So I really appreciated the food everybody brought in, thank you all, especially the bagels, carrots, and peta bread thing? (I don't know what you call it, but I like it)

I wasn't a huge fan of the class intro although the Romeo and Juliet story did resonate with me.

Not really sold on twitter, I respect it, and can appreciate it and its applications. However it does seem like misinformation can be tweeted and it catch on like wild fire. More specifically, for my classrooms, I don't really see Twitter a viable tool, for me, in my school. But I can see Twitter as a good tool for my professional development.

The Dan Meyer video was great, I don't see why we couldn't have watched it in class, but it was freakin awesome. The stuff the Dan was saying really hit home, I also teach high school math and just finished my first year as a professional. I became a math teacher because I like math, and I like doing math problems, most of my students feel differently. And like he said when reflecting on his first year, I feel like most of my students last year also just "survive". I'm hoping to change that. I will try to change from goals to questions. I want to integrate perplexing questions into my units and lessons, and start units and some lessons with them.

It just seems like a huge and daunting task. Like Dan said, I have a finite number of resources. Time is precious, I have no money from school, and I have none of even the simple programs and apps that Dan discussed. I'm already working to the bone, and it's like we saw, Dan stops and takes pictures of all the potentially perplexing questions he comes across. Because Perplexing questions are difficult to facilitate, and they don’t really show up in textbooks.

These are defiantly things I want to start using in my classes, I just don't really see how these perplexing questions necessarily go hand in hand with Ed Tech, and they can be mutually exclusive right?