<?xml version="1.0"?>
<rss version="2.0">
   <channel>
      <title>Skype in the Classroom by Holly Holland</title>
      <link>https://padlet.com/hollaho/SkypeInTheClassroom</link>
      <description>Think of 3 ways you could use Skype in the Classroom and post to share your ideas!  Check back later and see what other&#39;s think too!  :)</description>
      <language>en-us</language>
      <pubDate>2016-06-29 12:11:28 UTC</pubDate>
      <lastBuildDate>2026-01-09 12:39:10 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
      <image>
         <url>https://padlet-assets.s3.amazonaws.com/icons/Optimplaces.png</url>
      </image>
      <item>
         <title>Skype with other classes of the same age in other countries or states</title>
         <author></author>
         <link>https://padlet.com/hollaho/SkypeInTheClassroom/wish/115755038</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2016-06-30 14:49:17 UTC</pubDate>
         <guid>https://padlet.com/hollaho/SkypeInTheClassroom/wish/115755038</guid>
      </item>
      <item>
         <title></title>
         <author></author>
         <link>https://padlet.com/hollaho/SkypeInTheClassroom/wish/115755327</link>
         <description><![CDATA[<div>Field trip, a mystery Skype, and do author visit</div>]]></description>
         <enclosure url="" />
         <pubDate>2016-06-30 14:53:56 UTC</pubDate>
         <guid>https://padlet.com/hollaho/SkypeInTheClassroom/wish/115755327</guid>
      </item>
      <item>
         <title>Cowles, Jolly, McCray</title>
         <author></author>
         <link>https://padlet.com/hollaho/SkypeInTheClassroom/wish/115767997</link>
         <description><![CDATA[<div>EField trips, interviewing the author,&nbsp;review math concepts (mystery number)</div>]]></description>
         <enclosure url="" />
         <pubDate>2016-06-30 19:20:52 UTC</pubDate>
         <guid>https://padlet.com/hollaho/SkypeInTheClassroom/wish/115767997</guid>
      </item>
   </channel>
</rss>
