Teaching with Technology

Using educational technology to enhance the learning environment and increase student engagement!

Asking for Student Feedback

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Happy Sunday, friends! Missouri is finally beginning to thaw from our experience with the polar vortex earlier this week. We experienced actual temperatures of 0 degrees with -15-degree wind chills – it was INSANE! Today, we’re expecting temperatures of 60 degrees + and will be taking full advantage of the awesome weather by having as much outside time as possible! In addition to enjoying the fantastic weather this weekend, I’m also preparing for a week of technology in the Social Studies classroom trainings with the Institute for Educational Development. As I typically do when I’m prepping presentations, I ask my students for their feedback on what I should include in the presentations, and what I should tell other Social Studies teachers about using technology in the classroom.

Quick backstory – there is a lot happening in my classroom on a daily basis. Asynchronous learning is everywhere. We use unit HyperDocs in my American Government classes which always follow this pattern:

Pre-Assessment and Learning Targets –> Before beginning a unit, students complete a pre-assessment that is tied to the learning targets for the unit. Then, they chart their pre-assessment data and their goal for each learning target on a Spreadsheet I share with them through Classroom. At the end of the unit, they go back to their chart and enter their post-assessment data, and are able to actually SEE how much they’ve grown.

Explore –> Students familiarize themselves with the content of the unit, specifically focusing on new vocabulary and fun information about the new topic. For example, in our Constitution unit, the students found out which founding father they were most like in this Buzzfeed-like quiz. In our Legislative Branch unit, they were introduced to their elected legislators with a “choose your own” adventure type of Google Form in which they learned about congressional committee assignments, the background of elected officials, sponsored and co-sponsored bills, etc.

Explain –> In this step, students actively interact with content through instructional videos. I create my instructional videos using Screencastify and include formative assessment, monitor student progress, and provide feedback using Edpuzzle. Students take notes as they proceed through the videos, either on a Google Doc or using paper/pencil.

Apply –> Students choose how they will demonstrate what they’ve learned through the unit using a Show What You Know Bingo board on the Apply page of our HyperDoc. Students can choose from a variety of products to create and

Collaborate –> Students work with their peers in this step to accomplish a learning target, most often related to a landmark Supreme Court case, content related concept – like Gerrymandering, etc.

Review –> I include links to Kahoot!, Quizizz, or Quizlet review games so my students can access this information at any time.

Extend –> Students who finish assignments early can choose to complete extension activities to earn bonus XP in our class. More on XP and gamification in Chapter 8 of Illuminate!

Formative Assessment –> We formatively assess daily whether it’s through a Kahoot!, Quizizz, or Quizlet Live game, a Google Form, a Padlet, or a thumbs up/fist to five hand signal. It’s so important for me to know where my students are so I can help them get to where they need to be!

Spiraling Content –> We have days, at least twice a month, where we “go back in time” to a different unit, spiraling learning. This allows students to frequently review previously learned concepts, and hopefully connect those concepts with content they’re learning currently.

Like I said, a lot happens in my classroom! It’s messy … but learning isn’t a neat and orderly happening.

Like so many teachers, I’m always hesitant to ask for student feedback. It’s vitally important to my teaching, but I’m scared to do it. Yes, test scores steadily improve from year to year, but test scores are the most important thing in my classroom – I want my students to learn and grow as people and have fun doing so. The reason I’m so hesitant to ask for feedback is because I’M SCARED! You can always count on students to give you an honest answer about your teaching and how they’re feeling in their classroom. I pour my heart and soul into teaching and it’s terrifying to ask someone to give you what you will know will be brutally honest feedback about this work!

What was their feedback, you ask?

“Tell them about those HyperDoc things.”

“And the part where we don’t have to do worksheets, we make games and slideshows and stuff.”

“Tell them to do the pre and post-test things where we can chart our progress.”

“Make sure they know how to use Kahoot! and Quizizz and Quizlet Live.”

“Don’t forget about Heads Up!”

“Show them Edpuzzle and how we can learn at our own pace.”

Hearing their feedback — things they want me to tell other Social Studies teachers how to use in their classroom — was so fantastic and reaffirmed for me that they appreciate the learning environment I’ve created. My teacher-heart is swelling with pride.

How often do you ask for student feedback?

Thanks for reading 🙂

Learning from Student Learning

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Happy Friday Junior, friends! Not only are we coming off of two snow days, my daughters are also recovering from pneumonia (they’ve been just pitiful!), which means my students’ learning routine has been quite disrupted over the last week and a half! Today, my students took a quiz over the Legislative Branch (this unit is ginormous, so we split it in half) and completed their post-assessment for the learning targets we covered. Do you ever have one of those moments when you look at student data and say, “oh wowzers! I missed something there!” Well, that happened to me today and I’m owning it! Here’s how I’m learning from student learning!

At the beginning of this school year, I decided to commit myself to using pre and post-assessments for every unit, and right after Christmas my students charted their pre and post-assessment data, as well as their learning goals for the unit. It’s been going REALLY well!

The pre and post-assessment that I give my students is brief, and includes roughly 2 questions per learning target. They complete the form before they begin their unit hyperdoc, chart their assessment data and their goals that we can reference throughout the unit. After we complete the unit assessment, they retake the unit pre-test (this time as the post-test) and then chart their progress. As a teacher, the feeling I get when I watch a student’s face light up with pride because they’ve made considerable progress in learning through the unit is absolutely indescribable! Watching students who start off the unit selecting “I don’t know, yet” on all of the questions move to getting more than half of the questions correct on the post-assessment makes my teacher heart burst with happiness! (Of course, I love seeing ALL of my students have success!)

Today, as I was walking around the room, checking student progress on their learning chart, I noticed that many of them made no progress between pre and post-assessment on learning target 4, which dealt specifically with checks and balances between legislative and executive branches. I saw this on a small percentage of students in my first section of Government, then a few more in the second section, and even more in the last section. I read the learning target and read the question. I thought we had emphasized that concept throughout the unit, but apparently we did not!

As students completed their post-assessment and learning charts, I brought up the low scores on that specific target. I said, “since our scores are low on that learning target, that means I didn’t focus on that concept enough! Guess what we’re hitting before we move on?” My students’ response? “Checks and balances!”

It’s so important that we not only gather student learning data but also use it as a part of the process of reflecting on our teaching. I can look at the data from the last learning target and say, “oh man, I’m a crummy teacher, poor me,” or, I can say, “whew! I’m glad I have that data so I can design more learning experiences to make sure my students learn that concept!” Fortunately for my students (and me!) I’m taking the latter path and using that assessment data to drive my instruction.

Hope you’re having a great week! Thanks for reading 🙂

Thank you, Google Classroom!

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Happy Friday, all! I’m home today with two sick kiddos – pneumonia is no joke! While they’re napping, I’m making some updates to my blog, and I realized that I haven’t shared with you the newest update to Google Classroom!!

When Google unveiled topics in Classroom and more of the “folder” design on the Stream, I was totally pumped! UNTIL I realized that the newest items added in Classroom were sent to the bottom of the Stream AND, in order to move the content to the top of the page, I had to click “Move to Top” until the assignment arrived at the desired destination. THIS DROVE ME CRAZY – CRAZY, I tell you! At least once a week I clicked on the feedback button on Classroom and kindly requested the ability to “close” the topics, similar to how you can open a folder to see the contents and then close the folder, or at least be able to drag contents around on the Stream without having to click “Move to Top” until my eyes crossed.

 

Our prayers were answered, folks! Check out this GIF for a visual!

 

To circumvent the issue that was caused by new assignments automatically being posted to the bottom of the Classwork page, my students started using the Stream page as like a notification page and located assignments from that page. Did your students do something like this?

I am SUPER excited about this new feature in Classroom and can’t wait to see what they add next!

On a side note — did you know I started a podcast?! Be sure to check out Try This Tomorrow on Anchor, Stitcher, Google Podcasts, and SOON Apple Podcasts. You can also find all of the episodes – only one so far! – right here on Teaching with Technology!

Thanks for reading 🙂

Teaching with Technology January Mystery Post

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Happy Sunday! I’m writing to you today on my second cup of coffee, hoping and praying we can milk another snow day out of the 5-ish inches of snow we got on Friday. I love my job, friends. I love my students, I love teaching, I love forming relationships, but, by golly, sometimes I just need an extra day in comfy leggings and a hoodie, and that doesn’t make me any less of a great teacher! On to the topic of this month’s Teaching with Technology mystery post … hmmm … what will it be???

DRUMROLL, PLEASE …

The topic of the January mystery post is … SELF-CARE!

Yup, that’s right! Nothing edtech related today, folks. Teacher self-care is hugely important and unfortunately, VASTLY underappreciated. As a mom and a teacher, I sometimes feel like I have to “do all the things” for everyone and do them perfectly. My husband’s job keeps him late into the evening hours which leaves me to run our daughters all over God’s creation nearly every day, bouncing back and forth between ballet, tap, jazz, piano lessons, sports practices, and make sure everyone has eaten a nutritious dinner, finished homework, had fun, and most importantly, that my daughters had a “snugglefest” with Mommy before bedtime. I feel like I’m running around like a crazy person most evenings and feel like I’m juggling dozens of balls and if I drop one, the whole order of life will crumble around me.

Sound familiar?

I know I’m not alone, friends. Notice that I didn’t once mention all that goes into teaching in the responsibilities I shared above? While teaching is an amazing, challenging, rewarding profession – it is HARD! It’s hard striving to be innovative and creative in designing learning experiences that encourage our students to think critically and stimulate their creativity. Teaching is hard, and we need to remember to take care of ourselves so we can be the best we can possibly be for all of the people who are counting on us. Hence the topic of this mystery post!

With the new year always comes new resolutions or, if you’re like me and many people on Twitter, words to help us stay focused and motivated throughout the year. A resolution for every teacher should be self-care, which looks different for everyone.

For me, self-care is carving time out of my busy day for exercise because, goodness gracious, I’m a happier person once I’ve pushed myself to the point of exhaustion, whether that be from a run or a great workout program. It helps me focus my thoughts, clears my mind, and gives me a few minutes (30-50 minutes) of “me” time. Time when I can put on an episode of Outlander or Once Upon a Time, hop on my treadmill, and challenge myself to beat my previous 3-mile time. Time when I can lift weights and sweat myself into a puddle while working to transform myself into a healthier Bethany.

Self-care is also crashing on my couch on a Sunday afternoon to take a glorious nap in an effort to bank sleep that I’m sure to lose over the course of the week ahead.

Self-care is playing a game of Pictopia or Rummy with my daughters and husband.

Self-care is reading a book in my recliner, with a HUGE cup of coffee.

Self-care is spending a few minutes in my Bible, writing my favorite verses in my planner.

What does self-care look like to you? Will you join me in an effort to make time for self-care this year? I’ll be launching a Facebook group tomorrow for teachers looking for motivation, camaraderie, and accountability in finding time for self-care this year. Complete this form to be added to the group!

Thanks for reading 🙂

 

Happy 2019! #OneWord Challenge

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Happy New Year! Did you make until midnight last night? I didn’t even TRY! After knocking out a 3 mile run and a workout from A Little More Obsessed, I was ready for bed at about 10. Since having kids, my husband and I don’t make it until midnight, but neither do our kids! We played some new games, watched some of their favorite shows, and then they were ready for bed! Last year, I decided to forego the typical “resolution” because I never seem to be able to keep a resolution and feel crummy about myself when I eventually drop the ball … get it? Drop the ball! Like the ball in Times Square?! Don’t worry, I’m grabbing another cup of coffee 😀 Instead of a resolution, I decided to choose a word that would motivate and help me focus on making the most of the year ahead. In 2018, the word I chose was BETTER. What will be #OneWord be for 2019?

DRUMROLL, PLEASE …….

My #OneWord for 2019 is …. GRIT.

If you look up grit, the second definition includes “courage and resolve; strength of character,” and synonyms like determination, perseverance, tenacity, spirit, and oddly enough, RESOLUTION!

Why did I choose grit as my focus for 2019? I feel like it encompasses what I want for myself in 2019. I want to be tenacious in all aspects of my life — my faith, motherhood, wifehood (is that a word?), my career, speaking engagements, workshops, seminars, writing, sharing my book with the world, etc. Like all of you, my life is a constant balancing act – and I plan to tackle it with determination, perseverance, tenacity, spirit –> GRIT.

What’s your #OneWord for 2019?

Thanks for reading, and HAPPY NEW YEAR!

2018 Year-in-Review Reflections

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Welcome to the last Saturday of 2018! I hope you’re enjoying your holiday breaks like my family is. We’re sleeping late, taking naps, staying in jammies, playing with Christmas presents, eating goodies (waaaaay too many!), and enjoying our time off together. I’ve officially hit the point in my Christmas break when I really don’t know what day it is, but I do know I need to lay off the sweets and get back into my healthy eating routine! WOWZERS! While my kids are playing with a new toy, it’s a perfect time for me to sit down in my recliner, down my umpteenth cup of coffee, and reflect with you on 2018!

 

#ONEWORD – 2018
In January of this year, I decided to choose a word to focus on and help me stay motivated throughout 2018 – that word was BETTER. I wanted to focus on being a BETTER mommy to my girls and wife to my husband. I wanted to be BETTER in my workout/healthy eating lifestyle which would help me be BETTER in other areas of my life. I wanted to be BETTER in my daily devotional life and be a BETTER teacher. Notice, I didn’t focus on the negative in my #oneword goal for 2018 … while these areas of my life are great, they can always be BETTER!

I’m happy to report that my #ONEWORD for 2018 was definitely a good choice for me. I became a BETTER version of me by losing twenty pounds and twenty inches, which has helped me not only feel awesome but also has given me more energy and confidence, contributing to an overall happier Bethany. When I’m in a workout/nutrition program, I feel like I have a better handle on other areas of my life … which is super helpful as I attempt to balance my hectic life on a daily basis 🙂 I’ve become better at carving out time during my day for me and God – whether that’s in the morning when I’m getting dressed, during my planning period or lunch, or while I’m waiting for my daughters at one of their MANY after school activities. One of the ways I’ve focused on being a BETTER teacher is by continuing to seek out new strategies to positively impact student learning. Check back for a series on using technology with Hattie’s research on learning!

ILLUMINATE! 
I still can’t believe that my book, Illuminate, was published in 2018. I feel so fortunate to have been able to work with the awesome people at EdTechTeam to share the message of “it’s not about the tech; it’s how you use it!” with the world through my book. Technology use in the classroom can be so amazing when used intentionally to enhance student learning. I feel like teachers are so swamped with requirements and standards and objectives and extra duties and EVERYTHING else that comes with being a teacher, that technology integration can be just one more “thing” that they have to “do” in their classroom. That doesn’t have to be true! Intentional and meaningful technology integration can have a powerful impact on student learning!

Most Popular Posts of 2018
As promised, here are the 5 most popular posts from 2018! I absolutely love blogging and am so blessed to be able to use my blog to reflect upon teaching practices and share ideas, strategies, and tools with the world. Thank you so very much for reading Teaching with Technology! I’ll be celebrating my FIVE YEAR blogging anniversary in mid-January – I CANNOT BELIEVE IT!

HyperDocs for Social Studies

Creating a Class Blog with Google Classroom

Resources for Creating a Digital BreakoutEDU

Essential Smartphone Apps for Teachers

Hashtags through History – They’re #Awesome

 

As always, thanks for reading 🙂

Try this Tomorrow: Talks with Teachers Podcast

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Merry Christmas Eve, friends! My family and I just got home from Christmas Eve Church after our second Christmas celebration in as many days. We spend Christmas Adam, or Christmas Eve Eve (Friends is probably my favorite TV show of all time!) with my husband’s side of the family, Christmas Eve with my Mom’s brothers and my cousins at one of their homes in St. Louis, and then spend Christmas Day at my parents’ house with my Dad’s sister and my cousins. The day after Christmas has also become a quasi-holiday in our family because we go “Day After Christmas Shopping” with our stocking money from my parents. Yes, my sister and I, along with our husbands still get money in our stockings from my parents – we’re very spoiled and very thankful. This brief post is the beginning of my Christmas present to you – a new podcast for teachers!

That’s right! My new podcast, Try this Tomorrow: Talks with Teachers, will debut in January of 2019 which, in case you’re like me and have totally lost track of December, is in just a few days! The goal of my new podcast, just as with my book, Illuminate, is to provide teachers with actionable and practical tips that they can use in their classroom to enhance student learning. Yes, there will be technology tips (the title of my podcast comes from the end of each chapter from my book!) but the Try this Tomorrow won’t be limited only to technology integration. Each episode will also feature fun stories from the trenches, tips for juggling the busy lives that teachers lead, favorite resources for teachers, and of course, teaching tips that teachers can implement in their classrooms immediately.

I hope you’ll join me and my guests on this super-fun podcast! All of the episodes will be available here along with an outline that highlights the main points from the discussion. You’ll also be able to listen to Try this Tomorrow: Talks with Teachers wherever you get your podcasts.

Check back soon for more information!! I’m SUPER excited to dive into the world of podcasting in 2019! What new adventures will you begin?

Thanks for reading 🙂

What’s On Your Classroom Christmas List?

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Hello, and happy Saturday! Now that my daughters are both out of school, Christmas break has officially started! We’ll be heading to my parents’ house this morning for our annual Christmas cookie baking extravaganza, which really means my sister, my daughters, my mom, and I will destroy the kitchen while my dad sneaks cookies and comments on the mess we’re making 🙂 This year, my almost one-year-old nephew (he’s pure perfection) will get to join in the fun – that is, if we can all stop fighting over who gets to hold him long enough for him roll some cookie dough or sneak a piece of candy!

In addition to teaching high school Social Studies, I’m also an adjunct instructor of Educational Technology. I LOVE teaching this class because it gives me the opportunity to fulfill one of the goals of my book, Illuminate. I want teachers everywhere to know that technology is a tool that can be used to enhance student learning and NOT something that will or should be intended to replace teachers. I also want teachers to remember that technology integration is not another “thing” that teachers have to “do” in their classrooms or something that they should add to their already too long list of expectations and requirements. It’s not about the tech; it’s how you use it!

One of the assignments in my class requires students to write a blog post on our class blog that describes their perfect classroom. What does it look like? What resources do you have at your disposal? If you had all the money in all the world, how would you design your classroom to best meet the needs of your diverse learners? Since I require my students to communicate and reflect using technology, I thought I should probably do the same! Also … my daughters have been making and editing (seriously, three days until Christmas!) their Christmas lists, and it’s putting me in the wishlist-making mood!

Here’s my classroom Christmas list:

First and foremost, I want to make sure I’m clear on the fact that I am VERY blessed in my classroom. I teach in a 1:1 environment with a flexible seating option and am able to flip my Government classes, blend my dual credit classes, post YouTube videos of “raps” my students and I create to help them remember course concepts, play games that normally include me standing on a table, etc. It’s pretty great. However, if I had, as I tell my students, tons of money to spend on my classroom, I would probably start by adding more flexible seating to my classroom. I would love to have bar-height tables to accommodate students who would rather stand when they work. Sometimes when I’m blogging especially, I find myself standing by my kitchen counter instead of sitting at my desk or on my couch. Other times, I’m writing to you from the comfort of my recliner, snuggled up with a blanket while Harry Potter or a presidential documentary gently hums in the background. 

Continuing with the flexible seating topic – I’d like to one day have loungers for students who would rather lay back to work. Again, sometimes when I’m working from home, I’m propped up on pillows in my comfy bed … if I’m in bed, Outlander or Once Upon A Time is probably on my TV providing me with some wonderful background noise 🙂

This year, I had the opportunity to include bungee type chairs in my classroom. I’ve noticed, though, that when students sit in those “comfy” chairs as they’re called, they’re not able to reach our tables comfortably. This limits their workspace – while it doesn’t seem to bother most students, I would love to be able to offer them something like a coffee or end table option for their Chrombook, notebook, and other materials.

As for me, I would REALLY like some sort of mobile laptop cart/podium contraption that would allow me to roll around the room, helping students when they need it while providing feedback on instructional videos, assignment submissions, etc., with my laptop. Something like this maybe? Do you have something similar?

Of course, and this probably goes without saying (or typing), I want my students to be healthy, happy, safe, and know that they’re accepted and loved in my classroom. This is at the top of my Christmas and daily list 🙂

What’s on your classroom Christmas list?

Thanks for reading 🙂

 

 

Using Quill in the Classroom – Guest Post

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Hello, and happy Monday! The great people at Quill contacted me last month about their product and I was intrigued to learn more about how it can help teachers make better use of face-to-face instructional time. Check out this guest post to learn more!

We all know that teaching writing can be very challenging.  We all know how important it is to write well. And, we all know that, with fast-moving curriculums, piles of grading work, and, often, limited access to resources, it can be difficult to give students the instruction they deserve.

Quill.org is a small, scrappy non-profit that produces free writing instruction software. We don’t want to replace teachers—we love and respect them. Many of our team members are former teachers themselves, and we know from personal experience that the most important moments in teaching come from face-to-face interaction with students. So, we decided to create a free tool that saves teachers countless hours that they would have spent creating and grading grammar worksheets! Now, teachers can spend that time doing the valuable, in-person work.

So what exactly is Quill? Quill is a set of Diagnostic assessments, intelligently structured independent practice activities, and collaborative full-class lessons that focus on grammar and sentence construction skills. Through this tool, teachers can assign activities from any of our five tools – Quill Connect, Grammar, Proofreader, Lessons, and the Diagnostic. Most teachers start by assigning a Diagnostic, a short (22-25 questions) assessment that analyzes students’ baseline writing skills. Then, our software creates differentiated learning plans for each student based on their Diagnostic performance, so everybody gets the practice they need.

These learning plans have two different components: independent practice activities and collaborative class lessons. The independent practice activities, called Quill Connect activities, teach grammar mechanics and sentence construction skills through the research-backed method of sentence combining. The activities ask students to combine two or more short sentences into one complex sentence using a specific grammar target. With every attempt, students receive instant feedback that guides them toward the correct answer.

You might be saying to yourself, “differentiated practice is great, but how do I keep my class on the same page?” The Diagnostic also suggests collaborative, full-class activities from our Quill Lessons tool. Lessons are pre-constructed presentations (think a Powerpoint but with more features) on a particular writing-related topic. Lessons have both instructional slides and interactive learning prompts. When students submit their answers to these prompts, teachers can anonymously display student submissions to the whole class so that they can correct or confirm them. This way, everybody learns something new, and nobody feels called out!

Want additional practice? You also can create customized activity packs! When you customize your own packs, you can assign practice activities from any of our five tools, including Grammar and Proofreader. Quill Grammar activities teach basic grammar mechanics through fill-in-the-blank prompts, and Quill Proofreader asks students to identify and correct grammar errors in reading passages.

After students complete activities, Quill generates comprehensive grade reports. The reports provide an overall score for each activity, as well as an in-depth break down of the grammar concepts that students mastered or missed for every question in an activity.

While Quill aligns with the Common Core curriculum, teachers use our software in many different ways. One professor at Seneca College wrote us to tell us how she had used Quill to up student engagement and cut down on absenteeism. She explained how our Diagnostic tool had allowed her to get a sense of where students were with their writing ability upon entering her class, and then to track their progress. You can find her story, and others like it, here: https://www.quill.org/teacher-center/topic/teacher-stories.

Other teachers use activities as a do-nows to get their class in the writing mindset or as homework to reinforce what they covered in class. Many also use Quill Lessons to introduce grammar topics at the beginning of a new unit. Finally, teachers look to the Student Reports to inform their writing instruction going forward – they use our data to quickly figure out which topics to revisit or to cover next with their classes.

This year has been huge for Quill. As of November 2018, Quill has helped 1.3 million students in 5,000 schools internationally become strong writers! If you are interested in using Quill in your classroom, check out their Getting Started page!

Thanks for reading!

 

#12DaysofTwitter – Expand your PLN with Twitter

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Hello, friends! I hope your week is off to a fantastic start and that you’re not only surviving but thriving in your classroom as winter break draws closer. My students are finishing up content (in my semester classes), preparing for finals, finishing up projects, and I’m frantically evaluating assignments, providing feedback, drinking ALL the coffee and trying to maintain some sort of sanity! My oldest daughter’s teacher said it best this evening … “being a teacher and a mom in December is really something else!” The days leading up to Christmas break are always interesting for me, and I know you and most every other teacher know exactly how I feel. So much to do, so little time to do it, and by golly, I’m exhausted! This is a great time to reach out to your PLN and feel the support of your teacher-friends in the trenches!

You’ve probably realized by now that I’m a huge fan of Twitter for professional learning. Twitter and blogging have really helped me find my voice as a teacher – I’ve formed awesome virtual friendships (and have gotten to meet some of those teachers face-to-face!) while taking part in great discussions about education.

In short –> I LOVE MY PLN! So, over the course of the last few school days of December, I’m inviting all of you to join in the #12DaysofTwitter from #IlluminateED fun! Every school day through December 18, I’ll be tweeting out a question and I would LOVE to hear your responses. You can see the full calendar of the 12 Days of Twitter here.

When you tweet a response to a #12DaysofTwitter post, please remember to use BOTH hashtags –> #12DaysofTwitter AND #IlluminateED. This will connect you not only to the educators tweeting with #IlluminateED but also with other educators who are specifically using #12DaysofTwitter <<– lots of hashtag talking there!

I hope you join the fun and grow your PLN before Christmas break!

As always, thanks for reading 🙂