3. Bringing Google Docs and
Slides into the classroom
Improve
communication,
organization, and
presentation in
your classroom
using Google Docs.
4. Important aspects to note
This school site has a one-to-one
laptop ratio therefore the suggestions
provided are with this in mind,
however, to help develop awareness,
this presentation will acknowledge the
following aspects of a classroom for
each of the three scenarios discussed:
A classroom with only one computer
A Multi-computer classroom
Using handheld devices such as iPads or
tablets
5. Facilitating Group Activities with Google Docs
All group members can access and edit
from their respective homes via
internet access
All edits and revisions are live allowing
members to witness actions in real
time
Comments are easy and simple to create
when specific issues arise
Tasks can be discussed and split up
among members with ease
6. Group Activities with Google Docs
Continued
Sharing the Google Doc is simple.
Selecting “Can edit” allows the
new member to edit the
document. When sharing
instructions, guidelines, rubrics, or
other documents that you do not
want students to be able to edit,
select “View only”
8. Conducting Research with Google Docs
Share instructions and rubrics
for research assignments
Provide a Google Doc for
collaborative brainstorming
efforts
Provide a Google Doc for
collecting and sharing
useful resources (providing
hot links)
10. Communicating Final Projects with Google Docs
Accessible detailed information on the
assignment including criteria, due
dates, examples, rubric, resources, etc.
Collaborative brainstorming document
Google calendar complete with alerts,
timeline, due dates, etc.
Questions and answer document that
includes both student and teacher
input/feedback
11. Notes on a classroom with one
computer
One computer?
No Problem!
12. Notes on a classroom with multiple
computers
Multiple computer classrooms offer
up a lot of options with group work.
Having one computer per group
allows students to engage with the
entire class while at the same time
contributing to and working closely
with group members.
13. Notes on a classroom with iPads
or tablets
Do you have the
app for that?
14. References
DeLoatch, P. (2015, May 26). The best ways to use Google In the classroom. Edudemic. Retrieved from
http://www.edudemic.com/best-ways-to-use-google/
Dewey, J., & Dewey, E. (1962). Schools of tomorrow. New York: Dutton.
Smaldino, S. E., Lowther, D. L., Russell, J. D., & Mins, C. (2015). Instructional technology and media for
learning (11th ed.). Upper Saddle River, NJ: Pearson.
Editor's Notes
Our students are 21st century learners who use technology seamlessly in their every-day lives. While adopting the use of technology in the classroom can often seem daunting, the meaningful outcome can be “a catalyst for change in the whole instructional environment,” (Smaldino, Lowther, Russell, & Mims, 2015, p. 1). Today’s Lunch and Learn will focus on small and simple ways to bring technology into our lessons in these three common realms: facilitating group activities, conducting research, and communicating final projects. The technology we will focus on is Google Docs which“offers a plethora of tools that can bring information, collaboration and increased efficiency in the classroom,” (DeLoatch, 2015, para. 22).
Google Docs are tech tools that offer teachers a variety of helpful uses for instructional and planning purposes as well as tools that students can easily use for academic tasks. Google Docs tools provide platforms for communication, organization, and presentation among many other things. Let’s discuss a few ways you can immediately begin using these in your classroom.
All classrooms at this school site have a one-to-one laptop and student ratio, however, technology occasionally fails us and access to different types of technology is not always available. To best meet everyone’s needs, we will address these three aspects in relation to using Google Docs in the classroom, offering some variety in technique and approach for all teachers and allowing for ease of transition for those unadjusted to the use of technology in the classroom.
The first use of Google Docs we will discuss is with collaborative group assignments. There are important functions that exist in Google Docs that make it a great option when completing group activities. Collaboration is important and this platform allows members to engage with one another regardless of location. As long as they have internet access, group members can access, edit, and communicate with one another via Google Docs. All actions are in real time allowing for ease with revisions, task assignments, questions, concerns, etc.
Share documents with ease and know that instructional, informative, and baseline documents can be “View only” so that students are unable to alter the information provided. Know that all edits for every document are time stamped and attributed to the member who made the edit. This allows you to be fully aware of participation distribution for group activities.
Students are able to work on the same document in real time with internet access. Here we see three students working on a document, the orange, pink, and green each representing a student. To the right we can see communication between students in the chat function.
The second use of Google Docs we will discuss is with research activities. Research can be improved upon in various ways using Google Docs. Teachers can share the instructions of a research project with students so that they can easily access the instructions later. This is also useful if anything changes concerning the instructions and/or expectations. The rubric used for grading can also be shared using Google Docs allowing students to constantly stay in touch with the criteria and expectations. These documents can be set as “View only” preventing any changes being made by students.
On top of the brainstorming technique, students can also collaborate to create a document full of useful resources. This can be offered in the form of a pre-assignment for a research project. Students can be required to explore and collect legitimate and scholarly resources. Using Google Docs, teachers can create tables where students can input information. For example, a simple three-column table can require a students’ name, summary of the resource, and a hot link in the third column. When finished, the “view only” option can be added. The final document then becomes an incredible resource for all students during the research project.
Communication with students is incredibly important. By creating documents with the intention of offering important communication, teachers invite students to be aware and responsible for their own learning. Creating a Google Doc that offers accessible detailed information concerning a final project is one simple step a teacher can make. A few other options include providing a collaborative brainstorming space for students to share ideas with one another, offering a Google calendar that provides important due dates, check in notices, and suggested timeline of completion for each element of the final project. Another idea could be to create a Google doc where students can ask questions and get answers, from you the teacher or from peers who are able to offer up their own suggestions and ideas.
Even if you only have one computer in your classroom, Google Docs can still serve as an asset. Use Google Docs to create information documents that you share with your students and review together on the overhead using the one available computer. Offer Google Slide shows to provide important and relevant information and share these with your students for future use.
Sometimes there are multiple computers but not enough for a one-to-one ratio. This provides unique opportunities for group and collaborative efforts to be successful. Using Google Docs, students can work together as groups and contribute to the bigger effort. They can share tasks and work together to share tools.
Handheld devices such as iPads or tablets often require the downloading of apps for specific programs offered online to function. It is up to the teacher and the school site to make sure that any necessary funding and adoption of applications is taken care of before plans are implemented. School site IT support may be able to help facilitate this.
