My Free Web App Line-up for the Foreign Language Classroom | Part 2: The Supplementary Apps
Now that most of you have settled into your classrooms and gotten to know your students, I would like to offer up Part 2 of my series describing the free web apps I hope to use this year in my classroom. (That is to say, claiming that I intentionally waited over two weeks to accomodate the beginning of school makes me feel less guilty about neglecting my blog!)
Knovio: For those like me wishing to try a "flipped" classroom, at least for a few sessions, but who don’t have the money for a more expensive screencasting solution like Camtasia or Screenflow, Knovio seems like the perfect, free solution (assuming you already have a webcam). Knovio allows you to upload a presentation file—it must have a PowerPoint extension to work with Knovio but may be created through PowerPoint, Keynote, Google Docs, Open Office, etc.—and then record a video of yourself narrating the presentation, giving you full control over coordinating slide changes to match up to what you are saying. Note that Knovio is still in private beta, but they seem to be sending out invite codes within a day or so of the request.
While one obviously has more freedom in the types of content and manners in which to present it in a normal screencast (i.e., you can open up any software you like, show students how to find things online in your browser in real time, etc.), it is easy enough to accomplish most tasks in PowerPoint. It just takes a bit more time and creativity; for example, you might have to screenshot the steps to locating something online, and drop those into a presentation. Particularly in the case of learning a foreign language, I greatly appreciate how Knovio integrates the video of the presenter speaking rather than only offering the audio. As any of you who has had to conduct phone calls in your second/third/fourth language can attest, just being able to see your interlocutor does wonders for comprehension. I also feel this is a much more personable way of giving a “flipped” lecture in that students still associate a human image with the knowledge in your presentation rather than just a voice and a cursor seemingly moving of its own accord.
The program I will be working in prefers that classroom time be devoted to real communicative tasks rather than explicit grammar lessons. Students are expected to study vocabulary and grammar on their own time to be able to work together during class on developing more “real-world” language skills. While I agree that this is the most appropriate use of the group environment found in the classroom, I also felt a bit worried prior to discovering Knovio as to how to best assist my students in learning the grammar concepts. I didn’t really want to just say, “Read pages 127-134 before the next class to learn about conjugating in the preterit.” Even being the crazy grammar nerd that I am, I know that it was a bit daunting to read all of the grammatical explanations in the textbook when I was learning Spanish, and I almost always felt I understood better after the professor reviewed these concepts in person with me.
The Knovio medium will not only allow students to review this information in a more human way, it will also allow them to review the instructor’s explanations as many times as they like, pausing or fast-forwarding as needed. The addition of PowerPoint (or one of its alternatives) also makes it even easier and faster than writing examples on a whiteboard and allows for color-coding, erasing, striking out, images—which are no doubt better and more authentic than me trying to sketch quickly in class—and more.
As you can tell by my rambling on and on about Knovio, I’m very excited about its potential and think it is an excellent app. Now, if only the developers could somehow combine it with the next app on my list, it would be absolutely PERFECT.
Prezi: Prezi is a bit like PowerPoint on steroids. It allows you to break free of the constraints of individual boxy slides to present material on one “canvas” in almost any way you could imagine, from timelines to mind maps. Combining video, audio, images, and text with panning, zooming, and unique design capabilities, Prezi creates a much more engaging presentation, at least in my experience in classroom and conference environments. If you already have PowerPoint or Keynote presentations of the content you wish to share, Prezi even offers the option to upload and “Prezify” your existing slides so you don’t have to “reinvent the wheel.” Prezi offers free “Edu Enjoy” account upgrades to students and teachers with school e-mail addresses, which gives you the option to make your presentations private and quintuples your available storage space to 500 MB.
I’ve embedded an example of a Prezi I made for a Peninsular Spanish Literature course earlier this year for those of you who haven’t yet encountered a Prezi. For much more creative and impressive examples, see Prezi’s public gallery.
I hope to use Prezi whenever I am making in-class presentations, such as for explanations of certain facets of Spanish-speaking cultures. I also plan on having students do individual presentations at some point in the term and hope to have them use Prezi to this end. I suppose I won’t require them to use Prezi rather than PowerPoint, as there is a bit of a learning curve—particularly if you want to control every design element yourself rather than use a template—but Prezi certainly offers that “wow” factor and is, I think, the direction professional presentations seem to be going in. Given the latter, it may be useful for students to become acquainted with it now.
Tal como suena: OK, OK, this is more of a free online course supplement than an app, but it is excellent. Oftentimes explicit instruction of proper pronunciation is swept under the rug in the language classroom in favor of learning more vocabulary or grammar concepts, even though it is perhaps what most obviously reveals one to be a non-native speaker. Tal como suena: Explorando la pronunciación española is a series of six modules created by Dr. Gillian Lord, professor of Spanish linguistics at the University of Florida, to help students understand how to pronounce Spanish properly.
Within the six modules, there are pages and pages of explanation, graphics, audio samples, and videos of Dr. Lord teaching the lessons. After each sub-section of Tal como suena, there are understanding checks that the student must complete correctly before being allowed to move on. At the end of each module, the student must complete a final assignment: a voice recording, such as reading a fragment from Borges’ “Emma Zunz” in the first module, and a written self-assessment and reflection of this recording. The written portion of the final assignment for each module is submitted automatically to the student’s instructor via e-mail.
Obviously the completion of voice recordings requires some additional equipment beyond a web browser. However, based on an informal poll of some colleagues at various systems, it seems to me that many schools already have a language lab with microphones that tend to be underused. What’s more, most recent laptop models have a built-in webcam with a microphone, so some students might be able to complete these assignments at home at their own pace—especially if they belong to a system with a 1:1 program.
Brief.ly: This simple yet brilliant service allows you to share multiple links all in one short URL. All you do is enter the URLs into the dialog box along with a caption for each link and press the create button.
Here’s an example I whipped up with six links about stem-changing verbs in Spanish. My bundle includes a homework activity from the textbook’s website, a song cloze activity (courtesy of Zachary Jones at Zambombazo), the audio file for the aforementioned cloze activity, and three additional pages with explanations of each of the changes being discussed for optional supplementary review in only 15 characters. As I will have a course website, I could just list all six links for the appropriate day on the course schedule. But I personally feel that this is more concise AND will also make it very simple to reference a day’s homework assignment(s) on Twitter (For more about how I hope to use Twitter, check out this post). For those days when the homework I’ve assigned isn’t on Google Docs or involves multiple parts, Brief.ly seems to be a straightforward solution.
webdoc/Jux: One of the projects I want my students to be able to do this term is to make a website on a cultural topic. Previously, making a website that was free, easy to use, and visually appealing was much more difficult. Now, with services like Jux, webdoc, and others, it is simply a matter of dragging and dropping media. I think it is important that students complete a project like this, as it is a straightforward way to add a sample of their foreign language learning to their personal learning portfolios.
Of the two services featured here, I would say that webdoc is the more fully featured. With webdoc, you can not only include text, photos, videos, and music but also interactive apps like games, polls, real-time widgets from services like Twitter. Webdoc is also fully integrated with Facebook and Twitter, meaning you can share your webdoc with all of your network. Other webdoc users can respond in traditional comment form or can respond with a new webdoc of their own, all on the same page.
Jux produces a much more professional-looking end product, offering a fullscreen, magazine-style experience. In Jux, you choose a full-sized photo for the background of each slide-like page and can then add either just a caption for the photo, a quote, an article, a video, or a countdown. You can also make a slideshow from the photos. Jux may have fewer features, but it is much easier to use and the templates are far more polished than those in webdoc.
The more social feel of webdoc and the ability for others to respond with their own docs seems to fit better with the general ethos of the language classroom, allowing students to build on each other’s knowledge. On the other hand, Jux’s more professional look lends itself better to a learning portfolio. At this point, I don’t know which I will end up using. Perhaps I will show examples of both to my class and let the students decide which to take on.
CaptionTube: The integration of authentic video is a simple way to increase student engagement in content in the language classroom. For beginning learners, though, it can be difficult to find authentic videos (or readings, for that matter) rather than ones created by textbook companies for language learners that are transparently “watered down” What’s a language instructor to do?
In my experience, I’ve found that captions in the target language can make otherwise inaccessibly difficult videos comprehensible (if only its global message). The CaptionTube service allows you to enter your own captions for any YouTube video, whether you own it or not. CaptionTube makes it easy to place captions at the exact moments you would like them to appear via a video editor-esque panel of controls. You can even go back later and edit captions once you’ve submitted them.
Obviously this is not a particularly convenient route to take in providing your students with content, but it certainly opens some doors. If you’re like me and have movies or clips you’ve used in the past for higher levels that you would love to be able to share with your lower-level students, this is a great solution!
If you thought this article was informative, please do share it on Facebook and Twitter using the buttons below! If you would like to read or re-read Part 1 of this series, you can find it here.
My Free Web App Line-up for the Foreign Language Classroom | Part 1: The Core Apps
After my post about my aspirations for using Twitter in the classroom this year, I was asked about other free software I would recommend for the foreign language classroom. And so, to respond I would like to list and describe all of the free web apps I would like to integrate into my own Spanish classes this term. I don’t want to overwhelm my students with technology, so I may not end up using every one of these ideas. But some of them may very well prove useful for future terms or to you for your present courses!
I’ve split this post into two parts to be more easily digested. Part 1 will cover what I call the Core Apps, or those that I expect to use on a daily or at least weekly basis. Part 2 will cover the Supplementary Apps, or those used only occasionally, such as for projects or for special circumstances. All of the apps listed here don’t require any specific hardware (a necessity for classroom integration in a system with no 1:1 program), though many offer free, specialized mobile apps.
Before I begin, I must give a big plug to eduTecher. eduTecher is a free service that shares online tools for teachers, and it was through their site that I found a large number of the web apps featured here (and most of the logo images used below; don’t worry, eT, I saved them to my own server to save your bandwidth!). On the site, you can search through links and save them to your “Backpack,” maintain a notebook of teaching ideas, and expand your PLN via their forums or creating a blog. They even offer free Android and iOS apps for their network. I constantly check their site for all of the latest developments in educational tech.
The Core Apps:
Google Apps for Education
Twitter/TweetDeck: Twitter is discussed at length in this post, so I will just zip on to the next, related app. I strongly recommend that you (and your students) get a TweetDeck account when you start Tweeting with your class to be able to keep track of all the people you normally follow alongside columns for specific class hashtags (e.g., #SPAgrammar, #SPAvocab, #SPAculture) and for your students’ questions and posts simultaneously on one easy-to-read dashboard. I assure you that TweetDeck will save you a lot of time clicking through usernames and streams and searches.
TweetDeck has not yet released its web app, so its inclusion here may be a bit erroneous. Nevertheless, it offers free Android, BlackBerry, and iOS apps; a Chrome browser extension; and Linux, Mac, and Windows desktop clients to keep up with Twitter, Facebook, LinkedIn, and more—which ARE web apps! :) I’ve also heard good things about HootSuite from other educators; my personal experience just happens to be with TweetDeck.
Google Apps for Education: I feel that I am extremely fortunate that my institution uses the free Google Apps suite. What this means for me personally as a Google addict is that I already know exactly how all of the e-mail. calendar, chat, collaborative document, and website functionalities will work in my new workplace and for my students and, what’s more, that all of these functionalities are already on my Android phone—a classroom in my pocket! What it means for my courses is that we all have a ready-made collaborative space online.
I could share an office hours schedule on Google Calendar with my students and know it is available 24/7 in their browsers and on their phones—Sorry, no more excuses! I could leave Google Chat on during my digital office hours—as a more private alternative to Twitter for questions pertaining to individual performance, etc., that other students wouldn’t benefit from studying after the fact—and know that none of my students would have to download other software or write down my screen name or anything. With Google Voice calls presently being free in GMail, it would be very easy to practice speaking the target language on the phone with students—a very tough skill to master, even for advanced students—without spending anyone’s cell phone minutes or tying up your office phone.
I am presently in the process of constructing a free course web site with Google Sites with a lesson schedule, “flipped” lecture videos, YouTube clips, songs, art, and more that has built-in connectivity with Google Docs. Google Sites require very little experience with HTML/CSS, so they are very quick to make!
With Google Docs, the possibilites are virtually endless—lecture and student presentations, worksheets and handouts, individual student grade spreadsheets—all without using a single sheet of paper, all instantaneously synced to each student’s account, and all with no technical setup! I hope to write a post in the future about all of the different ways I want to use Google Docs in my classes, but in general I expect to use it most for easy, paperless activity sheets. Please refer to this excellent collaborative resource started by Tom Barrett if you want more ideas!
If your institution doesn’t have the Google Apps for Education suite already implemented, you can still have your students sign up for Google accounts for free. It just requires a little more footwork on your part to instruct the students on how to make an account and to collect everyone’s e-mail addresses and so forth at the beginning of the year.
Dropbox/FileStork: Not to insult your tech prowess—or the delicate sensibilities of a certain auto insurance company’s Neanderthal spokesmen—but you must have been living in a cave for the past year or two if you haven’t at least heard grumblings about Dropbox, whether you have actually used it yourself or not. This file backup and sharing program offers 2 GB (and up to 16 GB based on your referrals) of free space for pretty much whatever kind of file you can throw at it. To use it, you first download a desktop (or mobile) app that automatically backs up the files you place in your Dropbox folder. From there, you can access your password-protected Dropbox files from anywhere via any web browser. During my undergrad years, this meant saying goodbye to my trusty thumb drive… and never being able to use the “The dog ate my homework…” line again. I could work on or print any homework assignment or essay from any lab computer with no discs or other hardware.
When combined with FileStork, though, Dropbox becomes a great, totally paperless alternative to e-mail for my students to turn in weekly compositions, book reports, culture projects, class play videos, or anything else they might need to turn in for grading not on Google Docs without having a Dropbox account themselves. With FileStork, you can make each course, each student, or even each assignment a folder and allow for either limitless or single uploads. The whole process is password-protected and you can even choose what types of files are permissible for sharing, so the process is as secure as opening and downloading an e-mail attachment—without the extra steps of actually doing so. FileStork will also notify you as soon as a file is uploaded by one of your students so that you can set specific deadlines if you so choose. (Thanks to Dave for this useful idea!) If FileStork isn’t exactly the Dropbox solution you need, you could try one of the four alternatives to FileStork found at MakeUseOf.
Socrative: A fairly new addition to the educational web app world, Socrative has already made a pretty big splash among my PLN. Socrative is a free alternative to the au courant “clickers,” allowing students with any sort of device with an Internet connection to participate in quick exercises, quizzes, and games. On their home page, Socrative claims that their “apps take a teacher 3 minutes to setup and takes your class 20 seconds to load.” This is not an exaggeration if you are using any of their pre-made activities, as only the teacher needs an account. The students need only enter your “room number” on the student Socrative site, and away you go! You can, however, write your own activities, which will obviously take a bit longer than 3 minutes.
For all but the very beginning language courses, I would suggest teachers write their own activities, so that students have questions and answers in the target language. Really, though, no time is “lost” from a macroscopic perspective, as you would have had to write the quiz or activity you were planning anyway. Socrative saves you additional time on evaluation, though, by e-mailing you grade reports as either a Google Doc or an Excel spreadsheet for each student. It will also generate visualizations for showing the whole class which overall percentages of correct and incorrect responses, just like the fancy clicker software.
I expect to use Socrative primarily for quizzes over previous class material that I don’t want to spend too much in-class time drilling—conjugations and grammar rules, primarily—and for “exit ticket” comprehension checks for tweaking future lesson plans. Socrative will generate multiple choice, true/false, short answer, or mixed activities, so any language concept can be tested in this way. The sample quiz in their hands-on demo shows how including at least one short answer item allows you to ask students to input their names, changing the software from a general class-wide gauge to an individualized automatic grading system.
Socrative is still in private beta, but it would seem that they are being fairly generous with their invites as I got mine minutes after pressing “send.” Socrative is a great example of a web app thatjust works.
WordReference: Moving from new to classic, WordReference (hereafter WR) was a staple in all of my own undergrad Spanish coursework and is a valuable resource for any foreign language teacher. WR has English, German, and the Romance languages covered, along with some East Asian languages and Arabic. It is basically a totally free, interactive, two-way dictionary/language support forums combo. Just type in a word or phrase in either language, and WR will direct you to the relevant entry. Various dialects are covered in each language, along with the appropriate colloquial forms of idioms, greetings, and the like. WR actually searches multiple online dictionaries to give you the most complete view on the word or phrase as possible. Some vocabulary or usages that aren’t covered in the actual WR dictionaries will stills how up in your search results in WR’s comprehensive user forums. WR also offers lists of verb conjugations for each listed verb; this is a great reference for reviewing but also something you may want to inform your students of after they finish their conjugation worksheets…
WR is an excellent alternative to having to purchase an entire set of student dictionaries or, for higher ed. readers, to having students purchase their own dictionary. (Obviously advanced students and college majors/minors should own their own dictionary, but this is a great paperless alternative for the rest of your student population.) I’ve found that teaching proper WR usage also helps keep students away from plagiarizing with using computer translation software, as they more easily learn the vocabulary and recognize the importance of proper usage through exchanges with native speakers in the WR forums and with me in class. One just can’t learn natural usage of a language through the computer translators we have access to today.
WR offers free Android and iOS apps; these are unfortunately just custom mobile-optimized browsers for the site that don’t function without an Internet connection, but they are the best bet for using WR on the go. At the bottom of the WR homepage, you can find quick tutorials on how to better integrate WR into any web browser through adding it as a search engine or as a bookmarklet. So, for example, in Chrome all I have to do now to search for a definition is type “WR,” hit the “space” key, and then enter my query right into the URL bar—much faster than consulting a regular dictionary!
I hope this post has been stimulating and helpful to you. Do check back over the next few days for “Part Two: The Supplementary Apps,” and please re-Tweet and share on Facebook using the buttons below!
"In the new world of accountability, students’ acquisition of the skills and knowledge they need for further education and for the workplace is secondary. What matters most is for the school, the district, and the state to be able to say that more students have reached ‘proficiency.’ This sort of fraud ignores the students’ interests while promoting the interests of adults who take credit for nonexistent improvements" (159).
"Excessive test preparation distorts the very purpose of tests, which is to assess learning and knowledge, not just to produce higher test scores" (160).
"One problem with test-based accountability, as currently defined and used, is that it removes all responsibility from students and their families for the students’ academic performance. NCLB neglected to acknowledge that students share in the responsibility for their academic performance and that they are not merely passive recipients of their teachers’ influence" (162).
"Closing schools should be considered a last step and a rare one. It disrupts lives and communities, especially those of children and their families. It destroys established institutions, in the hope that something better is likely to arise out of the ashes of the old, now-defunct school. It accelerates a sense of transiency and impermanence, while dismissing the values of continuity and tradition, which children, families, and communities need as anchors in their lives. It teaches students that institutions and adults they once trusted can be tossed aside like squeezed lemons, and that data of questionable validity can be deployed to ruin people’s lives. The goal of accountability should be to support and improve schools, not the heedless destruction of careers, reputations, lives, communities, and institutions" (165).
— Diane Ravitch, pp. 159-165 of The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education (2010)
12 Ways I Hope to Use Twitter in My Spanish Classes This Year
After re-posting the UT Dallas “back channel” video earlier today, I started to think about other ways I might want to use Twitter in my Spanish courses this quarter. A more comprehensive list than in the previous post is given below. I will probably add more ideas as they occur to me or as I find them online.
I hope this list is useful for other foreign language teachers looking to bring Twitter into their classes, too! Feel free to tweet me other suggestions or, if you’re a tumblr user, add a note below.
“Back channel” for student questions: Especially likely to be helpful for shy students
An authentic way to practice and engage with the language and with native speakers worldwide (EDIT 08/15/11:@alenord has started curating a great new resource on Twitter called #spantweets that I feel is an excellent, specific example of how to accomplish this end. She collects phrases and clever, insightful, or amusing things Spanish speakers have tweeted and re-tweets them with this #hashtag. Now I’m thinking I may have my students save the search for #spantweets as a column on their TweetDeck. Thanks, @alenord!)
Small group discussion activities: Tweet the group’s consensus on a debate question, or summarize the group’s thoughts on a poem or song, for example.
Spanish word of the day (and example of usage): This idea is a shameless rip-off of the pre-existing Twitter accounts @myspanishword and @LL_Spanish and of #16 on Tina Barseghian’s list of "28 Creative Ideas for Teaching with Twitter." These would not necessarily be textbook vocabulary words (though they might be), and I don’t know that I would actually require the students to remember them. It would just be another form of practice, a way for motivated students to learn more of the language. (EDIT 08/18/11: I just discovered another great example: #swotd, or ”Spanish Word of the Day,” a resource maintained by Zambombazo’s Zachary Jones.)
"How do you say…": Similar to the above word of the day idea, I might note down words that students ask how to say that aren’t covered in the text (or at least in the section we are presently studying) during class and tweet the translations after class. I suppose I could also have students Tweet during class whenever they want to know "¿Cómo se dice _____?" using a #hashtag that I could then check later to leave the process more in the hands of the students. Then, other students could even chime in on Twitter if they knew the answer!
Grammar mini-quizzes: As with the word of the day, I doubt I would require students to complete these for a grade, but simple single-sentence cloze (fill-in-the-blank), verb conjugations, or vocab. usage questions would be possible via Twtpoll. I will probably use Socrative for this purpose for in-class comprehension checks and use Twtpoll as supplementary practice.
“In today’s class…” overviews: This would be particularly helpful for sick or absent students or students away at athletic events, in combination with the course’s website (syllabus, lesson schedule, worksheets, and hopefully a few #flipclass vodcast lessons)
Study aide allowing students to see all previously recorded questions and answers via #hashtags (vocab., grammar, culture, etc.)
Share news from Spanish-speaking countries or cultural items (video, songs, art)
Require students to follow important Spanish-speaking people
Have students craft silly, creative telenovela in Tweets (á la Historical Tweets or TwHistory): This probably would require the creation of 2 or 3 different subgroups in the class, with each student in each group assuming a different character.
(Note: I do not claim that any of the uses listed above is 100% original on my part. I don’t know that I saw #5 listed anywhere else, but it’s possible. Most of the list is a mix of others’ thoughts and my commentary, and I have given credit wherever I have known to give it. This post was merely intended as an exercise for me to explicitly collect my thoughts on how I wanted Twitter to have a presence in my classroom and not as an original piece of journalism or any such thing. This post was particularly inspired by Tina Barseghian’s "28 Creative Ideas for Teaching With Twitter" on MindShift and Lisa Nielsen’s "Eight Reasons an Innovative Educator Uses Twitter" on The Innovative Educator, but I may have unintentionally ripped off other sources, too— I have read a ridiculous number of Twitter in the classroom posts over the past few days. These just happened to have been the first couple I came across. My apologies to all others!)
EDIT 08/15/11: Catherine Wright has shared some specific Spanish Twitter lesson plan suggestions in response to this list; see this great post to learn more!
EDIT 08/18/11: Another Catherine, Catherine Ritz, has also written an excellent, step-by-step guide to Tweeting with your students. In my case teaching college students, I wouldn’t bother with asking my class to make their accounts private or to not follow celebrities and the like, but I otherwise think it’s a great outline! Thanks to both Catherines!
“…[S]chool reform without public oversight or review is contrary to basic democratic principles. In a democracy, every public agency is subject to scrutiny. Removing all checks and balances may promote speed, but it undermines the credibility and legitimacy of decisions, and it eliminates the kind of review that catches major mistakes before it is too late…Even officials of the highest integrity must be subject to checks and balances to ensure that they listen to those they serve.”—Diane Ravitch, page 77 of The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education (2010)
Hello, and welcome to Linguedutech (hereafter “LET”—much easier to write)! My name is Caleb Bloodworth, and I hope to use this tumblr space to engage with some of my interests like language learning (namely Spanish/English), education policy, and technology in the classroom, as well as expand my personal learning network (PLN) as I begin my work in the education field.
I am, however, under no pretention that everything that I will end up posting here will fit in one of those categories. My apologies upfront.
LET’s creation stems from my prior construction of a blog for my business, CB Linguistic Consulting (CBLC— I do enjoy acronyms). What I had originally envisioned for the CBLC blog was a place where I could not only post company updates, but also share links to interesting education news headlines, examine new research on language learning, and discuss the latest and greatest suggestions for using technology in the classroom as a roundabout way of gaining more clients by making these issues seem relevant to them. While some of this is marginally relevant to translation services, language courses, and the like, most of it really is not. Additionally, I was a little concerned about expressing what would, for the most part, be straight opinion on a blog hawking my objective language services. So here I am at LET!
Recently I rekindled my relationship with Twitter (Feel free to follow me! The link is in the widget in the sidebar.) in my new capacity as an educator—a Spanish instructor at the University of California, Davis. I discovered that Twitter was an excellent way to expand my PLN out to include not just people at my institution or in the Sacramento area but to the leading experts in education today. It is my hope that I can use LET to become a more active part of my PLN than is really possible under Twitter’s 140-character limitation.
Thank you so much for visiting, and expect the random barrage of links, videos, quotes, and snippets of my opinion to begin over the next few days. I look forward to your Notes here at LET and adds on Twitter.