Amplify: Digital Teaching and Learning in the K–6 Classroom
Future Ready Schools® Invites You to a Participate in a Webinar
Amplify: Digital Teaching and Learning in the K–6 Classroom
Tom Murray, Director of Innovation, Future Ready Schools®, Alliance for Excellent Education
Kristin Ziemke, Learning Innovation Specialist, Big Shoulders Fund; Author, Amplify: Digital Teaching and Learning in the K–6 Classroom
Please join Future Ready Schools® (FRS) for a webinar that is part of its Leadership Hub, a one-stop-shop of professional learning opportunities for school leaders.
Now is the best time to be a learner. In today’s innovative schools, there is a shift in mindset as students, teachers, coaches, and administrators learn and grow together. By leveraging technology, thinking is amplified and the “how” for all learners is diversified. Mobile devices provide new options for students to create as they make a movie, record a song, or publish a blog post to capture understanding.
In this webinar, panelists will look through a lens of pedagogy and identify new opportunities to confer, inform, and offer feedback to position kids and teachers in a place where anything is possible. Join Kristin and Tom as they share stories, suggest strategies, and ask questions that will help viewers empower school communities for today and beyond.
Panelists also will address questions submitted by online viewers.
Register and submit questions for the webinar below.
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Tom Murray: Good afternoon everybody. I am Tom Murray, the Director of Innovation for Future Ready Schools, a project of the Alliance for Excellent Education, located in Washington D.C. Future Ready Schools is a collaboration between the alliance and a vast coalition of over 60 other national and regional organizations. The goal of Future Ready Schools is to maximize digital learning opportunities and to help school districts move quickly towards personalized, student-centered learning. The effort provides districts with resources and support to ensure that local technology and digital learning plans align with instructional best practices are implemented by highly trained teachers and maximize personalized learning experiences for all students, particularly those from traditionally underserved communities. The hashtag for today’s webinar is #FutureReady, as always. Thank you for making an investment in joining us today. I’m going to be your host on this webinar on Amplify: Digital Teaching and Learning in the K-6 Classroom.
With me today, which we are super excited about, is Kristin Ziemke, the learning innovation specialist for Big Shoulders Fund, located in Chicago. She’s also the author of Amplify: Digital Teaching and Learning in the K-6 Classroom. And she’s also one of our Future Ready thought leaders. So, Kristin, what an honor it is to have you here today. Welcome. I’m going to ask you, can you take a moment to introduce yourself?
Kristin Ziemke: Sure. Thank you for having me, Tom. I’m so glad to be here. Hi, everybody. I’m Kristin. I work as a resident teacher and learning innovation specialist for the Big Shoulders Fund in Chicago. We support about 70 schools city wide that all have students of high needs backgrounds or low income. This year, I’m working primarily in third grade. Then, pushing it into other classrooms across the grade. So, today, I’m excited to share some strategies that are tried and true best practices and help you think about the what’s next with digital learning.
Tom Murray: So, Kristin, we ask you for a variety of reasons to come on to our webinar here at Future Ready. One is you were serving day in and day out a traditionally underserved environment, very urban in Chicago. And the insights that you have there is phenomenal. But you also have a very global view because you get to work with educators truly across the world. So, one of the key facets that we talk about with future ready is we are buying all this stuff that’s out there. We’re buying Chromebooks, we’re buying iPads. We’re putting them into carts; we’re putting them into hallways; putting them into classrooms. Sometimes saying, “Now, what do we do with it?” “Now that we’ve got 3000 iPads, how do we change our curriculum or instruction?”
You are somebody that’s really become a go-to into the effective use of technology. As we take a look at that throughout future ready, it’s also one of the foundations of your new book, Amplify. Can you talk a little bit about that? That effective use of technology and how it’s not about the tech, but it’s what we do with it that’s what truly matters for students. Can you dive into that a little bit?
Kristin Ziemke: Absolutely. This is one of my favorite things to talk about. I feel like I live in these two worlds that has pedagogy on one side and ed tech on the other side. And I need those circles to come closer together and overlap a little bit more in the Venn diagram because both sides are doing really great things. But we need to communicate in order to deepen the breadth and depth for kids. I think really looking at what we know works with pedagogy. It’s called best practice because it’s research-based, teacher-tested, and kid-approved. So more than looking at the technology, we need to be asking all the time, “Why does this matter? What’s next? How do we know?”
And really looking as technology to be a piece to add layers to thinking. It’s not a replacement. It’s not an either/or. But it’s we’re going to use paper and iPads. We’re going to paint life-size murals and post it to our blog. We’re going to reach out to experts and still have face-to-face conversations in the classroom. And so, I think we’re really in a place where we can differentiate the how. No longer is write it down the only option for kids. But we can adjust those different modalities to truly make it personal, thoughtful, and I think relevant for students of all ages.
Tom Murray: Yeah, I completely agree. It also reminds me a little bit when we talk about the effective use is when I think about the National Ed Tech Plan. And how they define the active use of technology versus the passive use or the consumption-based use and what actually works. I know here, at the Alliance for Excellent Education, we did a really in-depth analysis with Dr. Linda Darling-Hammond and take a look at what was it that actually worked. It really boiled down to the interactive learning or the – not just the digital drill and kill. That’s showing from a research end it’s not doing anything. But using tech to explore, to design, to create.
So I – to follow up there to question one, what are some of those things that you’re seeing – I know we’re going to dive into it a bit more in workshop – in the classrooms, that’s really working with kids, it’s allowing technology to really amplify their learning?
Kristin Ziemke: Absolutely. I think anything that’s creative based. Right? I like to think of like a Warren Buffet model of 80/20-ing a business. And apply those same numbers to what we’re doing with technology. Yes, we’re going to have to do some standardized assessments. Yes, we’re going to have to gather data on kids in a number of different ways. But we should be doing that type of work about 20 percent of the time.
I like to try to measure and think, okay, 80 percent of the time, are we inviting kids to make something? And when we say to a student, “Make something to show what you know.” I believe that’s the best assessment that we can get on any given day. That shows here’s where they are today. The feedback that kids are giving me will help me plan instruction for tomorrow. So, things that are open-ended and can be used across the curriculum as well are my favorite.
So, any type of drawing tool. You can draw in reading, science, math, social studies. Any type of video tool, you can talk about your thinking, again, across the curriculum. Some type of sharing space, whether it be a Seesaw or a kid blog or even a simple classroom website. Something that helps kids build audience. And when they have audience, motivation and engagement increases.
If we’re thinking about free tools that are out there, I love things like Doodle Buddy or Draw and Tell for the little guys. iMovie is a great tool. Wii video would be a great tool for Chromebooks. And I’m a big fan of Flipgrid as well. I think we can connect students on a tool like Flipgrid. Keep it safe and amplify thinking through that.
Tom Murray: Yeah, that’s great. And I love how your focus in Amplify as well, just like we do at Future Ready, it’s what we actually do with it that matters. You know, one of the things I see across the nation is we’re celebrating going paperless. We’re celebrating that everything’s in whatever tool. But that doesn’t necessarily tell us about learning. So, focusing on the high-level learning piece is really, really vital.
One of the things that you say often that I love to hear you say is that it’s the best time to be a learner. That always captures my attention. It’s something you refer to in Amplify. It’s something I’ve seen you present. And with passion, it’s the best time to be a learner. So, what makes today better than ever before for our students?
Kristin Ziemke: I think access is a big thing. I taught kindergarten for eight years. Every year, I’d have students that wanted to learn about volcanoes and about sharks. But unless there was a guided reading title at level C that they could access, that information was off limits to them. So, I spent nights stapling together books and writing predictable texts. Now, we can really build this background piece or pursue student passion with videos via image study, connecting with authors or with experts.
So truly, we have the opportunity to connect kids to things they didn’t even know they were curious about. I think that’s one of the shifts in our roles as teacher, that we’re the connectors right now. We’re inviting wonder and celebrating all there is to research out there. And trying to get feedback from our kids, really listening to them and hear who they are as learners. Hear who they are as scientists, hear who they are as citizens and then find resources that they can keep thinking about.
Tom Murray: Absolutely. We call it the Netflix generation of kids as well. But I will clarify a point that I know you’re very passionate about – I see it in all the work that you do – is a notion related to equity. Certainly, working there in urban Chicago, I know it’s something that’s on your forefront. You talked about access.
At Future Ready, we often talk about equity in access, equity in opportunity. One of the things that’s important to remind our viewers is that especially when we’re doing this digital – I know our focus on this webinar is really that K-6 piece. But when we think about digital tools outside of school, it’s really important to remember what’s been coined the homework gap. It’s really come out of D.C. Although I’m not personally a fan of the term ‘homework’ there because it’s not really about homework, it’s about connectivity.
It’s really important to remember that five million of our nation’s families – and that comes from the Pew research – don’t have that connectivity at home. So it – as we’re using these digital tools, as we’re doing this work, it is imperative that we also think about what it looks like at home. Or, if we’re putting things online. If we’re putting things out there for parents, we can’t make the assumption that they have that access at home. That’s something that’s core to Future Ready. But I also know that it’s core to you personally and that equity in access or equity in opportunity. Do you want to mention anything about that?
Kristin Ziemke: Yeah. I think that’s an important piece, too. What you said there, we have to caution our assumptions. Right? And I think we need to do that across the board. Because yes, kids might not have the opportunity to go online at home. Oftentimes, especially with our little guys in Chicago, we do not send devices home with students because it’s a safety issue. Right? Having a device in the backpack of every ten-year-old walking down the street is a safety issue. So really thinking about extended day hours where kids can come in early or stay after school to do some digital work, really looking at that balance. I always talk about how it’s text and tech. and how we need to be mindful that we’re crossing over between the two.
But then I think also, really cautioning our assumptions on what kids know. We recognize that kids are coming into our classrooms aware of media in life. We often make leaps with the language of digital natives and assume that they know how to use these as tools for thinking. They know how to use them for tools as entertainment, absolutely. But our responsibility is to teach them how to use these as tools for thinking. So really thinking about the mini lessons and what that structure might look like to be effective users of content that might be online.
Tom Murray: So well said. And I’d be remiss to not mention one of our Future Ready partners, that’s Everyone On, and encourage our users to check our everyoneon.org to take a look at some access in their areas. And some great points there. Kristin, another notion – and we hear all about it – at Future Ready we use this quite often is this notion of personalized learning. It feels to me like I ask ten different educators to define personalized learning, I’d get nine and a half different responses. So, what does that look like? What does that sound like for you? And what role does technology play?
Kristin Ziemke: Yeah. I think you’re right about that. Personalized learning has kind of gone down the path of reading workshop in that it means something different to everybody. For me, personalized learning looks like almost going back to some classical teaching practices that we used of Yetta Goodman style kidwatching. When we’re looking at what kids are doing today and we’re responding with follow up lessons tomorrow. Really that deep-seated responsive teaching. For me, it’s not a program but it is maybe a short flipped video that I’m making for a small group that’s two or three minutes long because that group is ready for some next step teaching or some possible re-teaching.
It’s kids creating content and then getting feedback from their peers to have another go, to embrace that revision and editing piece, and then to post it to get additional feedback. It’s lots of small groups. I think one of the best examples of personalized learning is when you walk into a classroom and you’re not quite aware of where the teacher is as you first look at that space because there’s lots of different things going on. Kids are doing different types of work around the room. It would be more of that interdisciplinary focus than subject-specific.
Tom Murray: That’s great. I know at Future Ready, we differentiate a little bit and also share how sometimes we’re referring to it in different ways about personalized learning and sometimes being a little bit more computer heavy there but versus learning that’s personal. Like you started to say, how do we leverage students’ interest, students’ passions, the areas that they’re looking to study there as well?
I do want to remind our viewers that the hashtag for today’s webinar is #FutureReady. Feel free to ask your questions on twitter. We’re going to try to get to some of those. We’re going to be monitoring that as well.
So, Kristin, you’re somebody that gets to speak at a lot of conferences and work with a lot of schools, not just Chicago. And you come in contact with many many different educators. So how do you get teachers and coaches and administrators to adopt a mindset of innovation? Hearing it from somebody like you or throughout Future Ready, we see so much innovation going on throughout our schools, but it’s in pockets. And you’re right. How much does so much of this come down to mindset. So, how do we get coaches and teachers and admin to adopt this type of mindset of innovation?
Kristin Ziemke: I think it goes back to one of the things you mentioned earlier. It’s not just about the technology, it’s what we do with it that maters. So, I always encourage districts to be intentional about supporting teachers, about supporting the academic teams as they bring more and more devices into their learning environments. I think really embracing this idea of, you go slow in order to go fast later. Just like the start of the school year, this is a perfect time to reflect on this. We’re being intentional. We’re rolling things out. We’re evaluating them. We’re really looking. And then, we’re going to see that pick up speed over time.
I think another big piece is inviting teachers to just try something. And to share the notion that it’s okay if you fail as long as you learn from it. It’s okay to have a go and then rethink it if it didn’t work right. And I think as I’ve spent time with kids, I’ve seen that ‘what do we do when’ model be such an important teaching piece. You know, it’s not so much about me modeling failure, but it’s what I do next to show kids how to keep thinking about a topic or how to generate a workaround. I think the same is true with teachers.
One of the things that my writing partner, Katie, and I suggest in Amplify is that teachers try one new thing every quarter across the school year. Sometimes, we bite off more than we can chew and it becomes overwhelming. But we can all commit to try one thing every ten weeks. By the end of a school year, you’ve got four really great things that you’re doing with kids. Chances are, you’ve chatted with a teacher in the lunch room or at the copy machine and heard of something else and you’re doing more than one new thing a quarter. But if we can really look at being diligent about the types of practices we’re doing and then applying it across content areas. How can you use video in math, science, literacy, civics?
Tom Murray: Yeah. And I’ll give my good friend George Couros a shout out. He wrote the book The Innovator’s Mindset. And he also tackles a lot of things in those areas related to culture and people’s role in that. And how do we model? One of the pieces that – in asking about administrators, one of the pieces from the Future Ready ___ that we’re often really working with admin on is how do they model this kind of work? How can a principal create that culture of innovation? What can they do to model the type of practices they’re looking for?
One of the examples we often give is taking a look at: I’m an administrator. How do I run faculty meetings? I can remember my failure as a principal to share one of my own failures here live on a webinar nationwide. I remember being a principal standing on a Monday afternoon and for 60 straight minutes talking at my teachers. The following day, I went into a third-grade classroom. I observed the teacher who talked at kids for 52 straight minutes.
Then, the following day having a post conference where I was about to say, “Where you’ve got a captive audience for that long, we can’t just talk at them the entire time.” But, I’ll tell you it hit me like a ton of bricks. I was about to tell the teacher not to do what I had just modeled the day before in the faculty meeting. So, modeling in this area is such a big aspect. Or, to create that culture of innovation in their schools from an admin end is: how can they model?
So, one of the things I’ll ask you Kristin is, what have you seen in terms of administrative practices? If I’m a teacher, maybe I’m a new teacher and I’m looking to balance some of the literacy things that I’m doing but infuse technology, what can admin do to help create that culture or that tone in their school buildings to support the work? ‘Cause I’ve never met a principal that says, “Well, I don’t want to support an innovative culture.”
They want to do it. And so much of it comes from modeling that culture that they’re looking for. But what are some things that administrators can do? Or building principals can do? And it could be district level as well, to set that tone in terms of modeling? What does that look like?
Kristin Ziemke: Yeah. I think that’s exactly where you want to start as a building administrator. Anything from trying out a live Instagram post, right? Going live on your school’s Instagram page to sending a video memo as opposed to the outline staff meeting agenda to making a song that informs teachers of what’s going to happen at the book fair next week. I’ve worked with principals that are really trying things out and trying things out not just in front of teachers, but also in front of kids and families.
Creating some type of blog post that says, “Hey, for the next two weeks, I’m going to be making blogs. I’m going to give that a try. I might mess up. And that’s okay. But we’re going to look at it together.” I think for sure admins need to be the lead learners.
For years, we’ve known this was important with kids. And we’ve said things like, “I don’t know. What do you think?” Or, “I don’t know, I haven’t tried that before.” Now, we can really do that and be authentic about it. Because we haven’t tried it before and we’re going through the steps and modeling for our communities that learning can be messy and it’s basically a big adventure. So, why don’t we go on this together.
Tom Murray: Yeah, absolutely. We just had a Future Ready advisor, Joe Sanfilippo, in last week talking about that notion of sharing your story. You just gave some great examples of ways they could model in that regard as well. I want to follow up with one other question related to that. You’re a Future Ready thought leader and somebody that gives us feedback in terms of our instructional coaches strand, an area we’ve really started to expand this year in terms of how can coaches continue to be more and more effective around this work?
You know, if I’m an instructional coach and I’m watching this, it could be a bit awkward sometimes where I’m sitting side by side with a teacher, giving a little bit of critical feedback – not in a supervisory nature, but in a way that’s better than ‘good work,’ ‘nice work.’ What can coaches do – those people that are working side by side, something that you do all the time – to effectively give that feedback to teachers to really help them with this work.
Kristin Ziemke: I think there are so many different ways that we can do it. Again, it goes back to giving feedback in the ways that we want teachers to interact with students in a digital environment. Whether that be via creating an audio file and saying, “Okay. So, we’re going to be working on podcasting next. Today I gave you some audio feedback. See how that goes.” Like, “Is it easier to interpret via audio? Is there a barrier to that for you? What might we need to think about as we start using audio with students?”
I think as coaches, too, any time we can come in and co-teach to support some of this digital learning, it’s always better to have two teachers in the room any time you roll out something new with kids. Even just being a little bit more comfortable. I remember, as I was starting to use technology, my tech coach, Carolyn Skibba, would come in and sit on my rug and teach the app to students. And I would learn right alongside the students in that first moment.
Then, we’d say, “Okay, go off with your think partner. Have a go. If you need help, ask Miss Z or Miss Skibba. So together, we could sort of field those questions. But so much of what I learned about tech was in that moment where a coach was sharing with me, too.
Tom Murray: Yeah. And the role of coaches is just so vital. I know not all districts have the ability to fund those. But those that are often see great growth. You know, let’s talk about literacy a bit. Here’s an area that you are really well known with. This is a passion area for you.
If we look at literacy – and I’m speaking back to my elementary heart, my elementary principal, being back in those days. Not that it’s not important K-12, but I think back to those early elementary days especially, really thinking about literacy. We think back to the evolution of literacy over time. What do educators need to think about over time as we plan literacy lessons for 2017 and 2018 with all this tech? What does that look like? Talk to us about literacy for a bit with all of this.
Kristin Ziemke: This is something that I’m so excited about. I just see tremendous opportunity. We’re really in a time where to be literate no longer means spending time with just text. We have to move kids beyond text and really start teaching and embracing, how do you read a visual for information? What does that look like and sound like?
How do you read a video and unpack and understand some of the different messaging that might go into that video and the layers and sides that are part of that story? How do you read an info graph with the intent to glean information? I think a lot of times, educators assume that info graphs are easy to read because they’re pictorial in nature. But what we really see are highly complex piece of text with lots of math and science data. So really looking at how we can be informed. We’re growing that definition of literacy.
It’s also important that we recognize that our mini lessons in print do not transfer seamlessly into our mini lessons on screen. And there’s lots of new research coming out from a variety of people, Ann Magnan, Jordan Sugar, Michael Mills to name a few, talking about the experience of reading text on screen and how that varies not only by format as a website, multi-touch, social media, but also by the device that you’re reading on. So, we look at our rich history in literacy instruction and think, for 40 years, we’ve been crafting mini lessons that guide kids to be better readers in different genres.
How many mini lessons have we taught in a digital text format? How have we brought in those images and videos? Are we giving kids time to become fluent with reading on screen and the opportunity to really practice and respond to those different pieces? So, I think we have to do our due diligence in the area of digital literacy. But it’s so exciting to think about the what’s next.
Tom Murray: Great. Now I do want to remind our viewers for the next few minutes, the hashtag we’ll be using – we do use it all the time, but specifically for this webinar, is #FutureReady. Just a reminder there. We did have a question come in from Mary Anne from New York state, the education department. She asks, “How can districts use technology to create a culturally responsive curriculum and school environment?” And I’m thinking, Kristin, back to Charlottesville only a few weeks ago, Ferguson a while back. This is such a vital thing.
And for Future Ready, this is core to our mission, related to that equity in all students. And all meaning all. So, talk to us a little bit about that cultural responsive piece again. I know it’s an area that you’re super passionate about. It’s one Mary Anne from the New York state department was asking about.
Kristin Ziemke: I think again, this goes back to that idea: now is the best time to be a learner, because more than ever before, we have the opportunity to hear stories and to connect with learners and specialists around the globe on some of these big issues. Whereas maybe in the last two years we’ve seen some of the negatives that come out of living in a connected world, I think our bigger question is, again, have we taught kids to use these devices as tools for building empathy? What if these became empathy machines and we built a generation that really saw the world differently?
So, I’m writing a lot about this right now, Mary, so I’m so glad you asked. I think more than using technology for technology’s sake or even getting to some of the academic pieces, our primary focus on using devices should be to help kids tell their story. Help kids hear story about others like them as well as others that are not like them. Then, to really hear story and transform that into taking action upon issues that we care about. And really thinking about what does it look like to be kind, to promote acceptance? And develop a future generation that is better at understanding than maybe what we’ve seen in the past.
Image study, again, a great piece. Connecting with schools, again, a great piece. Really looking at stories that might be missing from our schools and classrooms and then going out to harvest and seek those stories and bring them in.
Tom Murray: So well said. I’m thinking back to Charlottesville just a number of weeks ago and seeing an educator, I believe it was Melinda Anderson, who started to push the hashtag #CharlottesvilleCurriculum. Then it was picked up by the Washington Post and a lot of other outfits. Within hours, you had educators from all over the country working together to support that area and this notion there. And what a great way to use technology to also help solve problems.
I mean, we talk about teaching kids real world issues and that notion of social justice is absolutely one of them. Where that area when we – what a teachable opportunity for kids. Here where we’re focused on K-6, those conversations might look a little bit different than they do in 11th and 12th grade. But technology certainly enables and abets that.
So Kristin, we do appreciate your time. I want to ask one final question. We get a lot of different viewers, we just asked one question from the state department. We’ve got some teachers, principals, superintendents. We’ve got a huge scope and I’m guessing there’s experience there as well.
What advice do you have with technology so that it can really amplify learning but we make sure we’re not just doing the digital drill and kill, we’re not just using tech for tech’s sake? Whether I’m a principal or a teacher, what’s some advice that you have, no matter where they are in the continuum, as it relates on the use of ed tech in classrooms?
Kristin Ziemke: I think piggy-backing just on the previous question as well, my mentor, Smoky Daniels, always asks teachers, administrators, “The world is handing curriculum. Are you taking it?” So, I think really going back and looking at some of our curriculum maps, talking about issues, looking for that balance of story, then, using the mobile devices that we have available to bring that thinking into our classrooms. Following up on that, to be brave, right? To take a risk and try. So often, it’s that mindset for putting yourself out there and bringing in something new.
Every time we do that, whether we be a principal, like you were in a previous life, or a classroom teacher, we are modeling for kids that we’re learning. I think that’s the big piece, that we continue to be lifelong learners, that that’s visible to our community, not just students, but families and stakeholders as well. And to really embrace learning from kids. By far, my students have taught me way more than I’ve ever taught them. I think we all have so much that we can learn, whether you’re working with five- or six-year-olds or sixteen-year-olds, the feedback that students give should be the foundation of what we do next.
Tom Murray: Awesome. The book is Amplify. I encourage you all to check it out. What an honor it is to have the author join us today for today’s Future Ready webinar. I do want to remind our viewers that information on Future Ready can be found at futureready.org. we encourage and challenge district superintendents to join over 3100 other superintendents to sign the Future Ready pledge. And if you’re not a superintendent watching this, we encourage you to forward that pledge to the superintendent to raise their awareness about Future Ready.
We also encourage our school leaders watching us today to join us at one of this year’s Future Ready institutes. I believe we have six left. Those are completely free. You can join us at one of those there as well. I want to encourage our viewers to get involved with our new and growing strand, that Kristin’s a part of, from district leaders to IT to principals, librarians, and instructional coaches. We have a vastly growing reach for Future Ready schools here in 2017. Check out our Facebook groups there as well for ongoing activities and support every single day.
I do want to thank Kristin as well as thank all of you, our viewers, for joining us for this Future Ready webinar. Don’t forget to connect with us at Future Ready on twitter at Future Ready and on Facebook at facebook.com/futurereadyschools. We do hope you join us next Thursday as Eric Schoeninger and I will be joining the Alliance for Excellent Education’s president, Governor Bob Wise, as we discuss our new ASTD book, Learning Transformed.
If today’s conversation, it’s going to be archived at all4ed.org/webinars soon after this webinar. On that page, you can also see a list of upcoming webinars and you can find all of the Alliance’s google hangouts on the YouTube channel as well. For those of you taking part in the action academy badging platform, the password for today is very fitting. It is amplify.
Thank you for joining us here at Future Ready. Have a fabulous day and Kristin, thank you again.
Kristin Ziemke: Thanks so much, Tom.
Tom Murray: Thanks everybody.
[End of Audio]
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