Google Apps

Google Apps are extremely useful and convenient. Anyone with a Gmail account has access to a plethora of tools. Many of these tools are similar to the ones you would find in Microsoft Office. Google Docs is like Microsoft Word, Google Sheets is like Excel, And Google Slides is like PowerPoint. However, in Google Docs, Sheets, and Slides, users can collaborate and edit in real-time, and everything is saved into your Google Drive automatically. Furthermore, Google offers tools that extend far beyond what Microsoft Office offers such as Google Forms (Surveys), Sites, and of course, Blogger. In general, Google is awesome because it offers a large number of free apps, it keeps everything in one place for you, it saves everything for you, and it allows you to collaborate and connect with others.

Now, "Imagine the impact this free “in the cloud” technology can have when used in education" (SNHU, 2015). The use of Google Apps in school can be extremely beneficial to student learning. Teachers can use Google to create class websites where students can find assignments and resources and any other information the teacher wants to share. Students can share papers and presentations with their classmates and their teachers. That way, they can edit each other's work and receive more immediate feedback from their teachers. Additionally, when using Google Docs and Slides, students can work on group projects and presentations from different locations. They do not need to get together to complete a group project or presentation. Google Forms can also serve multiple purposes in education. A teacher can ask students to complete a general survey or "quizzes can be created using the Form tool" (SNHU, 2015). "When students complete the quiz all of their responses are captured in a spreadsheet for easy viewing and grading. An advanced feature of Google Forms is the option to create a self-grading multiple choice/true or false assessment" (Byrne, 2012). There are so many other tools online that teachers can use to quiz students, such as Poll Everywhere and Kahoot, that I hadn't even considered using Google Forms. However, it is a great idea, especially if it can be set up to self-grade! Google Forms is so versatile!

It can even be used when providing professional development to educators. For example, a Google Form could be created to determine the technology needs of a school's staff. The responses to such a survey could help a technology integrator determine what to offer for professional development and how best to deliver the information. I created a sample technology needs survey, and some of my classmates (you) responded. Here are some of the results.

Summary

What grade level do you teach?

Kindergarten - Grade 5

3

9-12

11 - 12

K-5

What subject do you teach?

All

Computer/Tech

Technology

Photoshop and Illustrator

English

I am comfortable using the following hardware in my classroom.

Laptops	5	100%
Projectors	5	100%
Interactive Whiteboards (Mimio Boards)	4	80%
Document Cameras	3	60%
Mobile Devices	4	80%
Calculators	3	60%
iPads	3	60%
Other	0	0%

I am comfortable using the following software in my classroom.

Word Processing Software (Microsoft Word, Google Docs)	5	100%
Spreadsheet Software (Microsoft Excel, Google Sheets)	5	100%
Interactive Whiteboard Software (Mimio Teach)	4	80%
Educational Websites	4	80%
Social Networking Sites	1	20%
Blogs	4	80%
Wikis	2	40%
Podcasts	3	60%
Other	0	0%

I learn best by:

Attending a scheduled training or workshop.	1	20%
Receiving a manual or handouts.	1	20%
Working individually or in small groups.	2	40%
Going to a website with training/support information.	0	0%
Observing.	0	0%
Other	1	20%

I would be willing to:

Share my knowledge with other faculty/staff.	5	100%
Model software/hardware/lessons in my classroom.	5	100%
Assist with training as a peer or team member.	4	80%
Develop training materials to support colleagues	3	60%

I would like the technology integrator to:

Provide frequent and consistent collaborative planning.	2	40%
Provide regular collaborative planning.	4	80%
Provide occasional collaborative planning.	3	60%
Provide occasional advice and and tips.	3	60%

What type of technology do you use most in your classroom?

Desktop computers

I use chromebooks because every students has one. I use Google sites as well. Students create a Google site for my class and use it as a container for all of their assignments. My class website is also a Google site.

Research based tasks, like web quests, that require students to go on a journey of discovery to find answers and solutions to complex problems.

Desktop computers, smartboard, overhead projector

LCD Projector

What do you want to learn about technology integration?

I am getting two iPads and I want to learn how to incorporate them into my classroom.

Different tools that I can use

How to motivate classroom teachers to use technology more often

How to make QR codes.. that can be incorporated into lessons.

To use it more effectively with my students.

What barriers, if any, have you encountered when trying to integrate technology?

Stubborn teachers...who fear using technology as part of their instruction.

Lack of funds

Failing in the middle of a lesson.

Sometimes technology can be glitchy. Internet goes down or a site is not working.

Unreliable internet access

As you can see, Google organizes the responses and includes graphs when they can. This data can also be viewed in a spreadsheet. Using Google Slides and Forms in this class reinforced my opinion that Google Apps are great, and especially beneficial in education. 

References

Byrne, R. (2012). Google Docs for Teachers 2012. Retrieved from http://www.scribd.com/doc/88518869/Google-Docs-for-Teachers-2012

SNHU. (2015). Module Seven Overview. Retrieved from https://bb.snhu.edu/bbcswebdav/pid-5505262-dt-content-rid-11313201_1/xid-11313201_1

Social Networking in Schools

There are many pros and cons associated with allowing social networking in schools. The biggest challenge is that many schools are not prepared to allow all aspects of social media in school. They are concerned about "stranger danger" and cyber bullies. There is also the concern that more computer time would decrease "face-to-face social skills needed to survive in the workplace" (Pandolfo, 2012). Schools would have to create new policies and guidelines that address their concerns and they would have to spend time educating their students about proper use of social networking sites.

However, this would be time well spent. It would be a good opportunity to further educate their students about digital citizenship (a necessary skill in today's world). Even if a school is not ready to allow sites like Facebook and Twitter, they could at least allow social networking sites like EdMoto and, for the younger students, Penguin Club. EdMoto "is loosely based on Facebook, [and] looks and feels very familiar" (SNHU, 2015). "Within Club Penguin, children between the ages of 6 and 13 can befriend and chat with other children they have met through the online game. There are moderators that ensure the chat content is appropriate" (SNHU, 2015). I am a high school teacher, so I mainly see Edmoto and Google Classroom being used (not Penguin Club). I have discussed the use of these sites with my students, and most of them prefer Google Classroom. They just like being able to use their Google log in for everything. Regardless, I think it is great if a teacher is using any sort of social networking site to connect with their students and share and discuss educational resources and topics. The best part about social networking sites is that they are interactive. They allow students to connect, interact, and collaborate with each other and their teachers. These online environments, along with Blogs and Wikis, are really conducive to learning. Another big pro to allowing social networking sites in schools is that they can provide teachers with a lot of data. "The idea is that the data collected by video games and social media sites can be provided, sometimes in real time, to teachers who can then use it to better understand their students and tailor instruction to meet individual needs" (Pandolfo, 2012). We can use video games to track progress, and responses on social media sites to do quick checks for understanding. We can get the information we need, while students are allowed to do something they enjoy. Seems like a win-win to me! 

References

SNHU. (2015). Module Five Overview. Retrieved from https://bb.snhu.edu/bbcswebdav/pid-5505242-dt-content-rid-11312991_1/xid-11312991_1

Pandolfo, N. (2012). Social Media And Video Games In Classrooms Can Yield Valuable Data For Teachers. The Hechinger Report. Retrieved from http://www.huffingtonpost.com/2012/04/30/social-media-and-video-ga_n_1465082.html

Digital Footprints and Digital Citizenship

My digital footprint has grown a lot lately, especially after creating new blogs and social bookmarking sites for the grad courses I have recently taken. The majority of the information I put out on the Internet is professional, like these blog posts! However, I also have Facebook and Instagram accounts. Since these accounts are mainly used to stay connected and share photos with family and close personal friends, I keep them more private. Even with my privacy settings, I am always conscientious about what I post. I believe that if you’re going to create a digital footprint, then you should also practice digital citizenship.

I try to convey this message to my students as well. Our students have grown up with the Internet and they started creating and maintaining social media accounts at a very young age. Many students leave a large digital footprint with all of their videos, pictures, and statuses. Some don’t realize how their posts could affect their future. A silly video or an inappropriate status could turn off a potential employer someday. Students should be educated about digital citizenship at an early age, since they are getting on the Internet and starting to create their digital footprint at a young age. We need to be proactive. Students need to learn that what they put on the Internet could be out there forever. Students should be to taught “the norms of appropriate, responsible behavior with regard to technology use” (Ribble, 2012). This could be done by posting the poster below in our classrooms, which teaches students to “self-reflect before [they] self-reveal online”  (Common Sense Education). When teaching students about digital citizenship, we should also use digital tools in order to engage them, monitor their use, have a plan, and be ready to deal with objections (Davis & Lindsay, 2010). “When students graduate from high school, they should have a positive digital footprint with academic material included” (Davis & Lindsay, 2010).

References

Common Sense Education. Digital citizenship poster for middle and high school classrooms. Retrieved from https://www.commonsensemedia.org/educators/middlehigh_poster

Davis, V. & Lindsay, J. (2010). Navigate the digital rapids. Learning & leading with technology. Retrieved from http://www.flatclassroomproject.org/file/view/DigitalCitizenship_Mar2010.pdf

Ribble, M. (2012). Nine elements: Nine themes of digital citizenship. Retrieved from http://www.digitalcitizenship.net/Nine_Elements.html

Reflections on the Role of the Technology Integrator and on Teacher and Student Use of Technology

In the last course that I took, Integrating Digital Technology II, I learned that the technology integration specialist has a lot of responsibilities. They are responsible “for creating and implementing sound pedagogical curriculum as well as providing professional development, going as far as ‘coaching’ teachers within schools” (SNHU, 2015). They need to ensure that the curriculum they create addresses the ISTE Standards and the Common Core Standards. Their greatest responsibility, however, is to provide professional development on technology. They need to provide group workshops on how to use the technology available at the school, and they need to be available to work one-on-one with content teachers. Teachers need the technology integrator to work with them and their students to effectively integrate technology into their lessons in meaningful ways. “The role of the technology integration specialist has evolved as technology is advancing at a rapid pace” (SNHU, 2015).

Nowadays, students and most teachers use technology all the time. Technology plays a huge role in our everyday lives. Most people have smartphones, and there really is an app for everything. We use apps to track our workouts and diets, to manage our bank accounts, to check the weather, and for entertainment. We use social media to connect and communicate with one another. We can also check our email and search the internet on our smartphones. Other popular devices that are used by many include tablets, such as iPads, and eReaders, such as Kindles. Devices like these have changed our lives on many levels.

It has taken a bit longer to integrate technology into education, but we are getting there. Students used to be asked to “‘power down’ and put away all technology” when they got to school (SNHU, 2015). Now teachers are allowing students to use their personal devices for educational purposes. I, personally, have found great success when allowing students to use their smartphones and tablets as a part of a lesson. For example, one of my classes recently completed an activity where they were to discover the rules for the end behavior of the graph of a polynomial on their own. This activity was supposed to be done using a graphing calculator, but I didn't have enough for each student. I, instead, had them download a free graphing app called Desmos, which worked perfectly. The students loved using their phones and they loved the app too. “Any statement about handing out iPads (or netbooks or laptops) should begin with the word ‘So…’” (Warlick, 2010). I wanted to facilitate a learning experience for my students to discover some concepts on their own, so I had them download and use Desmos on their smartphones.

References

SNHU. (2015). Module One Overview. Retrieved from https://bb.snhu.edu/bbcswebdav/pid-5505202-dt-content-rid-11313205_1/xid-11313205_1

Warlick, D. (2010). Technology for 21^st Century Learning: Part 1. 2 ₵ Worth. Retrieved from http://2cents.onlearning.us/?p=2712