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

Digital Footprint & Digital Citizenship

Teaching students about digital citizenship begins with teaching them about their digital footprint. Before students will buy into digital citizenship, they need to understand that everything they do or post on the internet leaves a trace. What's more, they need to learn this as early as possible because our students, before even entering school, are immersed in technology. I would argue that any child interacting in a digital environment needs to learn digital citizenship appropriate to their age level (Davis & Lindsay, 2010). For example, young children using FaceTime or Skype need to know about the dangers of communicating with strangers on the Internet.

It is interesting to think about my own digital footprint, as I believe that would be an effective way to demonstrate the importance of good digital citizenship. Teachers must "lead by example" when it comes to digital citizenship (Davis & Lindsay, 2010). I have seen teachers post a private photo to Facebook and ask for likes to prove that nothing is private. Students can't necessarily grasp how vast the digital world is so allowing them to make a meaningful connection to seeing their teacher on Facebook or doing a google search of their teacher might make a stronger impression.

My digital footprint probably started in high school or college, before the term "digital citizenship" existed (at least to my knowledge). When I was in college, Facebook was launched and I was a little suspicious. It took many friends to wear down my resolve to not join the site. However, I did and my suspicions probably protected me; I was very cautious about what I posted. I do have an opinionated, but respectful presence on Facebook. I have a few professional blogs, a web quest, and a classroom website. Knowing what I do know about my digital footprint and digital citizenship, I feel content with what I have contributed to the digital community.

Teaching digital citizenship has become a major responsibility for educators. We need to guide children to value technology and the Internet to communicate, collaborate, create and think critically (Blair, 2012). Students need to learn to navigate online safely and ultimately, independently. Though we can monitor them while they are at school, students spend many hours on technology outside of school. They need to internalize and transfer those codes of conduct from one environment to another, realizing that everything on the Internet is connected.

Respect, Educate and Protect

References

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

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

Reflection: The Role of Tech Integration Specialist

Technology is a powerful tool that can be used to personalize instruction and enhance learning for our students. Our students are considered "digital natives", where technology is embedded into their daily lives (Prensky 2001). Computers, smart phones, tablets, and gaming devices are basically extensions of their hands! Most children enter school proficiently using these technological tools to play, create, and communicate with others.

Educators should capitalize on students’ interest in technology to tailor instruction to individuals. Students shouldn’t have to “power down” or feel demotivated when they come to school (Prensky, 2001, p. 3). Schools do not all have access to the same resources, but regardless of the available tools, the primary role of a technology integration specialist is still to teach. They must be prepared to work with both students and educators in order to implement technology effectively and prepare students for learning in the 21st century.  According to Harven (2014), technology integration specialists must also be prepared to "start changing habits and thinking about learning in a way that is a little more independent and self-directed." Technology integration specialists must have a vision for the future and support teachers as education shifts in this forward-thinking direction (Harven 2014).

References
Harven, M. (2014). The Changing Role of the Technology Integration Specialist. Retrieved from http://edtechtimes.com/2014/10/30/new-technology-integration-specialist/


Prensky, M. (2001). Digital natives, digital immigrants. Retrieved September 12, 2014, from http://www.marcprensky.com/writing/