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Dec
15

PATINS Has a YouTube Channel Full of AT, AEM, and UDL Resource Videos

PATINS Has A YouTube Channel Full of AT, AEM, and UDL Resource Videos. PATINS has a YouTube Channel Full of AT, AEM, and UDL Resource Videos with class in the background.

“Try one thing. If it works, great, keep using it, If it doesn’t, move on to something new.” 

I have said this to myself many times as a speech-language pathologist to help me avoid falling into the “sunk-cost fallacy.”

I first learned about the “sunk-cost fallacy” from my husband who enjoys listening to economics podcasts in his free time. This article from Time Magazine has examples of this concept. They define the sunk-cost fallacy as “…the general tendency for people to continue an endeavor, or continue consuming or pursuing an option, if they’ve invested time or money or some resource in it…”

This may come up in education when a team has spent ample time and money on a certain tool. Team members may be hesitant to abandon a device or strategy, even when the data shows it is not working for a student.

We must remember to keep what works for the student at the forefront. There is a tool or strategy out there that will work for every student. However, there seems to be a never-ending supply of educational tools out there. It can be overwhelming to find a place to start digging into them all. There are many ways the PATINS Project can help you narrow down what works for your students. 

PATINS offers bi-monthly Featured Solution and Specialist Feature resource videos on the PATINS Project YouTube Channel. These videos are released August through May and typically go over a new assistive technology tool, app, extension, or accessible educational strategy. You can view over 180 resource videos on the PATINS TV Playlist. To be the first to know when a new video is released on Assistive Technology (AT), Accessible Educational Materials (AEM), and Universal Design for Learning (UDL), join the more than 2,000 PATINS Project YouTube subscribers and hit the bell for notifications.

Subscribed button with bell.

See a tool or implementation technique that could benefit a student or your classroom in one of the resource videos? Most devices and apps are available for 6-week loans in the PATINS Assistive Technology Lending Library catalog for school personnel at Indiana's Local Education Agencies (i.e. Indiana public and charter school employees) to trial with their students for no-cost.

Finding a tool is the first step, then you have to figure out how to use it with your students effectively. PATINS Project staff can help! Submit a Technical Assistance Request for training and/or a consultation to accompany any of the items available for loan. This service also comes at no-cost! 

I hope you are able to take advantage of your winter break to rest and reinvigorate yourself. When the new year begins in January 2023, the PATINS Project will be here to help you try effective tools and strategies with your students.
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Mar
24

Did You Miss Us? Tech Expo 2022 is In-Person!

Did You Miss Us? Tech Expo 2022 is In-Person! Teacher and student smiling at one another. Tech Expo 2022 PATINS Project with IN*SOURCE. April 14, Carmel IN.

Almost one year to the date, I wrote the blog “PATINS Tech Expo 2021 with IN*SOURCE - Exciting Updates!” about our second virtual Tech Expo. Fortunately, we are back 100% in-person in Carmel, Indiana for PATINS Tech Expo 2022. We are excited to partner with IN*SOURCE for the fifth time!! It’s quite apparent over 400 of you are looking forward to hands-on time with assistive technology, face-to-face conversations with resource organizations, and fun and networking too!

The presentation schedule has been set with 20 excellent sessions from knowledgeable experts, including representatives from Apple, Don Johnston, Inc (makers of Snap&Read, Co:Writer, uPar), Texthelp, Microsoft, and many more! All sessions will show you how to boost accessibility in your classroom without adding more to your plate and provide valuable information to share with parents/families about their child’s future. Nearly all presentations tie into a big topic for educators - literacy!

In addition to the presentations, there are over 40 exhibitors available throughout the day! They will answer your questions, provide resources for supporting Indiana students both in and out of the classroom, and introduce you to their transformational products and services. Attendees will not want to miss the live Exhibit Hall to find out how to win educational door prizes from our generous donors!

Check out the presentation Schedule-At-A-Glance and Exhibit Hall List now.

There is still plenty of time in the school year to make an impact on that one student who needs better access to communicate, read, write, and/or socialize. Tech Expo 2022 is the spot to find your a-ha solutions.

Only two week’s left to register for a no-cost ticket. This includes free parking and complimentary breakfast and lunch, plus you can earn up to four Professional Growth Points (PGPs)/Contact Hours for attending.

I hope to see you on April 14 in Carmel, IN!


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Mar
25

PATINS Tech Expo 2021 with IN*SOURCE - Exciting Updates!

PATINS Tech Expo 2021 with IN*SOURCE - Exciting Updates! Tech Expo PATINS Project with IN*SOURCE. Virtual 2021. Students and teacher using assistive technology.

Around this time last year, you pivoted with us to the first ever virtual PATINS Tech Expo with IN*SOURCE allowing us to ensure the health and safety of everyone, while also bringing you high quality presentations, resources, and time for connection. It still amazes me how quickly everyone -- attendees, presenters, PATINS/ICAM staff -- adapted for a successful event!

As I am currently writing this, a small part of me is waiting for the frantic rush to get everything into place for the second virtual PATINS Tech Expo 2021 with IN*SOURCE like last year. I have checked my to-do lists many times, communicated with presenters/exhibitors, and assigned duties to our top-notch PATINS/ICAM and IN*SOURCE staff. Everything is running on schedule and humming along nicely for April 15, 2021. (Knock on wood!) What’s left to do? Get excited!

PATINS Tech Expo 2021 with IN*SOURCE has new and improved features and extra perks for the virtual event! With a record number of presentation submissions, we have added 4 additional sessions from amazing organizations dedicated to support students. That’s 24 presentations to choose from to earn up to four Professional Growth Points (PGPs)! Due to popular demand, we have divided the sessions into strands to help you determine the best presentation agenda for you. The strands are:

  • Access
  • Advocacy and Social/Emotional Services
  • Communication
  • Deaf/Hard of Hearing and Blind/Low Vision
  • Literacy
  • Tech Tools 

Your time is limited and valuable, which may make it tricky to choose only 4 sessions. Even if you are not sure if you can fully commit to attending live, we encourage you to register for no-cost to receive access to presentation/exhibitor information as well as presentation session summary videos for the opportunity to earn up to two more PGPs!

A major upgrade for the 2021 event is the opportunity for attendees to speak with exhibitors live! There are currently close to 50 organizations eager to share their transformational products and services with Indiana administrators, educators, pre-service teachers, families, and advocates. So even if you only have 10-15 minutes to drop in, visit the Exhibitors to learn about products and services which can support your students’ academic, communication, and social/emotional skills.

I hope to see your name come through on our registration list before April 12, 2021 when the form closes.

If you would like to start the Tech Expo 2021 celebrations early with us, download and use one of these free themed virtual backgrounds on your upcoming video conferencing meetings!


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Dec
23

The One Gift All Educators Need This Year

The one gift all educators need this year. The one gift all educators need this year.

At the end of October, I start to see gift guides for anyone and everyone in our lives such as “The Ultimutt Holiday Gift Guide” or “Your Dad Doesn’t Need Another Tie - 20 Unique Ideas.” While I love exchanging thoughtful gifts with family and friends, there is one gift I am valuing more each year - time. Specifically, time to engage in hobbies, time to learn a new skill, time to learn a language, and even time to be bored once in a while. 

As educators, we know time is a critical resource. It is always at the top of my speech-language pathologist (SLP) wish list. Alas, we cannot wrap up time and top it with a bow to give to colleagues, but we can gain more of it. This year, more than others, time has been at a premium encouraging me to find creative ways to get everything done. I’ve compiled five reflection questions which have proven helpful to me in gathering up more time. I hope you find these helpful too. 

  • Am I inventing things to do? I heard this on a podcast and it stopped me in my tracks. (I wish I could remember which one to give credit!) As educators, we may think “Of course, everything I am doing directly benefits my students.” While I have no doubt we all have the best intention of doing right by our students, there may be a more efficient way to approach certain tasks. For example, as a SLP, did I really need to laminate every speech therapy material? Absolutely not! I could create or find digital materials, print one time use visuals, or use a page protector. I saved hours each week by freeing myself from the unreliable laminating machine and directed this new found time into analyzing data for better educational reports as well as leading to a better work life balance. A major win for me and for my students!
  • Can I “outsource” part of my work? The students on my caseload very much preferred receiving a pass from the office rather than having me picking them up from their classroom. Nothing hurts your “cool” factor more than a random lady breaking up gym time with your buddies. This left me creating hundreds of paper passes each year until I outsourced this work. In lieu of a study hall, some students were “pass runners” for the office staff during a class period. These helpful students were more than happy to cut the passes for me and one of them even offered to laminate a bunch for me so I could reuse them, saving me even more time!
  • What can I automate? Automation is huge in the business world right now. It is one of the main reasons Amazon can get items to your doorstep in two days. Educators can reap the benefits of automation right now with technology readily available on your devices. Do you need to send reminder emails for IEP meetings? Do you need to collect data and send daily/weekly communications to parents? Do you need to speed up the calculation process for progress reports? Automate it all! If you’re not sure where to start, reach out to PATINS Specialists for ideas on how to optimize your work day.
  • How often do I need to check my email/phone? Did you know it is estimated that every time we stop a task to check our email or phone, it can take us roughly 25 minutes to refocus on the task? (View the study “No Task Left Behind? Examining the Nature of Fragmented Work.”) That’s why a seemingly simple task can end up taking us three times longer than originally planned. Also consider this scenario, if you check your work email from bed, on your way out the door, or in the car and then decide you need to be at work to focus on answering it, you are devoting twice as much time to the email reply. To combat these pernicious time wasting habits, dedicate a few times a day when you check your email and voicemail. It’s important this is not the first thing you check though. You want to get your most important tasks on your to do list completed at the beginning of the work day. This new habit has been a game changer for me!
  • How many things can I actually get done in a day? Two. I have averaged it out, and I can get two major tasks done in one day. If I try to do 3 or more tasks, usually I am working overtime or it’s not done well. This realization has been both shocking and empowering. Shocking since I originally estimated I could get five to ten tasks done each day. Two sounds like a low number yet, think about if you completed an entire language evaluation, reported all grades, or developed lessons for the entire week or month in one sitting. Those all require major time commitments and are often completed in smaller chunks throughout time. This information was also empowering because the knowledge of this causes me to be “choosier” about the tasks I agree to and reminds me to reflect again on question one above. Plus, when I happen to get more than two things done, I feel super accomplished!

I believe it goes without saying that the demands placed on educators this year has stretched our time thin. However, we are the only ones who can give ourselves more time. I hope the reflection questions posed help you gather up chunks of time by eliminating, “outsourcing”, and automating tasks to do what you do best - teach Indiana students!

I would love to hear your thoughts on how you might approach your work after reflecting on the five questions above. Is there anything you plan to do differently? Are there any other ways you give yourself the gift of time that I did not mention?

Suggested time management focused reading:

40 Hour Teacher Workweek by Angela Watson

Off the Clock by Laura Vanderkam


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Sep
22

Boost your Creativity with the PATINS Lending Library Catalog

Types of Assistive Technology Lending Library Items Requested 2019-2020 School Year Portion of Infographic
Before I was a PATINS Staff member, I was a middle school Speech-Language Pathologist (SLP) and introduced to the Assistive Technology Lending Library by a colleague. I knew exactly what I wanted to borrow first. An iPad loaded with LAMP Words for Life for a student with a lot to say and in need of a better tool to tell us about all the amazing ideas he had to share with the world.

I started using the loaned device with the student and saw his language and his personality blossom. Once I had a good amount of data to share with his family and school team, I packed up the iPad, completed the loan request evaluation, and it was on its way for another Indiana student to use.

The last time I borrowed from the Lending Library as a SLP with my own caseload was in 2018. To create the infographic below, I spent some one on one time with the AT Lending Library catalog. I discovered ingenious tools that could have been *life changers for many of my former students, like bone conduction headphones, reader pens, and Cling! ARM.

But why hadn't I seen these items before or thought about different ways to use them? I did some research and it turns out there are two reasons, *time and stress. (Learn more in the article "The Science of Creativity"). Being a new SLP, I was low on time, placed plenty of stress on myself, and therefore did not allow much room for creativity.

*I wish I had set aside a little time to search through the catalog to boost my creativity, stretch my professional skills, and be an even better educator. I would follow only two criteria:
  • Learn more about any item which piqued my interest.
  • Brainstorm how I could use the item to benefit the skill development of students at my school.
*Finding creative solutions is one of the most enjoyable parts of being an educator (and in life). Think of the last time you discovered a new tool that made a big impact. How did you feel? Hopeful? Proud? A little relieved?

Right now, uninterrupted time is a luxury, so tuck this idea away for when you need a burst of inspiration. This would be an engaging activity to begin a staff meeting or even for your students to partake in. Who better to know what we need to succeed in school than ourselves right?

The Assistive Technology Lending Library loans out a variety of educational items, even when we’re facing a pandemic. One of the best parts is that the AT Lending Library is a no-cost service. (The PATINS Lending Library is following the strictest protocol for cleaning and disinfecting all loan requests before shipping to Indiana schools.) Here’s a breakdown from the previous school year:

Types of Assistive Technology Lending Library Items Requested 2019-2020 School Year Infographic.

Types of Assistive Technology Lending Library Items Requested 2019-2020 School Year.

Toys - 23%

AAC - 15%

AT Hardware - 15%

Hearing/Vision - 14%

iPads - 12%

Switches - 10%

Print/Software - 6%

Mounting - 5%



Toys - Educational toys to support academic skills.

AAC - Augmentative and Alternative Communication devices.

AT Hardware - Hardware to facilitate access to Assistive Technology tools.

Hearing/Vision - Devices to support hearing and vision needs.

iPads - iPads for academic and communication apps.

Switches - For environmental and communication control.

Print/Software - Reference guides for theoretical methods, assessment/intervention techniques, and practical tips.

Mounting - Adjustable arms and connectors for improved access to devices.

Peruse the Assistive Technology Lending Library when you have a chance. To view the most results, use a *simple keyword and *always capitalize the first letter. This will return all the items with that word present in the title or description.

Lending Library catalog with

Another way to learn more about the AT Lending Library is to join us at the virtual Access to Education conference in November 2020. You have the opportunity to view new and popular AT Lending Library items paired with practical ideas for your students at the *AT Exploratorium and the UDL Classroom Experience.

How has the Lending Library helped your students recently? Let us know in the comments below.
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Aug
16

Transition Times

Transitional times, like back to school can bring pleasant opportunities for reflection and change.

yellow Nasturtium flowers in bloom

At my house, the Nasturtiums are in bloom. Nasturtiums are beautiful as a garnish and completely edible with both leaves and flowers giving a peppery flavor.

There are two transitional times of the year for me; the end of the school year and the beginning of the school year. Approaching the end of the school year, I always say, “ I have run out of year.” I mentally begin moving on to the next year. I reflect how the current year prepared me for the upcoming school year.

"Finish each day and be done with it. You ahve done what you could. Some blunders and absurdities no doubt crept in; forget them as soon as you can. Tomorrow is a new day. You shall begin it serenely and with too high a spirit to be encumbered with your old nonsense." - Ralph Waldo Emerson

I keep in mind this quote and set my sights on to the next year and a centralized focus. I have my goals, my hopes, and, dreams in place. If I can establish a routine, all the better. If I can schedule ahead, great. My goal is to create usable forms and personal procedures. When I do this, I can be flexible and responsive. I am a happy camper!

coffee mug with the words Happy Camper

If I start the next year all up in the air without a centralized focus, all I will have to guide me is luck and frustration.   I don’t want to live that way.

The word chaos repeated and scattered around a white background

I can only imagine that I am not unique in this. Everyone would appreciate a system that is flexible and responsive to change.


My tips on how to do this:
  • Follow a schedule to keep track of what needs doing and when. What can step aside for an immediate need but not forgotten later?
  • Annual and/or Quarterly planning
  • Monthly chunking
  • Weekly reflection
  • Daily updating
  • Pick a system that is easy to use, intuitive and fits with all the apps and software you use.
  • Use a system that will sync with all the devices you use.
  • Use a system that will provide the accommodations needed.
  • Speech to Text
  • Text to Speech
  • Searchable Handwriting Recognition
  • Handwriting Recognition to Text
  • Use of a stylus
  • Word prediction
  • Alternative keyboards
  • Sometimes free is best. MS Office (Office 365) and Google, have calendar/planner/tasks options. Look for add-ons or extensions to make them more flexible.
PATINS is a great place to find out more. The PATINS Lending Library has organizational tools available that may help. PATINS Specialists can assist with finding your focus. We can help create plans that are flexible and specific. Address your unique details related to organization and executive function. Even set up tracking systems to measure progress.

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Jul
28

Break it… Just Break it.

collage of Daniel, laptop, guitars, motorcycles, and a truck

...Buy it broken. Accept it damaged and worn. Welcome it ripped, ragged, and rough. 


…Don’t just stand there because it works ok right now. Don’t just stand there and talk about the pieces of it that don’t work ok right now. Dive in, take it apart, try something new with it!  For Daniel’s sake, take a chance on breaking it! Here’s why...

When I literally steal a moment away from other things I should be doing to sit in the breeze to assuredly think about the things I’m truly good at; the list is definite, short, and the items on the list are unmistakably bound together with 3 common threads…

The things I feel confident other people would identify as those I’m good at are all things I’ve: 1. Had to learn out of necessity to fix something, 2. Taught myself by seeking out resources and through trial and error, 3. Were born out of deep passion. 

Not many people likely know this about me, but almost every single thing I know about computers, programming, assistive technology, motorcycles, cars, photography, welding, or music, I’ve taught myself. These things, I taught myself because I either HAD to learn to fix problems I created for myself, couldn’t afford something without pre-existing problems, or simply NEEDED to know NOW…before I could wait for someone to teach me!  

When I was 16 years old, I broke my leg playing the sport I was best at. A subsequent domino effect from this unfortunate event proved highly negative to the point I lost almost all of my friends; some of whom I’d had since kindergarten. Long story short, I could no longer march in the marching band as a snare drummer, which meant that I couldn’t be in any other bands in my high school. Devastated to have lost two of the things that I most valued, in addition to my friends, I sunk deep. I bought an old Peavey guitar with the last $150 I had from working the previous summer cutting grass. Not being able to walk, drive, or even hang out… I taught myself to play that guitar. It kept me going and the necessity to have something to keep me going required me to learn something I may not have learned otherwise. Now, playing the 6-string is a return-ticket to a place where I’m deeply rooted and can return, re-focused and recharged to some extent. 

At 17, I was so ready to have my own car. I had loved motorized and mechanical things for as long as I can remember. As a child, I remember very limited things, but I most definitely remember disassembling nearly every toy I owned.  ...taking them apart, exchanging pieces with other toys, sanding off the paint and repainting in differing colors, and sometimes never actually getting them back together. I always felt like I’d gained something though and never felt like I’d “lost” a toy. I always gained the knowledge of the inner workings of my things, which meant so much to me. It was a most certain gain that would apply positively to the next thing I took apart! I’m not so confident my mom saw it the same way as she stepped on parts and pieces of toy cars, action figures, bicycles, speakers, radios, and OUCH…legos! So, I bought my first truck for $700 with money I’d earned by tagging successfully hunted deer at the local sporting goods store in my small town. You’d be accurate in thinking it needed a lot of work.  …work I had no real idea how to do and parts I didn’t have and couldn’t afford. Long story short, I got really good at searching salvage yards, applying-sanding-painting bondo, and shifting that manual 4-cylinder in such a way that I could limit it’s back-firing, which would cause me undue attention in that little red truck that could. 

When I bought my very first computer in 2000 (yes, just 16 years ago), I pushed that poor laptop to do things that nearly made it blow smoke and cry… which in turn caused it to have issues that required me to blow smoke and cry! I spent MANY late nights learning coding and writing script to fix the problems with my Windows 98 installation that I didn’t have a disc to fix and couldn’t afford to buy. I was literally eating macaroni and cheese 4 nights a week out of a Frisbee with the same plastic fork. I had a special education degree to finish and well …that computer simply HAD to live and I was the only surgeon on call!

The same is true about photography (which I learned DURING the professional transition from film to digital), website building (back when we had to do it all in html code), and both riding and maintaining motorcycles. 

Almost everything I know on a deep-understanding, passionate, and highly confident level with regard to all of those things...is self-taught for the reason that I HAD to fix things, learn things, try things, rebuild things, redesign things, and seek resources. These were (and still are) problems that I mostly made for myself. But many kiddos are not permitted the opportunity to create situations for themselves which require such trial and error type of learning. We have been taught to set them up for success, which isn’t entirely bad! But…

While this may sound a bit silly to some, I feel there's no better, deeper, more comprehensive or true way to learn something.  …to fully KNOW something in a way that you feel confident in pushing it to it’s potential, than to experience breaking it …and subsequently repairing it, seeking resources, improving it, redesigning it, and ultimately gaining OWNERSHIP of experiential knowledge. 

This is one area I think we often may fail our students. We care about our students and we want to protect them and keep the space in which they exist safe and secure.  In doing so, we sometimes limit their space to ‘existence,’ which is not the same as ‘living.’ While I’d never advocate for creating an unsafe environment for a student, I undoubtedly feel that without allowing them the dignity of risk to fail, frustrate, and re-build, we are plainly denying them the opportunity to truly and deeply KNOW a thing at it’s core measure.   

We CAN offer that opportunity to students in a way that props up curiosity and DEEP understanding of THINGS in a way that is secure and encouraging!  We can! …and in doing this, we encourage independent people! I recently heard a speaker say something that nearly made my eyes too wet… “We don't have to TEACH kids CURIOSITY...they came to us that way. We have to NOT siphon it out of them!” Thanks @goursos. 

We have to focus more on the result of the 27th re-build, when they finally “get it” and it works, than the 26 times we stepped on Legos, thought about the cost of dis-assembled ‘things,’ or placed our own value of whole-things over the value of BREAKING IT and learning to re-create, improve, re-design, rebuild that’s so essential to our job of building independent little individuals. Independent and proud little faces ONLY ever result from allowing the dignity of risk, which can require a difficult transformation of philosophy about what’s best for learners. 

I’d go so far as to say that many education professionals have denied themselves or have been denied through a variety of reasons, the same opportunity to explore something, potentially break it, and subsequently truly LEARN it by having to re-construct it. Many who’ve heard me speak probably know my “just jump in the shark tank” philosophy.” If you don’t, just ask me sometime. I like to share. 

Likely through a combination of policy, fear, and conditioning, many educators may feel discouraged from pushing anything to it’s limit without the confidence of being reinforced, propped up, and encouraged to struggle through repairing it.   

When we consider the weight and prominence of “HIGH EXPECTATIONS” and “SHARED RESPONSIBILITY” for ALL STUDENTS set forth for us in both ESSA and the November 2015 Dear Colleague Letter, I feel strongly that we often have had safety goggles on when we should have been sporting binoculars, microscopes, and welding helmets! To arrive at achievement levels beyond what we currently are experiencing, we MUST value the dignity of risk in being the reinforcement for teachers to TEACH DIFFERENTLY, and for students to LEARN DIFFERENTLY, which might require rebuilding and redesigning, and we MUST value the opportunity for ALL of our students to feel absolute pride in THEIR confident stride toward independence through temporary downfall and subsequent, necessary, and repeated rebuilding! 

It is only through this process of experiential acquisition of knowledge with an authentic purpose or audience, that one becomes an “expert learner,” which should be the ultimate goal of what we are trying to achieve through all educational experiences. The task, the tools, and the method can be counted on to evolve. Those things will not be the same in 5-10 years, I promise. The desire, passion, and experiences to be an ever-growing LEARNER is what separates existence from living. 

So…Twist the throttle until something smokes. Smash the brakes until traction is temporarily lost. Take something apart solely for the purpose of knowing how it works in order to put it back together BETTER. Sit on the floor and just look at something that works OK as it is and IMAGINE what it COULD BE if you took off panel A  and B and moved some things around between the two compartments or found a totally new component to install. Or …Just simply take it apart, look at the pieces, put it back together exactly as it was….and truly KNOW how it works. 

PATINS has parts and pieces. We have passionate people who want to support your journey.  We have high-fives, encouragement, strategies, data, opportunities to push expectations for yourself and for your students. In fact, THIS is WHY WE are here…we’ve taken ourselves and the things around us apart and we’ve arrived HERE to support you during your experiential road-trip. …just find one of us and say, “watch this….”  We’ll be there. Break it.  


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Apr
03

"Crazy"


Charlie Brown and speech bubble with the words good grief
 


OK, so, I missed my blog deadline this time around and it made me think of how crazy our lives can get. I am not so sold on the benefits of multi-tasking. So here is a YouTube link to Gnarls Barkley (CeeLo Green and Danger Mouse) singing "Crazy". At the bottom, I included a copy of the lyrics from the St. Elsewhere Album. It’s really fitting for all of us, I believe. Parents, educators, students, administrators, support staff. Craziness is for anyone who is putting themselves out there to make our world a better place.  


Feel free to slow down and take 5 minutes to enjoy a song not usually connected to what we do, and is inspiring in its own way!

As we all strive for control over our lives, it seems many of us (attempt to) do this through schedules. In our paperless office, I find I still need the print version of a calendar to ground me on a daily basis.

Here is a little of what I have learned over the years:

Digital calendars/schedulers:
  • Great for portability
  • Great for ease of adjustability
  • Easily searchable, depending on how it was set up
  • Easy to set repeating appointment
    • And my favorite
      • Great for color coding/categorizing
  • Downside:
    • Too easy to misdate or delete something
Paper calendars/schedulers/appointment books
  • You can see what you erased!
  • Easier for me to see a week at a glance.
  • I am able to glance at weeks more quickly.
  • Easier to quickly glance on the road.
  • I can make notes right on the document.
    • including…my mileage
  • Downside:
    • If you leave it at home, you are sunk.
Conclusion:
  • There is no one system that works for me and believe me, I have been looking for a long time.
  • About the time I think I have a good system, I find it may be perfect on a desktop, but not on a mobile set up.
  • Or it was better with a previous email system, but not a new one.
  • Or a new data collection system changes my personal coding system.
And it is all good!
OK, anything useful here?
  • First of all, we all have to work with the materials at hand and the resources available.
  • Decide how to visually organize your life and go from there.
  • We also look at ourselves or who we are considering. 
  • So this is where the feature match comes in. 
    • I can be pretty flexible with some basic features and allowing myself to print out a working calendar document. 
    • Anything else is just crazy!
Choices:
  • These are more schedulers than organizers, but the list might get you thinking. These are a drop in the bucket I currently have eleven in a folder on my phone that I have explored.

Gnarls Barkley (CeeLo Green and Danger Mouse) singing "Crazy"

"Crazy" St. Elsewhere Album Lyrics
I remember when, I remember, I remember when I lost my mind
There was something so pleasant about that place.
Even your emotions had an echo
In so much space

And when you're out there
Without care,
Yeah, I was out of touch
But it wasn't because I didn't know enough
I just knew too much

Does that make me crazy?
Does that make me crazy?
Does that make me crazy?
Possibly [radio version]
probably [album version]

And I hope that you are having the time of your life
But think twice, that's my only advice

Come on now, who do you, who do you, who do you, who do you think you are,
Ha ha ha bless your soul
You really think you're in control
Well, I think you're crazy
I think you're crazy
I think you're crazy
Just like me

My heroes had the heart to lose their lives out on a limb
And all I remember is thinking, I want to be like them
Ever since I was little, ever since I was little it looked like fun
And it's no coincidence I've come
And I can die when I'm done

Maybe I'm crazy
Maybe you're crazy
Maybe we're crazy
Probably

Uh, uh

Credit AZLyrics 

Thanks! Julie

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