NECC 2008, July 1, Hall Davidson on Cell Phones in Education

It’s in your pocket: teaching spectacularly with cell phones. Great speech by Hall Davidson from Discovery Education Network about using mobile phones in education, the kind of talk many teachers and administrators need to hear. The first thing Hall said was to take out and turn on our cell phones

There is a large potential for cell phones in education, but current best practices are small. Mobiles have lots of functionality, including

Telephone
Text messenger
Still camera
Video camera
Video player
GPS device
Podcaster
Music player

Are we really going to ignore a device this powerful? Can we, when it has all kinds of applications for teaching, learning, school-to-home, administration?

In general, we still take cell phones away, and school districts ban them (e.g. during school hours). However, if this is a tool for adults, we need to teach kids how to use it.

Why we will lose the debate about cell phones: Parents (device to track kids). Think e.g. about the New York debate (see one of my earlier posts).

Cellphones: trends sound a lot like the web.
Globally twice as many users of sms as email
Text message is read within 15 minutes and responded to within 60 minutes, unlike email.
16% of homes already completely wireless in the US, more so in other countries like Japan, Taiwan, and Korea.

1st billion of cell phones sold in 20 years
2nd billion in 4 years
3rd billion in 2 years

3.3. billion active cell phones.
30+ countries already over 100% saturation..
Third world is ahead of the US in cell phone use etc.; the only ones to ban cell phones are the Taliban, and “a high school near you”

Live streaming of cell phone video

IP cameras for school security, you can access security cameras from your cell phone (Cisco).

Create and upload videos from cell (sub plans; homework, pre-post testing, etc.) to places like YouTube or TeacherTube.

Video messages (visual voicemail) instead of voice messages pushed to community; http://schoolmessenger.com

Upload to web or download from micro SD (video, audio, pics)

Telephone part

http://jott.com: voice to text (e.g. used to document intervention), e.g. to email, blogs, twitter.

Voice to text translation, e.g. Japanese voice to English text.

http://Gcast.com: post voice messages to the Internet. Preso 2.0.

Texting
http://PollEverywhere.com
cell users text in their votes, instant results. Hall demonstrated this in his presentation with the audience, and this was very, very cool.

QR codes to pull info to phones.

Cutting Edge (working stuff):
Knfb Reader Mobile and kReader mobile software (for blind people)
Heart monitor, pill phone, first aid, medical records, wellness handset
Video projector cell phone.
Text google for food data

How will we move new media into education? First: look to ourselves, then people in the business.

Cable to web to mobile trend (e.g. CSPAN, TLC, History.com, Weather Channel all went this route).

Nod to the iPhone: Jan. 2008, more than 30% of iPhone users watched videos on their phone. Other smartphone users: 14%

Takeaways from this presentation:

• The power and immediacy of mobile phone technology, i.e. instant results, feedback….
• Ease-of-use: Davidson demonstrated the use of many of the services he talked about DURING the presentation.
• Difficulty (still) of integrating this type of technology in schools, at least in the U.S. There is definitely a need for a revised Acceptable Use Policy (AUP).

Best presentation I saw at NECC this year, hands down…

Image Credit:

NECC logo, NECC 2008 website:
http://center.uoregon.edu/ISTE/NECC2008/

 

NECC 2008, Monday June 30, SIGHC Forum

 

SIGHC held its first forum at NECC this year. We had presenters from both the US and the UK. Even though I had to moderate the event, I was able to listen in on Tony Vincent as well as David Whyley and Jill Purcell from the UK.

Tony Vincent’s breakouts focused on web apps (and netbooks like the EeePC)

Web apps: platform agnostic, that’s a strength. A lot of people now spend the majority of their time in their browser (I know I do!).

Mini pcs: EeePC ($299 with Linux and Open Office), HP MiniNote, Dell, Tangent MiniPC. There are many netbooks out there now.

EeePC:
Pros: cheap, open source
Cons: battery life, screen size

This seems similar to handhelds/mobile devices in the past. Discussion of screensize, small v. big. Kids are used to small screens and that’s what they want.

Lots of discussion about the hardware, and how it can be used in different situations, like for homebound students. There is an advantage over the use of laptops in that they are cheaper to use/maintain/replace, especially in “high-risk” situations (e.g. with potential drop-outs etc.)

Some discussion about software: Kerpoof: cartoon software (almost teaching them how to program)

Cradlepoint: to use wireless through your mobile phone service. Helps to get around blocked sites, or hotel charges! Mobile broadband speeds.
David Whyley and Jill Purcell Wolverhampton project (Learning2Go)

Implementation: integrating technology and improving pedagogy at the same time.
The device itself does not deliver everything it needs. They look at mobile devices as the 21st century equivalent of reporter’s notepad.

UK context: get lots of money to do their projects: what do you want to spend your money on? Laptops won’t work, will get stolen, especially in areas like Wolverhampton, a very deprived area. Use of technology seen as an additional benefit for the future. Replacement of schools in the UK is going on as well. Technology seems key to that.

Mobile learning goes way back to the hornbook. We are now replacing that same concept with digital tools.

Mobile devices are in Dave’s opinion still very different from something like an EeePC, because it’s a different device you’ll do different things with in different ways (e.g. voice v. keyboard input -> on the go v. you have to set it down to type).

How do we bridge between school life and e-life? Youngsters now have more technology in the home than before. Kids aren’t wowed by technology anymore, or a computer lab.
UK spends lots of money: every teacher has a laptop with a SmartBoard with audio.
• learning platforms for all learners (by Dec. 2008): mobile will be the conduit
• e-portfolios: for assessment
• computers for pupils
• learning beyond school
• engaging parents

Started with Windows, but are looking at different devices (HTC Advantage, Nokia N810)

Motivation is important
Attendance up 32% in mobile classes (as compared to avg city attendance down by 0.5%)
For girls it was personalization of the device, for boys, it was the coolness factor.

Showed video of one day in the mobile life, which was a nice way to show mobile learning by students in different settings.

Use of EDAs
Use of GoKnow stuff
Hook up to SmartBoard (Bluetooth)
Instant-on
Bluetooth for push and pull of content
Integration of mobile stuff with existing systems

Safety and Security: working with parents and help them understand. Naivety issues (kids hacking into unfiltered home wireless and parents not realizing that they should filter that).

Teachers need time to explore v. device market and how fast it’s changing. Therefore, stuck to one OS for now (Windows Mobile).

All in all, this was a great session. Participants had a chance to spend a good chunk of time in discussion instead of listening to talking heads. Even the presenters told me they learned a lot!

 

Image Credits:

NECC logo, NECC 2008 website:
http://center.uoregon.edu/ISTE/NECC2008/

Hornbye Hornbook, from Wikimedia Commons:
http://commons.wikimedia.org/wiki/Image:Hornbye-Hornbook.png

NECC 2008, Opening Keynote, James Surowiecki

James Surowiecki spoke in front of a packed house last night. Here are my, somewhat incomplete, notes from his speech, as I was fighting with my wireless connection during the presentation:

James Surowiecki keynote. Author of The wisdom of crowds

Under the right conditions, groups of people can be very intelligent collectively. Collective intelligence improves a group’s ability to make decisions, predict the future, etc. ….

Examples:

• Jellybean experiment: group guess of beans in the jar. Average of group as a whole will be close, and most likely better than any individual guess, no matter how large the group. No one person is smarter than the group. Idea of collective intelligence.

• Who wants to be a millionaire: poll the audience (get the answer right 91 percent of the time). Phone a friend, only 2/3 of the time.

• Racetrack as prediction machine (odds on horses). Crowd prediction of future that has lots of unpredictable variables.

If you get a smart enough crowd under the right conditions you can do amazing things.

You can use the same principles to make groups in organizations/schools stronger.

The trick: it only works under certain conditions. (groups are volatile and tend to fall to the level of the lowest common denominator).

1. need a way to aggregate group wisdom (technology can really help here), a tool that allows many different opinions to become one opinion (Google, Wikipedia)
2. diversity, diverse groups do better, i.e. cognitive diversity (people who look at problems from different perspectives, people who rely on different kinds of tools). Also helps groups get around peer pressure (imitation works a lot of the time).
3. individuality is good, esp. independent thinking; let people speak up in reverse order of seniority, position, etc. Talkative people tend to influence groups, because people tend to talk back to very talkative people.

Technology allows us to cast our net more widely more quickly and effectively, and allows us to collect more varied opinions.

Surowiecki finished with the story of USS Scorpion which vanished in 1968, and how collective intelligence was used to find the wreckage.

Image Credits:

NECC logo, NECC 2008 website:
http://center.uoregon.edu/ISTE/NECC2008/

NECC 2008

I’ll be off to San Antonio for NECC in a little more than two weeks. The venue sort of makes things come full circle, as my I attended my first NECC there in 2002. Here are the events that I will be involved in this year:

SIGHC Forum: Mobile Devices Are Reshaping the Way We Learn 
Mark van’t Hooft, Kent State University with Cathie Norris, Elliot Soloway, Tony Vincent, David Whyley, and Jill Purcell 
Monday, 6/30/2008, 10:00am–12:00pm; HGCC 217 D
(We’re increasingly mobile and so is our learning. What is learning while mobile? How does technology support it? Hear from the experts).

SIGHC Annual Meeting
Mark van’t Hooft, Kent State University
Monday, 6/30/2008, 4:45pm–6:15pm; HGCC 101 B
(Learn more about SIG activities, network with colleagues, and engage with SIG leadership).

Using Technology to Think with Data across the Curriculum
Karen Swan, Kent State University with Evren Koptur, Annette Kratcoski and Mark van’t Hooft
Tuesday, 7/1/2008, 2:00pm–3:00pm; Grand Hyatt Seguin A/B
(Data literacy is often taught in isolation. Technology can be used to teach it across the curriculum, using digital tools to represent/manipulate data sensibly).

If you’re at NECC, stop by and say hi!

Image credit:
http://center.uoregon.edu/ISTE/NECC2008/images/NECC08_logo.gif 

NECC, Day 5, Closing Keynote

This is the first year I’ve made it to more than one keynote and they’ve been great. Here are my notes from the closing keynote, by Dr. Tim Tyson from Mabry Middle School in Marietta, GA. (NOTE: didn’t get to post this until Friday morning, after a post-conference summit and a trip from hell to get home).

School 1.0: maniacal emphasis on rules, rituals, and routines, and right answers.
School 2.0: engaged, self-directed, project driven, independent problem solvers, empowered, learning community 

Meaningfulness, significance, connectedness, contribution (which is moving beyond the first three). Schools can now have access to immediate global distribution (first time ever). Why stick something on a bulletin board if you can show it to the world? 

http://MabryOnline.org & iTunes (serves 1.5 million files per month on avg) People can subscribe to student work through iTunes. 

Principal promises to put stuff on the web if it’s exemplary. So he asks students: “what do you have to say that is so important everybody in the world should hear and see it?” Gets emails from all over the world. Foreigners have visited the school because of this. Kids now have an international voice that matters. This is authentic assessment. “I made an A but I want to keep working on my project. I want to keep learning.” 

The concept of childhood is relatively new. So, when does meaningfulness start? Does it begin when I graduate high school or college? First job, when I start a family? For me (Tyson), it’s right now, today. Have meaningful activities for our students today.

Examples of movies: 

• e.g. human embryonic stem cell research; field trip to Emory University research lab. Director talked about the pros and cons of doing stem cell research
• commercialization of pure drinking water
• child slave labor in Ivory Coast
• raise money for bednets to protect Africans from malaria
• captivity of elephants
• poverty in China
•  immigration in the US 

 

 

Showed a sampling of movies Then two students came on stage to share their experiences making the movies. First student talked about making the movie and having a larger audience.  Second student talked about: “we learn by experience” and the creation of the organ transplant movie. Talked about meeting with transplant surgeons, and how making a movie made her learn more.  

It’s not about technology and connectivity. It’s about collapsing the distance between children and meaningful contribution.  It’s about making a contribution to their day-to-day lives. School needs to prepare kids for more than next year. They want to be prepared to make a contribution today. It’s giving it out instead of taking away.  

Meaningfulness is the product of connectedness, contribution, and sharing.  Children have an untapped capacity to make the world a better place today.  

Movie “Celebrate Achievement” as closing.  

Tag=n07s713 Blog Posts / Blog RSS / Flickr / Flickr RSS

NECC, Day 5, ‘With Power Comes Responsibility: Online Awareness, Ethics, and Safety’

 Got to this session late, very well attended, so this is an important issue for many (a detailed outline of the presentation and links can be found here. Mark Wagner is talking about inappropriate content, inappropriate sharing, and threats and cyberbullying (MY COMMENTS IN ALL CAPS).   

Another perspective (NICE, I’M GLAD HE MENTIONED THESE, ALTHOUGH HE DIDN’T GO INTO MUCH DETAIL):

• Citizen journalism

• Citizen police work

• Threats, suicides, and risky behavior are often reported.

• Sting operations online

• “MySpace is safer for teens than predators”

Students do have 1st Amendment rights. Parody is protected. We cannot control students, we can educate them.

Lack of understanding:

• Fear of the unknown

• Vilification of technologies by adults who don’t know the technologies

• DOPA did nothing for adults or kids, but put more work on schools and libraries (http://www.saveyourspace.com) (MUCH HAS BEEN WRITTEN ABOUT THIS E.G. HERE AND HERE)

• Potential for rebellion and destruction of trust

• Potential

 Legal protections:

• Children’s Internet Protection Act (CIPA): filtering, monitoring and policies.

• Children’s Online Privacy Protection Act (COPPA): policies, parental consent, protection of info.

• Adam Walsh Child Protection and Safety Act: stiff penalties for offenders, national registry.

Safety tips for students:

• Don’t share identifying or personal information (privacy for kids is different than it was for us).

• Do not share provocative images (according to Wagner this is getting better because kids knows parents and schools are looking)

• Beware of grooming.

• Consider the consequences and the future.

• Talk with parents, teachers, or other trusted adults.

Tips for educators:

• Move computer into shared spaces

• Watch for alt+tab and alt+F4

• Check history (is it suspiciously blank?)

• Beware of reluctance to be candid

Educate yourself:

• Your kids know more than the news

• Ask your kids if they’ve been harrassed

• Ask if they use more than one social network site
  (from Magid and Collier’s MySpace Unraveled)

• Kids will react strongly to canceled accounts

• Read the MySpace Terms of Use and Safety Tips

• Report violations

• Know the people in your child’s lists

• View their friends’ profiles

• Monitor and filter if necessary 

http://blogsafety.com

http://socialshield.com

http://theparentsedge.com

Bottom line:

• communicate with students, parents, other educators, IT, the police

• confront students who are behaving in irresponsible, inappropriate, or unsafe ways. Do not look the other way.

Take aways:

• We cannot control students, we can educate them.

• “Wouldn’t you rather know?”

• This was a nicely balanced, straight-up presentation, intended to educate, not scare people. It was good to see so many people attended. Wagner also provided a link to a wiki with lots of resources

Tag=n07s707 Blog Posts / Blog RSS / Flickr / Flickr RSS

NECC, Day 4, Mobile Research Paper Session

 

Alexiou-Ray, Jennifer: ‘Handheld Use in a Elementary Classroom: Student and Parental Perceptions’. I’m live blogging my co-presenter’s paper here. An overview and link to the full paper can be found here: (my comments in ALL CAPS)

Wanted a 1-to-1 computing model that was cost effective. There is little evidence of effects of handhelds on learning (WHAT KINDS OF EFFECTS??). Also focused on parent reactions to handhelds (INTERESTING, NOT DONE MUCH IN RESEARCH).

Purpose: assessed student and parent perceptions toward the use of handhelds.

Research Questions:

• Does daily access to handhelds affect student attitudes toward technology?

• Does it affect student views toward the learning process?

• How do parents perceive the impact of 1-to-1 computing on student learning?

Fourth and fifth grade students and parents in district in Southeast US with a convenience sample in a fairly affluent area (case study, no experimental grouping, mixed methods).

Procedures:

• teacher integrated handhelds daily

• surveys (Computer Attitude Questionnaire; Parental Perception Questionnaire (both adapted from existing), interviews, focus group.

Findings I:

• High computer and www use at home already.

• Reliability for the surveys pretty decent, 0.71 and up.

• Focus group: differences from “traditional” technology; favorite (Sketchy) and least favorite activities; problems encountered (talked about this a lot)

• No significant differences pre-post in computer importance or enjoyment.

• Survey: paired comparisons: would rather use computers more than other things such as reading a book, writing, or watching TV.

Findings II:

• Changes in classroom environment (WHY ARE WE JUST TALKING ABOUT CHANGES IN THE CLASSROOM, AND NOT CHANGES IN THE LEARNING ENVIRONMENT???)

• Changes to student learning (MORE MOTIVATION TO LEARN)

• No significant diffs in quantitative data

Findings III:

• Didn’t see parent perception changes in student anxiety, computer enjoyment and importance, motivation, or study habits.

• There was turnover in the school that might have influenced parent answers.

Implications for student learning: students like learning with handhelds, but it didn’t affect their views on computers (handhelds just an added bonus?). Changes to the classroom environment (more project-based). Traditional versus technology instruction. Disadvantages of handhelds.

Future research:

Multiple classes over a long period of time; schools with less access to other technology; qualitative and incremental data from parents; more teachers, larger sample. Handhelds to go home with students (WOW, THEY DIDN’T GO HOME!!! THAT’S A BIG ONE!!).

 Tag=n07s297 Blog Posts / Blog RSS / Flickr / Flickr RSS

and my paper and powerpoint
Tag=n07s303 Blog Posts / Blog RSS / Flickr / Flickr RSS

NECC, Day 4, Keynote Panel

 

My notes from this morning’s keynote: 

Intro by Don Knezek, who briefly talked about globalization of education, and that many countries are preparing teachers to work anywhere in the world (importance of languages). In addition, today’s world necessitates the skills to be creative and innovate, on top of technology skills. Our education context and learning landscape have changed. The demands of our students are different.

Challenges:

• Learn what you can about education around the world.
• Competence and tech literacy are not sufficient.
• Learn to operate in a global and multicultural environment
• Provide leadership and services in this area.

Panel, moderated by Andrew Zolli, about the emerging creative classroom, and how education can foster innovation and creativity.

Mary Cullinane, technology architect, school of the future in Philadelphia. Works for Microsoft to help design this school

• Learning first, technology later
• Focus on concept and power of language
• Be comfortable not knowing

Being able to have creativity in an age of accountability.

Francesc Pedro, OECD, CERI, analyst.

How innovative are countries? Can we compare countries? Talked about indicators like computer use at home by 15 year olds as compared to use at school. The US ranks high on the first but lower on the second. Also, CERI has found that access to computers is extremely important, especially at HOME! Computer with Internet access at school is a little different. In some countries like Japan and Korea it has a negative effect. In the US it has a large positive effect.

So, what’s more important, use at home or in school? In math, use in school has a negative effect, home use has a positive effect. Why? We don’t know (yet).

Michael McCauley, creative director for ProActive, works in f2f marketing of concepts and ideas. His metaphor is to seek out “your cathedrals.” (higher purpose, faith, inspire others).

Elizabeth Streb, choreographer. Interest in movement from a very young age. She invents contraptions (physics and dance):

• draw out moves
• embrace failures
• break the rules
• set impossible goals

Discovery as a process

Discussion

Nature of place, new dimensions of place:

Mary C.: failure should be an option. It should be safe to fail (v. accountability today). Second, the concept of ad hoc gathering places (v. keeping them apart or putting them in rows). Students are in school to be with one another.

Elizabeth S.: questioning the difference between public and private. She chose a large garage because of stuff having been invented in environments like that. Also having many people practice together (instead of the idea that artists practice in private).

Michael M.: garage is a great metaphor for the creative process (v. board room, conference room). Importance of mixing things up when creating teams. Every day is difference, you just go.

Francesc P.: educational innovation can be the result of the action of four different things:

• include doers and users (teachers and learners) in the process of creating innovation
• ability to network.
• modularity: ability to work on a modular basis. Being able to build part of a system autonomously.
• technology: we miss the connection between educational technology, science, and research.

They are all talking about risk and empowerment:

Mary C.: could you imagine if innovation was swimming downstream in schools instead of upstream? So we’ve been trying to lessen the bureacracy but still make it possible for other districts to duplicate what’s being done in Philly (e.g. Microsoft gave no money, just human capital).

Michael, M.: corporate is thirsting for IDEAS. 

Francesc P.: Research on our understanding of the brain.

• E.g. you should start learning a foreign language as soon as possible.
• separating boys and girls based on differences in how brains operate. There is no research to support doing this.

Mary C.: working for Microsoft, what is the environment like? It’s a place where individuals are self-critical, asking themselves how they can get better constantly. What if we had this in our schools? We’d have time to think. Thinking and doing are considered the same thing there.

Is there a resource that you’d like everyone to know about?

Michael M.: Dan Pink’s A whole new mind, and Dream society.

Francesc P.: OECD report that’s coming out next week (on the OECD site).

Elizabeth S.: Come to Slam! Go to a bookstore, read all the titles in a section you’re interested in.

Mary C.: remember the word “motive”. What motivates our kids, what ate their obstacles, trends, interests, environment.

Andrew Zolli: http://askaninja.com

Tag=n07s755 Blog Posts / Blog RSS / Flickr / Flickr RSS

NECC, Day 3, Tradeshow

 

I visited the tradeshow at NECC today, as I usually do. Despite the fact that its one of the bigger tradeshows for ed tech, I’ve been pretty disappointed with it in the past two years and this year was no different.

There was too much of this (again):

    

and not a whole lot of

or

 

 

Can you spot the oxymoron here? Look closely:

And this is the LAST thing I expected to see!

I could have written the same post last year (the proof is in the pudding, as this post on the Handheldlearning forum shows).

So, while this is a somewhat sarcastic look at the tradeshow, it is also a sad reflection of the technology reality in many schools. (management, standardized assessment, blocking/banning). It also makes me wonder how technology priorities are shaped in schools and who they are shaped by. It seems as if the ed tech industry is pushing a lot of the same stuff into schools, without asking teachers and students what it is they REALLY need.

And it hasn’t changed much in the past three years or so… bummer.

Image credits: me, except for the NECC logo.

NECC, Day 3, LOL Part Deux

This session was advertised as a humorous one, and it was funny. I missed the first 15 minutes but here goes. Take it all with a grain (or two) of salt, although there are definitely some kernels of thruth in these presentations: 

I missed the piece by Rockman on SBR

Heidi Rogers: talked about NETS for Parents and tech support for moms. She talked about

• setting up your own myspace account
• using an alias
• monitoring text messaging
• following the money (e.g. giving kids a credit card)
• communication by IM instead of cell phone call which is so yesterday.

Using her son as an example, she provided some hilarious accounts of how he uses technology for goofy stuff, and how in turn she uses the same technology to find out what he does.

Michael Jay: New Break-Thru Technologies: Assessment for the Masses

Michael Jay discussed how to put real-time assessment in the hands of educators, and using population data to assess individual learning (great oxymoron!)

Existing solutions he listed were

• Hand raise
• Group mumble: clarity inversely related to age.
• Cull from the herd: look for weakness and probe. Find the weakest kid and probe with questions until crying.

He then laid out his “2 year research project”:

• Look at all students but accountable for none
• Leverage existing skills (how true is that one?!)
• Only a few children left behind
• (I’m missing a few here)

Jay’s solution: use whistle language. After explaining the history of whistle language and providing the audience with a few sound file examples, he discussed his ”findings”:

• Tests found that many students couldn’t pucker and blow simultaneously
• Saliva and gum would sometimes escape at high velocity (hair incidents)
• Whistling was engaging for learners.

 His alternative assessment: the BlowHard Assessment tool:

 

Note the options for multiple choice; and true, false, and fudge). The audience then proceeded to do some practice questions (link to YouTube video).

Feedback from students in the “research” project included “So much fun I forgot it was a test”, and “that 50-item test took my breath away”.

Implications of the results:

• With a minor investment, every student can blow their assessment;
• Easy for administrators to make sure assessment is being conducted;
• Brings the performing arts back into our schools; harmony in the classroom;
• inherently aggregated assessment (see the video )
• Automatically weighted results (according to Jay, the bad students will sit in the back and so you won’t hear them as much).

Finally, Michael Jay discussed some of his future “projects” including:

• Pan Pipe Project to increase data granularity;
• Slide whistle for qualitative analysis;
• Integrated assessment for animals that echo locate.

This talk was absolutely hilarious and it’s one of the few times I’ve seen Elliot Soloway at a loss for words (well, almost).

Elliot Soloway:

True stories about technology use, such as setting up Tivo, the train at the airport, and setting up a GPS device. He talked about the voices of the devices and how they talk to you, often in a patronizing voice. Especially the one about the GPS device was pretty funny. He was talking to fast to blog it though, and I was out of memory on my camera to video tape it.

The verdict? Despite of what I missed, Michael Jay was by far the funniest

Tag=n07s678 Blog Posts / Blog RSS / Flickr / Flickr RSS

Image credit: me, aside from the conference logo I “borrowed” from NECC.