Episode # 68
Maker Spaces & Project-Based Learning with Annette Lang
March 11, 2025
About This Episode
On this week’s episode, we are joined by Annette Lang, a maker space and STEM integration coach, about the evolution of Biomed Science Academy and her role in developing project-based learning (PBL) and maker spaces.
Guests
Annette Lang
Annette Lang has been a technology teacher for over 20 years. She has taught K-12 technology and engineering courses. Currently, Annette is working as a STEM Integration /Makerspace Coach/Educator at Bio-Med Science Academy STEM school where she is a founding member.
Transcript
Kara 0:00
Today’s episode is sponsored by Learning Blade. Middle school is the ideal time for career exploration. With Learning Blade, you can easily integrate STEM and career awareness concepts into your classroom. Find out if this resource is free in your state at learning blade.com thanks, Learning Blade. Hey. Is this thing on? Are we recording? Can I get a tech person?
Caryn 0:29
Oh, for the love of Ed Tech,
Kara 0:34
Joining me today is Annette Lang, makerspace and STEM Integration Coach at the Bio-Med Science Academy STEM school. So Annette, thank you so much for joining me.
Annette 0:47
You’re welcome, looking forward to a fun conversation today.
Kara 0:51
Yeah, me too, and I am curious how you even decided to become a teacher.
Annette 0:59
So, I have a little different path I’ve spent. I graduated school with a business, integrated business. I was Business Communication major, and for 12 years I was in advertising, and I was at the early phase of the.com industry, so one of those little crazy startups in the 90s. So we were, you know, we literally had the book out, and we’re teachingourselves HTML and SQL and and learning how to create this new thing called the internet for our business customers. So it was a really interesting and fascinating career. And then you turn 30, and you’re getting on a plane on Monday and getting off the plane on Friday, and you’re like, Hmm, this is not a sustainable lifestyle. So I decided I have a little passion aside, passion of ski instruction, something
Kara 1:48
Oh cool,
Annette 1:48
even though, even though I live in Ohio, which is crazy, but I have a little tiny ski area that I work at and that I worked at since I was 15, so I’ve got,
oh my gosh, that’s so cool
over 40 years of teaching skiing at this point, wow. And I just really had a passion for that teaching, and I really enjoyed it, and I learned so much through that experience that I’m like, okay, there, there’s more. There’s a more rewarding career for you out there than making a website, and then next week, we’ve got to update that website, and Kent State has a wonderful one year Masters of Arts teaching MIT program, we call it, and I was able to get into that program. And within a year, full time year, I was able to obtain a teaching certificate in integrated business career, tech. And I started my started my teaching career.
Kara 2:36
Yeah, so did you start out teaching business? Then?
Speaker 1 2:39
Yes, I was integrated business, but right off the bat, you know, my first class, they’re like, Okay, you’re gonna be teaching Visual Basic. And I went, you know, I was, you know, the accounting business, that kind of teacher, so that you’ll be fine. And so I was able to embrace, I have three great aunts that were all educators, and they were so kind, and they’re like Annette, we taught Spanish. We didn’t know Spanish that she goes, you’re just a chapter ahead of the students, is what you need to do. So I really was able to embrace that, and I found some online classes over the summer, and was able to teach myself ahead of time, and then just stay a couple chapters ahead of the students. And really, so from the beginning, I’ve been learning with the students all along, which I have found is my real passion, right? And really enjoy having the time to learn new skills. And that’s been really rewarding for me to constantly change and learn. It’s amazing with them, yeah? And in tech, that’s all we’re doing in tech now, yeah, that’s all we’re doing.
Kara 3:41
That’s so true well, and it’s always changing. Yes, yes. So, okay, so is that how you got involved with project based learning and makerspaces? Or so, how did that come about?
Speaker 1 3:54
It’s a pretty fun as an integrated business teacher. I’m coming from industry. I definitely saw the application of everything that we were doing in the classroom. So it’s really boring teaching spreadsheets. It’s can be really boring teaching a PowerPoint presentation for the sake of a PowerPoint presentation. And I found myself in the school looking around, going, well, what are you doing in your other classes? Can’t we make a presentation for one of your other classes. Or, Oh, wait, you’re doing mode median, you know, and charts in math, let’s use some of that data. Or let’s do a science experiment and use some of that data. And it was challenging because I was in a traditional school district, so everything was siloed, and I was a special so I had ninth graders, 10th graders, everybody was all over the place in the grades that I was teaching. And then this little school over in Akron started, the Inventors Hall of Fame, was our first STEM school in the area. And I just kind of put my eye on that, and was like, oh, oh, there’s something new coming out. I want to be involved in the STEM school. Yeah, and then when Stephanie Lammlein walked across the street from her school at rootstown to NEOMED, which is a medical university, I don’t know if you know the story of biomed Science Academy, she had this notebook and some ideas of this STEM school for rural students, I knew that’s where I wanted to be. So I was able to get in the ground floor with Stephanie, and we created biomed Science Academy, which is a rural school for so for all those kids that are out in the suburbs that can’t get to those STEM schools that we were seeing in Cleveland and we were seeing in Akron, we wanted to provide that opportunity for those students. And if you really look at the foundation of STEM schools, it’s integration. So there was just no doubt that this is where I was going. Even though it was, it was a scary jump, leaving a traditional school with a great job and a beautiful lab to start a brand new school, you know, in one, you know, I think we had two classrooms our first year, and, oh, wow, yeah, and 75 students. So it was a big jump. So that was 13 years ago now.
Kara 6:03
Oh, wow. So how, how has it grown? What are you up to?
Speaker 1 6:07
So we are now kindergarten through 12th grade.
Kara 6:10
Oh, wow.
Speaker 1 6:11
We started with just ninth grade, and then we added 10th, 11th, 12th, and then we started working our way down. And my journey through the school has been the same. So, right? So as we opened up the middle school, I moved down to the middle school and helped them get up to speed and help those teachers learn about integration and learn about PBL and how to design it. And so I had to learn myself, okay, how do I take what I’m doing here at the high school and modify that for the middle school level? And I was promised we were never gonna go below third grade. And lo and behold, I’m standing in front of a Kindergarten group going, Wait, this is not what we discussed. These are a lot of little humans, and I’m one adult. What’s going on here? So it’s been just a really incredible 13 years. I have taught every grade now, from kindergarten through 12th grade. And when I started, the original vision was, I’m also library science. So my original vision was, I’m going to be your librarian and your makerspace, and people are going to come to me and I’m going to be able to help them. Just last year we’ve been able to we, or this is our first year, we were able to create that position for myself. So I am full time seven through 12, running a maker space, helping teachers make connections and create their their PBLs,
Kara 7:27
oh, wow, that’s so cool. And I love the whole rural aspect of it, and like shifting that access.
Annette 7:39
And I grew up going to a little Catholic school out in its Notre Dame. It’s now, it’s now Notre Dame Cathedral Latin out in Chardon. And okay, you know, to see the resources we had at a small rural school compared to what the resources they had at the public school was very different. So I’m, I’m, it makes sense to create a cohort for these, these, these rural schools to come together and and have those resources. I believe,
Kara 8:07
What do you think are the best ways to incorporate PBL and how do you get people? I mean, I guess you’re in a school where that is the expectation. Yes. So how, how does that? How has that buy in been? I mean, I guess if they’re there, there’s already the buy in, but for teachers that maybe aren’t in that setting, do you have insight into that as well?
Annette 8:38
So the transition to problem based learning can be very intimidating when you look at some of the ones, the programs that are out there, but that is really radically changing out there. There are so many resources now I know one of my biggest resources that I used as I had to move down through the ranks. AJ Giuliani wrote a book called The Launch Cycle, K to 12, design, think framing. So for me, that helped me reframe how to do it at the elementary level and the middle school level. And he gives examples, and he gives projects and he has scaffolding. So for me, I was able to take those resources and use those resources with my teachers to help them reframe their learning. And then a lot of people think about, you know, I talk to my teachers, and they’re like, Well, this is what I want to teach, and this is my standard, and this is what I need to do. And all we have to do is think about, well, how are they going to apply that? Or, how would somebody apply that? And they’ll be like, Well, I don’t know. And I said, Well, there’s this really handy thing called Google. We can search it and find it, right? So they’re like, oh, especially my math teachers, and I’m sorry, but we do with math is challenging to do in a PBL format, because a lot of my math teachers are traditionally educated, and so they came up through the ranks. And I’d be like, you know? I was sitting in my advertising agency, and we’re all looking at each other, going, this is a math problem, you know, and who was good at math so we can figure this out. So, you know, just really using the research tools that are out there to see how you would apply. But like, what are the formulas for, you know, how to determine the size of a sale and and again, it’s through the internet that we’ve been able to research these things and find what the application is. So, so what is the application of what you’re trying to teach and then work your way backwards from that? So, so I always, I always like starting with the standards and then figuring out what would the application of that standard be and then from there, we can come up with an authentic problem
Kara 10:45
That’s cool, okay, and then your the approach at your school is it, do the kids have input into that problem? Or how does that play into things?
Annette 11:02
So, we have a lot of team based projects, so the kids have to work as a team, and we do a lot of team building, little mini skills to help them with that. And then the other, the other idea behind that, then, is who on your team is going to be the expert? Who is, you know, you’re going to have somebody on your team that’s very good at visual and graphic design, you’re gonna have another person good on your team that you’re gonna another person on the team that is really good at presenting. So really trying to figure out how to find the strengths on your team and and play into those so that you have a good product at the end. So that works really well, and then, you know, to add the authenticity to it, I do want to mention because I have used it so many times, and so many of my teachers use it. So Ohio School Learning Network has a STEM challenge every year, and this year the challenge is, how can we make the Star Lab more sustainable for our astronauts. And I just did this project last year with the students as well, and for them, we are trying to make it the experience for the astronauts, a more healthy experience for our astronauts. That was the STEM challenge last year. Same thing, everything’s about the Star Lab. The Star Lab is going to be the ground control is going to be at the Ohio State.
Kara 12:25
Okay,
Annette 12:26
So OSLN gave us expert, NASA experts, that would come into my class virtually, and our students could interview them and ask them questions. And your The question was, well, how do we personalize this for my students. Well, in my my STEM challenge, the students could pick which way they wanted to go. Some of my students wanted to research the exercise and the physical health of the astronauts. So some of them went that path. They had also talked about the mental health of the astronauts. So a lot of my students wanted to go down that pathway. They had an interesting twist last year for the Ohio STEM challenge, where the students were doing the the layout and the color choices of the of the the inside of the space station. So it was really I appreciated that that open ended challenge that the the Ohio School of learning network gave my students, because then we could personalized it based on which solution they were going to so you can personalize it based on how they’re going to present and how they’re going to create the product. Or we can personalize it based on what content, what area they’re going to study. Yeah, the Ohio STEM Learning Network is just a phenomenal resource, and that challenge they have every year is is always an authentic project. And then our students, you know, they get, if they get selected, they get to present to state representatives in Columbus. So it’s right, so you have an authentic audience that they’re doing it for a purpose, and it’s just been really, really an excellent tool for our students. My ninth graders this year. I think are on their fifth OSLN and challenge that they’ve done. So it’s been, it’s been fun to watch them go through the design process and and get get much better at at solving these problems.
Kara 14:13
Yeah, that’s so cool. Um, how? How would you say because you’re now you’ve gotten your Makerspace dream, yeah. How do you say that Makerspace supports this type of learning with project based activities?
Annette 14:33
So I’m in the unique position that my students had me in the classroom, so I had been teaching a lot of these skills in the classroom. So now they know they can come to me and they can apply those skills, and they are just so appreciative that, yes, now they’re in ninth grade, but they know they can come and use the Cricut and cut out the letters for their poster, or they need to do a prototype. So can we do a large print format? You know? Something at large for their poster, or can we 3D print a prototype that they can put in front of it? So for them there, it’s been a really easy transition, because they were used to meet teaching in a maker space, but now it’s wide open, so they have open access to it, and they can come in and and use the tools. And it’s been really exciting to see that.
Kara 15:22
Yeah, what all what kinds of things are in the MakerSpace.
Annette 15:25
So, currently we have laser cutting, so we have a glow Forge, and we also have a large format print printer. So that’s like a Roland in that we can print direct to vinyl, so we can print, we can print iron on things. So we do some marketing things with the students. They can make shirts for their clubs, or they can make hats for their clubs. Oh, cool. Or for their presentations. We have several 3D printers, large format, as well as smaller ones. And then we have sewing machines that get used a lot. But again, I have a seventh grade teacher that is extremely talented seamstress and is also in our drama drama club, and does just an amazing job teaching those students the fundamentals that they’re empowered to come to me and and use it to make, make them the things that they need to make. And then we have a full wood suite maker space as well, and that has, you know, band saws and electric they have drills. And if you have a giant CNC machine, that’s an area that is an area of growth for me, right? So I’m, yeah, use those tools with the students. But we also have a ninth grade engineering teacher that is, is teaching a class in there as well. These are skills that these are application of what you’re learning in your other classes. You know you can learn scale and number fluency by actually having to make something and measure something and cut something and build something. And if you’re just sitting in a class doing a worksheet, you’re not seeing the application, you’re not understanding it. The aha moments I have from students something as simple as well. How big should I make the logo for my shirt? I’m like, how big should you make your logo? Here’s a measuring tape. Let’s figure it out. Yeah, so in doing the prototype, so let’s, let’s make it out of paper and see if you like the size of it. And this is, this is why we this is why we prototype. Sketch it out. I emphasize a lot that they need to sketch their project out first. And on paper. We have a lot of graph paper. Let’s sketch it out. Let’s try to put your measurements down so that those numbers actually mean something.
Kara 17:41
Yeah, which is great. And such great life. I mean lifelong skills that they’ll come back to when they least expect it kind of a thing, too.
Annette 17:56
100% you need new you need new curtains, exactly,
Kara 17:59
I know it, and you accidentally order the short ones instead of the long ones. Teachers, you can now earn contact hours toward grad credit for listening to the podcast.
Caryn 18:08
Visit for the love of edtech.org, for more information.
Kara 18:13
How can teachers guide students in connecting their projects to real world problems or careers?
Annette 18:19
So a lot of times, sometimes I’ll start out with a problem in the classroom, right? Okay, for example, I went from a very large makerspace when I was in fifth and sixth grade with the students that were now currently in seventh grade, and we got put in a small classroom, and I just looked at them. I’m like, we’ve got to make this work. And this is a real life, authentic problem. And so the students, really, we measured the space. They looked at other spaces, they came up with some ideas. And I have to say, you know, it was a real simple solution. And one of the students, you know, figured out, oh, we could do shelving along the walls, attach it to the walls, because we still needed the wall space down below. And it’s just one of those things you’re like, and I think of that so and then, and then we able to build the shelves, right? We’re able to, and we worked with our maintenance to help us, you know, cut the materials out and and get it stained, and get it hung and and just so, so start right, simple, you know, class with your own, your own problems, and then I like modeling a problem first for the students. A lot of times we have these PBLs, we’re like, okay, I need you to come up with a a 3D design for something that solves a problem you have. Well, sometimes that’s a big jump for the students. So we found, you know, I guide them through some it would be so frustrated with me. They’re like, how many times are we going to make a pencil holder misleading? Like, well, this is just the sample project to get you thinking, to warm you up. And yes, first we did it out of paper and cardboard, and you know, now we’re going to do it in, you know, 3d printing, and we’re going to, we’re going to model it and scale it. So I. Think having some some practice PBLs first are really important so they can see the process. And again, that’s why I have to say I really liked the the launch cycle, because it gave some sample. We designed a game. The students had to design a game, and he has the whole PBL laid out for the students. So we walked him through it. And then from there, you start, you know, you start riffing and coming up with your own, your own takes. There are so many competitions out there that students can can STEM competitions. So if you go online and start search, searching STEM competitions for authentic problems, our elementary teachers have reached out to some of our local businesses. We have it’s called “Popped” it’s a cake pop store. She was actually a former math teacher, and she had come in to speak to our students about how she used 3D printing in the classroom, and from that, the younger students decided they wanted to brainstorm and come up with ideas of what would be a great cake pop design, because she’s, she’s always making new ones for all the different holidays. So so reaching out to those local business partners and and talking with them and finding out what some some of the problems they have is a great way to do it. I know that there’s a school, you know, getting out to conferences and hearing things. There’s a lot of fundraising opportunities, doing food drives. That’s an authentic PBL for the students you know, and I know at the elementary level, they like it because they can count and sort and do all kinds and create advertising and create promotional materials to help them promote those, those activities. And these students get so much more excited when it’s an authentic when they have an audience. It just, it ups the it ups the ante. I like to say,
Kara 21:57
Yeah, I know, because I was actually just going to ask you, out of curiosity, what PBL looks like in, like, kindergarten, first, second grade,
Annette 22:05
So that, yeah, they’re doing some research with with Yale, just local businesses reaching out. I also, like, I’ve seen some schools where they’ll work with local historical associations, and a student will research a local a local figure, or local historic, you know, historic item in the in then they’ll create a an audio recording. And then you can go to the makerspace, and we can create a QR code, we can etch that out, and then they can build a way to display that so that that’s another way to do, you know, an authentic project, so you help share some information, and the students get to do some local research, and it’s a great way to give back to the community.
Kara 22:51
Yeah, that’s so cool. Okay, so how do you envision these methods with the makerspace and PBL evolving to support student learning in the coming years. Like, what do you, I guess, hope for? Or how do you see this evolving as time goes on?
Annette 23:17
So we’re seeing makerspaces, community. Makerspaces come up throughout the communities, right? I know Akron Public Library has a huge one. The colleges have one. Kent State has been an outstanding resource for me. They have a DI innovation hub that has been training me on the Makerspace. So I’ve been able to become a community member and go to their training to learn more. And they actually even created a program for me to bring my some small group of my students to train them on on how to use the tools. So now, now I have ambassadors of my makerspace.
Kara 23:53
Oh, nice.
Annette 23:54
So, so I’m seeing and the nice thing about that is, if these students are comfortable in these spaces, and they know how to use these spaces. They’re applying these to solve their problems. So, you know, I just it’s just another tool that they think of that we wouldn’t think of to use, right? So I was lucky in that, you know, I got a personal computer when I was 10 years old in my house, through through family member, and got an introduction early on to computers. So it’s a tool for me, and I know how to use it and and, you know, I cringe when I watch people going, why are you putting that in the Word document? That’s a spreadsheet. Or, you know, we create a form and collect all this information. Stop. Stop trying to do it that way. So for me, it’s just a tool, and I know how to use it. I believe makerspaces are going to be the same way. You know, I need a new shelf for my room. Okay, well, I don’t have to go buy something. I can make this and I can repurpose these items. So I’m seeing the mind shift switch in the students. I’m seeing more repurposing. I. I was just talking with one of my younger teachers today, and she was talking about how, you know, she goes, I want to repair my clothes. I don’t want to throw my clothes out. And constantly, I know that’s bad for the environment. So really helping with that sustainability model, it’s like, if we can repair it, let’s do that, or if we can just modify it and adapt a tool that we already have, that that’s going to be better for our environment and better for our world. So I’m hoping we can continue that mindset. Because sometimes I look in my lab and I’m like, wow, that’s a lot of plastic we’re printing, you know. And,
Kara 25:31
yes,
Annette 25:31
and, and I think about that, but you know, how do we, how do we get that, you know, integrated with with the idea behind sustainability. And then in my role as as a coach, I have a little bit more time to research, you know, how to use artificial intelligence, how to use these tools that are, that are coming out. So I’m definitely been, been researching that, and then trying to find, again, it’s another tool we can use, and how do we use it? So helping the students with some of those transitions, and helping the teachers actually is really what I’ve been doing a lot with, with the AI and artificial intelligence. And I know my my started my semester with learning how to make my own prompts right, how to do prompt engineering, and then being able to create, be able to create my own little app to help teachers integrate the makerspace, you know, into their into their their standards. They can type their standard in and then say, Okay, help me come up with some projects that I can do. And I was able to preload it with all the tools that we had and some project ideas. So that was through Play Lab. I’m not sure if you’ve heard oflab yet, it’s a great little tool for specifically for teachers. It’s a sandbox for teachers to learn how to do prompt engineering. And you know, that’s our future, right? Is learning how to interact with AI. So, I mean, who would have thought, but as a makerspace, yeah, I’m still, still doing all the tech. I know we’re definitely we have through our Battelle again, through that osln, they have grants for us, so we were able to receive a grant at the beginning of this year. And I’m working with my seventh grade teacher, who is doing game design with the students, but he’s using Unreal Engine, which is a really, that’s what they use in the industry. So he’s so the kids are creating industry games right now, but we wanted to take it to the headset level. So how do we put it in the VR headset? So I was able to purchase some headsets and and for me now, right now, I’m learning, you know, how do we create things for the virtual world? So, yeah, I’m still a maker space, but we make things virtually as well. So that is, that is another world that we have to make for
Kara 27:43
Wow. And that sounds really cool.
Annette 27:46
It’s, it’s so much learning. It’s just some days,
Kara 27:49
yeah, yeah, and hanging on to it. I always feel like, sometimes that’s the biggest you’re learning so much that it’s like, hanging on to it.
Annette 28:00
I know. I know how to do that. Where, Yes, where did I see that?
Kara 28:07
Are there any resources? I know that you mentioned like several as we’ve talked but are there any resources that you would share with teachers?
Annette 28:20
So, there’s a school out west, High Tech High that has been doing problem based learning for almost, I want to say, 20 years now. It’s, it’s, it’s way ahead of the game, and I have been there. They have a deeper learning conference that was just a fantastic, like, big dive into problem based learning that was very helpful to me. They have a wonderful website with all their projects, and it is filled with authentic projects. So for example, they did a bike rally, and the students learned about how to safely ride their bikes, and they created training documents for people to learn how to do that. Another resource that I came upon during the pandemic because we switched, you know, here I am the makerspace teacher, but my students are at home. I had to totally rethink what we were making based on items students had access to. Was Vivify, Vivify STEM. It’s some engineering moms that wanted to create some resources for their children. And so they have some fantastic lessons that and they they also have a really good layout of the different levels of PBL So, or the different levels of STEM challenges. And they can kind of guide you through, like, here’s a real simple one that you can do in one class period, or here’s a longer one. So I really like their their resources as well. And then an in person, one if you’re in Northeast Ohio, this was one I just was able to attain this year, was at Hawkin. It’s called Hawkin fab play. So the idea behind fabrication Labs, which is another name for a maker space, is that it is an out. Each and that community members can use it. So Hawkins Schools has an entire they call it the play Institute, and it’s a collection of teachers that come, and you can come for a couple days, you can go for the whole week and just do a deep dive into all these tools. And that was extremely helpful to me, to to become empowered on, okay, I can, I can use this laser cutter, and I’m hoping to go back again this summer and get better on the CNC machine, because, you know, they have one I can use. And there’s, there’s somebody right there experienced and and this gave, gave me a whole bunch of different project ideas that I can do with the students.
Kara 30:38
Wow, those are great.
Annette 30:39
I want to remind people they are not alone, and not to try to do this alone. There are some incredible PLCs out there that you can join. I’m part of an Ohio STEM teachers PLC that is just forming, neonet has put that together for us, and we’re a group of teachers coming together. And the nice thing about that is we discuss, where do you buy your materials? Which are you buying? You know, like, right now, I’m getting ready to get into sublimation so that we don’t have to, you know, use the cricket to cut out the vinyl to iron it on, you know, how can we go direct? So having those other teachers to reach out to, and having that network is been very helpful to me. So don’t be afraid. You know, attend your conferences. They’re there. There’s always a makerspace pathway. It’s interesting to see us expand. I’m not gonna. I’m also a librarian by training. So your local libraries and your library and your school is an excellent resource. I’m telling you, they definitely have those research and those research skills can help you find what you need. Don’t, don’t do this alone. Reach out to your community. Don’t, don’t reinvent the wheel. Start with something that’s out there, and if you want to just get your feet wet in a problem based kind of learning idea there is the SOLE, self organized learning environment. SOLE is a really great way, and they’ve got some authentic questions out there for you to use. They have an app that walks you right through it with timing. It’s a one class period, one and done, and it’s kind of how I roll my PBLs out so the students can start seeing the problem themselves, instead of me just giving them a problem.
Kara 32:23
I love that. That’s a great Yeah, and that’s a great resource.
Speaker 1 32:26
It’s amazing. I’m so excited that it’s still here, because it’s it’s been out for a little while.
Kara 32:31
Yeah? It Yeah. Well, thank you so much for such a great conversation.
Annette 32:36
It was nice to chat with you.
Caryn 32:37
Thank you so much for listening to this episode. We hope you found our discussion interesting and insightful. Don’t forget to check out the show notes on our website, where you’ll find more information about today’s guest resources we mentioned, and information on earning contact hours for listening.
Kara 32:53
If you enjoyed this episode, please subscribe. Share it with your network and check us out at for the love of edtech.org, this podcast is produced by SOITA, the Southwestern Ohio Instructional Technology Association in partnership with think TV and CET, the local PBS stations in Dayton and Cincinnati. Until next time, keep exploring new ways to empower your students through tech, and we’ll catch you in the next episode.
Transcribed by https://otter.ai