Google Apps

The use of Google Apps is exploding in schools districts across the country. Even entire states are adopting it into their schools (Ferenstein, 2010). The benefits are widespread both within and beyond the school walls. Upon first glance, a primary benefit is convenience; teachers and students have the ability to keep all of their documents and resources in a centralized location (Bright Hub, 2012). The fact that it is free is also appealing, but most importantly, it is engaging for students, as well as "interactive and...encourages collaboration" (Bright Hub, 2012).

There are so many apps in the Google suite that can be used in a variety of ways. The office documents are useful for creating traditional word documents, spreadsheets, and slideshows. However, unlike traditional office applications, "they can be worked on collaboratively in real time" (Bright Hub, 2012). This can promote communication and collaboration between students and between students and teachers. Google Talk, a video chat application, could be used in conjunction with email to develop global relationships with students in other towns, states, even other countries. The possibilities seem limitless.

Though my school has not adopted Google (yet), I have been able to take advantage of some of the tools it has to offer. My class website is currently on Weebly, but I am considering transitioning to Google in order to consolidate my resources. I create many worksheets and presentations using Google so that I always have access to my work. Furthermore, I have used Google Books to present stories to my class and used Google Sites to create an immigration Web Quest for my third graders. I hope that as my school district moves forward with 1:1 computing efforts and the adoption of Chrome Books, that I will better be able to integrate Google into my classroom.

I was interested in understanding the barriers to implementing technology in the classroom and created a survey using Google Forms. Not only did I invite my classmates from SNHU to participate, I emailed it to my colleagues at the school in which I work. I was very pleased with the results and I plan to share them with the administration in order to better target professional development in this area. While access to technology resources is a major obstacle, professional development is as well. Teachers need to be supported as new resources are introduced, and with the plethora of Google Apps and the many ways to use them, this is especially relevant. Teachers need to be guided by the tech leaders and have lessons modeled for them, but they also need the freedom to experiment with Google Apps in order to get better at using them effectively (Lahar, 2014). 

View Survey Results

References

Lahar, S. (2014). 15 Effective Tips for Schools Using Google Apps for Education. Retrieved from http://blog.backupify.com/2014/04/28/15-effective-tips-for-schools-using-google-apps-for-education-slideshare/

Bright Hub Education Writer. (2012). A Guide to Google Apps for Education. Retrieved from http://www.brighthubeducation.com/teaching-methods-tips/96575-a-guide-to-google-apps-for-education/

Ferenstein, G. (2010). Why Schools are Turning to Google Apps. Retrieved from http://mashable.com/2010/04/28/schools-google-apps/

Social Networking

Social media is an inevitable part of students' lives. How can we embrace social networking in schools to make sure it is used effectively?

As a third grade teacher, I was hesitant to implement social media in the classroom. I felt that parents would be opposed to the use of social media with their children. It can be a distraction and "some worry that incorporating [it]...is leading to too much computer time" and preventing students from developing "face-to-face social skills" (Pandolfo, 2012). In addition, there are risks associated with it, such as exposure to inappropriate content for children. It is our responsibility to plan properly to ensure students are protected from "inappropriate communication, images or video" (Osborne, 2012). We can also take the opportunity to guide children to use social media responsibly to communicate, collaborate, and think critically (Blair, 2012). We can monitor students while they are at school and teach them about digital citizenship (Osborne, 2012). Through lessons about social media and online safety, we can teach them to navigate online safely and independently so that they are prepared for the many hours they are immersed in social media outside of school.

The risks are manageable and the pros of effective use of social media outweigh them. I have come to see that social media can be a very powerful learning tool if used correctly. It can increase student engagement. "Social media platforms...are becoming more integrated within a variety of apps targeted at learning" (Osborne, 2012). Student interaction with games is authentic. Many games on these platforms can serve as a new type of formative assessment as educators can collect reliable data about student performance (Pandolfo, 2012). Educators can then personalize instruction for students' needs (Pandolfo, 2012).

Use of these tools can support children as they build research skills. Students are constantly connected and have instant access to real-time news and information (Osborne, 2012). For example, posting a simple tweet can spark a conversation with a real audience with different perspectives (Davison, 2015). On a global scale, students are able to "share information...and contribute their own thoughts" in an authentic way (Pandolfo, 2012). Wikis and blogs provide an ideal environment for students, teachers, and even parents, to communicate and collaborate as they carry out research projects.

I also think that social media is important for schools that are committed to professional development. Staying connected with other educators, administrators, and experts allows teachers to transform their approach in the classroom (Burt, 2014). Building a personal learning network through Twitter and blogs allows educators to collaborate and share resources and ideas easily. On a personal level, Twitter has become extremely valuable for me as I have discovered new learning tools to utilize in my classroom and have read articles that have challenged my thinking. Twitter has allowed me to improve my teaching significantly in the short time that I have used it.

Overall, as long as the use of social media is purposeful and meaningful, it can play an important role in education.

References

Blair, N. (2012). Technology Integration for the New 21st Century Learner. Retrieved from http://www.naesp.org/

Burt, R. (2014). What is a PLN? Edublogs Teacher Challenges. Retrieved from http://teacherchallenge.edublogs.org/pln-challenge-1-what-the-heck-is-a-pln/

Davison, S. (2015, March 4). Social media inside, outside of the classroom. Retrieved from http://smartblogs.com/education/2015/03/04/social-media-inside-outside-of-the-classroom/?utm_source=brief

Osborne, C. (2012). The pros and cons of social media classrooms. Retrieved from http://www.zdnet.com/article/the-pros-and-cons-of-social-media-classrooms/

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