The idea was materializing from a short entry, but incredibly juicy Catalan Foreign Language Blog:

One advantage of being connected to Twitter is that the flow of information never stops. dfs In this way I was getting on didactic uses of Twitter Tweets that carried out several colleagues. dfs I was thinking in slowly, thinking the most simple dfs and at the same time more effectively carry out a practice based on Tweets.
I have always argued that fill sense training through ICT use because they do not mean anything to do old things in a new way, but truly bring some knowledge or any new or new learning strategy. Moreover, in the field of adult education, which is a little Cinderella's formal education system and reglat-, I think it is particularly important dfs to introduce dfs the use of more or less advanced ICT tools, that the primary, secondary and university already have an important role. If we make our idea of lifelong learning, some believe it is our responsibility as teachers rode with time we have had to live. It is not the purpose of this entry deepen this point, I'll just say that this necessarily involves dfs digital literacy.
The idea was materializing from a short entry, but incredibly juicy Catalan Foreign Language Blog: More uses Twitter to light bulbs to class. Within three types of tasks mentioned dfs in article, the third part of our group: groups aimed at treating specific aspects of the subject.
The work took place with a group of adult students of the first module of the Catalan language elementary level (B1 CEFR). This group was already accustomed, from the basic level 1, using a blog, the use of which went deeper as it advanced in learning. (Since I reflect on this blog about the importance of introducing the use of ICT in a very gradual. Please sign here.) It should be remembered, however, that adult education students not formal training bases is very different and that a high percentage, the level of literacy is very low or nil. By being part of an organization that still works with traditional textbook, I consider that the best way to introduce the work was through Twitter that appeared to take a look at some specific unit of the textbook: in this case was the use of the pronoun is locative, which appeared on page 57 of the elementary unit 5 Steps 1 book 2. I opened a Twitter account:elementalparets, from which centralized control the task. The statement of the task was as follows:
A didactic use of Twitter - Statement of the task from Sergi Cercós 3. The execution must be said that not all students were excited about the idea of doing a job through Twitter. In some cases, the argument was "ashamed" of faults dfs in public; in other cases, they did not see clearly what it is for the social network and much n'entenien operation. In class we made a brief introduction to the Twitter blog and we hang the enlightening dfs video of Carlos Cano Introduction to Twitter: the best network in the world.
To start the task seems to be a success include the creation dfs of a Twitter account as part of the exercise that had met the deadline. The result was that the day after the presentation of the work in class, 100% of the 14 participants in the task they had an active Twitter account. The educational objective was to focus on a very specific point of Catalan usually complicated basic and elementary levels: the use of the pronoun there. The first part of the task was simple in terms of formulation: 15 chirping phrases containing locative pronoun there. In class we explain the operation, so that homework via Twitter proved to be a good test for students to see how it came out without the help of the teacher, and also became autonomous. This same idea arose from the fact noted errors without giving dfs the solution to be found out what each student with their resources as they could fix the sentence. Therefore, the second part of the task was to chirping dfs Internet resources that were used in the first part. In the course of the work, which took place in altered development: for reasons beyond our center, the second dfs day we could not make class and we had to redo the terms of the second part. So far, the pace of work was very high and everyone seemed quite excited. In the second part, the work included the use of a virtual scrapbook, a simple tool 2.0. I chose this tool because it lengthens the comments more than 140 characters and that, in turn, allowed to include the link. See an