Polygon has been digging into the intricacies of Twitter’s new platform, and what to expect from the platform going forward.
Twitter recently announced a new program called “Online Education Now,” which aims to give teachers a way to learn more about online learning platforms in their local area.
The program has two main features: it allows teachers to create an account, and it lets them connect to the platform’s network of teachers and other online education providers.
These connections are powered by Twitter’s “Teacher Connect” feature, which allows you to connect to Twitter’s system and learn more information about online providers.
For example, you can search for a provider on the Twitter site and learn about their website, or you can browse their content and get tips on how to improve your own website.
The other feature of the program, “Teachers Connect,” allows teachers from within their local school district to connect with online educators and find out more about their services.
Teachers can then connect with providers across the U.S., Canada, and Australia, and they can share information about their online classes with other teachers and students.
But, the program also gives teachers access to more than just content and lessons.
Teachers will be able to share videos, photos, and videos that they’ve created and shared online with their students and teachers in order to build a deeper understanding of the content and how they teach.
“Teaching is a huge part of our business and our students’ education, and we’re excited to be able share that with the world,” said Adam Taggart, VP of Education at Twitter, in a statement.
“In addition to the teacher-to-teacher communication, the content sharing and content sharing for online learners is a big part of the way we enable our educators to share content with their learners and help them engage with the education system.
We also look forward to expanding our partnership with the Teachers Trust, which is committed to bringing more students online and building their learning experiences online.”
Teachers can also create accounts to access resources, such as YouTube, Google Play, and the Google Docs app.
This is the first time Twitter has allowed teachers to link their classroom to their website or create their own social media accounts.
Twitter is looking to make this feature available to teachers on the site as well, and teachers can choose to “stick with” the program for the time being.
Teaching in a classroom is not only a learning tool for the students, but it’s also an important part of teaching, said Taggard.
Teachers want to learn what they can from the content they are sharing, and Twitter has a way for them to do that.
Twitter says the service will be updated as teachers and school districts get used to the program.
Taggart told Polygon that it will be a few months before the service is available to everyone, but that it’s “very, very early in the process,” and that “a few months” is the best time to launch the service.
FourFourSecond – Online instruction is not a waste.
According to the latest data from the OECD, online instruction, a key factor that drives demand for online instruction and which the OECD has been warning about, has not actually led to a fall in the number of students taking online courses.
The OECD report on online education also found that students who had taken online courses in the previous 12 months were much more likely to finish their courses than those who had not.
But this is a very preliminary finding.
For the OECD to say that online instruction has not led to an increase in students taking courses is very problematic, and if you ask the OECD for a definitive answer, you will be disappointed.
The OECD study, published on Wednesday, was a detailed analysis of the data of more than 200,000 students from 23 countries and found that online learning has not resulted in a rise in students finishing their courses.
The analysis looked at the enrolment figures of online students, comparing them with the enrolments of students who did not take online courses and found a very different picture.
The study also found there was a clear increase in enrolment of students from developing countries in the countries with the highest levels of online learning.
In India, the data showed that the number in India had doubled over the last 12 months from 8,800 to 21,600 students.
In Brazil, the number increased from 1,600 to 9,000.
In Turkey, it went from 875 to 1,000, in Poland from 2,300 to 6,000 and in Denmark from 1-3,000 online learners.
In China, the study showed that Chinese students had become more likely over the past 12 months to complete their courses on their own.
The most interesting findings of the OECD study are that the more students enrolled in online education courses, the more likely they were to finish them, which is likely to lead to an increased number of people taking online education.
The students enrolled on online courses were much less likely to drop out of their course and also much more engaged with the course.
According to the study, students enrolled online in the three countries that have the highest enrolment in online learning courses were also much less engaged with their course than students who were not enrolled in the online education course.
In the US, the students who enrolled online were also less likely than students not to complete a course.
The study found that the students enrolled by way of the online learning course were more likely than the students not enrolled to report that they were actively pursuing a course, and that their level of engagement with the online course was also higher than the level of participation in the course in the past.
In other words, if online education is to be a success in developing countries, it will be very difficult for it to have a negative impact on overall participation.
The report said that the biggest hurdle for online learning in developing nations is that their online education students are often more engaged in the courses they take.
This is an emerging trend.
In the UK, a large number of schools are offering online instruction in the UK.
However, in India, there is a growing trend of teaching in schools through a web-based format.
So, students who are enrolled in an online course in India are more likely in the long run to have completed it.
This report was co-authored by the Head of the Australian Institute of Education, Dr. Mark Smith.
Dr. Smith is also a former chairperson of the UK’s Independent Teachers’ Association and an Associate Professor of Educational Psychology at the University of Queensland.