As a high school student, I remember being so insecure. In my mind, I wasn’t smart, pretty, athletic or thin enough. It didn’t help at all that I was often teased by my peers or at times second guessed by certain teachers. I was the poster child for insecurity and for a certain period, I not only questioned my worth but also my continued place in the world. I am lucky to be amongst the numbers of kids who managed to refrain from being "a completion". If you are a counselor, you know exactly what I mean. This morning, I reflected on how far I have come and I thought back to that insecure girl from long ago. She was the reason that I wanted to teach as I vowed that any child that I met would not feel what I felt. I knew that I wanted to provide not only a welcoming learning environment but plenty of love, understanding and empowerment…the things that were missing for me. What is amazing about my experience into teaching is that as I aimed to empower others, I found it easier to empower one person that needed it most…me. Of all of the things that I have accomplished, I am most excited that somewhere in the midst of continuing this journey of helping students and teachers "See" themselves, I also managed to finally rid myself of the shadow of insecurities that have lingered for years. What I found along the way was that I was not the only person that carried such self-doubt. Many of us do and we attribute it to "perfectionism" but in reality, it’s not that at all. It is our internal need to be "validated" and our negligence to see that our self-validation matters much more than what others think. Why do we do this to ourselves? The other day I was trying to craft my bio and as a means of inspiration, I compared mine to others (big mistake). I allowed myself to believe that my accomplishments were nothing more than "bells and whistles". I consulted with a friend who, in only the way that he could, reminded me to check myself because I was talking pure nonsense. In a space where being "tech focused" can be seen as negative, I forgot for a second that my tech accomplishments are worth mentioning because this is a part of who I am, the change that I have influenced and a small yet significant piece of what I have to offer. I needed that reminder and I won’t make that self-doubting mistake again. I’m not perfect by any means but I am the best ME that I can possibly be and with each passing day, I am getting stronger and stronger…because Growth Is Powerful. Dear Rafranz, You are not that insecure girl anymore. You are brilliant, beautiful and fantastic. For the record, that insecure girl was just as amazing as the woman that she is today. Own this and maybe…just maybe someone else may own it in themselves too. You are more than enough and the world is brighter because of your presence in it. In case you missed it, that insecure kid grew up and did this.

What happens when you put 50 "forward-thinking" educators into a room and ask them to devise a plan to change their educational landscape or even the world? They not only attack their "self-selected" problem. They also unearth dynamics that they did not even realize existed. This is life right now at Google Teacher Academy and I can honestly say that I have never been challenged to think to the depth that I was today…and it’s only day 1. Since the arrival of our official invites, we have connected through voxer, twitter and our google plus community. We’ve shared our lives, communities, families, ideas, professional problems and collaboratively ideated solutions. As much as we were all seemingly prepared for this day to come…I can honestly say that none of us were really expecting to feel what we felt today… Like "inspired" game changers who were truly challenged to think… That does not happen that often…not in this way. There is a reason that many of us did not get into previous cohorts. I needed to spend 3 days with Beth Still in Austin learning by day and reflecting at night. I needed to sit down with Minnesota’s own, Geri Feiock, and hear about how her district is using SMART in transformative ways along with chromebooks to provide blended learning opportunities for students. I needed to learn alongside the brilliantly talented John Stevens, creator of Would You Rather Math, which I include in all of my "math trainings". I needed to connect with Rebecca Vieyra, currently serving as a teaching fellow for Nasa Aeronautics. I needed to hear Shaelynn Farnsworth’s passion fueled talk about how technology can be a voice conduit for the voiceless. In my book, The Missing Voices in Edtech, I encourage women and people of color to seek career related honors such as this. I need to add that yes, we should do this….but do it because it will certainly make you a better person. You will think. You will be inspired. You will leave with a charge to identify a problem and follow through with addressing it. You will not leave as the person that you were when you arrived. You will be better…along with your entire cohort. In case you missed it, this was only day 1…

In a perfect world, all teachers would not only have the desire to be instructionally creative but also the freedom to do so. Academic excellence would not be based on test scores but on the backs of students excitedly learning and basking in the glow of the learning process. In a perfect world, there would be no "genius hour" nor would there be an "hour of code" because students would explore their interest at will and computer science would be embedded as early as kids were learning sight words. Also…these opportunities would be accessible to every child…EVERY.SINGLE.ONE. If the world were perfect… But it’s not… Technically, my job is to help teachers integrate technology. I’m supposed to be an expert of the tech. The perception of most is that all I know is tech…until we sit down to talk and then like clockwork, I watch the eyes of the other party bug out because clearly…I’m about much more than tech. I want to see kids learn in interesting ways and I don’t believe that technology is always a part of that. I don’t view tech as a "product" that kids must do in order to "show learning". At the same token, I think that it should be accessible because for some…the tech is how they learn and I’m good with that. Yesterday, I posted a series of tweets about "Hour of code" and as a result, my timeline pretty much imploded with digs about corporate initiatives taking over educational curriculum and how this was a bad one for kids because, "people have been coding with kids long before hour of code". Apparently saying that "before ‘hour of code’, schools were not universally talking about it", is a bad thing…even if it is true…from my lens, anyway. I am a mother and aunt who is watching her kids being "tested to comatose state", with zero access to technology. For years, I have watched and worked with teachers who have had creative freedom but refuse to take advantage of it. I’ve also worked in schools where teachers have no choice but to follow the framework in front of them. I fight these things with all of my might everyday and anyone that thinks otherwise should spend a weekend on my blog before questioning my dedication to those marginalized voices. With that said…as much as I too despise "universal initiatives", I also believe wholeheartedly in exposure to the existence of opportunities and for me, coding is one of those…just like "genius". Maybe seeing how kids bury themselves into the excitement of learning will open the eyes of a reluctant teacher, principal, superintendent or school board member. Maybe…just maybe, a kid will rush home completely inspired to not just play the games on his/her game system but create them. Maybe that one hour sparks much more than most kids or adults knew was possible. The fact is that for many teachers, this "universal initiative to code", is their first stab at any ideas related to coding. Whether we choose to admit it or not, this need was born because we’ve created a system where we wait until HS to teach these skills because that is when "we" decided that kids were ready. Maybe this "universal initiative" can spark conversations to change that. Of course, what do I know?

Years ago, one of my students asked me a question that sent me on the weekend reflection that would forever change my life. He asked, "Hey Miss, other than teaching, what were your dreams? What is the one thing that you always wanted to do but didn’t?" Until that moment, I never considered any other dreams aside from being in the classroom. I take that back. I did consider other dreams but once I became a teacher, it was as if I stopped dreaming. I "settled" into the life that chose me and decided to work to become the best teacher that I could be and that was not a bad thing since the best teacher that I could be was one who taught kids first. Beyond teaching math, I enjoyed moments where provoking the innermost thoughts of students led to great discovery. The question above was born out of a discussion with students about whether or not they could achieve multiple goals or dreams. Once they realized that they could, the attention turned to me. They wanted to know what else I wanted to do other than teaching and why I had not pursued those goals. More questions… "Why settle on one dream? If I say that I want to run a successful business, do I stop working once I reach success or should my goals change? You are a great teacher. You can say that you wish to be better everyday and that is great but what else drives you? There has to be more." For me, being an educator is the ultimate dream and within this dream are many possibilities. At the token, my reality did not include leaving the classroom as the opportunities to do so did not exist. I thought that I would remain in my hometown and teach our kids until retirement. With that said, I knew that I could impact more kids by working directly with their teachers and the conversation above jumpstarted this dream from being a nightly occurrence to real life action because as my students challenged me to face my own visions, they also reminded me that "dreaming was okay"…even for adults…NO, especially for adults. As one of my students so eloquently stated, "How can you tell me about the importance of fighting for your dreams if you aren’t fighting for all of yours?" That was my wakeup call and now consider this…YOURS. Years ago, on that day, I confessed to my students that I dreamed of impacting education through working with teachers. I told them about the journal that I kept in hopes that I could rely on my classroom experiences to change education and one day possibly even authoring a book. I shared a TED talk with them because I knew that one day I wanted to share our story in the same way. I confessed my dream to travel outside of our city limits. Finally…I told them that I had every intention of starting my own school with their hopes and dreams in mind. In the last few years, so many of those dreams have come to fruition even more vividly than I dreamt them. Some are still a work in progress but are coming along in such a way that I have no doubt that they will certainly happen…including starting my own school. What I have learned along the way is that dreams are nothing more than visions of what is possible. Making those dreams a reality is all about persistence to achieve through hard work and in most cases, countless do-overs. If you model nothing else for your students, model this act of dreaming, acting, reflecting, re-envisioning and evolving. What better way to share the power of embracing what is possible than through active pursuit of possibilities…dreams "The future belongs to those who believe in the beauty of their dreams." - Eleanor Roosevelt

Back in October, Pernille Ripp wrote an article about the Downside to being a connected educator. I actually have that article bookmarked because I connected to so much of it. The parts about losing time from certain things, being perceived a certain way and becoming a target seemed to be taken directly from moments in my life…well before "connectedness" was a thing. Being connected actually amplified those moments. A few weeks ago, I sat at a table with educators who shared a certain commonality of being the "outliers" of their schools or districts. They felt that they were the only ones who were not only committed to self-directed growth but also in being passionate about sharing the journey from their classroom lens. I certainly empathized with their situations because I have definitely been there. To be honest, there are moments in the present when I am there. Let’s just say that we connected deeply on this topic and even as our conversation gave way to giving a platform for a group of clearly muted voices, we did not get to discuss solutions…how to stay true to yourself, maintaining your voice…while working through difficult days. For me, that conversation sparked so many feelings that had been repressed. On the surface, I know how to put on my "brave face" and push through as I have done it my entire life but at some point you have to realize that once you give in and allow yourself to be reactive, professionally silent and academically muted…you give others permission to write your experience. So, the question remains… "How do you progress and remain positive with so many barriers in place?"  Below are thoughts from my experiences that have truly helped me over the years. 1. Remain Goal Driven: Do Your Job First with a Vengeance For me, it is important that I handle my business at work and take care of my campuses and teachers, which isn’t a simple task by any means. I have "work goals" and also "personal goals" but from 8am-4:30pm, the only goals that matter are my work goals and my priorities are to my school district first. The crazy part is that I have always been this way but with the onslaught of opportunities that have fallen my way due to my social sharing, there have been whispers regarding my ability to do my job and all of the "extra things" while maintaining the sanctity of my "district time". The reality is that people have no idea that I am so passionate about contributing to the present and future state of education that my commitment to growing in my job while being an active connected contributor often means that what I give up sometimes is sleep, time with my family, personal/vacation days and my own financial security in order to be present for the "extra things". Let me be clear in saying that I am not complaining about these sacrifices as these are the moments that I am truly passionate about. What I am saying is that even when those bad days happen and you feel that your voice is hidden behind the perceptions of others, hold your head high and continue with your goals in mind. In other words, let others do the talking. Instead of going on the defensive…let your work speak for you. The rest? Distant…meaningless…whispers 2. Maintain Your Sanity: Find Your Circles of Trust I have to say that I did not take this advice as much as I should have. I’m so used to "self-guiding" that typically when I have reached out, my heart and mind were already blocked. I have a few people who support me unconditionally but who will also be critical when I need it. Sometimes, some of my issues were that I needed to approach a situation differently or be more open minded. The people who are in my circle of trust have no problem with helping me to see that. We all need these trustworthy/honest people in our lives who will have our backs while also reminding us to check ourselves. There have been days that I have felt nearly broken and needed sound advice and having my "circle of trust" means that I am connected to countless pillars of strength and quite frankly…one heck of a cheering section when I need it. You need these people and if you have yet to identify who "your people" are, it’s time that you extended your PLN. 3. Let NO ONE Rain on Your Parade When I was accepted to present at or invited to various conferences, I hesitated to tweet. I still haven’t really talked about going to the White House. I have speaking engagements planned that very few people know about. My book releases 1/13 and celebrating this huge feat may not happen beyond my trip to the TIE Conference. I became a Google Certified Teacher and much of my "Action Plan" was to be completed on the down low. That was the plan anyway. I have no idea why but we have created this environment where a person cannot have success without backlash. My mother used to say that if you did not have people talking, you weren’t doing something right. To quote Eleanor Roosevelt… "No one can make you feel inferior without your consent." When you are doing great things, let those accomplishments motivate you to stand a bit taller and let those personal accomplishments and lessons learned be the fuel that helps you to be even stronger in your day to day work. Don’t hide behind your accomplishments. Stand not only proud in them but firm in your expertise. That does not mean that I am going to walk around announcing, "Hey…look at me! I did this thing!". What I will do though, is continue to share loudly and proudly. I’ll continue to share the power of voice, innovative ideas and the exponential benefits of being connected…even if that means doing it from the lens of the "extra things" that I have done. One last thing… If you’re trying to be a prophet in your own land…understand that unless you have "real power" to stimulate change, you may be fighting a losing battle. You need to know that this is okay. That does not mean that you must stop fighting. What that means is that you have to go back to understanding your goals. Mine are simple… 1. Be the best me that I can be at my job. 2. Continue to push for change in education…even if that means that it happens in every other place but the grounds in which my feet touch.

It’s only fitting that my first post of 2015 is about my 15 year old son…my motivation for equity and advocacy. The phone rings. It’s his principal… "I’m calling to inform you that I am putting your son in ISS because he was talking in geometry and his teacher said that she asked him to stop talking twice. I really don’t know what happened. I have to check but he’s going to ISS. He also has some work that he hasn’t done so I’ll get her to send it there." My reply "So let me get this straight. Without investigation or question, you are sending my son to ISS for talking? Let me repeat that…talking?!" Principal "Yes, he is going to ISS." My son, the same kid who will admit to the most ridiculous of things that he has done, who owns up to his consequences like a champ…who often does NOT tell me what happens to him because he knows that I lose it in these cases, responded… "Mom, that referral was wrong. I’m not going to ISS. Can we talk about this?" FYI: ISS = In School Suspension….where he sits on a stool all day in silence…100% Inhumane Caught Between a Rock and a Hard Place I’ve taught high school kids so I know that kids will often present a different side of the story to their parents. My son is a normal kid and he is not perfect but when he’s wrong, he says it…every single time. I’ve also been a high school teacher at THAT school and I know how teachers write referrals of insignificance and BECAUSE it was sent to the office, the AP’s stance is to abide by the referral with zero question. Something as minor as talking can get a kid placed in ISS. Let me rephrase that. Something as minor as talking gets black and hispanic kids placed in ISS. White kids don’t go to ISS for talking. White kids are not written up for talking. That is a distinction most often reserved for black and hispanic kids…the ones without parents in the friend/family ring of the teacher. My son wants to fight it. He wants to defend himself against what he believes are false accusations. Unfortunately, he can’t defend himself. His self-advocacy is considered insubordination. He has no voice. He has no choice. He has no chance. In case you missed it, THIS is why Educolor is 100% necessary Because #BlackKidsMatter

When my daughter was three, we enrolled her in her first ballet class with gymnastics soon thereafter. The natural progression from that point was competitive cheerleading which she participated in until she was in high school. My niece followed the same pattern. As a matter of fact, our girls were the most "girliest" of girls growing up with huge bows to match every outfit, socks with ruffles, purses, pretend makeup and dolls of every kind. Their first favorite color? Pink…because we made it that way. My son had a bit more freedom but he too was subjected to who he was through our purchases and desires. We bought him footballs, wrestlers, super heroes and clothing of the most "boyish" type. He played football at 5 years old because we enrolled him, which he hated. It killed me to force him to go to practice but in a space where boys were meant to play sports, he had no choice…until I stared listening. He finally quit and only returned when he wanted to do so. There are moments that I wish that we could turn back the clock to the days when we decided who our children would be and undid those decisions. As a matter of fact, every time I watch Braeden create some new amazing piece of art, I think of where he would be had we not allowed him the freedom to pursue his own interest. I also think of how we may have deprived our other children in choosing for them. When I shop for clothes with Braeden, he opts for neutrals, game based or more artistic attire. He won’t wear things with "boyish" sports themes or "rude kid" themes. (Yes, my son wore those too…unfortunately) He is his own person and we respect that. He is the architect of his own identity. Every kid should be. I’m glad that we learned from our mistakes and refused to rob him of the person that he is becoming. Choice starts with the very young. It should anyway.

Braeden and his entry into the TCEA cardboard mascot challenge For over a year, I thought that my nephew found a love for puppetry after watching the muppet movie which then led to a binge night of creation culminating in an epic facetime call with me. Last week, at TCEA, while listening to my nephew share his story during his session, I learned that his drive to create puppets started long before that. Two years ago, while Braeden was in 2nd grade, his teacher assigned a "recycling" project where kids were to take things found around the house to create something new. According to Braeden, he chose to make a puppet marionette (He has no idea why he chose this) which did not work as planned. I remember him being upset about it because someone in his class broke it. Even though the project was over, he wanted to make a new one but decided to take a fuzzy wallet and turn it into a puppet…for his own personal fun, instead. This is what brought on the need to see the muppet movie and why he started learning through youtube to make puppets. Two years, 8 puppets…1 mascot suit…and more art created than we could ever have imagined later, I can say without a doubt that Braeden’s itch for creating did in fact start in his classroom…but was certainly cultivated at home. Sparking Wonder in the "Braedens" of Your Classroom Braeden’s story of creativity, as amazing as it is, isn’t that unique. There are children like him in every classroom…waiting to have their "wonder" sparked…waiting on an opportunity to explore…waiting on the chance to shine. I remember Braeden’s time in 2nd grade and it wasn’t pretty. As a matter of fact, it was a year of "district aligned" drill & kill but this project…this chance to create…mattered more than anything because his assignment TO CREATE led him along a path of wonder and into the arms of authentic learning. That one "time killing" project…started this entire journey of passion driven inspiration and we will forever be thankful for it! If you are wondering how to spark wonder in your students, look no further than re-evaluating what we think has value. Don’t say…"We don’t have time to do that project"…Find it. Don’t say…"My kids can’t do that"…Believe in them. Don’t say…"Their parents probably did that for them"…Kids are capable of much more than we often give them credit for. Don’t say…"We can’t do that unless I can grade it"…Embedding a love of learning is grade-less. Say instead… While this activity may seem silly at first, I have no idea which creative soul may awaken. I have to do this because when I give my students the opportunity to freely express…they are afforded the chance to connect to the unexplainable fire within. Every kid deserves this opportunity. Every…Single…One

Yesterday, I was shocked to open my email from Common Sense Media’s Graphite to find a recommendation and review for the game, Mission US: Flight to Freedom as a recommended piece of technology to "celebrate black history month and beyond" (It has since been removed).  Flight to Freedom is a role playing game in which users step into the character of Lucy, a 14 year old slave, as she attempts to run away to the north to escape slavery. Flight to Freedom is a simulation of slavery meant to give students an interactive look into history. It features everything the "edtech" buzzword community loves…role playing, badges, student choice and reevaluation of failure. The problem here is that IT’S ABOUT SLAVERY…one of the darkest times in American history that STILL holds deep wounds…irresponsibly presented as a "too easy fix" on the part of the slaves themselves through decision making. Yes, Lucy…you’ll get a beating and it’s not because you are a slave who is owned by an evil slave owner…but because you chose the wrong path…thus, consequences. The game is full of these moments. At one point, Lucy finds herself trying to find "the papers" proving that her "uncle" is free and in doing so encounters a random white man. She has a choice to tell him the truth that she’s trying to help her uncle or lie and stay quiet. It doesn’t take a genius to know that in those days, there was no good choice either way. Playing it safe, I chose to stay quiet. I was rewarded with… Yes, he prefers "quiet negroes" and in case I needed it…there is sound…plenty of "authentic sound". Eventually Lucy is captured and carted off to be auctioned where we got to hear this description…"Niggress for $800″ Yes…Niggress I honestly can’t even give this atrocity of a poor decision a thought beyond…Why? Why did the creators of this game find it necessary to create? Why put children through "decision making" as a slave? Why would any person think that slave simulation is a necessary component of curriculum? Why did no one question this prior to now? How does a game about slave simulation get funded even when a game similar to it resulted in a lawsuit by black parents? Why and how did the black researchers participate in this? Do you really believe that this was the way to honor our people and the best way for children to learn about slavery, the underground railroad and the countless numbers of people who died while trying to become free? Let’s reflect on the fact that this is a tiny snapshot of history but one that certainly deserved more thought than this. If you want to create a role playing game about history…fine…do it…but choose moments in history that are not about the rape, beating, degradation, mutilation and murder of a people. Do we really need to step into those shoes anymore than we have already? Let me be clear in saying that learning about this time in history is necessary but doing so in a role playing game is not appropriate. If your idea of "celebrating" the contributions of Black people during the month of February is a lesson in slavery…you are the one that needs a lesson in history and the countless contributions that we not only have made but are still making. Our enslavement is not and should not be your lesson on resilience and grit. In the Words of Sabrina Stevens @TeacherSabrina (shared with her permission) 1) Simulation is almost impossible to do ethically, which is why so many people end up being fired for missteps in this area  2) Enslavement happens between two peoples, it doesn’t just happen to one. Talking about black people being enslaved without adequately discussing the economic motivations of the slave holders and the centrality of slavery to America’s founding/ the origins of capitalism is erroneous and problematic. It reinforces the idea that black people are somehow innately "slave-ish" versus illuminating the fact that white slave owners did this for a reason, and that the society benefiting from this brutality created elaborate legal, social and moral codes to justify it, including stereotypes that remain with us to this very day. You can’t understand oppression by rehashing/pitying the experience of the oppressed; only by also unpacking the motivations and actions of the oppressor. You can’t "celebrate" a people by constantly discussing up the worst thing that ever happened to them in an incomplete and misleading fashion, while absolving the people responsible for it of their guilt.

my great grandfather, a product of slavery It’s been four days now of complete and total commitment to bringing forth awareness about PBS affiliate, ThirteenNY‘s "game" on slaves escaping to freedom in which badges are awarded for risks along the way. This "game", which received exceptional reviews AND AWARDS from teachers and media affiliates from all over the country, has been used in classrooms since at least 2012. Reviews like… (as posted to their website and linked) KOTAKU - They Made a Video Game About Slavery, And It’s Actually Good "It’s not only an engaging video game, it’s a harrowing, illuminating look at the realities of life as an American slave… I was struck by how effectively the game placed me in the shoes of an American slave. The precarious nature of my existence was readily apparent…  USA TODAY - 4 out of 4 stars - Kids relive history with free role-playing game "realistic" "brilliant" "ingenious" "fascinating" "a powerful game that all kids should experience" The branching storylines, each tied to your possible decisions, are brilliant in their diversity and ingenious in how they weave together to create the fascinating story path of this game. School Library Journal - "Media Mix: ‘Flight to Freedom’ for Black History Month" The game is educational, fun, and will definitely hold the attention of students in grades 5 to 8. Ground Control Parenting - "Mission U.S.: Helping Middle Schoolers Enjoy Learning American History" A game to teach middle schoolers about slavery? Could be cringe-worthy; I had to try it. I enlisted my 7th grade son to play it with me, and off we went into the world of Lucy the slave. Two minutes in, we were hooked. As an educator, parent and aunt of a student in this age range, I am disheartened that the consensus on learning for students in this age range is that it needs to be "gamified" and fun" to be interesting. Engaging? Yes Interesting? Yes Fun? Not if "fun" means simulation and badging built on the premise of a horrific event such as slavery How/Why Does This Happen? The development of a series of games starts with hefty planning. The idea of learning history in an interactive format is a great one. It is. However, when choosing which acts of history to play, consideration should have been given as to which moments were appropriate and how to do them justice. The slave mission was built on the idea that users could  "understand what a real slave felt" while walking around in Lucy’s shoes. Unfortunately this is also where the game failed because one cannot simulate the emotional scars of slavery. Read more about "why simulation should not be used" from the Anti-Defamation League in reference to the Holocaust. No matter how "uncomfortable" one is while playing a game, it’s still absent of the worry of physical abuse, rape, mutilation or death. It’s still not the emotional scars of being "nothing" in the eyes of the people whose lifestyle you are in fact enabling. So again…how does this happen? There’s research on the part of those with the idea, planning, more research and meetings with potential funding groups. Those funding groups typically make awareness known about what types of projects they are funding which often results in projects created to meet the needs of the money being issued. This game was groundbreaking in that no one else has successfully done it. Wait…it WAS done and did in fact result in a lawsuit being filed by parents in 1995. At any rate, many people said "yes" to this game and not one thought that it was inappropriate including a group of historians who not only supported it but advised along the way…which begs the question… While we know that our stories and narratives are absent from schools, was this the way to do it? While I cannot and will not speak for the entire black community. As a teacher, technology specialist, daughter, mother and aunt…I say…NO Fast forward to the launch of the game itself. Press releases are sent out. Contacts are made with potential high volume reviewers. Sometimes those reviews are pre-written and sometimes a person is asked to review. (I’ve been approached for many different apps to review and have declined) Too many people should have and could have stopped this insanity and no one did. For that, I am still annoyed with the greater Edtech Community about. Studying Slavery I want my kids to examine primary documents, research, interview real people, watch revelations captured via film, discuss and maybe even do some writing to reflect and think. I want them to look at the wholistic aspect of slavery and not just on the part of slaves but on the slave owners too. I also want them to examine their own history and the role that their family played. There are rich lessons that can be had if we stop assuming that all lessons need the glitz and glamour of animation, interactivity through technology and badging. While I do believe in using games for learning, I do not believe that slavery is an appropriate place for it. It’s too important of a topic to be minimized by "fun".