October 2026 | 77 Starting Lines: Leading People Through AI Change
Episode: 77 Starting Lines: Leading People Through AI Change
Publish Date: Oct. 27, 2026
Host: Rhea Kelly, editor in chief, Campus Technology
Guest: Derek Garrison, principal, Heritage High School
Episode Overview
In this episode, we present the recording of Derek Garrison's keynote address from the Tech Tactics Fall 2026 conference.
Key Questions & Takeaways
How should leaders approach different levels of AI readiness?
Recognize that people are starting from different places, establish a baseline of their skills and concerns, and design support around where they actually are.
What helps people engage with AI-related change?
Build in a clear vision, skills, incentives, resources, an action plan, and results, and focus on incremental improvement rather than expecting everyone to make the same leap at once.
How can professional development make AI experimentation more approachable?
Use small groups, familiar formats, regular touchpoints, and opportunities for participants to share what they tried, what worked, and what did not.
How can leaders encourage responsible experimentation with AI?
Create an environment of “protected risk” where people can try ideas together, make mistakes, learn from failures, and feel supported in the process.
What leadership practices matter most during rapid AI change?
Maintain a clear vision, be ready to pivot as conditions change, and use simple, shared language that helps people understand the work and move more quickly.
Topic Index
00:00 Welcome and Setup
01:09 Keynote Begins
02:07 77 Starting Lines
03:01 Robot Race Metaphor
07:28 Complex Change Matrix
11:07 Mapping Teacher Mindsets
13:39 Kaizen Motorcycle Club
14:53 Stories from the Road
17:09 Mad Libs and PD Design
20:12 Big Three Connection
24:56 Protected Risk Leadership
27:34 Vision and Pivoting
29:22 Shared Language Handles
31:47 Closing Thanks
32:55 Podcast Sign Off
Transcript
Rhea Kelly 00:08
Hello and welcome to the Campus Technology Insider podcast. I'm Rhea Kelly, editor in chief of Campus Technology, and your host.
At our Fall 2026 Tech Tactics in Education conference last month, keynote speaker Derek Garrison, principal at Heritage High School in Vancouver, Washington, reminded us that educators are entering the age of AI from very different starting lines — curious, cautious, resistant, overwhelmed, or already experimenting. For leaders, the challenge is helping people move from where they actually are.
That challenge was recently reinforced by Educause in its list of Top 10 issues for 2027: Issue #9 was "Meeting stakeholders where they are with AI."
For this episode of the podcast, we're presenting the recording of Derek's keynote, entitled "77 Starting Lines: Leading People Through AI Change." I'll let Derek take it from here.
Derek Garrison 01:09
Good morning, everybody. Thank you to Rhea. Thank you to Tech Tactics and the team behind making this all work. I'm excited and humbled to be here. I'm looking at where folks are, are logging in from, and you're all over the place, and you're all, not all, but most of you it looks like you're in higher ed. I'm coming to you from the farm leagues of high school, public educator for 31 years, and my hope today is to share just a little bit of what's going on at our level, some things that we're trying to do with AI and with leadership, and hopefully you find it of value. My background: I've been an admin for a bit now, 23 years. Before that, I was a teacher, taught Spanish, taught English, humanities, and I coached a bunch. I coached football and wrestling and track. My dad was a football and track coach, and so it's, it's in the blood for me. And so I've got this picture up here for you, an AI, obviously an AI-generated picture. But as you take a look at that, you'll see kind of the metaphor for today is about 77 starting lines. And that 77 is alluding to the fact I've got about 77 teachers at my school, and, and they're at different starting lines for everything. But especially when it comes to AI, what we're finding is people are coming in at different places. And so, how do we as leaders, how do we as educators, how do we, how do we work around that reality of that people are coming in from such different places. So that'll be the backdrop, and we're going to cover a number of things, and hopefully you find it of value. I'm excited about the, the Q and A after. Happy to dig into more things. I'm going to be covering a lot of stuff, so I'm happy to dig in more. And then beyond this conversation, by all means, happy to connect and learn from y'all.
So, with that, speaking of track, I want to show you a video that I came across here in the last few months, and, and there are probably several of you that, that saw this same video. And we're going to look at a video, and this is, this is going to be an interactive portion. So, we're going to watch this video, and it's only about 45 seconds long. And what I'd like you to do in the, the attendee chat space, and if you can, if you can sum it up in one word, that would be best. I want you to just give me a collection of, of words that this has, this video has you thinking. You're gonna watch this video and your reaction is, I am this, I feel this. So you know, try this video function. So, 47 seconds. Watch it. Throw it in the chat space. How does this make you feel? What does it make you think? I've given this video, or shown this video to some other people, and, and I see somebody has put enlightened, amazed, amused, excited, okay. As I've given this, curious, yep. As I've, as I've presented this video to other people within my field and in my school and district, great, nervously fascinated. Yeah, I've seen intrigued. I've seen afraid, funny. Somebody had mentioned amused, impressed. Yeah, sad. Okay. Yeah. Skynet is here. Here we go. Yeah, sure. Little Terminator, little James Cameron in the house. Limitless. These are great. I've heard, you know, intrigued, impressive is also, you know, it's interesting as you, as you think about this. So this was in China, right? And, and it's, it is fascinating. It's also as you watch the, the running of it is, is impressive enough, and the speed. And I think, I think this is the video where one of the robots broke Usain Bolt's world record for the 100 meters. So it's impressive in that. It's also interesting just the padded wall, and that they've got the, the guys running out there with the cart and, and they, or the, the stretcher, and they, they put it and they strap it in, right, careful and treating it almost human-like, but it's probably expensive. But another word that that came up interestingly was short-sighted.
Derek Garrison 05:29
That that for all the advances in the speed and how fast this thing could run, that they haven't yet figured out how to have it slow down before it just runs into a padded wall and crashes and needs to be carried out on a stretcher. And if you've seen other footage of this, if they run on a curve, going back to our track metaphor, they can't stay in their lane. They're crossing over from lane to lane, and it's really a mess. So straightaways, the 100 meter, sure. The 200 meters, it gets a little dicey. But it is this interesting time where things are happening out in the world and people are taking chances and they're creating and they're innovating and they're test trialing and doing things like that. But we're not quite there in so many areas, and that's an important backdrop as we talk about these different themes and, and experiences that I've had with, with change, and certainly that, that you as leaders and educators are experiencing within your own job. So, just kind of a fun backdrop for what we're going to talk about.
Again, I want to just take it back to a little bit of who I am and what I do. So, my name again is Derek Garrison. I'm a high school principal in the Pacific Northwest, down in Vancouver, Washington, just across the river from, from Portland, Oregon. And maybe, again, this is a different type of presenter than Tech Tactics, if you follow the, the podcast and, and have heard other webinars, it's a little, tends to be a little more on the higher, higher ed end. And again, as I said, I'm coming to you kind of from the minor leagues or the farm system of how it's going for younger kids and a different realm of educator. My school has about 1,600 students. We've got about 150 school adults. Again, 77 of them teachers. On top of that, you've got counselors, secretaries, paraprofessionals, coaches, counselors, all these other different kinds of roles. But that's kind of the backdrop. So when you envision where is this guy doing this thing, that's, that's where we're at. Adjust a light here, just a second. So I think to, to sum up kind of what I want to be talking about, we're in this time where we've got this era of, of large language models, but it actually behooves leaders to be really strategic about the language they're using, and maybe even simplify it and clarify. Because if we get good at that, it catalyzes and clarifies things for our learners, for our clients, or at least it helps us keep up.
So, I want to show you probably the most useful tool I've ever had throughout my career. This comes from Dr. Mary Lippett. It's called the Complex Change Matrix, and maybe you've seen it, maybe you've used it. I'll explain it really quickly, and then share it in the context of, of what we've been doing at my school. So, in my district, sometimes we're, we're almost too big for our own good. We've got four high schools the same size as mine. We're pretty big. As you might know, in public education there's no shortage of, of budget concerns. You've got, sometimes there's declines in enrollment, and so there's these different factors that are in play. And what that means is you have a very distracted school adult population, oftentimes. And so when you throw in something like AI, that's on top of a lot that's moving pretty fast and going on. And through all this noise, what I wanted to do was to create a group, a pilot group of about six to eight school adults who would start taking it on. And so I ran this idea through the Complex Change Matrix, and how it works is at the top you have all of these factors that result in change, and then on the side what you have is if you're missing one of those factors, if you're missing vision or resource or results, you don't get change. You get something very different: confusion, anxiety, resistance, frustration, treadmill, inertia. So hopefully, as you look at this screen, you can kind of see how it works. So, the idea again: a pilot group of a half dozen or so educators that were going to be looking at AI.
Derek Garrison 09:29
And I wanted to make sure that we had vision, skills, incentive, resource, action plan, results kind of built in. So, in regard to vision, the vision that we have at my school is the same for everything, and it's a Japanese word that many will be familiar with: kaizen. And that's just the spirit of incremental improvement. It's not a brand new idea. They use it in business. We've used it in schools. I think Mike Schmoker was the first person who maybe used it in the school setting. But it's this idea that we're just trying to get a little bit better at something. So that's the vision for just about anything I do at my school. It was no different with this. With skills, we really wanted to kind of establish a baseline of where everybody was at with their skills with AI. So the skills was pretty easy to answer because you couldn't be wrong. Wherever you were at, that was okay. Incentives: for some it was reducing fear. For some, it was getting away from isolation. For some, it was catching up. For some, the incentive was to improve their instruction, and for a bunch of people, it's to save time. The resources, I was able to secure a small grant, about $2,500, to pay folks to stay after school to convene, and we'll get into that in a little bit here. And then the action plan was kind of to backwards plan with a familiar lexicon and establish this vibe of protected risk. And then the results were going to be what we call stories from the road, where different people were telling their story of what they had been working on for about a month, and then we would convene, and we would do that a month at a time throughout the year. So that's the backdrop.
So as I started to consider who might be a part of this, who, who might be interested in doing this, I'm looking at the 77 starting lines. And as I would have conversations with people, and I would take surveys, and kind of get a sense of what was out there, there were kind of six groups at first. There were people who were using it already. There were people who were curious about AI. There were some who were kind of quietly behind, and some were aware of being quietly behind, and others were, were not really. There were a number of people who were worried about cheating. There were a lot of along those lines people who were ethically stuck on various aspects of AI that are very real and, and need consideration. And then there was a group that I would call tool tired. They had been dabbling enough, but they'd kind of grown tired of it and hadn't quite Goldilocks themselves into a just right answer for the tool that they felt they needed as a teacher of whatever subject. And so that was, at first, as I first started to think through, those were kind of the categories. And I was able to winnow that down into what I thought would be actionable, into kind of, there were, there were four, and I could kind of group and figure out what would I be bringing in this, this group, what would it look like. And I wanted it to be a mix of some people who were kind of more designer-driver. Dabblers. I wanted some of the people who were looking at it pragmatically, almost like the policing end of it with our, with our students. And then invariably there were some avoiders, and I considered, do I want any avoiders in this? Valuable opinion, needed feedback, but I didn't want it to distract too much from the other three groups, and so decided against, decided against having avoiders. So narrowing it down to this many, we, we set up a time, we set up a calendar, and we began our work. And it needed, it needed to have something, and we'll come back to this, again I go back to kaizen and how that spirit of incremental improvement is at the heart of everything we do at our school. And I wanted to breed kind of the connection side of this.
Derek Garrison 13:18
And you may have heard in other podcasts, whether through Tech Tactics or other areas, that important undercurrent of the human connection, the human connection, the human connection. And I really wanted to create that venue where they're grouped in numbers that produce some likeness in the journey, but that they were sharing different, different ideas and different perspectives within that. And so, of that was born the Kaizen Motorcycle Club. And the Kaizen Motorcycle Club is a metaphor with a specific purpose. It was different on purpose. It wasn't just a familiar thing like we're getting on the bus, or we're being on the right seats on the bus, or we're building the airplane as it's flying, or we're rowing in the same direction. These are all metaphors that you may hear in your life as educators, and I wanted it to be different. And so the Kaizen Motorcycle Club made more sense because it was about a group of people who were going in the same direction, but potentially at different speeds, and they would arrive potentially at different times to the destination, but they're kind of going in the same direction, but not totally together. And that seemed to make sense to the folks that were, that were part of this. And it also had kind of a little bit of a journey for the journey's sake vibe to it, if you extend that metaphor. We were going to be digging into AI, but what it was really about was being genuine and authentic, and kind of having that human connection aspect of we're just doing this together. Let's see, let's see what happens.
So here's a little bit about the cadence of this, like how it worked in action. It was monthly meeting. We would do a little bit of a pre-read, or I would send out an article, or a video, or a podcast about AI, something short, just something to kind of start the conversation at these monthly meetings, and then the rest of the time was them sharing stories from the road. And what we had is, we had like a, there was a math teacher and he was working on simplifying questions, but he found that he would struggle with the visuals, the, the chat or whatever, whatever engine he was using wasn't really accurate sometimes, and it wasn't really helping his students understand. And so, simplify, simplify, simplify. Try visuals. Visuals not so good. And so, but that was a, that was a good journey for him to have. We had a social studies, an AP U.S. history teacher, actually he was working on how to simplify primary sources in a social studies classroom. We had a culinary teacher, she worked on study guides and simplifying assignments for multilingual learners. We had an instructional coach, and he was working on how to synthesize themes that were coming out of all the different work that he was doing with people. We had a lot of people working on feedback loops and just tightening their feedback that they could give to students, and getting to more students because of that. And then we would have, we had a computer science classroom take a risk with some ethical aspects and discussion in class, and it kind of went sideways on him, and he was able to recover from that. And so, these are just some of the examples of stories from the road that they would share. But what happened is they would share their stories from the road, is it would be this moment that we were talking about, or this lesson, or this unit, this tool. But invariably, we got into deeper conversation, and almost every time we would gather, we would end up talking more about things like the human context, the ethics. Are AI checkers any good? Accuracy still mattering? Is it ruining thinking? Why do students cheat in the first place? What can I do with the saved time? Am I alone in this? So some really human elements, and it was just really genuine, authentic conversation. It was great to make things simple and to get to that point. One of the things that I did is I provided something known to people, which was a Mad Lib format for sharing their story from the road.
Derek Garrison 17:24
Sometimes, as leaders and as we train other adults and work with other adults, familiar formats help when other things are foggy. AI is foggy for lots of reasons. When we give people familiar formats, it helps focus that conversation. Let me show you what I mean. Here on this slide, if you just take a look at this, this was the template that everybody used when they shared their story from the road. So each month, seven of us gathering, and we would just tell it like this: "I used to do this thing by way of this thing, and it was just okay. And so, going back to that spirit of incremental improvement of kaizen, all we were looking for was incremental improvement anyway. And so, we use this template to help them kind of tell that story to get through the fog. Just tell your story like this. Use a Mad Lib, very familiar.
When we think about our professional development, right, and we, as we expand it this year, we're trying to double the amount of folks that we're doing this with. I think to the old game of Plinko, right? We only have so many touch points when we train school adults, and if we just sort of tell them, "Hey, it's out there, give it a try," we've really missed an opportunity. But if we approach it kind of with the plan to hit certain touchpoints and come back to certain themes or things that we want to be talking about, which are now more known in my school, I can, year two will be much better than, than, than year one, because it's a little more proven, it's a little more credible because of the first group who did it in this very human, authentic way. And so then what we're really doing is it's more like playing pinball. You can keep coming back to these things, right? So the idea is a little less Plinko, a little more pinball when it comes to the professional development.
I've been listening to other podcasts, and I want to echo or expand or say amen to so many people. So remember again, I'm coming to you from the land of K-12, specifically high school. I had a mentor teacher tell me very early on in my career, and I, I used it, I used it, I used it Monday with a different person: "When adolescence is one of the variables, this is all pretty soft science." So know that I'm coming to you from a humble place of, "Eh, they're 16. They're not exactly sure, right?" But this was all a recent podcast here on Tech, on Tech Tactics. Julia Freeland Fisher asked a really good question and made a really good point, and it circled back to this idea. So we're working with young people. What, what might we be thinking about? She asked, "What are we seeing right now in this market of AI companionship? It's that bots are better than loneliness, right? If your alternative is nothing at all, a bot doesn't seem like a crummy alternative to human connection." So with that in the back of our mind, I want to talk about something that we did, where we're using language to catalyze and clarify an idea, and then we're using AI to expand and improve that. You know what we do as educators with students, K-12 and, and into higher ed. You know what do, we do with those students who've made a choice that to them is an improvement on loneliness, and it's available 24/7. What do, what do we bring to the table anymore? I would say a lot. We're actually really, really, really good at positive, supportive relationships. But what we see on the horizon is this very real issue that Julia Freeland Fisher is talking about, where we're placing a high value on human connection and the saved managerial time that can then be repurposed into those relationships. So at Heritage, my school, we spent a lot of time around learning partnerships.
Derek Garrison 21:13
I had an associate principal and an instructional coach, Ebony and Nate, and, and they helped kind of develop this idea of the Big Three. And then I had a friend of mine who's a strategy consultant, Tim May, who spent time with us and he guided us through this process and then created this video that I'm going to show you that we use a ton. But I want you to be thinking about the language and the power of this simple language in this time of busy, noisy times. Let's watch this short video. It's about a minute and a half. This is called the Big Three, and I'll tell you how we've been using it and where AI comes in.
Video Audio 21:54
We're all striving to become the best versions of ourselves. In high school, this can be challenging. You might be overwhelmed with the number of choices you face and question your ability to make things happen. But you're not alone. Your Heritage community is a team of students and adults dedicated to helping you find your path. This is your story, and it's yours to control. We're here to help you write it. You belong here. We believe in you. We're here for you. We offer tools and opportunities to connect with your peers and community, and support for your academic and personal growth. To start your path forward, find your Big Three: three adults from the team of nearly 170 teachers, counselors, security administrators, secretaries, coaches, advisors, and more to help you write your story. Let's connect. We want to help you become your own best advocate and build the skills and attributes needed for your time here in high school and beyond. Skills to graduate, skills to find your pack, skills to become the best person you can be. Let's get started.
Derek Garrison 23:19
So that again, that was my associate principal Ebony narrating, and we had four versions of this. We have that version. I'm bilingual as a Spanish teacher. There's the same one with, it's, it's in Spanish, and then we have a slightly different script that's geared towards parents. This is something that we use at the beginning of the year. We use it mid-year as a new student registers and comes in with their family. We have them watch this video while they're taking care of some other registration things, and just that idea of simplifying to the Big Three on that human connection end of things has been great. We've seen a positive trend of students feeling more connectedness and pride in their school, and that Big Three is, is a very known term at my school and in my district. Where AI has been able to come in is it's helped us kind of synthesize and inform some of our decisions when it comes to attendance concerns, the promotion of activities and clubs, and increasing the student's feeling of connectedness. As you might imagine, if a student can quickly name their Big Three, we feel pretty positive about that relationship piece that's going on school. As we have those numbers and we're able to identify who doesn't have a Big Three, right? We're able to do some different interventions there as well. So combining language with a little bit of AI to synthesize and speed up things. The Big Three has been a great example at my building of supporting that idea of the human connection. How can AI help us with actually the least AI thing in the world, which is connecting as humans?
Wanted to just again talk a little bit about some of these other people who have presented before me who have just said really wise things. Like the KMC, obviously that Kaizen Motorcycle Club, it's another case of using language to catalyze and clarify an idea, and then using AI to expand and improve. As leaders, this is something that was said by Sean McDonald earlier in the, earlier in the year, a great leader and a great, and a, and a great episode says: As leaders, we need to create a space where we invite ideas in, and we even allow for ideas that maybe aren't great. If they're ideas that don't work out, we need to be forgiving. We need to thank people for ideas. We need to take action on their ideas. We need to create systems where people are sharing ideas with each other to have better ideas. If you think about whether it's the, the Chinese robots or my computer science teacher taking a swing and a miss on an ethics lesson, like these are the types of chances that need to be taken. And what we called it at my school again was protected risk, and encouraging people like, "It'll be fine. Go ahead, even if it's a failure. At least we know that that thing didn't work." And so, adopting that mindset as a leader, as a professional developer, working alongside your colleagues in your field, I think it's really important that we, we take that advice of Sean McDonald and others of take risk, but try to make it protected if you can. Related to that work, there was John Baker, another one of the, the folks that has spoken here before. He said, "When most people say personalizing education, what they're really saying is individualizing it," and I think that's a lonely journey through the educational experience. So again, that answer of being of protected risk of taking things on together. The KMC was seven people on purpose. It wasn't just me doing a series of one-offs with people. I wanted them together, and I was able to get a little bit of money to pay them for extra time. I was able to find ways to have it blend with some of the evaluation stuff that they have to do, that they're required to do. So you try to find ways to make it a little more incentivized in that regard. You didn't want to have it feel like an unpaid extra necessarily. Not that it was the work, just the vulnerability. Pay people a little bit for that vulnerability. Asking good questions, intellectually challenging, vulnerable.
Derek Garrison 27:14
We're able to keep it pretty real, and that's what I like about the KMC is that it's together. Those chances were taken together, and we're able to kind of do the protected risk, lower affective filters, use that familiar lexicon that made it approachable, accessible for them.
I want to talk a little bit about leadership. You're like, what the hell is this? Butch Cassidy and the Sun, westerns, what are we doing? One of my all-time favorite movies. It's, it's really, it's a western and it's a buddy comedy and it's called Butch Cassidy and the Sundance Kid. And maybe some of you have seen it or you've heard of it. But I want to talk about leadership in this regard. Like I said at the beginning, interestingly, we have large language models, but it behooves us to be very strategic and maybe simplified in the language that we're using, and if we get good at that, it catalyzes and it clarifies for people, or it helps us keep up. In the movie Butch Cassidy and the Sundance Kid, they both, they each one of them have an important scene and an important line that I think gives us a couple of tips as leaders. First of all, Butch Cassidy, and Butch is played by Paul Newman, and there's a scene where he says, "Boy, I got vision, and the rest of the world wears bifocals." Leaders need vision. You gotta have a futurist mindset, right? And if you have words to share that vision, it just makes it easier. There's another scene where the Sundance Kid, played by Robert Redford here, he gets challenged to shoot at a stationary target, and he misses. And he asks the guy who challenged him if he can move. The guy says, "What?" He says, "Can I move?" He says, "Sure." So he moves, and sure enough, he nails the target with ease, and he says, "I'm better when I move." As a leader, you got to be able to move. You got to be able to pivot because this stuff is moving fast. It was moving fast 10 years ago. Now it's moving really fast. So you've got to be on your feet, ready to move. And again, if you have a lexicon you can trust and that your staff knows, it can be a game changer and save you a lot of time and clarity and confusion.
With that, I want to show you just a couple more slides here as we kind of draw to a close. The first one I'm going to show you is a list of terms, and my guess is that you'll have heard of them, some of them. And what I'd like you to put in the chat really quick, if you could, if you've heard of some, most, or all. These come from, not, not all education. Some of these are from leadership books, keynotes of other famous speakers, podcasts. These are these, are things that are, are cognitive handles, right? There's, some of them are lingo, right? Some of them have already kind of jumped the shark, and they're like, "Oh, we don't, we don't even talk about, that's an old idea. That's not new enough, right?" But these are terms, and, and they can help us understand. They're cognitive handles with a purpose to help us understand or help an organization understand what we're talking about. A lot of these are from education, obviously. Then what I want you to do is, as I advance to the next slide, do the same thing, and I'll just leave it up for a bit. And you tell me if you know some, most, none. Tell me about this group of words, and then I'll, and then I'll have my concluding thoughts. Alacrity, bat mentality, Christmas socks, rumble strips, hunting for sharks, chartreuse, violin plucking, Big Three, stories from the road, Adirondack, flamingo conversation. Go ahead and throw in the chat room. Anybody know these? Anybody know any of these? So these are another couple dozen cognitive handles, and these are from me in my building, right? They won't make sense to you. Some of them might make you scratch your head, but for my team, these are all known, and they catalyze and clarify our work. They speed up the conversation. They draw clarity to the work or the thing that we're doing at that time.
Derek Garrison 31:32
And the time that we save by using known language, we reinvest in one another. We're able to build on that human connection. So the last thing here, right? Here's a quote from me: "There are many meaningful journeys. Which one do you want to fund?" Right? And that comes up a lot as a leader, right? Keeping up with AI it takes energy, money, it takes time. My hope is when you're thinking about how to budget all of that, and you're making your decisions, please err on the side of what's best for young people. Right? Hold on to that human connection. Do things that will help improve human connection for our young people, I thank you again. This has been really helpful for me. It's exciting for me. Again, just looking at who's been in this room, it's exciting to think about higher ed doing cool things. So glad to have found Tech Tactics and for them allowing me time. Looking forward to it. Happy to talk more about it in the in the Q and A or meet the, meet the keynote afterwards. But thank you for your time. Thank you, Rhea. You guys have a great day. Do great things out there.
Rhea Kelly 32:55
Thank you for joining us. I'm Rhea Kelly, and this was the Campus Technology Insider podcast. You can find us on the major podcast platforms or visit us online at campustechnology.com/podcast. Let us know what you think of this episode and what you'd like to hear in the future. Until next time.