Episode # 32

Teaching Technology and Communications with Jennifer Haller

March 16, 2023

About This Episode

Jennifer Haller is an instructional technology coach with the Hamilton County Educational Service Center, who is working at Winton Woods Schools near Cincinnati in Ohio. In this episode of For the Love of EdTech, she talks about how her journey took her from wanting to coach to being an art teacher to working with educational technology to helping students run their own sports broadcasting program.

 

[00:00:47] Kara: Joining us today is Jennifer Haller, who is an instructional technology coach with the Hamilton County Educational Service Center who is working at Witten Woods Schools in Ohio. So, hey Jennifer. Thank you so much for talking to

us today.

[00:01:03] Jennifer: Well, thank you so much for having me. I’m like really excited.

Yeah. Well,

we’re

[00:01:06] Kara: excited to hear several different things. We have lots of. questions for you. But first, I know that you’ve had several different roles within education, so I’m just curious kind of what your journey is that led you to your current role.

[00:01:20] Jennifer: Wow. Okay. Yeah. We’re going, we’re going deep here.

Yes. Okay.

So

I did not have the traditional path okay. I don’t think at least. Mm-hmm. , because I actually do teach , I’m an adjunct professor and I teach instructional tech to education majors, and it’s so funny to hear their stories. Oh, nice.

When I ask them, how did you, how do you, you know, why, why did you wanna become a teacher? How did you, they’re like, oh, I wanted to be a teacher from when I was like a little kid, you know? And I played school and I had relatives. My mom was a teacher, you know, this, that, and the other thing. Totally not that way for me.

I kind of read theirs and I’m like, huh, that’s kind of interesting. But that’s not how

[00:01:50] Caryn: I got here. . Yeah.

[00:01:52] Jennifer: So you know, I’m just gonna be open and honest. Did not really think to become a teacher until I was in high school. I took a photography class and really started to get into photography. Now this was old school photography,

you know, this is print, and we had a dark room room, dark room stuff.

Yeah. Yes. And I, I really got into it. My dad put

a dark room in the basement for me, you know, and I started doing some stuff. Oh, cool. And, and that, that teacher really kind of, you know, was was someone I looked up to. But I really wanted to coach basketball. I played, ah, my high school and I played in, in junior college and, and everything.

And so I wanted to coach and they said, well, if you’re wanna coach, you gotta, you know, you gotta teach. And I said, well, I don’t really wanna teach .

[00:02:27] Caryn: Yeah. I just wanna coach. So,

[00:02:30] Jennifer: But, but, you know, but it, and they said, well, you know, I said, okay, well I can teach photography. I love art, I love photography, so let’s kind of go that route.

And so that’s where I went. But ask me how much I’ve actually taught. half a year .

[00:02:42] Kara: Seriously. Oh my gosh. Yeah. So my college

[00:02:45] Jennifer: route was, was weird. And so I ended up with a lot of electives because I transferred from a junior college up and my junior college, we did so much academic work, but I had a lot of electives, so I was getting my certification in visual art, and they said, well do a dual certifi.

So that you’ll, you know, be more marketable. Yeah. And I said, but I don’t wanna teach anything else. And, you know, so we went around. Yeah. But I ended up taking the elementary course mm-hmm. . And so because of my age, I’m certified K to eight as well. And so I taught seventh and eighth grade . But you know what, like, I was a little hesitant at first, but really decided that.

Those were my people, those seventh and eighth graders. I, I just really connected with them and, and I really enjoyed it. So in teaching seventh and eighth grade, that’s actually how I got into technology because, again, dating myself one year that I was teaching was the year that Smart Boards came out.

Oh, the very first year that they came out. And I, I, I, I read about them. I’m like, oh, well this will be really cool. . I asked if I could get one. They were like, we don’t have any money. And so then I saw that there was a grant, you know, smart boards that the company was trying to put smart was trying to put them in districts or in rooms.

Yeah. And so they, you could apply for a grant. I applied, I got it. And so I was the only one in my school that got it. But had to assemble. Oh

[00:04:01] Kara: geez. Had to

[00:04:02] Jennifer: figure out like the whole, where the projector

goes, all the wiring

and had to learn how to use it all on my own. Oh my gosh. And so that was kind of my start.

But, but honestly, once I started using it in class, even then, like just the engagement of the students, I was like, okay, this is where we’re going. We can’t go back. Mm-hmm. . And so that’s kind of what started me on my journey as I rolled then into an academic coach. and because of my technology background and how much I had used, they were like, well, we want you to focus more on technology.

Oh, interesting. So I did that at another district and then this position at Hamilton County opened up and I was like, this is what I’ve been doing all along. This is what I really enjoy. And so here I am. I’m my. Went into my 10th year of this position at Hamilton County, so

[00:04:50] Kara: that’s awesome. And I’m

just curious, like, because it’s different everywhere.

As a instructional technology coach, kind of what role do you play in the district that you’re currently

at?

[00:05:02] Jennifer: Sure. And, and that is, and you are correct because even with some of my colleagues, it looks different. I have to say I am, I’m, I’m blessed where I am. Wynwood City Schools is a project-based learning.

Okay.

[00:05:13] Kara: Which we wanna know more about

[00:05:14] Jennifer: that too. Yeah. Yeah. Yes, we do. So, K to 12. I’ve kind of served all the buildings, but I’ve been the most here at the high school. Okay. This year they added grades seven and eight to me too, because they’re now at a whole campus. that encompasses grades seven through 12 split.

Okay. But they’re on the same campus, so yeah. He makes it easier. And so, you know, it took a couple years. I mean, I think as we know, you know, with coaching, you’ve gotta establish those relationships and everybody has to understand what do you do. Yeah. , you know, went to Woods, really was on the forefront though.

They were one of the first ones and they’ve been kind of, of having an instructional coach really. You know, and not just to do PDs here and there, there, you know, and, and not with that follow up, they really said, no, we want you to be there to support the teachers. I have a great principal who’s really embraced that and he sees me as the instructional technology coach.

That’s fantastic. So, yes, I’m mean, I’m, I’m part of the Building Leadership team. You know, help with any, you know, decisions with academic teachers can come to me for, you know, even just PBL help. So I, you know, because I’ve gotten the training on that as well, they’ve really invested in me as being part of an academic leader.

That’s great

[00:06:18] Kara: folks. So, no, it’s, it’s awesome. It really is.

Yeah. It really, because I feel like we hear stories oftentimes where, you know, people still don’t really understand the role and so they’re coming to ask like, well, my printer doesn’t work, or, you know, and it’s like, wait, no, I am not like the wires person.

Yeah. I am here to help you, like integrate the technology. the learning, you know, so Absolutely.

[00:06:43] Jennifer: That and i’s fantastic. I’ll be honest, I still get that too from some people. Right.

But you know, and especially now that having the seventh and eighth grade for the first time, some of them are still, so they don’t know exactly what I can do.

Yeah. But what I’m and, and what I’m willing

to do to do. Yeah. So that’s great.

[00:06:59] Kara: So I’m really curious as a P B L district, which for those listeners that. ? No, that acronym cuz we have lots of them. It stands for project-based learning. What does that look like? Cuz I’m always fascinated by districts who go that route and, you know, does it consume all content areas?

Is it just like an overarching mindset for the district? Is it all of the above?

[00:07:27] Jennifer: Well, Winton Woods is, is all in okay. Especially grade seven through 12. You know but they are part of the New Tech network. It is a specific pbl l Okay. Branch group. I mean, you have to, you join it and they have a whole, all these schools really fantastic school out in California.

New Tech, new Tech. Cool. Or it’s called New Technology High school. I think everybody calls it New Tech, but it’s new technology. High school. They’ve been like, they were their first and, and kind of their flagship, you know, for it. But they have a very, I’m going to say prescribed, but like, you don’t do PBL prescribed per se, but you know, there’s, there’s you know all of their support, they have a national conference that, you know, I’ve, I’ve been to and, and even presented at and different things, but.

No, they’re, they’re all in and it’s expected at all levels and, and all content, which can be hard for some content areas. So they do have to modify you know, some things. But but no, everybody is, everybody is pbl. .

[00:08:25] Kara: How does that PBL L framework play into testing? Huh.

That’s a great question because yeah, I feel like that is oftentimes the pushback aspect. Mm-hmm. is like, well, how am I supposed to do all these projects while still giving them the content and the skills they need to be successful in the tests?

[00:08:49] Jennifer: so I, in the project planning toolkit, which is okay, like for those of us who are teachers, it’s kind of a version of a lesson plan.

Okay. Right. But it leads you through how to actually, you know, do it. There’s a, there’s a, I’m say a method , you know, a a, a plan to it and, and kind of like an outline of the pieces that go in there. And part of those pieces are that we, they still give. , I don’t call them end of unit tests or quizzes there, but we call ’em like be, you could call it a benchmark.

Okay. Okay. So as you’re, as you’re giving the content that build. to that final culminating event, culminating project you have to do. You have these pieces that I’m learning along the way. Well, I have to do a, and so that might be benchmark one. Well, there has to be sort of an assessment piece to that benchmark one to make sure I know that content before I move on as I’m building all the pieces to that final culminating event.

Does that make sense? Okay. Mm-hmm. , so depends on the content as to what that,

what that assessment piece looks like. There are a lot of, you talk about acronyms. There’s, there’s this piece. I act I A K T, which is individual assessment of knowledge and thinking. Okay. And the way that New Tech does that, that’s actually a very, that’s a writing piece, right?

Oh, so the kids have to kind of write about what they’ve done or what they’ve learned up to this point, or something specific that the teacher asks. But again, because we’re in education, because we’re still in the state of Ohio, because we still have to meet those requirements, there still are tests.

Okay. Even after that, after that project kind of thing would be a test at the end as well. Okay. And so we still take that, they still do the map testing, they still do the end of course, exams, you know, that are required by the state, but really the district kind of looks at it and says, even with pbl, it’s a holistic approach.

Mm-hmm. , and you’re still learning all of this, this information that really they should be even over. Gotcha. With the knowledge to take, you know, and, and, and, and the projects are still based on the standards that the teachers have to cover. So they’re still covering all their, all their material that they have to, that, that meets those requirements for those ex, you know, for those exams, for those tests.

So, okay. I will say it’s, it’s, it’s, some of it, the, the one piece that maybe a slight struggle is, you know not really giving those really long length. tests that they, you know, all the time. So, so we do have to kind of build that rigor up in the kids, build that up, you know, so that they’re able to, to take those, because we don’t really give those long, lengthy tests, tests, you know, that, that take however long the sections of those tests take. But we do do some practice on that as well.

[00:11:28] Kara: Okay, so switching gears. . I’m just curious how you started a student broadcasting crew because, oh, you told me that that was something you had done and I’m really curious about how that all came to be and has evolved.

[00:11:43] Jennifer: Yeah, yeah.

No, I’m excited about that. Have to be honest with you, I was. Intrigued and learned about it from another school district. Okay. That actually my nieces and nephews had taken part in and thought it was really cool. You know, a lot of times as teachers, I think we’re, you know, the more we’re bought into something mm-hmm.

and cuz our excitement comes out for that, that it rolls into the students. Yeah. And so I sort of like to think, man, in my past life, I would’ve loved to have. On ESPN and called basketball games. Oh yeah, yeah. But

like when I was around, there were, there were like,

maybe there was, you know, Robin Roberts was the first one who like actually did that, right?

Yeah. And so, yeah, wasn’t, you know, she was groundbreaking so it wasn’t really a kind of a thing. So I look back and I’m like, man, that would’ve been cool to do. So my nieces and nephew’s larger, bigger school district, but I just saw one of my nephews, my youngest nephew, he had played sports. Wasn’t that great. And quit, right? Mm-hmm. . But he still loves sports and he has a mind for sports. Very mathematical mind, statistical remembers, things like crazy.

Even as a kid, he was organizing. tournaments for the other kids to the other kids to play in. He didn’t necessarily play, he organized it. That’s, you know, so cool. Think of Bunch Madness and the brackets, whatever. He did the whole thing, you know, and so, but with his mind like that, he got involved. Actually other kids encouraged him to do it and set the teacher looking for him just because of his sports knowledge.

And so as

a sophomore,

he started calling football broadcast. Not with video. At first

it was livestream audio. Okay. Yeah. But calling

football games on

Friday nights. How

[00:13:17] Kara: cool. Cool. Yeah. Just like at at his school or? Yeah, at his

[00:13:20] Jennifer: school. Yes.

At the setup. And they were doing this, and he wasn’t even in the class, but they had him start, and so then they started, he was like, you know, encouraged to take the class and started doing this.

He graduated last year. The superintendent, even when they announced him for graduat, said his name and said The voice of Mason. Now I just gave where he was, but he’s, that’s how he was known. He actually was given a title of being, he ran the whole program. Oh

[00:13:46] Kara: my gosh. How cool.

[00:13:47] Jennifer: To the point, even too, where he was actually making purchases, like they let him, like

buy, decide what they like, you know, like,

like our microphones and headphones, all that.

He set the schedule, he grew the program so much as to how many sports they covered. I’m actually, I was actually proud of him because he actually increased the

number of girls Oh, cool. In the club to call games. Yeah.

And to be part of this. Now their focus on this was mostly sports. Mm-hmm. , but because of the size of the school, they have other programs that did newspaper and news broadcasting, you know, and things like that.

But that was where my idea was. So I hooked up with, Oh, and now he’s at Indiana University majoring in sports broadcasting. As a freshman, he’s actually gotten to

call boys and girls basketball games already. Oh, how old? Cool. Which is not a thing for freshman, so I’m so super

proud of him. He’s awesome. No, I see.

He’ll be on ESPN one day, so we’ll just please leave it there. Yeah, but I was so encouraged because he found his passion. Yeah, he really was lost before that and, and we were a little bit worried about him, but he found his passion. He just excelled and took off so much. And like as teachers, he’s not like, like that.

Right Now I’m even getting goosebumps because that’s what it’s all about. Mm-hmm. is, it’s about helping kids find something they’re really interested in. They may not do it as a job, you know, and whatever, but it might open another door for them. Right. Push them down a different path. Yeah. But, you know, give them something else.

And so while I was here, I’ve been here, Wayne Woods, I said, man, We’ve got a great athletic program. We’ve got a football program that has one state, you know, multiple times. Yeah. Mm-hmm. , the community is supportive behind it. Let’s do something like this, you know? Yeah. It took some convincing at first. It took me a while, couple years to kind of get this going, but but yeah, it’s, it’s, now I have the support, total support of the principal the whole admin staff, the athletic director, assistant athletic director, and the superintendent like, loves it.

Oh, that’s awesome. Awesome. Say he’s just all, he’s just crazy about it. So we started it as a club, is what we have to do. Mm-hmm. . Okay. Right. To garner interest. We do clubs a little different here at Winton Woods. During the day we actually have a break in the, the schedule, and it’s called Warrior Time. Some people might say, oh, it’s a study hall. It’s not nec, it’s not a study hall. But some students can get help. They can get together with their groups to work on their group projects. Mm-hmm. . Okay. Or their pbl. And then we also offer clubs during this time as well.

That’s great. Cause we did, we did not have a lot of kids stay after school because

they have transportation. Yeah, yeah. Yeah. So, so

that’s what we do it, we do it during, during Warrior Bell is what it’s called. And so yeah, we just, I, I kind of said to them, what do you guys wanna do? They weren’t sure

at

first, so, you know, we kind of pushed, but we have a Twitter account and we live tweet.

We did the football games and now we’re doing basketball. We only do it with the home games for basketball though, cause there’s too many games. Yeah, yeah. We try and we try and tweet out about other things going on. the building and the other sports. We’ve done some stuff for our swimming team. Oh, cool.

Cool. Recently as well, we’re trying to get our wrestling and our bowling teams done too. Oh yeah. That

[00:16:48] Caryn: would be cool.

[00:16:49] Jennifer: Yeah. We actually have, and I know this is controversial, I know Twitter’s now controversial in the whole thing, but like for

[00:16:54] Guy: for athletics, that’s where, that’s where the, that’s where

[00:16:57] Jennifer: sports is.

Mm-hmm. , and that’s where the recruiters are and that’s where the, the colleges are. And so we’re really trying to help our students out that way as well. Sure. But we also have a TikTok . And so, so I’ve actually, given, I have one student he kind of is, is in charge of, in managing the Twitter, and then I have one who’s doing the TikTok and our TikTok.

We really want to kind of emphasize things other than sports. Mm-hmm. . They go around and they pick a question and they just go around and ask random students, teachers, this question and we throw it together in, in these different tos. Oh,

[00:17:28] Kara: cool. And then we’ll also, they’ll, they’ll show me what

[00:17:32] Jennifer: are some TikTok trends going on, and so then we’ll kind of replicate those.

Mm-hmm. . So we did one with like a spirit week and it was just like we took a bunch of pictures and then they’re just these very fast random flashes of the pictures Yeah. With like this music. And then it slows down and says what the day is and then random pictures, and then what the next day, you know, was, and Oh, that’s neat.

So, you know, so yeah, we’ve gone around. So some of the

questions, you know, what’s your favorite candy when it was around Halloween? Their last one though, and I did not know this was a TikTok thing, cause admittedly I’m not as much on TikTok mm-hmm.

but they went around and asked people how tall they are. Right. And so you would answer and then they’d actually measure them to see if they were correct or if about their height or not. .

[00:18:15] Caryn: That’s, I was like, is this a thing spot? Yeah.

[00:18:19] Jennifer: I was like, is this a thing? And they’re like, yeah, it actually is.

And so they were so, the girls were so excited about it. They came back, they were like, like only like three people were actually right about their height. Oh, that’s funny. Neat. Yeah,

so, and what a random TikTok

trip. I know . Yeah, I know. But you know what’s really cool about the TikTok too? I have to tell you this story real quick.

So a friend of mine is a teacher at a different district and she had a new student, come and, you know, she was introducing herself and sh you know, trying to make a student feel at home and kind of said, oh, you’re new here. Well, I am too. I used to teach at went and. and the girl was like, no way.

That’s that school that has that TikTok where the girl goes around with a microphone

asking other students all these questions, . Oh

my gosh. And my friend was, you know, my friend knew about it because I, you know, I tell her and everything. Yeah. And she was like, she was like, , are you sure you’ve got the right school?

You know Wenton Woods? And she’s like,

oh yeah. And she described

the girl, she’s like, but she gets to go around with a microphone.

She’s so focused on that. Microphone. Microphone. Yeah. But you know, with this

microphone. And she gets to ask students questions and then she’s all on TikTok. It’s really cool.

That is so, so, I was like, Hey, we’re famous . Yeah, TikTok famous. Exactly. But

you know, and that’s kind of the, right, that’s kind of the point. I’m like, you know, then that’s the thing with TikTok, it reach. different people. You don’t have to have the followers, but it’s the views and there are people just all over, you know, viewing us.

And that’s what we wanna do. We wanna focus on the good things that are going on in our school and how, how neat our students are, and just the, the diversity and just, yeah. You know, everything. So,

yeah, that’s, that’s what we’re doing.

[00:19:55] Kara: Cool. Okay. So, , how would you, if, if I came to you and I said, I wanna do this at my school, what would you tell me?

Or where would

you tell me to start? Or what advice would you give me? Absolutely.

[00:20:09] Jennifer: So I would start with somebody who really has a huge interest in this and has kind of a knowledge, right? Mm-hmm. . And so I also grabbed my the head of the English department. Okay. Because again, as we’re starting this as a club, we would like to eventually make it a.

Mm-hmm. . And we would have to, we would probably throw it under a journalism class, which was our English. Right. Gotcha. Yeah. So I got her to do it with me. She’s like, I don’t know much about it. I’m like, that’s okay. I just need you there. You know? So we did that. We, we got a lot of information from my nephew’s school.

Mm-hmm. , which, and then I would share ours with them too. But you just go to the administration and you say, here’s what I wanna do, here’s why, and here’s what it can do for students. Here’s what we want to cover and start small. Mm-hmm. , I, I really, I bit off a little bit more than I could chew to start with just because I always think big and I always wanna go big and then reality sets in

But but yeah, so, you know, just, just get it started and then don’t be deterred. You know, I, we have 10 kids, okay? I have 10 kids, so we, we can’t cover everything. Like I said, we can only do like the home. Right now I have to go to all of them too, just because, you know Right. We’re, we’re getting started.

And so it’s something that I en has to be something that you enjoy too. Yeah. You know, to wanna do. Because again, like I said, I’m at all the games and, you know, just keep up that energy and just keep trying to recruit. I actually, now I’m having teachers having me come in and speak to classes and they kind of tie it in kinda with their classes.

Nice. And so now I’ve, I just got two new recruits, so. You know, two new people to add to the group just because I went to this class and, you know mm-hmm. talked about what we do. I share, I showed them our videos, I showed them our TikTok, you know, everything. And I had one girl come up to me after she said, all right, you sold me.

Can I join ? Oh, that’s cool. Yeah. So, you know, it’s, it’s, it, it is that, I mean, you know, and then the other hard part is, you know, you gotta have a little bit of money to make some purchases. Right. Yeah. I was

[00:22:03] Kara: just gonna ask about equipment. Yeah.

[00:22:05] Jennifer: Had to, had to kind of, figure out. And, and again, I’ve had to kind of go back and forth a little bit with some of that equipment because of course the kids like to use their phones mm-hmm.

right. Which I’m fine with. But man, apple keeps changing everything. . Yeah. And so, you know, their, their, their versions and, and then what microphones can connect. So honestly, a couple microphones that we purchased don’t even. the iPhones anymore. And then I had to, and even some of the adapters that I have don’t work anymore.

I had to buy new adapters, , and so you had to kind of keep up with some of that. But, you know, I, I think it’s worth it.

Definitely.

[00:22:41] Kara: And I’m curious, how does the, like, since you have the Twitter account and the TikTok account and you know, you’re having students manage and access and whatever, how does that.

work with sign

in and Yeah. You know, so, so,

[00:22:56] Jennifer: The technology director created a generic, like a we, you know, generic email for us. Okay. That email actually though is kind of funny. It’s actually tied to our communications director, so she gets, I mean, I’m copied on it too, but she’s like the main point of contact for that.

Okay. So again, lots of people that you kinda have to talk to and work with mm-hmm. , you know, to get this going. But so we use that. To create an account. And so the ones that I give, you know, that have the access, they’re not so, like, not all of my students have the password to Twitter or TikTok.

Yeah. You know, my two who do, or my top students who are always there who, like, they’re totally bought into this, you know, kind of mm-hmm. , do a little, you know, go above and beyond, do a little bit more inner trustworthy. But they all know we made them. acknowledge and, and fill out that, you know, this kind of contract that, you know, one mess up really when it comes to social media.

One mess up and you’re done. Gotcha.

Mm-hmm. . So there’s an accountability

piece. And there’s accountability and so they do know that. And so knock on wood, , we’ve been good so far. So Yeah. You know, and like I said, we’ve got great support from all around the district, the community. I mean, we’ve just gotten some really nice comments.

community members who are following us, you know, during the game and be like, I, I couldn’t make the football game, but I was, you know, glad you guys did this. I gotta see the score. I gotta see highlights. Yeah. You guys are doing a great job. So it’s really kind of cool for the students to see that. Mm-hmm.

And I, I wanna give them a shout out too, because we have, the district does this thing called a, they do a podcast, it’s called the Warrior Super Cast. And they actually interviewed us, cool.

For on one of those episodes and yeah. You know, I did a little bit, but they wanted to talk to the kids. Yeah. And it was really kind of cool because, I mean, even though I’m with them every day, some of the things that they said, I was like, oh, I didn’t know you felt that way. Okay. You know? Mm-hmm. , but a lot of them talked.

and it is kind of funny. A lot of the kids who sign of those 10, I say a lot, but of those who signed up, you wouldn’t think would’ve done this. They’re a little bit more soft spoken, they’re a little bit more introverted, but almost every one of them said, I kind of felt like this would be an opportunity for me to come out of my shell a little bit more.

Yeah, this was kind of a safe place to try to be a little bit more out. . Mm-hmm. , you know, and one girl was like, I, I never really, I’m so quiet, I don’t, I don’t really talk to anybody. And she’s interviewed football players and football coaches, and she’s like, I never thought I would do that. You know? And so it’s just really kind of cool to see, and that’s what I wanna do, right, is to kind of just, even if, again, even if none of them go into broadcasting or journalism or anything like this, just the other things.

that it might, O doors might open for you. Yeah. Give them more confidence, things like that. Yeah. Because we also do other things. We do graphic design. We use Canva to do some graphic designs. Mm-hmm. . And so I’ve got a couple girls who’ve really gotten into that. We do the video, so videographers, they’re learning how to do that, and then a bunch of ’em have taken off on wanting to take pictures.

Oh, nice. You know, and so coming to the games and then using those in our graphics or making, making little videos of all the pictures that they do, so,

[00:26:02] Kara: oh, cool. Yeah. And they’re building

great just life skills, real, I mean, absolutely. In general. That’ll get ’em wherever they go, no matter what

they do.

Absolutely. Well, unless

[00:26:11] Jennifer: I talk about too, my one who manages the Twitter, he’s just done a great job now that he, he, he is very profess. Right. Mm-hmm. . And so he’ll go and talk to the statistician to get the stats before the ga, the starters before the game. Mm-hmm. halftime, he’s learning how to talk to adults and to interact and you know, how you just don’t just, you know, to do things the right way.

Yeah. And to work with the athletic director and getting things set up and just all of that. So it’s just really, really, really cool.

[00:26:37] Kara: Well, I’m so glad that you were willing to talk to us. It’s

[00:26:42] Caryn: been, oh yeah. It’s awesome. It’s been so much fun. Thank you

[00:26:44] Jennifer: so much. I feel like I’ve, I’ve kind of, you know, rambled a lot about what I

do, but Yeah, no,

[00:26:48] Kara: it’s been great. It’s been great.

Guests

Jennifer Haller

Jennifer has served as a middle school teacher and art teacher. After moving out of the classroom, she was a Title I coordinator and then an academic coach focusing on classroom technology integration before becoming an Instructional Technology Coach. Areas of expertise include technology integration, professional development, and technology review and selection. She completed her undergraduate degree at Point Park University and graduate degree at Xavier University where she is now an adjunct professor teaching undergraduates in the education program about technology integration.