Sparking Joy: Lessons from ISTE and Life

Steph, joy is complicated.

A former student recently reached out to share a book of poetry he's been writing. His work, like him, is chock-full of humor. At times, it teeters on the edge and embraces vulnerability. His story and journey in this world are captured in this complicated story stitched together with care. Talking to him about his work was such an honor, and through our conversation, he's reminded me that joy in a world riddled with woes is complicated but perhaps is more important than ever. 

His writing held a quiet reminder of this lesson on joy that I didn’t realize I needed. As I reflect on my experiences this summer -- watching my daughters and husband take on community musical theatre, presenting at a dozen conferences (including ISTE), and eating more ice cream than my stomach can tolerate with my son -- my reflections on what it means to find and hold onto joy have deepened.

At the ISTE & ASCD annual conference in San Antonio, the message was clear: spark joyful learning and inspire bold innovation. Our lives are heavy now, facing the problems of a post-COVID world, and at times, our joy is not as accessible as it once was. People are different, and I unfortunately had to learn in my 30s that people aren't always kind. Still, there are so many people in this world who continue to create, innovate, and want to make the world a better place. Sometimes we just have to look carefully to find them. 

ISTE and other tech spaces have been filled with people and ideas that inspire. In addition to innovative technology platforms and conversations on how to leverage AI for more than just teacher efficiency, I was inspired and reenergized at ISTE by the people, the creativity, and the willingness to share. The share button on Google was one of the first catalysts to make me fall in love with the possibilities of education and innovation, and has made me continue asking: "How might we...?"

How might we continue to innovate despite the social and political challenges we face? How might we find hope and seek out joy, even when our neighbors grow skeptical?  How might we keep the spark of curiosity alive when the systems around us feel designed to extinguish it?

At the conference, I am so grateful for the connections and relationships I've formed through the Google Innovator program and the educational technology platforms and conferences that all seek to elevate, support, and amplify educational practices and people supporting students in spaces around the country and globe. These like-minded and collaborative educators are so willing to discuss, understand, and celebrate others. Experiences remind me that community is a place of hope. 

Here are my takeaways from my time in Texas:

1. Good teaching and learning don't happen in a vacuum.

Collaboration, critical thinking, and communication are the three C's at the heart of powerful education. These aspects of learning happen when we are in community with others, sharing our stories and different perspectives. When we are willing to listen, we grow together. At ISTE, I was reminded that the most impactful practices are born from conversations that push us beyond what we already know. Great teaching is relational and deeply rooted in responding to the needs of the students in front of us. Amazing learning experiences happen when we genuinely invest in the people around us and model lifelong learning through curiosity, empathy, and excitement. 

2. To truly innovate, we need to challenge ourselves outside of our comfort zone.

I was so blessed to listen to incredible speakers, including Dan Heath, Jennie Magiera, Matt Miller, and Jason Reynolds. Their messages all highlighted in different ways that, at times, innovation demands discomfort. Innovation requires us to rethink what we've always done, even if the test scores were "good enough" or the community was seen as successful. Each message talked about embracing failure or uncertainty. It is in those challenging moments when an experience feels unfamiliar that true growth actually happens. We need to act courageously to explore the why behind the what. 

I was so fortunate to be a part of a small group in my Innovator program of women who continue to inspire me in this area all the time. From traveling to other countries to presenting innovative ideas to actively advocating for every learner, these humans make this world better. Emily, Greta, Lydia, Shira, Ashley, and Melissa - thank you for making the whole world shimmer in all that you do and for everyone you impact. 

3. Efficiency and "quick fixes" don't elevate our thinking.

I am concerned. I am concerned that AI is still so novel that many who are teaching the uses and best practices with AI are selling it to teachers as an efficiency tool that will save us all time and create innovative lessons with a few clicks of a button. Learning doesn't happen in shortcuts. Educators are intelligent, experienced, and human. What we offer our students can never be replaced. My hope in these coming months is that we don't become caught up in the speed with which AI can do for us, but rather start thinking of AI as one of the best thought partners that helps us rethink and reimagine what our classroom spaces look like. AI can challenge and stretch our thinking through continued dialogue between teachers and students (with a bot or two on the side fueling our curiosities). Instead of asking, "How fast can AI help me grade my English essays?" I want to ask, "How can we grow through this learning experience together?"

I loved learning from some amazing ladies at School AI. One of my #CHI24 teammates, Tarah Tesmer, presented an incredible session called The AI Eras Tour: Swift-ly Remixing AI Teacher PD. Leveraging pop culture and her own passion for Taylor Swift, Tarah shared so many great ways to utilize AI tools to spark creativity and joy. I loved her presentation and continue to be inspired by how her journey has shifted this past year. 

4. AI will continue to evolve, and we must be ready to rethink and reimagine how we use it.

Generative AI is shifting our learning landscapes faster than we can even chart. Again, my concern lies in how we are using it. If we are only using it to automate feedback or increase "efficiency," we are missing the larger picture. At ISTE, I saw so many colleagues and friends presenting on how to use AI as a creative partner, a feedback enhancer, and a means to personalize the learning experience. Still, we need to remain critical and ethical in how we integrate it. We do not want students to use it to replace our thinking, and we must be careful not to let it do the same for us. Let's ask ourselves how our uses and approaches to AI integration serve our students. How does it support our human connections, and not replace them? 

5. Celebrate others often and as much as possible.

Our educational spaces are better when we celebrate little wins and recognize the great work our colleagues are doing. A kind word, a card left on a desk, or sometimes just showing up at someone's classroom door can transform a person's entire week. At ISTE, I had the honor of watching my Google Mentor, also named Stephanie, amaze and inspire other educators too many times to count. This amazing lady shared her wisdom and experience with an energy that palpably filled every room and space she entered. Her work—and the work of so many colleagues I had the honor of connecting with—reminded me how deeply we need each other to feel seen and valued. The work educators do is hard, and the world continues to make our work even more challenging. When we are generous with our praise and deliberately lift each other up, we create space for innovation and curiosity.

One thing I have found myself saying in multiple spaces these past few months is that there is always room at my table. I find it sad and difficult when adults close doors on others or think there isn’t space for more educators to advocate for and support students. We are only better when we come together to collaborate. When we celebrate and support each other, our students and our community flourish.

6. Seek joy not because it’s easy, but because it’s essential.

Another incredible speaker, Kat Crawford (who goes by the Lunch Lady), approaches life with such joy and whimsy. As a fellow theatre kid, she so joyfully shared great ideas and resources in multiple presentations at ISTE. Her energy and her desire to support others reminded me that being authentically oneself is a wonderful way to spark joy. 

Joy is the fuel we need to sustain us when the weight and worries of the world overwhelm us. Joy is what keeps teachers coming back, students curious, and classrooms safe spaces. Embracing joy can occur alongside hard work and persevering through challenges. At ISTE, I saw joy in laughter, learning, and embracing the belief that what we do matters.

Even as the weight of the world presses down, the spark of joy shared through poetry, technology, and community pushes back. That push is what keeps me going. That spark is what lights the way forward.

Joy may be complicated, but it's also what makes the work worthwhile.

My Journey to Becoming a Google Certified Innovator: Serendipity in Chicago

Years ago, the  Google for Education Certified Innovator Program caught my eye. After completing the Level 1 and 2 training, the Certified Coach and Trainer programs -- I know that becoming an innovator would be the experience of a lifetime. With starting and raising a young family and the COVID-19 pandemic— I knew this program had to wait. I couldn’t leave my kids as infants and then pressing family health issues made me leery of traveling. at least not this year. Life has a way of throwing curveballs, and timing has always been a barrier. But when I discovered, serendipitously, that the 2024 cohort would meet in my hometown of Chicago on the day applications were due, I knew I couldn’t let the opportunity slip by. With furiously typing fingers, I penned my application, sharing what I have always been most passionate about as an educator - amplifying student voice. 

Why I Applied

The Google for Education Certified Innovator Program has always been a goal of mine. It’s more than just a professional development opportunity—it’s a platform for educators to transform classrooms and school communities. As I fervently finished my application, I realized that this program is more than just learning to innovate - it is about exploring challenges in the world of education and using creative problem-solving to advocate for students and the educators who serve them. This program would allow me to continue to research, reflect, and create solutions for a pressing issue in education - the silencing or marginalizing of student voice, especially in a post-COVID world. 

At a time when I felt like I had lost my own voice as an educator, I knew I needed to take this leap of faith and speak up for diverse and often marginalized voices within our school systems. I need to use my voice to amplify and champion the voices of others. With just 30 minutes to spare, I submitted my voice and shared my unwavering belief that our words are power. I could use them to advocate for others. 

I’ve always believed that storytelling is one of the most powerful tools we have as educators. It fosters empathy, empowers individuals, and fosters strong classroom communities. During COVID, when the Google Innovator program was postponed or moved online, I stopped pursuing it. So when I saw that this year’s cohort was meeting right here in Chicago, it felt like a sign.

The Experience of a Lifetime

The Innovator Academy brought together 50 of the most passionate and driven educators I’ve ever met. From the moment we walked into the space, the energy was electric. Every individual there was dedicated to tackling big challenges in education, and the collaboration, tenacity, and support we shared were unlike anything I’ve experienced before.

Throughout the program, we dove deep into our projects. We were also challenged to think bigger. We were guided by some of the best leaders in educational technology, TED, and Future Design School, we were inspired to dream and imagine solutions. 

My Project: Amplifying Student Voice

My Innovator journey is centered around the essential question: How might we amplify and celebrate students' and educators' voices? My answer is what I tell students almost every day: Good speakers are good storytellers. 

My goals with this project are to increase student voice, promote empathy, and foster a strong community within any classroom setting. I will follow up with another blog post about the project. 

The Bigger Picture

Being a Google Certified Innovator isn’t just about launching a single project—it’s about driving transformation in education. My time in the program has shown me that real change happens when educators take risks, think big, and collaborate with others.

I hope this storytelling platform will empower students and educators to celebrate their unique contributions and use their voices to inspire change. I have been so grateful to have amazing mentors and teammates who are also passionate about and exploring this topic. 

Being a part of this program in the summer of 2024 was the reconnection and inspiration I needed in my career. I had a rough year prior personally and professionally that made me doubt myself and feel directionless - feelings that came from years of burnout, unpacking trauma, and diagnosis of complex PTSD caused by the pandemic and being pushed in directions by some well-meaning people that were not right for me. I had lost my sense of self. 

Advice for Aspiring Innovators

Currently, there are only about 3000 Google Innovators worldwide. If you’re considering applying to the Google Innovator Program, do it! Reach out to people online who have gone through the program and can give you advice/input on your project.

1. Just Apply: Don’t let self-doubt or timing hold you back. If I hadn’t applied at the last minute, I would’ve missed this incredible opportunity. I didn’t think I’d be selected among the hundreds (or even thousands) of applicants, but I was. I could not be more grateful for this opportunity and for every amazing person I have met because of it. 

2. Focus on your mission: Choose a problem you care deeply about. Consider where your heart always leads you as an educator. Your enthusiasm will shine and your curiosity will help you create a strong application. 

3. Embrace the Process: The academy is intense, but it’s also one of the most rewarding experiences. When I said that the room was electric, I truly meant it. The creativity, curiosity, and kindness expressed by every person helped me rediscover myself. 

The Google Certified Innovator Program has been a transformative experience, not just for my professional growth but for my journey as an educator. It’s given me the tools, mentorship, and community to bring and I can’t wait to see where this journey takes me next. If you’re passionate about solving big problems in education, take the chance on this program. You won’t regret it.

The Power of Personalized Experiences: Insights from a Make-a-Wish Adventure at Universal Theme Parks

We just returned home from my son's Make-a-Wish trip. To say that I am grateful does not even begin to capture my feelings toward this opportunity and the amount of healing and joy it provided our family. This trip was the first time my kids were on an airplane, and we were away from home for more than 48 hours. COVID and medical treatments have kept us from venturing too far from home. Still, now that Jordan is older and medicine like Trikafta have given us reason to believe that our son's life expectancy and, more importantly, his quality of life will look relatively normal (with a little bit of work), we were finally ready to venture out into the world.

We spent five days at Universal Studios and the four Disney parks in Orlando. While my son does not do rollercoasters, we were able to explore and experience every facet that these parks have to offer and bond as a family of five. At Universal, it was clear that they had special protocols and training to work with Make-a-Wish families. The direct and immediate attention given to my son, especially by the characters, could make me cry just thinking about it, and it challenged me to reflect on hospitality practices and how we incorporate those practices into our own teaching and learning experiences that we build for our students in the classroom. Every student deserves to feel seen and cared for, as Universal made my son feel. Fortunately for classroom teachers, we have time and multiple opportunity to extend those relationships and experiences to span more than just a few minutes of engagement.

Read your students as they enter the gate.

At Universal, we were given the "backstage" or behind-the-scenes experiences. From the entry point of each ride, we were given a personalized experience. They understood their audience and quickly assessed his nervousness and apprehension as we approached each ride. As teachers, we must do our best to read the room on day one. We must carefully craft first-day surveys that challenge our students to fully answer who they are and what they need from us to succeed. The better our questions and more observant we can be, the more comfortable our students will be to "enjoy the ride" as the new semester takes off into the unknown.

Create an immersive experience in which students are the active drivers of their learning.

As we walked from ride to ride, the theme became immersive. Fog and dark corners crept up in Jurrasic Park, and the Harry Potter sections were equipped with magical spots and spells so children could feel like wizards. We were asked to be active participants rather than passive riders checking off rides from a list. As educators, we should strive to create similar immersive experiences for our students. Instead of passively taking notes or answering questions on a worksheet each day, we should build hands-on projects, collaborative activities, and real-world problem-solving. These activities challenge students to engage more deeply and retain knowledge more effectively. As teachers, we are not tour guides; we are world builders. Our goal is to make each student feel like the hero of their educational journey, with the power to learn, grow, and shape their destiny beyond the classroom.

Build connections and root for the team.

One of the most moving parts of the trip was seeing how the characters and staff members cheered on my son and made him feel special at every turn. They were not just doing a job; they made us feel like they were rooting for our happiness. As teachers, we must build strong connections with our students. One of our "whys" for becoming teachers is often that we want our students to have the best opportunities and lives beyond our classrooms. Their journeys start in our classrooms. We can celebrate their victories - great or small. We can demonstrate that we are invested in their success and happiness by showing that we are proud of them, recognize their growth, and believe they can reach their goals. A simple "I'm proud of you" or "I believe in you" can impact and build confidence to tackle any challenge, real or imagined.

Use the "slow parts" to build anticipation.

At a theme park, the action is often broken up with lines to wait for and slower-paced attractions, but even these moments in our experience were designed carefully to build anticipation and excitement for what was to come. In a classroom, not every lesson is high-energy and "fun." Quiet moments are necessary for reflection, and direct instruction is needed to learn valuable skills. Still, we can build anticipation for larger projects and collaborative experiences in moments that lull the energy.

I love asking thought-provoking questions or completing anticipatory-type discussions that challenge students to prepare mentally for more extensive learning experiences or readings. Another way to "set the stage" is to deliberate with musical choices played in the background while students work. Planting the seed of what is to come, sparking curiosity, encouraging students to ask questions, and building suspense can make experiences for students more meaningful and memorable while also keeping the pace and energy higher throughout the lesson.

Remember that the journey can always take a new path.

Flexibility is absolutely necessary at a theme park. We learned that different sections are closed during early admission for maintenance and repair and that messages are not always communicated clearly before entering a park. Despite all the planning, we adjusted our schedule daily based on what was available and what my son could handle. The same is true in education. Plans change. Students are different from semester to semester (or even from morning to afternoon). We must be ready to pivot, embrace new strategies, and allow students to guide us through the learning process. Sometimes, skills take longer to master than others. It is okay to step away from the plan and follow a new, unexpected path.

Reflecting on our Make-a-Wish trip, I am overwhelmed with gratitude for the experiences we shared and the people who helped build this incredible experience for my family (Make-a-Wish, Give Kids the World, Universal, his doctors, and more). I also appreciate the lessons I can take back to my classroom and the opportunities I now have to pay forward the love and care that was shown to my family. I was inspired by the Universal Studio's staff and the experiences they build for my family, and I hope to take that same magic back to my classroom in 2025. After all, the magic of teaching isn't restricted to a location; it's in the quiet moments where we show our students they matter, and we believe in their journey.

Recalibrating in 2024: Reflecting, Refreshing, and Revising

As we wrap up 2024, I reflect on a tough year - really, a tough couple of years. The pandemic exacerbated problems in our world and made protecting medically fragile people challenging. My family went through both known and not public challenges, which forced me to realize that not everyone has good intentions. More often than I'd like to believe - people can be mean. Still, there are so many people and experiences for which to be grateful. I am hardwired always to see the best in every person and to make meaning from our everyday experiences. Despite a few bumps in the road, I am hopeful and still seeking the good.

New years and new semesters are tangible fresh starts that encourage us to reflect and recalibrate our mindsets and goals. A mindful and intentional recalibration of our mindsets can help us to move forward and grow as people, teachers, and learners. What does recalibration look like in the classroom?

(Thanks to Rob Martinez for writing a beautiful book called Recipes for Resilience and for sharing his passion and joy with other educators)

First - it starts with considering where we've been.

As I think about where I've been, I have focused on asking myself purposeful questions:

• What worked well this year?
• What didn't work?
• What caught me by surprise?

Growth often happens in unexpected moments. I recently listened to the Hidden Brain podcast by Shankar Vedantam, in which we discussed "How to Be More Creative." One of the caveats of this podcast was that inspiration is often found in unexpected moments but is still the result of a purposeful thought process. We are frequently most innovative when we allow ourselves to cultivate our creative potential - when we have space to think, reflect, and consider. Another takeaway from this podcast was that our ideas and inventions do not occur in a vacuum. We need people to move forward. 

A takeaway from what didn't work is that I must surround myself with the right people. I have learned that stepping away from people who use my talents or expect me to give all of myself to them but do not reciprocate or show up when I need them is okay. Still, loving others and using my gifts can create great spaces for students. We are capable of so much, and we must find ways to refocus and redirect our energy to make a positive impact.

Something that went well this year was taking risks and chances. One of the most powerful experiences of my educational journey was being a part of the Google Innovator program. Shout out to #CHI24. After spending several months not feeling like myself, I applied to this program literally HOURS before the deadline. I have always wanted to participate in this professional learning program, and I was so blessed to be chosen as one of the 50 participants. Being in a room of inspiring and passionate educators was electric and reminded me that there are incredible people in the world who want to share, learn with, and lift others up. I am so grateful for this group of people and will definitely have to write another blog post on how this experience recalibrated my thinking and gave me back my joy.

 

(Shout out to the Sparkle Squad)

Through reflection comes renewal and refreshing our energy.

As an educator, I have always believed in servant-hearted leadership. As a collective, educators are here to support, guide, mentor, and teach others skills that will allow them to have a happy and healthy life. In my realization of this aspect of education, I have learned, though, that we cannot pour from an empty cup. We have to:

• Pause and rest.
• Reconnect and understand our why.
• Prioritize our families and ourselves.

When we rest, we are more productive and happier, which allows us to recenter ourselves and remind us of our purpose - or our why. Pouring into my family and creating spaces for my children to thrive, learn, and grow has helped me grow as a person and an educator. By prioritizing my family and trying to prioritize myself, I am starting to understand my goals and gifts more than ever. Rest is important; I see that now. Rest allows us to ignite our creativity and foster new ideas.

With rest and rejuvenation comes a reset to move forward.

Between Christmas and New Year's is a great time to set realistic goals. Now, I am not fond of "New Year's Resolutions" or lofty goals that quickly fade before January is over. Starting smaller and shifting our thinking are great ways to improve. This year, I learned that goals are not about the finish line; goals are guides to help us along the way. Being flexible is essential. Life happens, and sometimes it hurts. Learning to adjust and adapt has helped me immensely this year.

As teachers, adapting to our changing students can help us to improve and shift our practices. Collaboration and community are ways to reset and grow collectively. Some new teaching practices I hope to implement in 2025 involve more lit circles, ethical use of AI, and more communication experiences for students (podcasting, peer reviewing, presentation, etc.). Resetting our strategies can help us serve and stretch our students better. 

Revision means looking ahead like any good author during the writing process.

Practice makes progress - not perfection. For me, I will continue to learn and grow. My husband and I started creating again. We have a new season for our podcast, and we are co-directing a children’s show. We are fueling our creativity and exploring how to make safe and meaningful spaces for people to learn and grow. I will continue to take risks and put myself in spaces that challenge me to give my talents, stretch my thinking, and provide me with opportunities to lift up others. 

As we enter 2024, we must refresh our mindset and recalibrate our thinking continuously. Recalibration is a cycle of following our values and goals. What will 2025 look like? I'm gearing up to present at conferences, including IDEA Con and ISTE, in June. I will put myself out there again and take every experience in this new chapter as an amazing opportunity for growth, purpose, and impact. Here's to making it matter.