 Okay, here we are. Thanks. My name is Paul Tanigal. I work at Lynn Benton-Grady College in Albany, Oregon. You know, we're Albany, Oregon, in between Portland and Eugene, kind of closer to Eugene, kind of closer to Bilesia. We have Oregon State University. And about an hour north of Eugene, we're at University of Oregon. And we're kind of at a sweet spot, just to our awesome students, kind of a little bit of awesome universities. We talk in the day, of course, about educational technologies. Really drive students and drive educators and technologists. Pretty much LMS people, but any kind of technology people that support instructors and support student learning. So, in the number of the talks in the big room over there, the theater over there, over there, Katie Blomk. I lost her many times with the praise that she gave. That is one of my mantras. But she had said a number of times, it's not about the technology. Well, I'm a technology person. Most of all of us are theater. Well, it is about technology, isn't it? No, it really is about that. It's fun and it's engaging and pure fun, really. Back to that word, as I find the technology that I deal with that I help instructors at my college deal with, really, it isn't, for them at least, about the technology. It's about doing anything they can to contribute to their students' learning and retention of success, essentially. Yeah, through all these cool technologies and processes, but the focus isn't on the tech, it's on the students. So, I accept there's so many workshops and sessions here at this conference and others where I'm just constantly amazed at what we can do with the technology to contribute to that learning and to expand beyond the time and space limitation of the classroom, of course, and also to facilitate a student and contribute to other students and also. So, we're going with this and we're going to start over. Real things comes from which of these, I'll be the person to joke, but real things come from all of these. Now, me personally, what I've experienced from working at Oregon State University and my college, like many colleges, especially my colleagues, it's the middle one that really drives the change. Whether it should be or shouldn't be is or isn't. The reality at a lot of institutions that I'm unaware of that I've worked at is faculty, if faculty wanted or don't want it, that's pretty much the way the college is going to go. So, how can we, as educational technologists, if not drive that change, strongly influence that change, strongly encourage and influence faculty to bend to our will what we're looking for here. So, what I'm getting at is the other reality of faculty driving change primarily, but I believe that we could strongly influence that along the way. I think the bottom line of what I'm talking about right now is on this slide here, and it really relates to building intentional relationships with the people that we serve. Now, in the classroom, one of the strongest components of a good, solid teaching effort by the instructor, it's the instructor who builds solid relationships with her students. You'll learn better from someone you trust and that you can relate to. You have some common with the instructor who lays down that commonality as soon as they can with their students. Those students are going to succeed really well. And so, on our end, even though we may or may not have a teaching role or an instruction role, we kind of actually do with the instructors that we serve. We have to fill them quite a bit sometimes, not the whole thing, on how to use the technologies that are never-wielding. So, if we build honest, good relationships intentionally and find areas of commonality with them, they're going to be much more relaxed coming back to us a second or third or fourth time when they need to learn something new, need a refresher on something. So, my biggest strength right now is when I can find myself standing nicely on a good balance which can mean, and you see the circles of the diet seat down here, I have one foot in IT and one foot in with the educators and the trainers, the people that deliver the learning in my institution. If I can have that balance, if I can speak both languages, if I can be the interface quite often between the hardcore IT people that don't really deal directly with students and faculty and also speak the other language back and forth, that balance is where I've been most successful and I feel like I've been able to drive some change. As low on the total pool as I am, there is some change in my institution. One of the biggest ways I've done that and I've seen that done with others is the ed tech people that back up everything they offer, every tech, every technology they offer with support, training and learning resources and you can't just offer a new technology with, hey, everybody, we have this really cool technology, here is your username, here's your startup password. Good luck. You've got to have more staff. It really helps to have some support resources dedicated before you even announce this new technology. Have some training, whether I'm in a live setting and or online, at least some kind of learning resources, if not fully customized for your institution as far as how you want to use the tech, at least something that the company, the producer that Jan has put together for you, something more than just, again, here's your credentials, have a nice dig, because that is how one technology was brought out at my college with Wild Back. The only thing that I saw coming out for Microsoft 365 two or three years ago was, hey, you'll be happy to know we're rolling out Microsoft 365. Your username is your, I believe it's our own music. Your username is your, I think it's your email address and your startup password and so-and-so. Good luck and go forth and do great things. And very little to none, nothing in regard to that backup, training and support. Here's how you use it. Here's a great way to use it. And to me and a parent until we look for it, if you practice it when of any kind of technology, a lot of them are going to say, I wonder if I can use it in the classroom? So sure enough, I'd give people coming into my office, if they're coming into my office, asking how they can use Microsoft 365 and I don't really use it. We officially support and adopt Google Apps for Ad. And Google Apps for Ad, in my experience, has started off kind of as a rogue, well, not tight, it was a rogue software that I started just as a pilot just to see how we could do with providing content in our middle system in a way that won't require students to have Microsoft Word Excel PowerPoint. So I offered it to a few instructors as a test to see if it was even worth bringing up to ask IT if we could bring it in officially. And so primarily in regard to Google Calendar and Google Drive, so what happened was it gained some grassroots interest, especially in regard to Google Drive, Google Docs. And in about three years, it was officially adopted because it was proven to be a plentiful game, strong enough and viable enough for both employers and students. I went around it kind of backwards, but I found out later on if I had asked permission before even offering it as a pilot, I would have been told no. So I did the right thing, I did the wrong thing, whichever way it happened. We have gained a lot of ground in that regard for both instructors, for both students and all the employees. So on a note about what I used earlier, and I'm kind of one of the rogue people, the rogue instructors that want to use their own elements of their propellant mass. The ed-take people who can have that relationship still with the rogue people who don't want anything to do with the ed-take people, you want to find a balance between telling them they can't use the technology of their choice and using whatever they want. If you've got to find that balance in there, because that's a life statement in there, you can't complete your search or disallow rogue technologies because the next greatest thing that might seriously make a contribution to your student's success might be just around the corner. And if it isn't on your radar, that isn't mean you shouldn't be on someone else's door. Does that make a sense for trying to find some balance between cutting off the rogue and welcoming them somewhere in the middle? That's what I found is that they're the best. So back to that bottom line, as much as we have fun and I have fun playing these technologies and the ones I'm involved in, we're really, the bottom line is how can that technology and the way we use that technology honestly contribute to my primary client, who's the instructor of the student. And my secondary instructor who, my primary client is a student and my secondary client, of course, is the instructor who works for the student too. So having that relationship chain is really what helps things out as far as being able to and for them to know that can come to us with anything they need and all of the right rather than feel like work has a big separation that can be built between us. And that's why I believe that the best way that ad-tech people can drive change and contribute to change, real good thing, is buy through these influential relationships. Does that make a sense, also? Questions, comments, disagreements? Agreements? It isn't about technology. Thanks. I'd like to thank the rightful learners who are living in the past. Thanks so much.