Integrating technology in the classroom
Here it is, the February Issue of #ProjectPLN. A big THANK YOU to all who contributed and to @thenerdyteacher for letting me be a part of it! Take a look inside to contribute to our March issue.
What it is: Thanks to a tip from Jan, an iLearn Technology reader, I learned about the History for Music Lover’s YouTube channel yesterday. Oh. My. Goodness. Instant love. Seriously, if I had learned history this way, I would have rocked it! As it turns out, I actually met @amyburvall, the genius history teacher behind History for Music Lover’s at ISTE 10 in Denver and didn’t make the connection (feeling like a jerk for not figuring that out!). I starred in a video with one of the stars of the MansaMusa video “Magnus” the fashion police guy at ISTE. Small world. You MUST check out this YouTube channel, even if YouTube is blocked in your building. (As a side note…someone remind me WHY we block students from learning opportunities??)
History for Music Lovers is a collection of music videos (high quality I tell ya!) centered around events and people in history set to popular songs. Amy Burvall, IB high school history teacher, is the creator and star of the videos. Coolest history teacher ever. My high school history teacher sang one song to us: I’ve Been Working on the Railroad. True story. It was not engaging, inspiring, or helpful in my learning of history.
On the History for Music Lovers YouTube channel you’ll find:
I think it is awesome that the 80’s is so well represented in this list 🙂 that Amy Burvall is one talented girl!
How to integrate History for Music Lovers into the classroom: This is my new favorite way to introduce a history topic. If this doesn’t grab student attention and leave them wanting to learn more, I don’t know what will. The collection of videos is a fantastic place to start learning. The lyrics give students just enough information that when they begin fleshing out the period or figure in history with additional reading or research they will have a solid base to build from. The lyrics are catchy, students will forever associate William the Conqueror with Sexyback.
Students can embed these videos in their own history Web 2.0 creations and presentations. I’m currently using Capzles with a group of 8th graders and imagine them embedding these videos in their timelines along with images, and their blogged reflections.
Are your students as inspired by music as Ms. Burvall is? Encourage students to tackle a figure or historical time that hasn’t been done yet and create their own historical song parody.
Tips: For those of you who don’t have access to YouTube in your building (again I have to ask why?) you can still use these awesome videos in your classrooms with a little bit of pre-planning. Download and save YouTube videos so that you can show them at school without accessing the YouTube site. Use KeepVid, YouTube DownloaderHD, Kick YouTube, SaveVid, or Zamzar. Some of these tools will even let you download at school if you know the YouTube url. The downloaded video should have no trouble playing at school!
Follow History For Music Lovers, historyteacherz on Facebook and Twitter.
Also, did you know you can become a fan of iLearn Technology on Facebook? It’s true! I don’t have a fancy dancy Twitter account especially for iLearn Tech but feel free to follow me on Twitter. I like talking education, technology, and am in general a geek 🙂
** This is the LONGEST it has ever taken me to write a blog post, I got sucked right in and watched each and every video. On the bright side my knowledge of history has increased substantially today.
Please leave a comment and share how you are using History for Music Lovers videos in your classroom!
What it is: Enter the Group is a fabulous online tool that makes it simple to work with, and organize, groups online. The tool has similar functionalities to Wiggio. Enter the Group includes shared calendars, site email, file sharing, instant chat and message boards, the ability to create private groups and classrooms, tasks and assignments, polls, blogging, Twitter, and question/answer forum, and best of all: it is totally free! Enter the Group has some really nice classroom features that other online group management sites like Wiggio don’t have. The built in blog feature is useful for the classroom setting, it provides students with a place to reflect that can be set as “private” so that it is a closed network for your classroom or school. This is especially helpful in schools where administration and the school community is hesitant to enter the world of blogging! Enter the Group Classrooms provides a virtual classroom space that can act as an extension of the physical classroom. Teachers and students can interact, keep track of due dates and special events, share files, post messages, and more. Students can take their learning with them anywhere and access the resources they need anytime. Enter the Group is easy to use and has really helpful tips and video guidance throughout the tool. No matter what your technology ability level is, Enter the Group has made it easy to get started.
My favorite thing about Enter the Group? They understand that the classroom is about learning, from the classroom page: “What do we do in classrooms? Simple answer is we learn. The longer answer is we; listen, ask questions, start debates, get group feedback, work on assignments, take tests and exams, present our work and perhaps many other things I haven’t thought of as well. Should all these things stop once the bell sounds and the students walk out the door? We all know the answer is no.” Enter the Group isn’t about the technology, but about the learning opportunities that it enables.
How to integrate Enter the Group into the classroom: Enter the Group is a way to extend learning beyond the walls of your classroom. Use it to extend conversations, debates, and offer support through online discussion; help students (and parents) keep track of assignments and classroom events, keep track of and share files so students who are absent are never left behind, to collect shared resources and information (a kind of “digital textbook” that you create for/with your students); to expand on class topics with video; and to create a collaborative learning environment. Students can use Enter the Group to plan and organize projects that they are working on in groups, providing a virtual meeting space outside of the classroom to collaborate. Enter the Group is perfect for students who are out with an illness or to continue learning opportunities when pandemic illness or bad weather keeps us from the physical classroom (anyone had SNOW problems this year? 🙂 ) Enter the Group provides a platform where students can continue learning and collaborating from any Internet-connected computer.
Do you have students collaborating with another class in another state? Another country? Enter the Group is a great place for students to work together, discuss, debate, and share. The ability to create a private network adds a layer of security and manageability to the online group.
Enter the Group also makes a great platform for working with colleagues and for professional development. Share important dates, files, and reflections within the group. Enter the Group is a nice way to gather and share resources from one centralized location making it easy to add to, and grow, year after year. No more, “remember that great lesson we used last year? What was that site/resource again?” (I cannot tell you how many times I have had THAT conversation!)
Tips: Enter the Group provides a few options for sign-up. Teachers, parents, and students can sign up with an email address (don’t forget to use tempinbox.com or mailinaitor.com for temporary inboxes for students who don’t have an email account), Twitter, or Facebook. It would be nice if Enter the Group had a feature like Wiggio where group members could join without registering-this is really helpful in elementary classrooms.
Please leave a comment and share how you are using Enter the Group in your classroom
Capzles is a site that I have written about and recommended many times (you can read one of my original posts about it below). I am currently working with a school that has zero technology. When I say zero, I mean they don’t even have over head projectors. This is a NO tech school. They recently enlisted my help in taking their eighth graders from no tech into a one-to-one environment. Each of the students will be receiving a laptop to use during instruction. The challenge: the computers aren’t all the same age, make, or model. No problem, we will use web 2.0 tools! The benefit of going from zero to fully immersed: no bad technology habits to break, we are staring from a clean slate!
Last week I met with the eighth grade teacher to talk about what learning is currently happening in the classroom and took a look at the scope and sequence of learning for the next semester. I asked a LOT of questions and together we mapped out a plan for integrating technology that would support and enhance the learning that was already happening. We decided to begin by adding technology into art, composer study, history, astronomy, poetry, and literature. I thought about having the students create blogs or wikis to chart and reflect on learning, but in the end decided that Capzles was the best tool for this job. Capzles lets students organize learning in the form of an interactive timeline. Students can upload a variety of documents to the timeline including images, videos, documents, and slide shows. They can also blog directly to the timeline (complete with comments!). The blog feature also provides a way for students to embed other web 2.0 creations. For the learning that these students will be doing, the visual timeline makes the most sense. Students can create multiple timelines or compile all of their learning into one timeline. If students create these timelines based on actual historical dates, they will begin to see the overlap in history, astronomical discoveries, composers, and artists of the time. This leads to a more complete understanding of how the world that they know has been shaped.
Students can also create a timeline based on their learning, each day adding learning to a virtual “journal” of events.
I have created weblists of the links these students will be using as a part of their learning over the next semester:
The tutorial above is a brief introduction to using Capzles, you will have to forgive the drowned rat look…that is what happens when you shovel snow in a blizzard 🙂
Original post from July 22, 2008:
What it is: Capzles is another interactive timeline maker. I really love all the little extras that Capzleshas! With Capzles teachers and students can add photos, videos, audio, and text to their timeline. Themes, colors, backgrounds, and background music can be added to the timeline making it unique and personalized. Capzles also provides options when sharing your Capzle, it can be private with a specific list of who can view the Capzle or made public for the world to see.
How to integrate Capzles into the classroom: Obviously Capzles is a great way for students to create timelines about any subject. The web 2.0 collaborative aspect of Capzles makes it very appealing to students. I think Capzles could also be very valuable in the primary classroom. Students probably won’t be creating their own timelines in Capzles at this age, parent helpers paired with students to create simple timelines would be appropriate. Because Capzles has the capability of adding audio, photos, and text, it would be the perfect place to record students reading throughout the year. As you assess student reading through reading records, record the students using a program such as Gabcast, Gcast,Audacity, or Garageband. Take a digital picture of the student reading. Throughout the year, you can make a Capzle for each student. This is an excellent motivator for students, especially your struggling readers. Students can see their growth throughout the year in pictures, and hear their reading progress made throughout the year. You can share the Capzle with parents (they will go crazy for this keepsake!) and with the students future teacher. How much would you love getting a timeline of your students from the previous year? You would have a jump-start on their struggles and strengths in reading as you quickly flip through their timelines. Cool huh?!
Leave a comment and share how you are using Capzles in your classroom.
What it is: Study Blue is a very handy study tool for high-school and college students that works the way they do. Students can use it to store notes and create flashcards. Study materials are then accessible anywhere that students have an internet connection and even from their phone. Best of all, it is free to sign up and get started! Study Blue helps students study more efficiently by keeping track of what students have already mastered, and what they still need work on. This makes studying focused and productive. Students can easily create flashcards based on their notes and use those flashcards to study online or from their phone. Study Blue is logically organized (by class) making keeping track of study materials easy. Students can invite classmates to add to the notes or study materials from within Study Blue. Students can even upload notes they have taken outside of Study Blue. As students are creating flashcards and notes, they can enter text, audio recordings, and images. Even better, Study Blue has a library of special characters that can be inserted into notes and flashcards-perfect for math and language studying.
How to integrate Study Blue into the classroom: What makes Study Blue so brilliant, is the way that it works for students. The features within Study Blue are robust enough to stay up with students needs, but simple enough that it will get used often. Study Blue is a must-recommend to students. I love the way that Study Blue pays attention to what has already been mastered, and works with students to strengthen study habits. The ability to share within Study Blue means that students can work together to share resources, collaborate, and tackle their studying. It may be worth creating a teacher account to share lecture notes with students via Study Blue. Study Blue is a great way to help your students stay organized, and make the most of their study time in a way that makes sense for them. It is flexible enough to work for any student!
Tips: Students will need an email address to sign up for an account on Study Blue. Study Blue is a free service to use, they also have an upgrade version that lets students compare notes with others, print notes, combine flash card decks, etc.
Please leave a comment and share how you are using Study Blue in your classroom
What it is: The Walters Art Museum in Baltimore, Maryland has one of the most incredible site for students I have seen. Waltee’s Quest is an interactive adventure where students help solve a mystery and discover a variety of art along the way. Students begin their adventure by watching an introduction animation of the Walters Art Museum where inside curator Waltee is getting ready for an exhibit and preparing the museum for visitors. While Waltee is preparing, lightning strikes, the elevator shakes, and a wild whirlwind takes all the museum treasures with it. Students ride a magical elevator to travel to different worlds in an effort to find the lost art. As students explore the different rooms, they discover treasures and learn about the real museum items. Students can click “Learn more” every time they discover a new item and the “Walteepedia” opens up with more information. This is truly one of the most engaging, interactive, sites I have seen. I love that the site drops students in the middle of a story mystery and enlists their help to right the museum. As students explore each room they learn more about history, see incredible artwork, and get an inside peek into being a museum curator. The graphics and attention to detail are really amazing!
How to integrate Waltee’s Quest into the classroom: Waltee’s Quest was created with attention to detail. When students begin their quest, they are asked to enter a name and passcode. This combination can be used at a later time to access a saved game. This makes it ideal for the classroom where students may not have time to complete the game in one sitting. Students can visit Waltee’s Quest as a center on classroom computers. Because students can track their progress, they don’t have to complete the game in one sitting but could work on it in bits and pieces throughout the school year. The quest allows students to get up-close and personal with a variety of art and history. Students can use what they learn in Waltee’s quest as a launching point for art history or as inspiration for a creative writing piece. Students can write a story about the art itself, about Waltee and his quest, or a mystery based on the game.
In the elementary classroom, Waltee’s Quest can be used to introduce students to the idea of mystery. If you have a projector-connected computer or interactive whiteboard, students can work together to explore the museum and find treasures. As students find clues, they can work together to solve the mystery.
Waltee’s Quest can also be used as a virtual trip to an art museum, if you can’t swing a trip to a local art museum as a class, this site will provide students with the next best option in a way that engages them in discovery.
Tips: Make sure that students know to write down the name and passcode they use to login, if they want to return to their game they will need this later!
Please leave a comment and share how you are using Waltee’s Quest in your classroom.
I often get asked how I managed to integrate technology into my classroom before I was a technology teacher teaching computer classes in a lab (with every child on a computer). I must preface this post with: I am not an expert. I taught second grade for one year and had two computers in my classroom and no computer lab for the school. I used what I had and found a system that worked for me. With that in mind here is how I made my 2 computer classroom work:
My goal as a teacher is to individualize instruction whenever possible. I am very aware that each of my students comes with different strengths and weaknesses, learns differently, at different rates, and with different interests. I remember looking at the curriculum I was provided with by the school and feeling a distinct disappointment in it. I knew as I read through the lessons each week that some of my students just weren’t going to get it. I knew that some of them would love the subject if it was approached in a different way. I knew that some would just need it at a different pace. With this in mind, a few weeks into my first year, I decided to structure my class around centers.
My problem: space was an issue. With 26 seven and eight year olds, supplies, and 26 desks, there was little room left for individual center areas. Since I couldn’t have my students physically moving around from center to center, I decided that I would create a system where the centers came to them. With 26 students and five days in a week, I split my students into five groups for each subject. These groups were created by grouping students by similar ability levels. Throughout the day the groupings would change (I used colors because it made sense to me). For example: one student might be in the blue group for language arts/reading, red group for math, and green group for science. I saw every single one of my students in their small group of 5 in what I would call my “conference” center for every subject, every week.
At the beginning of every week I would introduce the whole class to the concepts we would be learning over the course of the week. I introduced students to their “tubs” (colored plastic tubs that were full of necessary supplies for each center) and we discussed the “big ideas” of the week. I had 4 tubs (and my conference center) so that each day my student groups were working on a different task but by the end of the week all of my students had completed the learning for the week. My desks were grouped into 5 clumps in the room. Because the groupings changed, a group of desks didn’t necessarily equate to all of the group member sitting at the work space. For each subject we usually started class as a whole group, we would play a game as a class, watch a video clip, do an experiment, or learning something new together. After the initial introduction, I had a leader from each table pick up that table’s tub for the day. I met with the fifth group in my conference center where I could work with students in a 5 to 1 grouping. If you aren’t doing something like this, I HIGHLY recommend it. Meeting with my students in smaller groups several times throughout the week gave me huge insights into my students and made me a better teacher.
Tubs had a variety of activities and prompts in them. All activities were designed for self-guided learning and flexibility. I had a rule that unless someone was barfing or bleeding (the 2 b’s…if you’re in elementary you know what I am talking about) they were not allowed to disturb my conference group. This cut down on the distractions and let students know it was okay to make mistakes in their learning. One of my “tubs” always held instructions for a computer center. With two computers and 5 students, this meant I could find activities that were short enough for each student to successfully complete them in the time they had, or I could find activities that they could complete together. For skill building games and activities, students usually held a mini relay race. The first student would complete a level or set number of problems and pass play to the next student. This worked really well and kept students from getting too out of control because the wait time was minimal and they were “silent cheering” the other students on. (I had “Go Team” signs that they could hold up next to each computer so they could cheer without disturbing anyone else). For activities that needed to be completed by each individual student, I added a secondary game or activity to the tub that could be completed while students waited. For example, if it was a skill building game or activity, I had students who weren’t at the computer play a file folder game together while they waited for their turn within their small group.
For writing activities or activities where students were going to use the computer to create something, I made another tub activity that would prepare them for their computer time. For example, if they were going to create an animation on something like The Zimmer Twins, I would use another tub for them where they would prepare by writing a script and planning the storyboard. Because of the way the tubs rotate, it was easy to ensure that every student had done the prep activity before the computer center.
My other tubs had a variety of activities in them, each one of them was flexible in the way it worked. Students might perform an experiment and write/draw/discuss as a group, practice their spelling words in a way that made sense to them, play a math game, write, etc. For each subject I had a standard tub where the activity didn’t really change from week to week. For example, language arts had a spelling practice tub every single week. Math had a fact practice tub every week. In the standard tubs I included a Tic-Tac-Toe activity board where students could choose which activity they would complete to practice. This let students practice basic skills in a way that was fun and made sense to them.
At the end of every day, I would re-fill each tub with the necessary resources and supplies so that it was ready for the next day. On Friday afternoon I would fill all of the tubs up for the following week. At the beginning of the year the tubs were extremely time-consuming to keep up with. I got smart second semester and enlisted my students in helping me create the tubs for the following week on Friday afternoons. (duh!) By the end of the year it was part of our routine and didn’t require so much prep on my part.
Because I was working with second graders, I knew that not all of my students would be able to read directions for the tub or remember the directions from the beginning of the week. For detailed tubs, I included a tape recorder (iPod, what was that?) with recorded audio instructions for the tub. This helped tremendously when their were multiple steps involved. Students knew where they could help themselves to extra supplies like paper, crayons, books, scissors, dictionaries, etc.
On Friday I spent some time at the end of the day to meet with each group so they could show me their mini portfolio of learning for the week. This gave me a chance to do some formative assessment and plan any adjustments that were needed for the following week.
I didn’t have the luxury of a projector that first year of teaching. If I had a projector, it would have opened up the learning opportunities greatly! I am a big believer in playing to learn and technology lends itself so nicely to both. When I help teachers integrate technology into their lessons I often recommend creating a game where a game wasn’t meant to be played. For example, when we were studying paleontology and dinosaurs, my students and I went on a virtual dinosaur dig. I found a great virtual dig that we could do as a class. We pretended to get in our jeeps and travel to the dig site. Each student received a “special” paleontologist journal where they could record observations. Students took turns coming to the board during the dig and helping unearth the dinosaur. The other students sketched what they saw and took careful notes so the dinosaur could be reassembled later. This was a grand adventure for my students that made for a fun day (digging M&M’s out of cookies didn’t hurt either.) I look for opportunities to play with my students whenever possible. Even older students love this (anyone want to solve a forensic case as a class?). Play and learning are closely connected. I am always looking for ways to make learning fun and engaging whether we are limited to a class of 26 and one projector, or 26 students and 2 computers. You can do it!
Using the tub system meant that I got to spend a lot of time with my students. That conference time was so valuable. It let me meet all of my students exactly where they were at and provided the opportunity to work with them on a more individual basis. As I said before, if you don’t have something like this in place, I highly recommend it!
After I developed my Bloom’s re-imagines, I started including them in the tubs. As part of the tub work, students could talk about the learning they were doing and what categories it fell into in Bloom’s Taxonomy. Back then my Bloom’s wasn’t as fancy as it is today, it was hand drawn and copied 🙂 My how times have changed! I find that students learning is even richer when they are thinking about their learning. Bloom’s Taxonomy gives students a nice framework to do this in.
How about you all? What technology resources do you have available to you and how do you utilize them?
What it is: Phile is a fantastic new way for communities to “create a useful, lasting body of knowledge just by talking about the stuff you love.” Phile makes it easy for groups of people work together on building collections and discussions based on shared passions. Phile turns knowledge, opinions, and discussion into useful websites. Turn any passion into a community of collaborators by creating one place for them to gather. Phile lets you structure your site to gather the information that matters to your community of learners. Phile does an outstanding job of keeping your site organized as people add to it. Phile is truly as site all about conversation and sharing information. Phile automatically keeps all information organized and easy to find. A group creator creates and customizes the “stack” (site) design. Group members add and edit pages in the stack. Members can share resources, discuss in forums, on stack pages, etc. Recent activity is populated on the home page including new pages, reviews, comments, etc. Phile is currently a free service, the plan is to keep a portion of the service free with ad support and a paid service that has additional functionality. For now, Phile is in beta and completely free. Phile is fairly easy to navigate and has an intuitive interface. There are helpful hints and tips on ever page directing you in the use of Phile (great for those of us who are too busy to endlessly play!). I created a Phile for edreform, feel free to join me in collecting resources, article, videos, etc. relevant to the education reform discussion!
How to integrate Phile into the classroom: Phile is a great way for teachers to collaborate and share information. Phile could be used for starting a variety of groups that would help organize information in one, easy to access, place. Phile could be used to start a Children’s Literature group where members submit children’s books along with reviews, ratings and comments (any book-a-day people want to jump in and create that?).
Older students could join the group and add their own reviews, ratings, and comments on the books they are reading. This could become a place where teachers could quickly find literature that has been reviewed by other teachers, students, and parents.
Phile would make an excellent directory for ed conferences (and virtual conferences) held around the world. Because many of these conferences happen year after year, it would be a great place for new teachers to learn what is available to them and for veteran teachers to continue conversations and learn which conferences are rated as the most worthwhile and why.
Phile would be a great place for teachers world-wide to share, collaborate, and rate lesson plans, websites, videos, etc. in their area of specialty.
Phile is ideal for sharing iDevice apps for education, with the built in rating system and excellent organization it would make sharing and finding educational apps a breeze!
How about creating Phile’s for the discussions that happen in our education chats on Twitter every week? The Phile could contain information and links about the chat, important ideas and information that was shared during the chat, and give us a place to expand the conversation beyond the 140 characters when it was over. I’m imagining this for #edchat, it would be wonderful to have a place to send those who are new to #edchat to get a feel for the topics that we cover.
The possibilities with Phile are really endless, it is a fantastic platform that is like a mashup of a Ning and a wiki. The interface is really well designed, it makes information so easy to find and sort through.
As I said above, I created a Phile for edreform to be a collection of resources, articles, links, and discussion. Feel free to join and help me add to it. A Phile is only as good as its community!
Tips: Phile does require an email address for sign-up, it may not be appropriate for use with elementary students unless you are accessing it as a class.
Please leave a comment and share ideas for how you might use Phile in education. Anyone want to start a Children’s Literature Phile? I think it could be great! Let me know if you are interested and I will be happy to pass your name onto the developer of Phile.
The January Issue of Project PLN is here! This issue was all about your educational goals for the new year. We appreciate everyone sharing with us and meeting some new PLN faces. I often get the question, how do I join a PLN (Personal Learning Network)? It could not be easier, just interact with other educators on blogs through commenting, through conversation on Twitter, through connections on a Ning, or face to face. As soon as you do any of those things you are considered part of the PLN! I suspect that ALL of you are part of a PLN in some capacity, even if it is just talking education in the teacher’s lounge over lunch. Enjoy meeting some new educator friends in this issue of Project PLN and be inspired by their goals for education this year!
Nick and I hope that you will participate in the next Project PLN, below is the topic for February and ways to participate:
When we think of February, we think of love. Love is the main reason we do what we do each and every day in education. Educators have a passion for what to hear why you are passionate about education. Share with the world why you get up each morning and do what you do. February is Passion month and we want to know why you are passionate about education. Feel free to contact though email projectpln10@gmail.com or Twitter @projectPLN. We would love to have your thoughts ready to share by January 8th. Thanks again for your continued support of Project PLN.
What it is: Responsibly is a new way to gift your friends, released just in time for the holiday season. Purchase Responsibly wine for your friends and 100% of the purchase price gets donated to a Donor’s Choose project. Talk about killing two birds with one stone! It works with 3 easy steps:
1. Go to Facebook and choose which friends you want to gift.
2. Friends are encouraged to pay it forward by gifting their friends.
3. Funds are matched and donated to fund a Donor’s Choose project.
Cool huh? I love gifts that are further reaching than just the physical gift given. Not only will you be spreading cheer to your friends, you will be spreading cheer and learning to classrooms and students everywhere. That is a big deal.
From the about page (because I couldn’t have said it better myself!):
Responsibly is creating a platform for social philanthropy. We have created a mechanism that allows individuals to simultaneously share with friends and give back to society. We at Responsibly believe that doing good and feeling good do not have to be mutually exclusive. By connecting products in which 50% of the price tag funds corporate matched projects validated by Donors Choose, we can proudly say that 100% of whatever you spend at Responsibly.com will go towards helping our children get a step closer to the gaining access to the education they deserve. Coupling this with the social network that Facebook has created, hopefully, you can help inspire others to contribute to this cause.
One of the things that continues to astound me is the way that social networking is being used to change the world. I see this on a regular basis through Twitter, organizations like Donor’s Choose, TED and the movements that it spurs, and now Responsibly. Genius I tell you!
What are you waiting for? Head on over to Responsibly now and start gifting, spreading the word, and making the world a better place.
Side note: I am talking with Responsibly about how they might be involved in helping to make #TwitAcad (scroll down for all posts that mention this) a reality. Now we are talking!