Successfully reported this slideshow.

Promoting Creativity and Collaboration in Your Classroom with Google Docs

13,187 views

Published on

MECA 2010 Conference Presentation

Published in: Education, Technology
  • Be the first to comment

Promoting Creativity and Collaboration in Your Classroom with Google Docs

  1. 1. Martha Abadie Petal High School mabadie@gmail.com Steve C. Yuen, Ph.D. The University of Southern Mississippi steve.yuen@usm.edu
  2. 2.  Free, easy-to-use online productivity suite  Remote, multi-user, interactive editing  Word processor, spreadsheet, presentation, and forms applications  Input and export using variety of file types  Upload from and save to your desktop  Edit anytime, from anywhere  Share, collaborate, and chat in real time  Store files securely online  No more misplaced files or papers  No software installation
  3. 3.  Access levels: • Viewers - view only • Collaborators - edit and view simultaneously  Simultaneous editing:  10 people can edit a Presentation at the same time.  50 people can edit a Spreadsheet simultaneously.  10 people can edit a Document at the same time.  A limit of 200 combined viewers/collaborators for all of the different document types.
  4. 4.  Teachers and students can • create or upload their own documents • invite others to share them by email address • edit documents online with anyone they choose • publish the documents online to the world or only to whom they choose • post their documents to a blog  Students no longer need to e-mail files to other group members and deal with the confusion that often occurs regarding software compatibility issues
  5. 5.  Promote group collaboration and creativity as students complete group projects together  Facilitate collaborative presentation skills as students work together on a shared presentation for a class project or assignment  Provide an easy way to assess collaborative effort, presentation skills, spreadsheet skills, as well as writing, editing, and revision skills  Promote group work and peer editing skills
  6. 6.  Publish school announcements or upcoming assignments  Monitor student progress via an interactive process  Create digital portfolios online allowing peers to evaluate and comment  Conduct online survey and analysis using Google Form and Google Spreadsheet  Provide feedback from teachers or parents on assignments, projects, and school activities
  7. 7.  Teacher as Owner or Collaborator • Can give feedback in progress • Can observe work in progress • Can track student participation  Teacher as Viewer only • Can track student participation • Cannot give feedback
  8. 8.  Teach students how to organize their work  Organization is easy with Google Docs -- color labels, folders, and stars add layers of customizability and individuality  Teach them how to customize  Show them there are other features they can upload  Above all, teach them to keep it all private  Give students plenty of time to play with the features  It's so easy to use that they will learn it quickly and some will surpass you in their Google Docs sophistication
  9. 9.  Start small and slow, feature by feature  How to upload files  Revision History: teachers’ dream  Renaming, Copying, Downloading  Using HTML, CSS  Inserting text, images, drawing, tables, shapes  Using the comment boxes, special characters  The Google definition of a page  Translating, Word Count, Thesaurus/Dictionary, Bookmarks  Google's Extensive Help Feature
  10. 10.  Make assignments that force students to use the features  For example: From an AP English IV class, Dissect Robert Frost's short poem "Dust of Snow.“ Let the students determine how they will attack this • Who will upload poem and invite group members? • Who will color code label the literary devices? • Who will begin the essay or presentation? • Who will be "Chief Editor“?
  11. 11.  Have the student groups plan the second phase of the assignment, enhancing the document when the essay is done:  Who will find images? • Students can search images together, commenting on the choices in the comment box  Will students add personal drawings? • Students can scan these in and upload them directly  What kind of table will students make? • Students can categorize literary elements • Students can color code inside the table  Let students determine how they plan to use the shapes
  12. 12.  Assess students’ work right on their document, using Revision History • Students can revise before your final grade • Teacher has online proof of who did what • It's done so quickly • You can add parents as collaborators
  13. 13.  Kick it up a notch or two:  Add research components to the assignments  Have the students compress their essays into cool presentations  Add a spreadsheet component • Students can plot the number of poems published by Frost in different years, for example • Allow students to insert whatever they want into a spreadsheet  Add a forms component • You will find uses for these quite easily • Hold a brainstorming session to let the students generate ideas for making forms and using them in their presentations
  14. 14.  Devise a whole-class project, and give everyone a task • For example: An English teacher whose students are studying poetry and writing-experimenting-illustrating their own may want to produce a class anthology.  For an assignment this big, allow plenty of time to plan  Hold a brainstorming session to list all the steps and tasks  Assign tasks and deadlines together  Hold a class-review day at agreed-upon intervals  Publish in a hard copy or to a website when it's finished  Invite your principal, parents (whoever) & hold a Viewing
  15. 15.  Really make the students work  Let the students decide in their groups how they want to conduct an online survey – • What do they want to know? • Whom do they want to query? • How will they tabulate their results? • How will they present their findings?  Review spreadsheet quickly with a simple, fun class survey
  16. 16.  Kansas State Professor created a Google Doc to facilitate a brainstorming session in ANTH 200: Introduction to Cultural Anthropology  367 edits made in one week.  "Students wrote the script, suggested survey questions to ask the entire class. The survey was administered the following week.” Source: A Vision of Students Today. http://mediatedcultures.net/ksudigg/?p=119
  17. 17. • Use a single shared spreadsheet for the whole class. • Add the children's names in the first few columns. • Add Pulse Rate 1, Pulse Rate 2 ...along the column headings. • When exploring resting pulse rate or pulse rate change ask the whole class to add their data at the same time. • Pooled data could then be analyzed, averaged, charted and explored. • The sharing of data from peers helps children to think about the accuracy and reliability of science data and to deal with a larger data set quickly. Source: Tom Barrett . Nineteen Interesting Ways to use Google Docs in the Classroom
  18. 18.  This is a good activity to model the use of a shared space and live editing, as well as learning about a new class.  It can be done in any of the Doc types.  Ask your class to individually work on a single shared Document and finish the sentence: "I am Unique because...“  They can add 3 different answers.  Not only will you learn about your children but as it is shared they will learn about each other. Source: Tom Barrett . Nineteen Interesting Ways to use Google Docs in the Classroom
  19. 19.  Student feedback survey  Data Collection • Poll • Survey  Registration  Resource collection and publishing Source: Lowentha and Thai. Creating & Using Google Form. University of Colorado Denver | CU Online
  20. 20. Source: Lowentha and Thai. Creating & Using Google Form. University of Colorado Denver | CU Online
  21. 21. Source: Lowentha and Thai. Creating & Using Google Form. University of Colorado Denver | CU Online
  22. 22. Source: Lowentha and Thai. Creating & Using Google Form. University of Colorado Denver | CU Online
  23. 23. Source: Lowentha and Thai. Creating & Using Google Form. University of Colorado Denver | CU Online
  24. 24. Questions or Comments? Thank You for Attending Our session! This presentation is available on the Web at: http://www.slideshare.net/scyuen/

×