started.

Another key idea is that we connect, as a community of educators, in order to explore our practices together and develop our collective knowledge. Therefore we have this shared blog also and I ask that all ED677 course participants submit the URL of their blog in order to be part of an automatic feed here (this will update as blog are added).

If you already have a blog and would like to use that one, you can tag your relevant posts with #ED677 and send only the things you want to the shared blog.

More on all of this below:

  • Getting started blogging
  • Create a new blog
  • Connect a current blog (and/or use your blog for a variety of things)

Getting started blogging

Getting started with blogs and blogging is much more dependent on personal preferences. There are many blogging tools to choose from and different options and affordances available with each one.

The best way to familiarize yourself with blogging — both the options and the genre — is to read and follow bloggers. Here are some crowd-sourced blogs which related to equity & connected learning that might be of interest to browse. Feel free to add your own suggestions too.

Since reading and writing go hand in hand, here is a blog post by blogger/educator Alan Levine (known online as @cogdog) about how to blog like a champion and an oldie but goodie by Bud Hunt (known online as @budtheteacher) Teaching Blogging not Blogs. And a post by a math teacher about why she thinks teachers should blog called Enrich and Enhance Your Professionalism through Blogging.

Create a new blog

If you don’t have one you can simply create one. You can pick almost any blogging platform. Popular ones include Edublogs (or WordPress itself which it runs on), Tumblr, Typepad, Squarespace, Wix and Blogger. Any other blog that you are comfortable should also be fine.

Once you have a blog set-up, personalize it! Use your “real-name” or not … give it a title that reflects why you have it and what others might find there (I mean you can call it ED677 but that’s kind of boring and meaningless to others outside the course, right?!) … add some pictures. Note that you can use images that you find online but you must make sure the author gave permission to share).

Note: here’s a quick screencast I made about how to find images online with licenses that permit reuse.

Your blog should be reflective of you as an individual so be creative and have fun while getting it set up. Want to think first about your identity online? This New York Times Learning Network post was written for students but contains tips useful for all of us, I believe: Who are you Online? Considering Issues of Web Identity.

Once you get it set up, post something to say hello and introduce yourself to the world. And then submit your blog here.

Use a blog you already have
(and/or use your new blog for a variety of things)

To use a blog that you already have or to blog about a variety of things on one blog, you can use tags and/or categories within that blog to create a feed. This feed can then be submitted to our shared blog and then only only related posts that you tag with #ED677 will show up.

Each blog creates feeds differently, but here are some tips for common blogs that might help:

If you use WordPress:

  • Create a category on your blog called ED677 or create a new WordPress blog at and add the category ED677.
  • Find the RSS feed of the category by using this logic:

If you use Blogger:

  • Create a label on your blog called ED677 or create a new Blogger blog at and add the label ED677
  • Find the RSS feed of the label by using this logic:

If you use Tumblr:

  • Create a #ED677 tag within a post that you publish. Click on that tag once published to get the URL for all of the posts with that tag.
  • Add /rss to the end of that URL. This is the logic of the feed:

If you use something else … please refer to the Help menu of your blogging software.

Once you get it set up, post something to say hello and introduce yourself!

And then submit your blog here.

Getting Started: Honoring our Interests and Connecting Online

Welcome to ED677.

I am Christina Cantrill and I work for the National Writing Project as an Associate Director of National Programs. I am excited to work with you this semester.

My background and experience is based on working alongside writing project educators exploring the implications of digital media on learning and literacy. A few key places to connect to some of that work is at Educator Innovator.

I am excited to have this chance to work with you and all and am keenly interested learning more about you. This first week we will take the time to introduce ourselves while we also get ready for the weeks ahead.

As we get started …

What does “connected learning” mean to you? Take a few moments to yourself and jot down some words that you think of when you read that phrase.

Note that there are no wrong answers to the question because whatever it means to you is probably exactly right — there are many ways to connect (both on and offline) and to learn through these connections.

Keep these notes for yourself somewhere and return to them throughout the semester. When you do you can ask yourself questions like this: what might be changing about your ideas about connected learning? What is staying the same? And why?

Reviewing the Syllabus

Although we will be using Canvas to a certain extent, I am interested in us exploring and using a variety of tools that are on the web. I have set up this blog for ED677 Spring 2017 and encourage you to start here.

Please begin by pulling up the syllabus and doing a close reading of it. I’d also like you to respond to it by making comments/annotations in the margins. Here are some questions to get you started: What excites you about this course? What raises questions?

Note that our syllabus is a Google Document. You can use the “commenting” tool to make comments and ask questions that the rest of us can see and respond to. You can also use the color highlighter to highlight parts you think are particularly interesting or exciting or maybe even a little odd. Go ahead – you won’t offend me and I’d like to know what makes sense and what doesn’t before we get started.


Our readings this week will give us some basic background information about a framework of learning or “an approach to learning” called Connected Learning.

Finally, in getting your own blog set up this week, there are several related readings and resources to check out along the way.

Make this Week

Here is a prompt to respond to by making something — you might want to make a blog post or you may respond using a another form of communication (drawing, video, etc.). This prompt will be shared with the rest of the class and, ideally, publicly. It is meant to introduce yourself as part of our ED677 Community.

Describe an interest that you had as a young person, whether or not that interest was recognized as learning in school. Write or make something about it that you can share with others … Tell us about what might have piqued this interest. How did you pursue that interest or what did it make you think about? What and who supported you as you dove deeper? In what ways were your interests connected to school, or not? What were the implications?

Once you can make your blog, you can post your response there. If you are still not sure about posting on the public web, you are welcome to post in Canvas which only our class will see.

Play this Week

As I mentioned in the syllabus, each week we will each find things online to share and reflect on that are about each other’s work and/or the larger field of Connected Learning. I’d like you to start practicing this process this week.

You can find things to highlight in your fellow classmates work (ie. their introductions and/or blog posts) or you can highlight other things you find online that you think address the topic this week, ie. honoring our interests and connecting online.

Have fun with this as if it is a game (because it kind of is!) … for example, if it is Friday, then find 5 things and think of it is “Find 5 Friday”. If it is Saturday though when you get this, then you can “Seek 6 Saturday.” And if it’s Sunday, the “Search 7 Sunday” is perfect.

Here is an example from 2014. Notice how Lizzy writes something about each one and then makes a link to where she found if the post is public and online. If the post is not public (for example if it’s on Canvas), please note where we might find it.

Please post what you find to your blog.

Getting Ourselves Connected

This course will encourage you to use a range of online tools and resources to support connecting to each other and to the wider world. Here are a few steps to make sure you are connected this week.

Setting up our blogs

Ready to set up that blog I keep mentioning? Okay, great!

We will each maintain our own blog to share writing and media with the wider public throughout the course. This week you should create that blog (or set up a blog you already have to work for this course). Once created, we will connect all of our blogs to our ED677 Spring 2017 class blog.

I created a guide to help you with this process. Once you get it set up, post something to say hello and introduce yourself! And then submit your blog here.

Bi-weekly meetings

Every other Thursday at 7:30pm I’d like to meet online via video. This would make our first video meeting would be on January 26th and we will be joined by Dr. Kira Baker-Doyle.

If you cannot make this meeting, please email me right away and let me know and we can work out how best to do follow-up. If, however, Thursday evenings don’t work for you at all through the semester, please send me evenings that might in case adjustments can be made. Email me directly at

Have a great week ahead!



A teacher network that I am a part of is called the Philadelphia Regional Noyce Partnership (PRNP). The first event that I attended was the New Teacher Workshop last year. At this workshop, new first and second year teachers were given resources and professional development workshops. I also met up with a few of my friends who also graduated from Temple with me.

When I was a student at Temple University, I received a scholarship from the Noyce program. After graduation, I met other Noyce scholars in the region through PRNP. It was really helpful and encouraging to be connected to other first and second year new teachers. We had the opportunity share our struggles and experiences and bounce ideas off each other. It has so far been a meaningful to talk to others who my age and even though we teach in different schools and districts, we have been able to learn from each other. When I was hired at Cheltenham last year, I was one of the two first year teachers and the only first year teacher in the high school. Even though my coworkers, mentors and administrators were very helpful and supportive, I still felt the need to connect to those who were first starting out like me. Hearing that others were facing the same struggles as I did helped me feel less alone and more encouraged.

PRNP also started a New Teacher Support Program where each of us new teachers were connected to a mentor. My mentor has visited my classroom and given me feedback and advice about my practice. It was great to hear from someone outside of my school who is there to help me. The New Teacher Support Program also includes short meetings where we all come together to learn about different topics related to our fields. We three Classroom Management and Student Centered Teaching workshops led by David Ginsburg. I learned and implemented a lot of strategies into my classroom after these workshops.

I went to a PRNP event this past Saturday at Temple’s campus. It was a STEM conference called Building Social Capital:  Weaving a Safety Network for STEM Educators. The event included two keynotes by Joe Mazza and Jayatri Das. Joe Mazza is the Leadership Innovation Manager at the University of Pennsylvania’s Graduate School of Education and Jayatri Das is the Chief Biochemist at the Franklin Institute and Director of Programming Initiatives to Advance Informal Science Education. Joe Mazza spoke about the Edcamp foundation and Twitter which are very popular networks for teachers to be connected. The conference included many workshops involving STEM education. I went to one about building inquiry into the science curriculum. This was just one of the many opportunities that PRNP has provided me this year alone. PRNP has been so helpful to me as a teacher and personally. I am glad to have found such a vital resource as a new teacher!

Investigation is no longer just an assignment.

In the past when given an assignment to research a teacher network I would have cringed. Ugh, more reading and investigating. BUT, NOW…I am more aware and eager to explore the resources provided by all teacher networks available! I was going to write about the rich knowledge that the American Council on the Teaching of Foreign Languages (ACTFL) provides for world language teachers, but I decided to highlight a different network.  English language learners (ELL’s) are a growing population, but also a population that school districts still know so little about.

I am currently working towards my M Ed. in Literacy with a concentration in TESOL (Teaching English to Speakers of Other Languages) and technology.  The TESOL courses require 12 hours of field work. The field work can be intimidating, especially when working with novice/beginner student. While preparing lessons for ELL tutoring I discovered ¡Colorín Colorado!  ¡Colorín Colorado!  is a FREE, bilingual, national website serving educators and families of ELL’s.  The organization provides a newsletter, webcasts and can be followed on social media: Facebook, Twitter, Google + and YouTube.  The webcasts mimic a traditional reading conference led by experts who study ELL’s and suggest readings and provide discussion questions.  ¡Colorín Colorado!  is a bilingual site, Spanish and English, that supply toolkits that include lesson plans, activities and resources for non-native speaking parents and/or guardians.  Due to a lack of professional developments provided by school districts on ELL’s I find these toolkits to be very useful.  Maintaining parental contact is a struggle for me.  Now, while communicating with Spanish-speaking parents is achievable for me, I believe this site is a beneficial tool for educators and administrators lacking the means of communication with non-native speaking families.

All of the resources on the site can be shared and printed for FREE! In the past few weeks I have been following ¡Colorín Colorado!  on Twitter and their blog.  Dr. Diane Straehr Fenner is contributor to their blog.  She recently wrote about Common Core and ELL’s.  Again, this is a great way for educators who have ELL’s in their class to get supplemental materials and ideas in order to better accommodate their students.  Some recent Twitter discussions have included recent accomplishments with ELL’s in school districts, booklists for ELL’s and administrative action taken in order to strengthen ELL programs.

Investigating teaching networks is now an exciting time in my teaching career. The resources and discussions available to educators are beneficial, motivating, but more importantly obtainable!!!

My JUNIOR supporter!

According to, a mentor is an influential senior sponsor or supporter…

This week I decided to highlight a friend at work, who also plays the role as one of my mentors.  I will admit that sometimes I laugh at myself for calling her one of my mentors.  Now, it’s obviously not due to her expertise (because it is evident that she must provide some sort of knowledge and aid if I can call her a mentor). I laugh because she is 6 years younger than me.  Until this course, I always related the word mentor to an older, veteran teacher.  Amanda has been and will continue to be a wonderful asset to the world language department as well as to my professional development.  Her knowledge in technology and motivation to utilize it in a meaningful way is intriguing.  I pick her brain as often as possible and strive to implement her advice. If I am unsuccessful when implementing technology instead of feeling defeating I run to Amanda and she redirects me.  In a recent discussion, in grad class, I stated that I didn’t feel like others in my department were givers, only takers, but taker does not describe Amanda. She has been a successful matcher.  Amanda spends her morning teaching levels II and IV of Spanish. After lunch, from 12 noon- 3 PM, she is in her classroom, but serves as a cyber school instructor. I’m constantly asking Amanda about her Cyber School experience.  Becoming a part of the Cyber School community has come up in discussion during department meetings. I have some hesitation when going in that direction, which is due to my lack of knowledge of what can truly be accomplished. I have taken on the role as a traditional teacher and find it scary to stray from that path.  This week’s entry will highlight some aspects of her job and what she does to make her classroom, both cyber and traditional, as well as her students successful!

If you could re-design the world language department what would it look like?

The world language department would be based on a Flipped Mastery style curriculum. Students would have certain standards that they must master in order to pass the course and a set of additional standards for students who are more motivated or move quicker. All lessons would be videos/presentations that students would watch at home, and class work would be speaking-based or project-based, but moving at the pace of the individual student. When a student feels ready to take an assessment, they would be able to do that at any time, and once they complete the assessment with the appropriate proficiency, they can move onto the next topic/standard, regardless of where the rest of the class is. The teacher would be available in the class to work with students on a deeper, more individualized level, because he/she would be freed up from doing the whole-group teaching, as that would be done in the form of videos.

Do you attempt to merge what you do in the cyber classroom with what you do in the regular classroom?  What does that look like?

Yes, I do. This year Oct moved to the use of Schoology, which was very easy to adapt to activities and lessons I already had made for the Cyber School. It is not the same learning management system, but because I was familiar enough with online teaching from the Cyber School, it has been much easier adapting lessons and activities from Oct to work online. I also think that the manipulatives and group work that I can do with my Oct students, influences my cyber teaching – I see the benefit of these activities in the traditional classroom, and then go to my computer and try to make something similar for my cyber students.

How do you implement iPad usage into your daily lesson planning?

I often record videos of my lessons for my students and then create a tasked-based lesson plan. As the students come into the room they have a group activity that gets them thinking about whatever concept we are covering that day. After that, they are given their task list for the day – assignments, lessons and practice they have to complete in order to get class participation points. They are allowed to work individually or with partners to watch their video lesson on their iPad. They often have drills or practices that are manually graded either by an app or Schoology, so I can monitor how much they have practiced, but do not have to grade every students practice sheets. They are able to get immediate feedback this way. I have also tried to incorporate more games because of the iPads, using websites like for review games, and Duolingo as an accelerated learning strategy.

Pros/Cons of Cyber School

Intrinsically motivated students are able to move at their own pace and be in control of their education. They have access to their teachers whenever they needs, and are able to finish schooling earlier than their peers, and focus their education on their own interests, while learning digital literacy. Teachers are able to focus their attention on the students who are actively looking for help/guidance while also improving their digital illiteracy skills.

One con of cyber school is that not all students are created equally, and they do not all have the same home-background. When students come into a traditional classroom, you *usually* have their attention for 50+ minutes. With cyber school where students are working from home, the teacher has no idea what other things may be happening at the moment you are speaking with the student. Because you are not looking at their faces, it can sometimes be harder to form a bond with a student you have only have “texted” with. Students who are not intrinsically motivated sometimes do worse in a cyber school because they do not have that direct interaction with their teachers in a school setting each day, and struggle with time-management and good choices.

Pros/Cons of traditional classroom setting 

A pro of the classroom setting is that you are physically meeting with your students every day. There is something to be said for the small talk that you are able to have with the students before the bell rings. The students are removed from their homes and put in a designated “learning” environment, so I think it helps the students who are less motivated to focus on their classes more (think about the student who does work in your class each day, but never does homework – how would they do if their whole class was to be done at home?).

A con of a traditional classroom setting is that if the class is not based on ability (and even if it is), the teacher often is stuck teaching to the middle of the class- there are always students who need more time or more practice, and always some who are finished before the directions have even been fully explained. A traditional setting with a high ratio of students to teachers does not allow for much individualized instruction. Both groups of students who fall above or below the “mid-range” do not get the type of education they deserve.

My Mentor

One of the most influential people in my life is my old boss from Temple University, Raymond. I worked for his office on campus as a student for three years and even though it wasn’t in a traditional education setting, I learned many things from my mentor that I carry into my teaching.

Raymond was always very patient with me and everyone else in the office. He always wanted to make sure that we understood what we were doing and why it mattered. He showed us that no matter what your job is, it is important. What I appreciated the most about him is that he never looked down on anyone and we were treated as equals. He always asked for our opinions and really considered and sometimes implemented our suggestions. Rather than thinking of him as “The Boss” I looked at him as the leader of our team. I try to nurture the same environment in my classroom. Even though I am the Chemistry “expert” I tell my students that we are all learning together. I listen to their opinions and never devalue their opinions. When we have whole group discussions, I usually answer them with “Let’s figure it out together” or I challenge them to research questions online that I don’t know about either.

Raymond also taught me how to be patient. I never met anyone as patient as he was in my whole life! Even when there was a mistake, he never got angry and would take the time to encourage his workers to fix mistakes. I was never a patient person and would often get frustrated when someone didn’t understand what I meant. But Raymond taught me how to be more empathetic and patient with students. This definitely helped me to reach more students on a personal level and help them through their frustrations in my first year (Chemistry can be very frustrating!)
Raymond was also very conscientious in his work. He understood that what he was doing was important and wanted to make sure that he did his best. He would often triple or quadruple check his work. Honestly, it used to drive me crazy sometimes but now I understand. I plan what my students are doing for 45 minutes every day, for 5 days a week. That’s a lot of their time! I don’t want to waste a minute of their time so I make sure that I am careful and deliberate when writing my lesson plans. What we learn in class isn’t just for a test but teachers students how to think and solve problems in the real world. Raymond always tried to make the work he gave us relevant to our lives or would give us experience for our future careers (my coworkers and I were all undergrads). I also strive to make my lesson relevant to each student to peak their interest and making learning more meaningful.

Lastly, Raymond was always very friendly even if I was not being very friendly (I was moody and stressed out a lot in undergrad). Raymond always put others’ needs before his own and helped anyone who had a problem. When my dad passed away, Raymond had only known me for 3 months but he was very kind and talked to me a lot about what my family and I were going through. It showed just how much he cared about me as a person and not just as a worker. His caring encouraged my to be a better worker. As a teacher, I’ve had a few conversations with students about the struggles in home life that I would have never touched upon before. Relating to each student as a person helps build relationships and helps us both grow. I have had a few students behave well in our class and try their best because they knew that I cared. Those same students gave other teachers a “hard time” because they believe that those teachers do not understand them.

I’ve learned so much from Raymond in the short three years that I worked for him. I don’t think I even fully realized how much my old boss influences me now. I truly appreciate everything that I’ve learned and am glad to be able to share the same lessons with my own students.

Give and Take

I have just finished reading the first chapter of Adam Grant’s Give and Take. His message really struck me and made me think about whether I am a giver, taker or matcher. I believe that I am somewhere between a giver and a matcher. I grew up in Philadelphia in a traditional Indian Christian family. In both the Indian culture and Christian religion, giving is highly valued and respected. I remember witnessing the “giver” mentality in both my parents and I have inherited that thinking from them. Since my parents believed that being a giver is the ideal, I was always encouraged or even demanded to be a giver. As I grew older, it just became natural to put others’ needs before my own. I have to admit that Grant was right in saying that we don’t often see the immediate “payback” of being a giver. Especially after becoming a teacher, I almost never get anything back after giving my time, money or effort for anything. I think that many of the teachers that I work with are also givers or matchers. I am wondering if most teachers are actually givers and if this is why teacher burnout is such a huge problem in the US. Do we tend to give too much to our students? I know there have been times where I have spent extra hours with a student after school or during lunch for extra help. I don’t think I’ve gotten a lot of “Thank Yous” but I don’t really expect them either because I consider that a part of my job. But should I expect something back from my students? Grant opened my eyes when he said that takers are not necessarily selfish or bad people. This is the opposite of what I was taught by my parents but he is completely right. There’s nothing wrong with putting your own interests first. I think I should do it more often, in fact. I tend to default to believing that I am the expect and my students are learning from me. But, my students have a lot to offer me as well. They can help me improve my teaching style to help more students. One of my mentors who’s also a Chemistry teacher at another district used to get feedback from a trusted student after each lesson. This helped him fine tune his practice and make improvements in later lessons. When I first started my job at Cheltenham, I was set up with a mentor. At first I felt so strange asking someone for help without giving anything back. It was definitely a step outside of my comfort zone. But that relationship helped me get through the year and also connected me to other teachers who have also helped me. I think I will start to work on being more of a matcher and “pay it forward” like Grant suggests in his books.

Hello world!

Hello! I am a Chemistry teacher at Cheltenham High School. I have been teaching for (almost!) a year. I am very excited to start this blog and I hope that it helps me make connections and improve my practice.

The mentors in my life.

I have now taught in two different school districts.  On the first day of my first year, in both districts, I was giving a “mentor.” That mentor was the person responsible for giving me the logistics I needed in order to provide a safe environment of my students.  Those logistics included hall passes, discipline referral forms and the list of phone numbers for the office and classrooms.  After reading the first chapter of the book, Thrive, I became aware of what exactly one seeks for in a mentor. So, after reading I spent time reflecting about who I call my mentor.  I am fortunate to still call my designated mentors my mentors. My first year of teaching was tough. I taught in a high school that followed block scheduling.  I had two different levels of Spanish as well as an ESL classroom with 25 students from 10 different countries.  I needed a mentor and I needed one fast.  She was the French teacher and had been teaching for 20 years.  She provided me with comfort and a plethora of ideas that could be used in both of my classroom settings.  She was fantastic! My designated mentor this year, a high school English teacher, has been everything and more! We can relate to each other on a professional level, but more importantly a personal level.  This year is also my first year back in the classroom after 3 years of staying home with my children.  So, the first day of this school year is one I will never forget. As I was setting up my classroom, my mentor, came to me and said “As long as nobody hugs you will be fine.” And she was right! I was so fragile. I stayed in room during my planning and lunch time. I avoided the hallways and interaction with my colleagues.  She truly brought me out of my shell and has exposed me to so many resources in our buildings.  She shared her experiences with me: returning to work after kids and maintaining a successful work and home career.  She also gave me a card with words of encouragement and when I am having one of those days I often read it.  Her heart and my heart were in the right place and I feel fortunate to have her and a positive story to tell about my mentor-mentee experience.  Again, after reading the first chapter, I have compiled a list of other mentors.  These mentors are colleagues, and some are in different departments than me.  One provides technological resources, another is the one I collaborate with often and the other provides me with my interest in building literacy in both a students native and second language.  I feel lucky to have support by these mentors and feel honored to call them my mentors!

The culture that is in your backyard…

Oh wow, I’m blogging! As my school year is coming to an end and my graduate summer course, “Teacher Practice in a Connected World” is getting started, I find it beneficial to use this blog to reflect.  This is my 6th year of teaching, but my first year in the Octorara Area School District.  I am fortunate to instruct grades 7 through 12 in the Spanish language.  And absolutely LOVE when I am asked the question, “Why are we learning Spanish?” Now, for the 7th and 8th graders the answer is easy, “because all 7th and 8th graders are required to study a language.” Answering the high school-aged students is much more exciting! So, I encourage them to close their eyes and visualize their favorite places to visit.  While they are visualizing and brainstorming their favorite places: restaurants, amusement parks, the beach, the mountains, the mall and many more, I pose the questions, “Who do you see there?,” What do they look like?,” What are they wearing?,” What are they saying?” Some are hesitant to respond.  Others eagerly participate and elaborate on the different cultures present in their daily lives. I strive to make my language learning classroom culturally enriched.  Not only is it my goal for my students to develop basic conversational skills and an understanding of grammatical points, but to also raise awareness of who and what is around us. I also start the year by displaying the fact that English is not the official language of the United States, which creates a jaw-dropping reaction from most of them.

Each student at the Jr. and Sr. High level is given an iPad for a $50 technology fee.  This makes lesson planning so exciting! I am constantly researching as well as receiving suggestions for different apps for them to use with different grammar, vocabulary and cultural topics.  On their iPads, individually or together, we can explore a variety of historical attractions from our seats! The often utilize a drawing app, of their choice, to take whole group comprehension checks.  I implement Schoology, which is a learning management system, into our daily lessons.  On Schoology, I upload worksheets to eliminate paper as well as post videos or questions that require them to respond in the form of a discussion board.  My use of technology is improving day by day, but also causing me to reflect. I feel like I run into the same problem often.  After utilizing some applications I feel like I no longer have a use for them.  My technological goal is learn more about applications and focus on not just moving from app to app, but finding ways to implement technology in a more meaningful way.