Discovering Google Apps for the Classroom
By Cynthia Kelley, West Virginia University at Parkersburg, Parkersburg, WV |
As a part of the 2009 NACCTEP Discover the Future Conference, Jeannette Shaffer of Maricopa County Community College District presented the session Discover 10 Ways to Use Google Apps in the Classroom. Her session revolved around the implementation of a $880,000 three-year NSF grant project titled Achieving Technological Literacy in Arizona for Students and Teachers (ATLAST). The goals of the grant include the acquisition of skills that will help teachers and future teachers prepare students for an increasingly technology driven society.
During the presentation, Jeanette shared 10 Google Apps that can be used by teachers in classrooms at no cost. By sharing the applications, Jeanette provided a sampling of skills learned by teachers and future teachers as a part of the ATLAST project. She also explained to participants that there are a number of ways any of us can use these tools as a part of our classroom teaching and as a part of preparing new teachers for their own classrooms. The Google Apps presented in the session were:
1. Blogs, journals, and reflections. This application can be used by teachers for their own journaling and blogging. Students can also post reflective writing and blogging about their own learning and learning processes.
2. Assignments. Announcements of assignments or actual assignments can be posted on Google Sites through the calendar or the cabinet template. Assignments can also be shared using the documents application called Google Docs.
3. Glossary. The glossary can be used by teachers and students as they progress through a lesson or unit. The teacher can set up the glossary and students can add new terms and also define terms. The glossary application works in the same manner as a wiki.
4. Frequently Asked Questions (FAQ). A teacher may set up this application to allow students to post or answer questions about specific topics or issues. This application allows the teacher to monitor student learning and responses.
5. Forms. Forms can be used to gain feedback from, or survey, students. The teacher can view the results and allow students to see the results as well.
6. ePortfolios. The ePortfolio is a workspace in which students can display and exhibit their work. The portfolio can be customized by the student while meeting specific standards set up by the teacher. This application can provide a venue for students to showcase the work they complete over a period of time.
7. Collaboration in realtime. Teachers can allow students to use Google Docs to work on projects and see updates in real time. The updates and document changes are tracked and can easily be monitored by the teacher.
8. Online learning. All of the applications discussed during the session can be used to set up online learning environments. Whether it is distance learning or learning within a single school, Google Apps can provide means for collaborative and cooperative learning.
9. Google Analytics. This application can be used to track and monitor the use of apps set up by the teacher. Information and data can be obtained about the content being accessed, number of visitors, new visitors, dates of student use, average time a user is on the site, and location of users. Analytics can provide helpful information for teachers using Google Apps.
10. Subscribe to page changes. Teachers can subscribe to their students pages so that he or she is notified whenever students makes changes to their page; such as a journal page or ePortfolio page. This allows for teacher monitoring of all pages associated with his or her class.
This session was enjoyed by the participants. It left many wanting to know more about specifics for using Google Apps in their own classrooms. We now have information we need to take back to our colleges and learned more about the use of Google Apps with future teachers. Thank you, Jeanette, for an informative and enjoyable session! |
