EdTech Startup Showcase

Barb Flowers: [00:00:00] Welcome to the EdTech Startup Showcase, an original series produced by the BE Podcast Network. On this series, we spotlight and amplify some of the most innovative, emerging companies in EdTech. We also have the opportunity to speak with a number of the educators who put those tools into action to support student success.
I'm your host today, Barb Flowers, a former elementary principal turned life coach. And I also host a couple of other podcasts on the network, the principal's handbook and the teacher burnout podcast on these shows. We discuss how to empower school leaders and teachers to improve their confidence, decrease educator overwhelm, and ultimately reconnect everyone in schools with their passion and purpose.
In this series, I think we'll explore some relevant ideas on these same topics. And now I'm pleased to introduce today's guest. I'm here with our guest today, Bonnie Lorenzo, and she's a seasoned educator with experience as an elementary and high school teacher and [00:01:00] administrator and a summer camp director.
She has had the privilege of creating, testing, and implementing programs and enrichment curricula in schools where she's taught. With more than 35 years of teaching and administrative experience, she now works at Connected Class as an Instructional Specialist. So I'm excited to have her on the show today.
Welcome, Bonnie. Thank you so much. I'm so excited to be here, Barb. Thank you for having me. Of course. So we're just going to jump right in. So as an Instructional Specialist at Connected Class, how do you approach the challenge of integrating technology in the classrooms, but also making sure that it doesn't distract from the learning experience?
Bonny Lorenzo: That's a great question. And, I want to say two things. Number one, technology is great, and technology can be a weight. So you want to make sure that whenever you put something in your classroom, you want to make sure that you've chosen the best tool to do the job. I think that, When I was teaching in an earlier year of my career, [00:02:00] whiteboards were like all, everybody was all about the whiteboard, all about the whiteboard, and when they wanted to use a whiteboard for every single thing, and it's like it doesn't sweep the floor, people.
There's the right tool for the right job, and you want to make sure that you're always selecting something that's not just a novelty purpose, but it has an actual purpose. Kids with technology, you know, there is a concern for screen timing way too much, so you want to be mindful of that. And you want to use a tool that's going to best call the student's attention and engage them and the best way to ensure that everybody is truly learning and not just coasting, no matter what tool you choose.
Barb Flowers: Yeah, I love that because I think that can happen so often with technology. Like we get excited about a program or whatever, and we put kids on it. And if they're not using it to the best of their ability and really using that program with fidelity and engaging in it in an appropriate way, it, It is a waste of class time.
Bonny Lorenzo: It really is, and some programs end up being just a worksheet that's electronic, and that's not really a use of technology either. [00:03:00] And so you want to make sure that you're really reaching the needs of your students and not just the greed of, Oh, I'm a tech teacher and I use all this tech. I want to make sure that I'm an effective teacher, no matter what my tool is.
Barb Flowers: Yeah, that's a great way to put it. So connected class emphasizes personalized learning. Can you share some strategies that you use to help teachers tailor their instruction to individual student needs in a technology rich environment?
Bonny Lorenzo: That's also a great question. You're a great questioner. I like that about you.
So I think when we come to anyone, you have to read the room. I think that's what all the kids say, read the room. But the truth of the matter is I have to know, are you reading? Are you faking that you read? Because some students come into your classroom, even a high school situation, and they give the appearance that they should be readers, but then when you drill down and you see, oh my stars, this guy is not really reading.
He's kind of like, fake it till you make it. And so you want to make sure that you know your students, [00:04:00] and that's going to take a little bit of effort on my part. I get to know each group of students as I host a new class. I get to know them as people, you know. and as learners. And so as I tune into what they need, then I start thinking, what's the best way to approach it so that Jim, who's two years behind, Sally, who's right on the spot, but not really super motivated, Andrew, who's, you know, a superstar could teach college himself.
How do I keep all of them involved? And how do I get all of them on the page so I can push Push each one forward in their learning progress because that's my responsibility. It's not just to meet a standard. It's yes, those standards are there, but I'm also supposed to make sure that everyone has personal goals and meets them, and I'm there to motivate them and push them and give them learning opportunities to make sure that they get there.
So one thing that can be very useful. And this sounds like, oh, you're leaning on the old stuff, but this is sometimes old school is the best school. So [00:05:00] sometimes we do something as simple as a task card and we have a bunch of them posted around the room and we say, hey, here's the list of things you need to do.
And that gives something for everyone. Sometimes we set up something like a choice board. So we have six or seven different ways for you to approach. The same topic, but in a way that meets your need. And so there's lots of different things like that. Sometimes we do stations and we have students rotate around the room so that there's something for each of them to, that, that approaches their style, their interest, and their level.
And we do that in a way that is inclusive for everybody. And so sometimes that can involve tech. Sometimes one station could be a technology piece. Sometimes all of them could be. Sometimes if you're a math teacher. Or reading teacher, you might want to just take the task cards from our learning links and put them around the room and let students gravitate to the one that that fits them best.
Sometimes you want to have everyone has to do every single thing that we assign during the [00:06:00] week. All those are fine. But the main thing and the main purpose is to allow every student to become the best version of them they can be and to move them up. If they're in the bottom group, move them to the middle group.
If they're in the middle, move them to the top. If they're top, push them beyond because we don't want anyone to go out in life and not have that drive and that thirst for knowledge because we never address them individually in the classroom.
Barb Flowers: Yeah, and I love how you integrate, um, with the personalized learning, having some choice in that, because like you said, that will help kids build that, the motivation and the want to learn, you know, and that's going to keep them engaged and keep them motivated to keep growing, because if it's always like, these are the things you have to do and there's no choice in it, then it is, it's hard for kids to be engaged in their own learning.
Bonny Lorenzo: Well, we're a country, when I go grocery shopping tonight, I will face the choice between like 75 different yogurts. We've got choice. Flavor, kind, proteins, sugar, no sugar, fruit on the bottom, all the [00:07:00] things. Do you think our kids are any different? They're not. They do have a choice, and they do like that sense of autonomy.
Why would we rob them of something we're trying to build into them? Because at a certain point, no matter what age group you teach, they're going to have to go and live in society, and we, have to give them the opportunities to become the best them, and to have that autonomy to make good choices.
Barb Flowers: Yeah, and I think all the ways that you described that teachers can do it if for personalized learning gives them choice as well, which is important because I remember as a new teacher always worried, am I doing the right thing, right?
And then I became an administrator and I got to go in all the different classrooms and see nobody does it the same. And that's what's great about it, right? It all looks different. It works for the teachers, it works for the students, and there is no one right way. So I love all the different strategies.
Bonny Lorenzo: You're 100 percent correct. And we are individuals as well. Some people, you have to know your tolerance, you know, you have to know I'm somebody that can have a classroom that [00:08:00] is loud. I'm okay with that. There are some people it sets them on edge. And so maybe they structure it a little bit differently to meet their own need as well as meeting the needs of their students.
So we have to be mindful that we are uniquely made.
Barb Flowers: Yeah, that's a great point. All right. Your company focuses on both in person and virtual learning solutions at Connected Class. How do you help educators strike that balance between, you know, the in person and the virtual, especially in post pandemic educational landscapes where we have now incorporated more technology?
I remember before COVID, our teachers didn't even know what Google Classroom is, and now it's just part of what they do. So how do you navigate that?
Bonny Lorenzo: Correct. So in terms of what we offer, we offer in person. Person trainings and we offer zoom trainings or, you know, virtual, whatever way you want to put it.
So we give people choice. As we mentioned, we love choice as we're teaching in classrooms. We try to always incorporate technology that. Will be [00:09:00] beneficial to move the ball forward for their students. So if we're doing the topic of writing, there are some things that would benefit them to have that opportunity to share with their students.
And we try to provide leadership and guidance and say, Hey, these are some things and here's some ways you can apply them, and here's some other things that are. not technologically, based. And here's some things you can do in the classroom, because I think you need to use a mixture. We don't want kids to just have no skill in socializing.
They have to be able to integrate with people. The whole point of technology is to is to bridge the communication gap. And so if we use technology in a way that allows them to socially interact with others, whether virtually or in person, we're mindful of their needs as a whole person. And so we encourage teachers toward that end as well, as providing that as a sample, we try to model what we.
We advise in our sessions.
Barb Flowers: Yeah, and like you said, I, I just feel like, you have to be mindful of how much time kids are on technology, so thinking about that. And [00:10:00] then also finding other ways to engage them because we do see that kids attention spans are not what they used to be. And I mean adults too, right?
Like I know my attention span is not what it used to be. This is correct, my friend. And so the more I think, the more that we're on technology where everything's so engaging and we're not doing activities where maybe you have to sit and wait, you wait for your turn or whatever. I think that builds that stamina, that skill that like we don't have as much as we used to have.
Correct. And I think,
Bonny Lorenzo: too, we have to recognize where does technology serve us best. If I want to let you know I'm going to be late, a text is best. If I want to let you know I'm sorry your aunt died, a I don't think a text is always really the best venue and I know that I have the social skills to pick up the phone or to drive by your house and bring some flowers and say, hey, I'm so sorry for your loss.
We have to get people to understand that everything has the right tool. How do you, Use the right tool. [00:11:00] What is the right tool? And to be conversant in all of it, because we want our students to be able to go to a meal and have a conversation and not have to text each other across the table at the restaurant.
Yeah. Converse and, and to read the room, so to speak, and to see the expression on someone's face and say, Hey, I'm hitting the mark, or I need to ease back, or I need to restate. So I think all the tools together create a balanced and whole person.
Barb Flowers: One of the things, that I found interesting about Connected Class was all the professional development they have for educators.
What do you find the most common areas where teachers need support when it comes to implementing ed tech things?
Bonny Lorenzo: And as far as ed tech per se, I think a lot of times they don't have the tools to explore. Maybe they heard a podcast and they heard about a great tool or they heard about a teacher that's doing this or that and they read it on Pinterest or they saw it in their Facebook group and they really don't have time to explore it.
So one of the challenges is [00:12:00] to create bite sized pieces and say, this is how it could work, here's a simple way to drive it forward. And this is how you can approach it. I think time and money are always the teacher pain points, right? You take so much time to learn it, or it's so expensive you can't individually buy it, and your school doesn't have the budget to buy it.
So it's always time and money. So I'm looking always for free things or super, super inexpensive things for teachers to implement, because a lot of times it is on their dime and it's always on their time. So you want to make it accessible and let people know, Hey, this is available. This could make your job so much easier, or Hey, this is a waste of time.
Barb Flowers: I love that. It's always on their dime and their time. That's so true. It's a great phrase. Maybe we'll make a t shirt. Right. That would be great. and looking at the future of education, how do you see the role of instructional specialists evolving as AI and other emerging, other emerging technologies become more prevalent in the [00:13:00] classroom?
Because, you know, AI is changing all the time. And I just talked to somebody about AI, and we were talking about how. We don't ever give teachers even enough PD to really talk about AI and the grading systems with AI and all that comes with that, right? There's so many components. And then even when you take the time to do it, it could change.
So how do you navigate that?
Bonny Lorenzo: I think what we always do with everything, no matter what it is, whether it's a tech piece or a curriculum piece, a book, it doesn't matter what it is. How can I add value to my students? That's always got to be your driver. How can I add value to my students? It might be nice to have, but it's not necessary, then I'm going to omit it.
If it's something that's going to drive the instruction forward or reach somebody I'm currently not reaching, then it's worth the effort to implement. I think just because you have it doesn't mean you need to use it. You know, in my house, there's In the pantry, I have a kabillion spices and they [00:14:00] make fun of me all the time in my family.
Like, how many spices could you buy? I have a lot. I don't put every single spice on every single meat. I don't put every single spice in every single dish. I use the right ones for the product that I'm preparing. If I'm making lasagna, I'm not putting garam masala in my lasagna. That doesn't go. Oregano, yes.
Basil, yes. So I'm always looking for the thing that will move the ball forward. And I think no matter what the new new is, because there's a new best thing, no matter what we do, there's always a new. Look at it. Can I use it? Yay. Implement. Is it a waste of my time? Boo. Diss it. If it doesn't work for me this year, will it work with next year's class?
Possibly, because I get a new crowd every year. People's needs and desires and, and all the things change, their interests change. You know, I can remember, because you mentioned how long I've been in the, the biz, I can remember when Pac Man was like the way you taught greater and less than. Pac Man? [00:15:00] Oh, I think my grandfather has that in the garage, you know.
And we have to be mindful that things change. Pac Man was the newest, hottest, latest thing at one point. Now it's like The Dinosaur and I Can't Believe You People played it, right? And so we always have to think about in terms, no matter what the new new is, be aware of it, be responsible with it, and see if it's going to really Move things forward for students.
If it is, adapt it. If it's not, skip it this time and consider it again. That'd be my advice for anyone for any topic
Barb Flowers: really. Um, how do you support administrators in Connected Class? I see that you had a PD for them as well. We certainly do.
Bonny Lorenzo: We love our admin because they really are, they're the ones that get everything to the teachers and support the teachers and then they support the parents and they support the students.
So they're like, always pulled in three directions. And so there's very little for them to take in and say, ah, this is for me. And it's refreshing. Um, one [00:16:00] of the things we have is maybe a group think like a mastermind for, for teachers, head of the school that we provide. And what a great, I've gotten to sit in a lot of those and it's really a neat opportunity for them to really work through some of the issues that they're facing.
And as you mentioned, we have, With all the new technology that does come, it puts a pressure on them to be aware. And do we allow this? Do we have a policy for AI? Do we have a tech policy? What are we going to do with the watches? Um, the schools in my county this year just started and it's like no smart watches, you know, phones away, blah, blah, blah, blah, blah.
And every year it's something new. And so we have to, as principals, we have to really support them both in, um, what we offer as far as like PD. the support groups that we offer and also just great communication. What do you need? What can we get for your teachers? What do you need? What can we provide?
Because we're a fresh voice. We're not banging it out in the classroom every day. We have for [00:17:00] many years, but we're not there every day. So we may have that perspective and we may have the time to investigate something that they didn't and say, Hey, had you thought about this? So we love, we love our administrators and anytime we can provide for them, it's a win.
I think we always. No, we need to support teachers, but we also need to support, uh, the whole structure.
Barb Flowers: Yeah. And I, as an administrator myself, you know, it's. You don't always, I feel like teachers always know what the new things are, and having them come to the administrator is great, but then having that support group that can kind of help them walk through, like, what could this look like in my school?
How do I even go about getting these resources? And things like that can be really helpful. Right. And
Bonny Lorenzo: also you always have to, if you're an admin team, you're, you've got to watch the budget. You have to watch what
Barb Flowers: goes
Bonny Lorenzo: in and what goes out, how it's coming in, how it's coming out, and what percent goes to this and what percent goes to that.
So you always want to get things that people are going to use and not like, um, I might have an exercise bike in [00:18:00] my garage that really has never served as an exercise bike, but it is a great stool. Like you can put a lot of things on it walking through. Purse holder, yes, but it wasn't the right tool for my purpose, right?
Because it's a thousand degrees in the garage and I'm not sitting out there and no matter what. So, you know, I think we always have to be mindful of the What the pain point is and are we buying something and investing in something that we're going to abandon in six months?
Barb Flowers: So, what do you suggest for administrators and even teachers?
One of the things that I dealt with is, you know, teachers would find all these cool programs, like, and they would email the company and they get a free trial and then you've got this teacher doing this free trial and another teacher doing another free trial. What kind of vetting system can districts come up with, or how do you just create like a better system for these are the types of tech programs we'll buy, or this is what we'll do, but we can't have all these free trials going [00:19:00] on because it's so easy now to get them.
Bonny Lorenzo: Yeah, the free trial is really just a loss leader for them. And there have been times when I myself have used a free trial and bought the whole program. So I think there is value in maybe saying, hey, These five teachers are going to use this program and you're going to be the pilot. I think if you say, hey, if you want to try a free trial, you have to be part of our pilot.
And then that way you have some kind of real feedback. You have a meeting with the people that have used it instead of somebody who implemented part of it. But I didn't really use that. And I didn't use this part, but I only did it for this kid. And I only, And it's just, you get no real view of the program.
So I think if you say, hey, if you'd like a free trial, I would love to support you in that, but you need to get six other teachers or five other teachers, depending on your school, that you guys are going to implement it the way it's done and come back with feedback for me. And then you can make a choice based on, hey, that really worked.
I see some data that shows. Wow, that really [00:20:00] worked well. Um, I know for our company, we, we have something called Learning Link, and the teachers send it out, and it's activities and games and strategies that the parents can play with the kids, or they can do it in the classroom. And when we did the study, um, for math, in a month's time, if they followed the program the way we set it up, 37 percent gains in a month.
Now, I'm a good teacher, I'm not 37 percent a month increase good. I don't know anyone who is. So that shows you, hey, if you implement this, this could really work for my tribe. And you get feedback like that, and you're like, oh yeah, I need that learning link program. Maybe you get another one, I won't mention any names, but maybe you get one and it's like, uh, Jim's Greatness app or whatever.
I'll just make a fun one. Uh, if, and if there really is a Jim's Greatness app, I'm sorry. Sorry, Jim. I don't know about you, but hey. And so let's say, you know, you use it and you use it and then you, you test the kids again. And while they had a great time, they had no real progress. Then, you know, okay, [00:21:00] we tested, we piloted this.
This is no, and then you can put it on your no list, and that way you can say, hey, these are things we would support, these are things we won't support, and if somebody wants to know why, they can look at the panel they got together and say, hey, that's why, and you don't even have to discuss it. Oh, look at the panel's report, you know, and it takes the burden off of you a little bit, because there's too much new, there's too much new, there's no way to keep up with all of it.
Barb Flowers: Yeah. Yeah. And I love how you said actually having people to like hold you accountable with trying something with Fidelity because you're right. It's hard enough to pilot something and do something with Fidelity. And then if you have people and you're trying this and trying that, it's, it's hard to know what's really working if you aren't doing it how the program's intended to be done.
Right. Well, thank you so much for being here. Is there anything else you want to share with our listeners before we go?
Bonny Lorenzo: You know what, I would just like to say I hope everybody has a great school year, that you give your best, that you love your kids, that you give it all you have, and what you are is enough, and if you ever need support, we're here to [00:22:00] help you, and we just wish everyone a safe, healthy, and prosperous school year.
Barb Flowers: Alright, awesome Bonnie, well thanks so much for being here on the podcast. Thank you so much.