Briefly, I want to make mention that this Blogging experience has been interesting. In fact, last evening, I took the time to draft my thoughts, to create an outline of sorts. And, when I logged in to the Blogger site this afternoon, to formulate some order to my thoughts, a chart, a tracking tool, stated my blog has been reviewed by at least 12 viewers? And, as I am not accustomed to the methods of tracking, or even how to make my draft of thoughts private, I am intrigued how others can just write for an mystery audience. I'm accustomed to my writing being private.
If is used the Blogger app in a classroom, I would have to make clear how the tool was to be used and more importantly, how the work in the Blog was to be 'graded.' I could see the benefit of creating prompts for the students, and speaking to the length of the piece, to keep some order in the grading that had to be completed.
Google Classroom
My reaction to this new tool is that of fascination. My, how this company has added to the learning experience. After viewing a brief tutorial, I wanted to know who can achieve the most with this tool. Is it those who only have access to this tool?
Muammer stated that his school district provided the Chromebooks to the students, and even those that did not have access to the internet were able to use the Google Apps.
I posted to him if there was a particular age group, grade and/course that had the advantage of the tool(s). He responded that students from 6th-12th grade received the Chromebooks, while the younger students received Ipads. I inquired if the students were provided typing classes, or was it assumed they knew how to type? He did not respond to that question, perhaps the formal typing instruction was an elective to take.
Learning about this tool, has me thinking of the possibility of creating a Google Classroom for my younger cousins...a generation that is curious to learn, however still needs a little routine; structure. So I have made it a goal to meet with them this summer and have them learn how to type. All of them have access fortunately to a computer, whether it be one shared within the family, or visiting the local library. They can also be instructed to view YouTube videos to aid them in learning, and I could find beginner's typing books at the local HalfPrice bookstores.
There are several quick take-a-ways that I noted about Google Classroom:
Access is avaiable to anyone that is instructed well enought log in for the experience.
The tutorial I viewed, displayed an easy to read and understandable website.
The mobility of the tool is convenient and efficient for instruction.
Everyone that is involved with the learning process is organized in thoughts, duties, and expectations.
The type of communication allows for a fair playing field.
Anything and everything involved in the process is time sensitive, and one only has to embrace the Calendar feature to complete and review items submitted.
I liked that it is compatible with Gmail, Google Docs, Calendar, and Drive.
What it means for the teacher and student:
Teacher:
Saves the instructor time.
Student rosters are quickly formed. Grades may be posted in real time and feedback provided effectively.
Sections of the classes can be organized well and efficiently
The instructor can prepare the course instruction in an organized manner; resource pages are noted and organized well.
The course instruction can be enhanced and engaging with integration of learning tools, any forms needed would be posted for review and discussion.
Student:
Student:
The expectations are explicit and transparent; there is a fair workflow for everyone.
Again, the tool saves time for the student.
The tool allows for an engaging experiences and can create more for others in the learning community. (Ie: a collaborative research paper - the instructor could assign each section a learning community, with expectations to use several of the Apps to create and complete the paper).
It allows for little to no confusion; organized from day one, calendar of due dates is updated on time, and everyone knows where they stand in the course.
Most importantly, the learning takes place in real time; feedback is instantaneous
When did the App come about...history/timeline
I read on a website that the App was pioneered in August 2014; it was described as this 'paperless classroom launched with goals to be time saving.'
I read on another website:
One of the first schools to use Classroom was Fontbonne Hall Academy in Brooklyn, New York. Sister Rosemarie DeLoro, who has been teaching for more than 60 years, had never used computers with her students before Classroom was introduced at her school. Classroom made it easy for her to assign digital worksheets to students in her Italian class and provide direct feedback to help them learn. In fact, after just a few weeks, Sister Rosemarie was showing the other teachers how to use it. “You can’t stay in teaching and keep going to the old ways,” she said.
And, I have to agree since day one of the Google Classroom launch there has been total progress.
I did question, who did they employ to know what teachers and students needed? Where there surveys conducted? What about F2F conversations, did task-forces take the time to speak to students and teachers? Did the Google employees participate in live lecture classrooms, observing how and what could be done to enhance the learning experience?
Google Translate
When I was perusing the Foundation for Critical Thinking website, I actually noted that Google Translate was featured in their lead page; it 'stood out' to me this time because I am more familiar with the tool. How forward thinking of the web designers to supply a translating tool to get their message of critical thinking to others; others than those that speak English.
I've used Google Translate to ensure I'm spelling words correctly in Spanish. It is amazing that as I further researched the tool, there is a Translate Community, and that one could earn digital badges. With the Texas focusing on marketable skills, these digital badges become more in merit and award. I noted also there was a Translator Kit, an interesting feature: Translation Memories and Glossaries. It would recall what I had needed to be translated.
If using this App in a classroom, I would perhaps ask the students to read a classic piece in another language, translate it from Latin, for example. Or, Greek. Allowing for them to use the tool, and challenge themselves to learn another language. To take it to another level, the students could learn how to speak the language, using YouTube as a teacher in foreign language instruction.
Google Scholar
I learned of Google Scholar in a TAMUC "Research Boot Camp" hosted by Sara and Scott, Gee Library staff. I explored it that day and literally reintroduced myself to the tool this week. What a wonderful tool.
I like the way it will track what I have researched, or referenced.
I'll do more with this tool - and it would be a great one to introduce to students early in their semester/school term as this scholar tool can also provides resources to be kept in one place.
Google Books
Interestingly enough, the App immediately 'knew' I had not linked my Gmail account to Books. What did this mean? And, when I read and explored, I learned that once I did approve, it could not be reversed. I decided I did not to make this a permanent decision and declined to link it to my Gmail account.
The features of the APP looked inviting. I wanted to immediately share with others, my parents, my Dad, who loves to read and always has a book in his hand. What I have to furhter research is the Public versus Private features within the App. It also invited me to get textbooks on Google Play. I have always been a hard copy textbook student, however, I have only begun to understand what an eBook can do for a student; attractive features such as word searches, main points provided, easy access, and less weight (paperless) are a motivation to purchase books online.
You asked us to think about how and what you might use to teach with the Apps.
How = Pedagogy (learning theory)
Knowing that students are afforded equal access to the App, I would make sure that students knew how to clearly access the Classroom they are assigned to, and what type of responsibility they assume when they 'enter' a virtual classroom. .
If this were online class, my first step would be to utilize the use of email to communicate the instructions, the mechanics of learning in a Google Classroom. My first lesson in using this tool (Google Classroom or other Google Apps) would be a brief tutorial - I would use a website and provide the two minute video I viewed to learn of the tool.
From there, I would take each feature and clearly explain how it would be used in the classroom. The Calendar feature is most important, it literally tracks success, holding one accountable (teacher and student) to the progress made to completion.
The App feature would be necessary to allow for questions to be asked, feedback to be gained. Giving a parameter of time would allow the student and teacher to learn how the instructions are received, more importantly how the App is received. The learning could be measured quick satisfaction surveys (voting feature), thus productivity of logging in, to completing the first assignment could be studied. This form of learning could be tracked.
I would also create experiences; problems to solved, created simulations so that critical thinking can be utilized. The student would explore the tools to come to a solution to the task/problem.
In researching a learning theory, I found website that spoke to the renowned American educator, Malcolm Knowles...there are 5 assumptions concerning the characteristics of adult learners, and 4 principles concerning adult learning (andragogy). Despite the fact that Knowles' adult learning theory assumptions and principles were introduced in the 1980's, each can be utilized today to help eLearning professionals create more meaningful learning experiences for adult learners.
What = Content (learning outcomes)
To be able to use Google Classroom effectively, I would explore how an online Orientation program could be developed for incoming students. I would ask the students what they really wanted to learn in an orientation session, make it look attractive and engaging. They know what they want to learn, we as administrators know what we have to teach them (federal standards/law: FERPA, TITLE IX, CLERY, etc.).
It is how they want to it that would be most important to note: Are videos still popular to view, would the use of an avatar make it easier to tour a camps, would brief bulleted statements of wanted and needed information still capture their attention.
As I have a Communications degree with marketing, advertising and journalism experience, I thought about how the layout (the Ad) of an online class influences the sell, the product we sell in this case is knowledge.
There has to be a great Ad placed, in a great location; course description in a particular program of study (a course catalog) at said University / College.
The student has to have been attracted by a medium (the course shell) to bring them into a new learning experience. Questions that came to mind: Are they solving an issue (need a certificate or degree to gain more income)? How are they going to access/log in to the course conveniently from their place of access? Is their engagement tied to the access, and is 'buy in' important to both the teacher and student (commitment)? Are the students gaining easy access through a convenient portal? Are the students left wanting more after they log out? How fast can we measure satisfaction of the product, and how will it get them to completing their goal; purchasing an educational experience.
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