teaching – Page 5 – @cwilsonspanish

New adventure, new look

Posted on July 31, 2016July 31, 2016 by @cwilsonspanish

Teaching is full of new adventures all the time. This summer has taken me from the school and department I’ve worked with for the last 3 years, and away from my beloved subject area: Spanish.

Next week, I start a new adventure teaching high school English.

But I hope you’ll follow along on my English escapades as well as my tech-ventures and occasional Spanish relapses.

Oh man. I’ve had months to mourn my loss. I’m comfortable in the Spanish classroom. I’m in love, in fact. I’m in my zone; I’m on my game. I know the TEKS like the back of my hand; I know where the students struggle. I know where I can drive a point home to make an impression that lasts. It is my home, my happy place.

saying good bye — Saying good-bye to my beloved room 116 at CHS.

I’m still a little bit sad, but I’m looking forward to a new adventure. Here’s the truth:

I’m a teacher. I’ve always been a teacher. And the subject area doesn’t matter. From middle school Spanish to Spanish Literature–I’ve done it. From 2nd grade to 8th grade math and 8th grade English–I’ve been there. The subject area isn’t really my passion. Teaching and learning is my undeniable passion.
I’m looking forward to speaking the same language as most of my students again. Going from teaching mainly English speakers in Spanish, to teaching mainly English speakers in English is going to take down a huge barrier I’ve had to fight every school day of the last 5 school years.
I love a challenge. The STAAR exam is a challenge. I learned an important lesson teaching AP Spanish (Lang & Lit): don’t waste time complaining about the test. There would have been no point in wasting time complaining to my team, to my students, and to their parents. There would have been no point in giving the students a time and place to complain. We had work to do… and we killed it with 100% participation, and 100% pass rates in both classes. I’ll add to this: while I had the very best students, they didn’t all come to me in the ways that we usually define as the “best”. They weren’t all rich, they weren’t all white (or all hispanic), they weren’t all well prepared, and several of them rarely experienced academic success. I’ve set goals going in to this position, and I’ve spent a lot of time analyzing the test, and the TEKS. A lot of teachers will say there are gaps, there are. A lot of teachers will talk about teaching to the test–but I know that it is not possible on this new generation of tests. To those teachers, I’d say that I’m not interested in all the reasons my students can’t be successful.
I love a challenge, part 2. I’m getting to re-read literature I loved. I’m having to read the literature I pretended to read … I am having to learn new TEKS and a new set of expectations. It is a challenge and it has been a lot of fun.
I’m a learner. Most of teaching is continuous learning. I believe that when I finally know everything, and no one can teach me anything, it will be time to retire. Of course, I wish all the people who’ve already gotten to that point would go ahead and retire too…

So, here on this blog, I’m going to keep on adventuring. I’m still @cwilsonspanish, and these are still the adventures of a Spanish teacher–because at my core, that’s what I’ll always be. But I hope you’ll follow along on my English escapades as well as my tech-ventures and occasional Spanish relapses.

To celebrate, I’ve updated the look on the blog, gotten a fresh and fancy domain name, and connected my social media pages. Enjoy 🙂

-CL

professional development, teaching, Tech-ventures

Team Work!

Posted on July 2, 2016August 1, 2016 by @cwilsonspanish

I won’t lie. Every time I hear the words, “Team work” the first thing that comes to mind is my four-year-old signing the theme song from The Wonder Pets.

The second thing is a flashback to myself hearing shrieks in alternate universes reliving every “group project” I’ve ever participated in. Yes. It is that bad.

However, I venture to say that I’ve finally, after 26 years, participated in the first successful “group” “team” “collaborative” project of my life. For my class, I teamed up with 4 other women, whom I have never met in person, to create a video. In my previous post, I described how much work it is to plan, shoot, and create a video. And yet, we were still extremely successful.

Why?

Collaborative tools: First, we got off to a great start using two awesome collaborative tools: Google Docs and Facebook Chat. Using these two tools, we were able to brainstorm and constantly collaborate–both at and away from our computers!

Introductions and strengths: Using Google Docs, we introduced ourselves and lined out our teaching assignments and experience. 4 out of the 5 group members had experience in Math and Science, and 4 out of 5 of us had experience in primary grades. This lead us to select a topic everyone was comfortable with: 3rd grade math.

Division of labor: After our basic introductions, we got right to work deciding who would do what. We assigned 5 major roles: Script Writing and Story Boarding, Finding images and collecting Copy Right information, Voice Overs, Creating the title, TEKS, and credits, AND editing the pieces together.

Constant communication: The video idea evolved as we worked over a 3-week period. We used our collaborative tools to keep each other informed along the way.

What did I learn from this?

Well, I am reminded that collaboration has to be taught. I was so lucky to get an awesome group of women to work with who understand collaboration. But what about our students? Do they know how to collaborate? Do they understand how to work with others? Do they have access to the tools necessary to make collaboration a constant and successful endeavor?

As a teacher, I know that I must clearly define roles for students in projects. Students need access to the tools to make it happen. They also need models of successful collaboration (us!) and instruction in how to deal with potential conflict.

This project also forced me to come to terms with a reality of education: nothing we do happens in a bubble. Those of us who are “go getters” and highly motivated, at some point in our careers, eventually try out the old adage that “if you want something done right, you do it yourself.” THEN, we quickly get burned out. I’ve done it. I’ve tried. I have occasionally been successful–but at a cost. Sometimes that cost is my health. Sometimes the cost is high quality instruction. Sometimes, the cost is relationships.

Doing everything myself, and doing everything “right” is not only a selfish and self-centered way of accomplishing tasks, it sacrifices the opportunity to learn and grow.

I am a life-long learner. I am not always right. Other people can teach me new things and have new ideas to contribute. I can teach others when I am willing to interact with them. WE can do more together.

Progress in education depends on networks of professional learning and collaboration. Period.

Now, a final note to my co-collaboartors!

Thank you ladies for being an awesome group. Thank you for turning our “group project” into an awesome community of learning and support. Thank you for modeling what we hope our students can one day achieve. Knowing that all of you are in the same Master’s program as me give me hope for the future of education. Your students and coworkers are all surely blessed to have your influence and work ethic hard at work for them!

View our project here:

Signing off now:

-CL

Lesson plan component, professional development, teaching, Tech-ventures

Adobe Spark Video Tutorial

Posted on June 11, 2016August 1, 2016 by @cwilsonspanish

Last week, after making and sharing two digital stories, I received many compliments on my video making skills. I feel like a bit of a cheater, though, because it was actually extremely easy. In fact, this week, I’ve created a quick tutorial on how to use Adobe Spark Videos to create a video as beautiful as mine! I have to admit… the tutorial took more skill to create than the digital stories did!

I learned many valuable lessons while making this tutorial:

First and foremost, I gained an appreciation for all those people who have made tutorials that I have watched a long the way. I used to believe that a 2-minute video was “short”. HA! Now, I know that every minute of video is at least an hour, usually 2 or 3 hours, of planning, recording and editing. I’m sure that people who have honed their craft over time can shave some time off of this, but for us beginners, it is hard work!

Next, I feel so proud of what I have done. This feeling of wanting to shout about my learning from the rooftops (or blog posts…) is a feeling I want my students to have every time they complete a task for me. You know why? Because this will not be the last tutorial I ever make. I had fun. I want to do it again. Oddly, the same thing happened with my digital story. I had so much fun that I made TWO!

Lastly, I learned that in the age of technology, it is unlikely that I will find one tool that will do everything I need it to do. For this project, I used 3 different products and I will share it on 3 different websites, not including Creative Commons, which I used to license the video. In today’s world, we need many different tools working together to accomplish the tasks ahead.

Please watch the tutorial and let me know what you think!

-CL

Lesson plan component, professional development, teaching, Tech-ventures

Digital Story-telling

Posted on June 4, 2016August 1, 2016 by @cwilsonspanish

Wow. This week has been a journey for me in a number of ways. First, I finished off my 3rd school year at CHS and moved out of my classroom as my family will be making a big move to the Texas Panhandle this summer. This last week was extra bittersweet as I prepared to leave my classroom, my students and my sweet colleagues.

Not only has this transition been a journey, but I have also been on an educational journey working toward my Master’s in Education Technology Leadership from Lamar University. This week our topic has been digital story-telling.

To be honest, I started this week of classwork with excitement. I have had my students use digital storytelling in a number of ways. I have encouraged other teachers to do the same, but there is something cathartic about getting to tell my own story.

Our class read and watched work from http://www.storycenter.org and Joe Lambert, who works at Story Center. Separately, I have also fallen in love with NPR’s Story Corps project as well.

In our weekly web conference, our course professor encouraged us to branch out and use tools that are new to us. I have been using iMovie for about the last 2 years (thanks to @mradkins), and it has become my “go to” movie-making product for educational purposes… heck, I even taught my husband how to use it to make videos for our church on Sundays! This week, I decided to explore a tool that I was introduced to this February at the Texas Computer Education Association (TCEA) conference in Austin: Spark Video, which is an Adobe product.

See my Digital Story below:

I have to admit that this was not only fun for me, it was also a creative outlet. I am a writer. I always have been, and I’d like to think that I always will be. However, for the last 5 years, I’ve also been a Wife, a Mother, an Educator, and an extra busy person all around. This gave me a chance to focus on a couple of things I’ve written in the past (the script from this came from my personal blog post “Ten Years and a Yellow Butterfly”) and deeply process them in a way that I’ve had a tendency to overlook in the last several years.

You see, I’d like to believe that education is meant to be a journey. This week of learning for me has reaffirmed the deeply held convictions and passions within me about who I am as an educator and how I hope to be everyday in my classroom.

Enjoy, CL

p.s. I got a little giddy over this project and actually did a second video as well… Here it is:

Google, Lesson plan component, teaching

Proficiency

Posted on July 10, 2015July 12, 2015 by @cwilsonspanish

It is widely known that to learn Spanish (from English) it takes about 600 hours of study time. I’m guessing this is for the “Advanced Mid” proficiency range (Actfl.org).

http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012

For my students, this can seem like an insurmountable goal. For instance, just with class time, my students would only be getting about 130 hours per school year. As you know, testing and extracurricular absences eat into this precious time, and I estimate that most of my students end up with about 110 hours of instruction per school year. I do assign homework and projects, so they get some time outside of that. My point is, that in 4 years of 130 hour study, a student would still fall short of that 600 hour goal. This is one reason why I emphasize homework and study assignments outside of class. Students bound for year 4 of Spanish will need all 600 hours!

https://voxy.com/blog/index.php/2011/03/hardest-languages-infographic/

In my years of teaching, I haven’t found an effective way to convey the importance of this journey to my students and their families… or to other people in my various schools, for that matter. My class is often viewed as the “elective” class. I am bombarded with requests to visit the counselor, or finish a project for another class. (I say NO!) Parents find that my class is the ideal one to schedule that dentist appointment during. Other school professionals use my class for “pull outs”. Each precious 45 min session is a step my kids fall behind on their journey.

Let me stop here and say: I DO NOT THINK THAT MY CLASS IS THE MOST IMPORTANT CLASS IN THE WORLD. No, I simply believe that it IS important. School IS important. Art IS important. Spanish IS important. All the classes are important.

Ok. Off my soap box.

Now, how can I convey this message more effectively? This coming school year, I have decided to use an online badge system to acknowledge and celebrate student achievements. These may be academic achievements, cultural achievements, milestones of development or even simple citizenship in our classroom community.

To begin, I have chosen to use Credly as my badge platform. I will then award badges to students and they can collect them in the Credly app in their own accounts.

Where does proficiency come in? This year, students will keep their own logs of hours. When they attend class, when they do homework, etc. They will tally their hours each week. When they reach specific milestones, they can earn a badge.

Here’s an example:

Date	Task	Time (15 min = 1 point)
8/25	Class	3 points
8/26	class	3 points
8/26	study vocab	1 point
8/27	class	3 points
8/27	homework & vocab	2 point
	total	12 pts (3 hours)

I plan to offer badges in 10 hour increments, increasing to 25 hour increments after 50 hours.

My hope is that students will harken back to the days of AR points and put in additional time, not assigned by me, in an effort to see and track their own progress.

Realistically, I know that some students may not buy in. To increase buy in, I hope to relax my homework requirements in favor of options students can use to get more points. This way, a student facing extracurricular stress in a specific week can earn less points for that week in favor of catching up in the next week. I do still plan to assign mandatory assignments, but less frequently and more judiciously chosen.

Lastly, This log will play an important role in my student’s portfolios in the coming year. Last school year I wrote and received a grant from the CISD Education Foundation for Chromebooks for my “Going-Google” project. In it, I describe how we will use chromebooks in the classroom to develop a language learning portfolio in Google Drive and Google Classroom (in addition to using Google’s fantastic collaboration tools to increase production!). Students will fill in a Proficiency Log Template, updating it throughout the year, and add it to their portfolios. It will be part of their final portfolio evaluations.

So, what do you think? Am I crazy? On the right track? Do you want to try it too?

-CL

Google, professional development, teaching

Google Series Part 4: Google Drive

Posted on February 26, 2015February 23, 2015 by @cwilsonspanish

What is Google Drive?

Google Drive is essentially a cloud service by Google. Using Drive means that your files are accessible to you from any device that has internet connection.

Why is Drive better than other cloud services, or better than my flash drive… or better than my hard drive?

Haha, I’m glad you asked! I have iCloud on my iPhone… but it only comes with 5GB of storage–which seems like a lot… until they ask you to pay for more. If a person has a gmail… they get 30gb free! If you have an educational Google account (as I do, since my district has “Gone Google”) then you have UNLIMITED drive storage.

I signed up for Google Drive over the summer, in one of the very first google trainings that our new district Director of Digital Learning was hosting. Since then, I have been trying to convince the world of its awesomeness. Finally, the Digital Learning Committee (which I chair) recommended to the campus that on our next staff development day, all teachers be required to attend a training and sign up.

…Shortly after that, I ran into one of my fellow Spanish teachers, sitting at her desk. She was looking at her Drive in awe. She shared with me the many ways Drive was going to make her life easier. Here is a picture of her Desktop and her Desktop (ha, see what I did there?)

Drive has been my Go-to and saving grace this year. I am a frazzled lady, and I often start working on a task at home and get to school, only to realize the file I need is on my home computer. Drive has changed my productivity, for the better. A teacher’s productivity is directly related to student outcomes. In a teacher’s world, every second counts. If I can save some time, that is time I can be interacting with kids, providing feedback and growing relationships.

Tips, Tricks and Ideas for Google Drive:

Google Drive works best when you check the box that allows any file to be converted into a Google file. This means that if you upload a “Word” document… you’ll be able to open it, even on a computer that doesn’t have Word. Most of your formatting will be the same. Every now and then, something changes… but you can always convert the file back!
Google Drive has a Google search bar… this is amazing! You can search for the title of the file or any word that might be in the file. This is much easier than the process to do the same thing on a normal computer… and even better, you can do this from ANY computer with internet access (or device!)
Google Drive allows you to seamlessly share files with contacts. We’ll get into this more in the next post but: you can share items with links through email, invite others to edit your files, push files to the web as individual webpages with links and more!
Drive has an intuitive “incoming” folder that keeps a list of any files shared with you, almost like an “inbox”.
As mentioned in my previous post about Google Classroom, Classroom actually creates and manages assignment folders and files in your Drive. When a student “submits” the assignment, it magically appears in your folder!
Any file can be added to drive. I have uploaded tons of videos and sound files that I use for listening assignments in my Spanish classes, and Google opens them with the web-based Google Play. This is amazing, since teachers often have to fight with quicktime and windows based systems that may not agree in file type.

The best part about this tool, for me, is that it’s free. Most of the things I can think of that would save me some time or chaos… cost too much money. Everyone knows teachers only spend money on Bills, Students, Their kids or their “other kids”… rarely on something that is just for the purposes of making their lives better.

Are you using Drive? How has it changed your world? Leave a comment 🙂

-CL

Missed part of this series? Get caught up!

Part 1: Google Voice

Part 2: Google Voice (cont.)

Part 3: Google Classroom

teaching, Uncategorized

Language Learning: The New Math

Posted on February 24, 2015June 9, 2015 by @cwilsonspanish

(Don’t worry, this is just a Google Series intermission!)

As I was cleaning the kitchen, a thought occurred to me: “Write me a problem whose answer is 4.”. What an amazing application this type of backwards learning has in math.

Scaffolded: “Write me a polynomial which can be simplified to 4x + 1.”

Scaffolded again: “Write me a polynomial which can be simplified to 4x + 1 in more than 3 steps.”.

Again: “Draw me a line with a slope of ___ and write the equation (f(x))”.

You may have noticed that I’m not a math teacher. But I am. And, if you are a language teacher reading this… chances are, you are too.

I hear from parents (and students) all the time: But, my child is SO good at English! Well, that’s great, I reply, but the problem is, learning a second language has more in common with Calculus and Algebra, than it does with English Class.

Sure! I teach transition phrases and how to write a paragraph or how to write a sentence instead of a fragment (where is your verb?!?!?!?). Sure! We read literature and analyze it and look for cultural connections. Sure! We do all of that. In Spanish.

BUT, you see, we also look at grammar. Sometimes, explicitly, sometimes implicitly. Those explicit moments are sometimes needed, but often, they are the reason kids end up hating their language class as much as they hate their math class. And, they can’t figure out why.

This is why. A new theory is on the rise in the world of linguistics, that, as far as I have researched, I happen to agree with. It is the mathematical analysis and comparison of linguistic structures to the math of the world. You see, math makes the world work. Science is math applied. Math makes it all make sense. Languages have to end up making sense in order to communicate a message, and it turns out, that is a job math can do. Grammatical sentences are complex formulas, and just past that equal sign (=) is the message you communicate. When your formula is bad, your message is too.

All of these revelations and random thoughts of math while I clean my kitchen, bring me to a few points.

Just as language teachers are moving away from the explicit teaching of Grammar… and seeing amazing results… math teachers are going to have to do the same. Unfortunately, this means that this change will need to be reflected in the standards as well. Just as language standards have become communicative (answer based), math standards will have to do the same. Instead of process based, we’ll need standards like, “Students will engineer a bridge… ect.”; because they can’t meet that standard without implicit math. Math standards will need to be results based.
Language teachers need to be cognizant of their students who struggle in math and communicate with these students’ parents. This will prevent the poop-storm that ensues when said kid struggles and their parents are blindsided–because they thought Spanish was an English class.
The example problems I mentioned above are similar to the ones language teachers use in their classroom every day. Compare:
1. “Tell me 2 things you like to do.”
2. “Write me a paragraph explaining what you would do if “X” happened.”
3. “Tell me your favorite memory as a child.”

In each of the above examples, we give the kids a product, and they must fumble with the pieces to come up with an answer. Like in math, we give formulas, functional chunks, that kids use in the gap to achieve the task.

What do you think?

-CL

Google, professional development, teaching, Uncategorized

Google Series Part 3: Google Classroom

Posted on February 21, 2015February 21, 2015 by @cwilsonspanish

I can only compare what I know. I know that about 2 years ago, I was introduced to the world of Flipped learning, and as a teacher who had interned with Florida Virtual School, the idea of putting part of my teaching life online appealed to me.

Think about it… Students are online anyway. Most of the time, they really don’t mind adding a school website to the list. They end up doing what they do on all the websites… in fact, they probably are doing what you did to get here. They scroll; they get lost; they read mindlessly; they click on links and learn stuff unintentionally. Its almost osmosis.

Our current Academic Dean and a team of others in our district introduced me to Edmodo. I’m an all or nothing person (for better or worse!) and a dove right in. Within a few weeks, all of my classes were signed up, students were completing assignments, and we were rolling. I flipped some, but for me, the value of the online medium was the potential for the increase in the language production.

In a matter of weeks, my students were:

Commenting on things in Spanish.
Presenting stuff to me (writings AND videos) in Spanish
Communicating with me openly about their grades, questions, concerns
Sharing relevant content.
Making up absent work
Completing other assignments, notes and more on Edmodo!

Believe it or not, I didn’t have the commonly feared “inappropriate” posts, even with nearly 200 teenagers 14-19 years old enrolled! In fact, I even conducted part of my maternity leave last year on Edmodo.

But… I did have these problems:

Constant log in issues. (Thankfully, on edmodo, teachers can reset student passwords, that is a huge plus!)
Problems with the “feed”. Edmodo is modeled after a social network style, and the feed brings up the most popular “posts” in their “network” or classes… meaning that since some students didn’t actually click on my class, they missed out on important posts.
A confusing interface… for teachers AND for students.

Of course, neither of these lists is exhaustive. Edmodo has served me well, and my students are still currently enrolled… but over the past few months, we’ve transitioned away to the sleeker, simpler: Google Classroom.

Google Classroom Vs. Edmodo

Google classroom is accessed by students through their own Gmail accounts, or through school created ones, if you school has “gone Google” (as ours has). This means, students will have to set and reset their own passwords… BUT since they probably already have gmail accounts, they likely already actually know their passwords…. unlike the password for the random educational thing they were forced to sign up for….

It is also a simplified version of blackboard, essentially. Instead of a lame (sorry, Edmodo) version of Facebook, the interface actually mirrors a system they will hopefully be using in a few short years, if we do our jobs and prepare them for college.

The feed in each “classroom” is sequential, meaning the most recent posts appear at the top, instead of the most popular.

Students can turn in assignments, teachers can edit those assignments, and return them with comments. Its amazing. Providing feedback is at the core of constant improvement; Google Classroom make it easy.

The most amazing part of Google Classroom, for me, is its integration into the rest of the Google world. For instance:

Students can attach content from Google docs/ Google Drive directly to their assignments.
Assignments are automatically organized into folders in my google drive by class period.
Students log in with Gmail
and more!

Although some would complain that the tools Edmodo offers (such as Snapshot, quiz making, and the Apps) aren’t available in Google, I’m glad. In fact, this is part of what contributes to the simplicity of the tool… which directly contributes to my student’s success. AND I am simplifying as a result. For instance, I have been using tools like Kahoot or Google Forms instead of quizzes by edmodo. Additionally, as a language teacher, production really is my ultimate goal, and encouraging interaction instead of participation in automatically graded quizzes, really is more inline with my goals.

Are you using Classroom? What are your thoughts?

-CL

Google Voice Part 2: In Any classroom

Posted on February 20, 2015 by @cwilsonspanish

Google Voice: In Any Classroom

Ah, the dreaded exit ticket.

Really, it sounds like such a great idea at first. Hold the kids accountable. Use those last few minutes of class productively. Get a quick snapshot of student understanding. Have something quick to grade for a daily grade. Have kids actually apply the standard you just covered.

Win-win, right???

Ha. Wrong. You see, first you have to cut out all those exit tickets. Pass them out. They have to do them. <–All of that is the easy part. People suggest these exit tickets as a regular part of the routine. Several times a week or even every day. The only problem is: there are some things that paper clips can’t fix. i.e.: my desk. See sample below.

You see, for teachers like me, who are moms and wives and department chairs and, you know, 12 other responsibilities to mention, we don’t have time for that. I don’t need another tiny slip of paper (or stack of them) to try to remember not to lose.

How can Google Voice help?

With Google Voice, you get a phone number. Not only can students leave you a voice message (as mentioned in Part 1 of this series), but they can also text the phone number as well! The messages collect in your Google Voice account, and are also sent to your email account.

This is life changing.

At the end of class, kids put their things away, and I ask them a short question. For me, usually, this is a short production task (in Spanish), perhaps, a question to answer or a topic to write about. Students text the phone number and the assignment comes to my email.

Why is this so awesome?

Sometimes kids need more time to finish than time allows. They can take the cell phone with them.
You can provide feedback! Text back!
- Are you worried about the privacy implications of that? Well, worry a little less. Texting through Google Voice creates a paper trail. All messages to and from the account are saved. Its the ultimate teacher “CYA”.
Students without phones can still complete the assignment on a sticky note, or from the phone of a friend.
It eliminates (or nearly does) the tiny stacks of paper ravaging your desk.

Other ideas: I haven’t tried but really want to!

Give this phone number to parents instead of your regular cell phone number. Keep the conversation going via text.
Encourage kids to text questions about homework, projects and more.
Create lists in Google voice to text extra credit opportunities, links to important info and more.

Have any ideas yet??? Comment below!

-CL

Google, professional development, teaching

#AllTheGoogles

Posted on February 17, 2015 by @cwilsonspanish

Google owns the interwebs.

This was my revelation about 2 years ago when I went to sign up for gmail, and I found that Google already knew my email address. It was a funny “conspiracy” theory then as I laughed it off…but since then I’ve discovered the world of Google–and more than just a search engine or email platform… Google is a set of tools beyond what I could have ever imagined. This year, Google has changed my classroom for the better.

Over the next few weeks, I’ll be detailing my Google adventure from the perspective of a language teacher, but so much of what I’ve found has implications for any classroom. This summer, I’m even planning to get Google Certified!

Check back to see my posts on:

Google Voice
Google Classroom
Google Drive / Docs/ Slides
Google Forms
YouTube
Picasa
Google Play

See you soon!

How are you using Google? Tell me below!

-CL

Category: teaching