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/