Our player is me: Stephanie, a second-year fourth grade teacher and novice player on the teacher-tech stage. I could be any one of the many teachers on a similar journey toward becoming connected educators who value life-long learning not only for our students but ourselves. I would venture to say that we all experience bouts of stage fright at some point in our careers, from directors to actors to understudies. It is normal. Expected, even. We ask ourselves the same questions: What do I have to offer that someone else can’t supply? What good will my opinion do? Hasn’t my question been asked countless times before?At first, these questions were left unanswered. This collaboration thing was hard. I was plagued with Lurker Syndrome, and I resigned myself to thinking that I’d spend the rest of the year watching and waiting, letting this valuable time slip by without taking advantage of what was being offered. Soon, though, through conversations with educators in my PLN, answers began to surface.Aren’t those teachers smarter than I am? Some are, of course. Won’t they fare just as well without my input? Maybe, but they’ll be better off with it. Who will benefit from what I have experienced? Give it a break; no way to be sure, but someone will! I began to realize that the journey toward connectedness, toward incorporating technology into my curriculum, has not been about the fear itself, but about how to overcome it, and furthermore, how to help others in overcoming it and fully transitioning into the 21st century educators we were written to be.I am still faced with stage fright time and time again. But the professional relationships that I have cultivated with those who have a wealth of varied experience, and the conversations that have ensued on Twitter or other online communities, have given me the tools to confront it, to understand it, and to transform it into the kind of learning and teaching that effects change, promotes transparency, and showcases successes and failures.