Here is the Google Slides version so you can click the links: https://docs.google.com/presentation/d/1j_556lXInCfYqi0HxAIAW8HabGqMSbbLFXetzVsqIfM/edit?usp=sharing
This 30-hour online course introduces participants to Canvas, a learning management system. It covers creating and delivering content, blended and online learning, pedagogy, and practical exercises in discussions, conferences, screencasts, and course design. The first 6 hours are face-to-face with additional work to be completed throughout the summer.
Conducting Surveys and Collecting Student Feedback Using Google FormsJason Rhode
Jason Rhode presented on using Google Forms to conduct surveys and collect student feedback. He compared the features of Google Forms to Blackboard Surveys, noting that Google Forms does not require login, saves results to a spreadsheet, and provides summary graphs, while Blackboard Surveys require login, save results to the Grade Center, and may not be accessible to screen readers. Rhode provided tips for using Google Forms such as shortening survey links and testing forms before using them with students.
How Google Classroom Transformed an Elementary ClassroomAndrew Steinman
Matt Becker, a 5th grade teacher, discusses how Google Classroom has transformed his elementary classroom. He explains that Google Classroom provides an easy way for teachers to organize student folders and access student work. It saves teachers and students time by automatically organizing folders and making work easily accessible. As a teacher, Google Classroom allows Matt to easily set up and manage assignments, while students find the platform organized and easy to use. While Matt's classroom is not fully 1:1, Google Classroom provides workarounds like having students collaborate when devices are limited. Overall, Google Classroom streamlines classroom organization and communication for both teachers and students.
The document discusses the use of new media technologies in the construction, research, planning, and evaluation stages of a project. Blogger was primarily used for research, planning, and evaluation, allowing the author to display work and progression. Slideshare was used to present research neatly and effectively to a wider audience. Other presentation tools like Prezi and emaze were also used to present work in a more technical and interesting way than PowerPoint. YouTube, YouTube Converter, and iTunes were used to research existing media, find suitable music, convert songs to mp3, and add music to a short film.
This document provides an overview of resources for using Google tools in the classroom. It lists over 80 links to Google Docs, Sheets, Slides, forms and other tools for lessons, assessments, projects and classroom management. Sample lessons are described that utilize forms, spreadsheets and docs for activities in various subjects. Key resources are highlighted for finding lesson plans, training materials and tools for students and teachers. The assignment asks attendees to upload 5 documents to Google Drive and share them to demonstrate using Google docs.
This document provides an overview of an instructional module created to teach beginners how to brew beer at home. The module includes an overview that explains the brewing process, a step-by-step guide with pictures and commentary to walk users through brewing, and an appendix with additional details. It was designed for adults without brewing experience and tested positively by users who were able to successfully brew beer by following the instructions. Feedback from testing informed some revisions to clarify steps and make the information more relevant for learners.
This document is a 20 page presentation about navigating the Chrome browser. It instructs users to log into their Google account and provides an overview of Chrome apps and extensions. It also includes interactive polling questions and examples of specific Chrome extensions like the goo.gl URL shortener and Readability.
Mike Paul's #TeachFlip Flyer for KySTE 2014Mike Paul
Want to flip your classroom but don't know where to start? Check out this informative flyer that gives you the basics to get you started flipping your own classroom!
This 30-hour online course introduces participants to Canvas, a learning management system. It covers creating and delivering content, blended and online learning, pedagogy, and practical exercises in discussions, conferences, screencasts, and course design. The first 6 hours are face-to-face with additional work to be completed throughout the summer.
Conducting Surveys and Collecting Student Feedback Using Google FormsJason Rhode
Jason Rhode presented on using Google Forms to conduct surveys and collect student feedback. He compared the features of Google Forms to Blackboard Surveys, noting that Google Forms does not require login, saves results to a spreadsheet, and provides summary graphs, while Blackboard Surveys require login, save results to the Grade Center, and may not be accessible to screen readers. Rhode provided tips for using Google Forms such as shortening survey links and testing forms before using them with students.
How Google Classroom Transformed an Elementary ClassroomAndrew Steinman
Matt Becker, a 5th grade teacher, discusses how Google Classroom has transformed his elementary classroom. He explains that Google Classroom provides an easy way for teachers to organize student folders and access student work. It saves teachers and students time by automatically organizing folders and making work easily accessible. As a teacher, Google Classroom allows Matt to easily set up and manage assignments, while students find the platform organized and easy to use. While Matt's classroom is not fully 1:1, Google Classroom provides workarounds like having students collaborate when devices are limited. Overall, Google Classroom streamlines classroom organization and communication for both teachers and students.
The document discusses the use of new media technologies in the construction, research, planning, and evaluation stages of a project. Blogger was primarily used for research, planning, and evaluation, allowing the author to display work and progression. Slideshare was used to present research neatly and effectively to a wider audience. Other presentation tools like Prezi and emaze were also used to present work in a more technical and interesting way than PowerPoint. YouTube, YouTube Converter, and iTunes were used to research existing media, find suitable music, convert songs to mp3, and add music to a short film.
This document provides an overview of resources for using Google tools in the classroom. It lists over 80 links to Google Docs, Sheets, Slides, forms and other tools for lessons, assessments, projects and classroom management. Sample lessons are described that utilize forms, spreadsheets and docs for activities in various subjects. Key resources are highlighted for finding lesson plans, training materials and tools for students and teachers. The assignment asks attendees to upload 5 documents to Google Drive and share them to demonstrate using Google docs.
This document provides an overview of an instructional module created to teach beginners how to brew beer at home. The module includes an overview that explains the brewing process, a step-by-step guide with pictures and commentary to walk users through brewing, and an appendix with additional details. It was designed for adults without brewing experience and tested positively by users who were able to successfully brew beer by following the instructions. Feedback from testing informed some revisions to clarify steps and make the information more relevant for learners.
This document is a 20 page presentation about navigating the Chrome browser. It instructs users to log into their Google account and provides an overview of Chrome apps and extensions. It also includes interactive polling questions and examples of specific Chrome extensions like the goo.gl URL shortener and Readability.
Mike Paul's #TeachFlip Flyer for KySTE 2014Mike Paul
Want to flip your classroom but don't know where to start? Check out this informative flyer that gives you the basics to get you started flipping your own classroom!
The document discusses the importance of blogging for coursework and presents various methods for incorporating visual materials into blogs. Students are encouraged to start their own blog and try different techniques like changing layouts, adding labels, uploading photos, videos, and other media. The homework assignment is to create a Jing video tutorial explaining one assigned blogging skill and complete the accompanying activity.
This document provides guidance on using new media tools like Jing, Issuu, and Slideshare to document work in progress for a course assignment. It emphasizes digitally engaging blogs that reflect on the use of technology in pre-production, production, and post-production stages. Students should consider how skills learned in tools like Adobe Premiere Pro contributed to their work. Keeping a diary, digital schedule, and blogging regularly with reflections is also advised to demonstrate effective self-management, especially important with independent work. Peer and teacher feedback should be solicited and recorded to help improve work.
The document discusses how to implement a flipped classroom model. It begins by defining a flipped classroom as one where short video lectures are viewed at home and class time is used for exercises, projects, and discussions. It emphasizes that the video is not the focus - the goal is to use class time for active learning with teacher support. Statistics show growing adoption of this model among teachers. The document then provides advice on getting started with flipping a classroom, including communicating with administrators, using different content delivery methods, and embracing change. It also addresses common concerns such as time, resources, and adjusting to new roles for teachers and students.
This presentation was given at the KSAALT Al Khobar Chapter Mini Conference in December 2015. It aims to give EFL teachers, who know they must embrace technology, but who are reluctant, a starter on how they can use technology in the classroom. The presentation is by no means exhaustive. You may think that you have better tools, in which case feel free to do another presentation, I will watch with interest! Also it does not take into account any software issues that may have developed since it was given. If I have time, I may write a sequel, so . . . . Watch this space!
This document provides instructions on how to use a Google Form template called "Quick Two Question (Student) Assessment Form" and recommends two additional tutorials for creating Google Forms and embedding them in Libguides. It concludes by offering to answer any questions from Anne.
This document provides an overview of various Google tools, extensions, and add-ons that can help with productivity. It lists tools for logging into Chrome, moderating discussions, shortening URLs, enabling offline access to Google Drive files, keeping notes organized, finding extensions, checking if emails were opened, annotating screenshots, adding charts and citations to Google Docs, and finding templates. It also encourages exploring more options and getting help if needed.
The document outlines the structure and goals of a production lab for a Master's program. It discusses organizing lab projects that allow students to apply their skills, critically evaluate their work, and reflect on the process. An example lab project is provided where a student would edit a local website, experiment with different media, and engage readers while reflecting on what they learned. Key dates and assessments are provided for students to initiate, explore, and consolidate their lab projects.
This document is a reflection by Prof. Jonathan Acuña Solano on creating content for an instructional design.
The professor reflects on working with an English language fellow to create video media for instructional purposes. Through this experience, the professor learned how resources can improve student understanding and learning.
The professor advises becoming independent in producing and analyzing educational resources, rather than depending on others. Self-teaching through courses or experimenting with trials and errors are recommended approaches.
Creating prototypes and finding solutions to problems that arise is an important learning experience for instructors, and how instructors can best provide resources to help students accomplish learning goals.
Using Google's 20% Time Concept in the ClassroomThomas Galvez
This is the slideshow I use to support my presentation about "Using Google's 20% Time Concept in the Classroom." See the full overview of the process at http://www.tinyurl.com/g20class
The document discusses the use of media technologies in different stages of a project. In the research stage, the author improved their blog to be less text-heavy and used software like Prezi and Emaze. They also utilized secondary research and real media texts. In the planning stage, the author used images and videos to present their work and organize their process. During construction, they learned Adobe Photoshop and Premiere Pro CC through tutorials to create their video and additional tasks. Finally, in the evaluation stage, the author combined presentation software with Premiere Pro to complete their evaluation questions and demonstrate the digital technologies used throughout the project.
The document outlines an agenda for a workshop on the flipped classroom strategy. It includes introductions, exploring flipped classroom materials and examples, sharing ideas, and completing an exit survey. It also provides information on screencasting apps that can be used to create videos for flipped instruction, including Educreations, Explain Everything, and Doceri. Recommendations are given for activities students can do after watching videos, such as working at stations, using web-based tools, or getting reviews. An additional resources link is also provided.
This document provides an overview of how to use the online lesson planning tool Planbook. It includes instructions for setting up classes and subjects, customizing display settings, using templates for repeated lessons, linking lessons to standards, and a list of upcoming features. Screenshots and step-by-step directions are provided for tasks like adding classes, templates, and standards. It also briefly covers using the school website for tutorials and transferring media from an iPad to a computer without syncing with iTunes.
The document outlines an MA production lab module that uses a project-based approach. Students will undertake a production project, critically evaluate their work, and reflect on the process. They are organized into project boards, with students responsible for providing updates on their progress to their board through highlight reports and issue logs. The timeline details three phases: an initial audit, experimentation with production techniques, and consolidation of learning. Students will be assessed through a lab report and project proposal. An example lab project outlines plans to edit a local website, innovate content approaches, and establish an editorial stance to make the blog sustainable long-term.
This document discusses the use of digital tools like Prezi and YouTube to foster collaboration, choice, and learning for digital natives in higher education. It provides examples of how Prezi was used in teams to create presentations and engage audiences. Students also generated YouTube videos in teams of three using Skype for communication. Lessons learned included that digital natives intuitively learn new tools by taking risks and collaborating. Clear directions are needed for video assignments to ensure a cohesive final product. Further tools like Screencast-o-matic are recommended to move education from good to great for the digital generation.
Video marketers if you're ready to crank it up a notch and have 100+ videos ready to upload to YouTube or Facebook in 24hrs check this out! There are a few simple steps you need to follow to knock out 100+ vidoes. It's not as hard as you may think!
Want more? Create your FREE account and get started- www.earnasyoulearn.info
The document discusses adding various videos and links to different sections of a class project for students. It recommends going over the rubric and including a worked example to clarify expectations. It also suggests adding links to instructional videos, resources, and recorded class sessions in the document and links section for students.
The document discusses how the student effectively used various new media technologies to complete their A2 Media practical project. Technologies like YouTube, Final Cut Pro, Adobe Photoshop, and video cameras were used at different stages of the project from development and research to evaluation and construction. The student believes these technologies greatly benefited their studies by allowing them to create high quality presentations and expand on their work.
This document provides instructions for teachers on how to create a Photo Story lesson using Microsoft's Photo Story 3 program. It begins with an introduction on the goal of teaching teachers how to download and use the free Photo Story program. It then lists 10 steps to guide teachers through creating their own Photo Story project, including downloading the program, importing pictures, arranging the pictures, adding titles and narration, adding background music, and saving and viewing the completed story. The overall purpose is to provide a fun and creative way for teachers and students to learn using digital storytelling.
This document provides information about subitizing strategies that can be used in grades 1-3. It defines subitizing as instantly seeing how many objects there are without counting. The document discusses perceptual and conceptual subitizing. It also includes links to a video, article, diagram, and interactive lessons that teachers can use to help students learn and practice subitizing skills.
Google Sites can be used by students and teachers to create websites for various purposes such as digital portfolios, class websites, and collaborative projects. Students can use Google Sites to create an e-portfolio to showcase their work, build a website to present a project, or share ideas with other students. Teachers can create class web pages, collaborate with other teachers, or manage international projects. Google Sites provides an easy-to-use interface and allows for customization and access management.
This is another version of my Online Posters presentation. It's a presentation I'm giving to teachers on how to use online presentations tools, Glogster EDU and Google Presentation, with their class.
The document discusses the importance of blogging for coursework and presents various methods for incorporating visual materials into blogs. Students are encouraged to start their own blog and try different techniques like changing layouts, adding labels, uploading photos, videos, and other media. The homework assignment is to create a Jing video tutorial explaining one assigned blogging skill and complete the accompanying activity.
This document provides guidance on using new media tools like Jing, Issuu, and Slideshare to document work in progress for a course assignment. It emphasizes digitally engaging blogs that reflect on the use of technology in pre-production, production, and post-production stages. Students should consider how skills learned in tools like Adobe Premiere Pro contributed to their work. Keeping a diary, digital schedule, and blogging regularly with reflections is also advised to demonstrate effective self-management, especially important with independent work. Peer and teacher feedback should be solicited and recorded to help improve work.
The document discusses how to implement a flipped classroom model. It begins by defining a flipped classroom as one where short video lectures are viewed at home and class time is used for exercises, projects, and discussions. It emphasizes that the video is not the focus - the goal is to use class time for active learning with teacher support. Statistics show growing adoption of this model among teachers. The document then provides advice on getting started with flipping a classroom, including communicating with administrators, using different content delivery methods, and embracing change. It also addresses common concerns such as time, resources, and adjusting to new roles for teachers and students.
This presentation was given at the KSAALT Al Khobar Chapter Mini Conference in December 2015. It aims to give EFL teachers, who know they must embrace technology, but who are reluctant, a starter on how they can use technology in the classroom. The presentation is by no means exhaustive. You may think that you have better tools, in which case feel free to do another presentation, I will watch with interest! Also it does not take into account any software issues that may have developed since it was given. If I have time, I may write a sequel, so . . . . Watch this space!
This document provides instructions on how to use a Google Form template called "Quick Two Question (Student) Assessment Form" and recommends two additional tutorials for creating Google Forms and embedding them in Libguides. It concludes by offering to answer any questions from Anne.
This document provides an overview of various Google tools, extensions, and add-ons that can help with productivity. It lists tools for logging into Chrome, moderating discussions, shortening URLs, enabling offline access to Google Drive files, keeping notes organized, finding extensions, checking if emails were opened, annotating screenshots, adding charts and citations to Google Docs, and finding templates. It also encourages exploring more options and getting help if needed.
The document outlines the structure and goals of a production lab for a Master's program. It discusses organizing lab projects that allow students to apply their skills, critically evaluate their work, and reflect on the process. An example lab project is provided where a student would edit a local website, experiment with different media, and engage readers while reflecting on what they learned. Key dates and assessments are provided for students to initiate, explore, and consolidate their lab projects.
This document is a reflection by Prof. Jonathan Acuña Solano on creating content for an instructional design.
The professor reflects on working with an English language fellow to create video media for instructional purposes. Through this experience, the professor learned how resources can improve student understanding and learning.
The professor advises becoming independent in producing and analyzing educational resources, rather than depending on others. Self-teaching through courses or experimenting with trials and errors are recommended approaches.
Creating prototypes and finding solutions to problems that arise is an important learning experience for instructors, and how instructors can best provide resources to help students accomplish learning goals.
Using Google's 20% Time Concept in the ClassroomThomas Galvez
This is the slideshow I use to support my presentation about "Using Google's 20% Time Concept in the Classroom." See the full overview of the process at http://www.tinyurl.com/g20class
The document discusses the use of media technologies in different stages of a project. In the research stage, the author improved their blog to be less text-heavy and used software like Prezi and Emaze. They also utilized secondary research and real media texts. In the planning stage, the author used images and videos to present their work and organize their process. During construction, they learned Adobe Photoshop and Premiere Pro CC through tutorials to create their video and additional tasks. Finally, in the evaluation stage, the author combined presentation software with Premiere Pro to complete their evaluation questions and demonstrate the digital technologies used throughout the project.
The document outlines an agenda for a workshop on the flipped classroom strategy. It includes introductions, exploring flipped classroom materials and examples, sharing ideas, and completing an exit survey. It also provides information on screencasting apps that can be used to create videos for flipped instruction, including Educreations, Explain Everything, and Doceri. Recommendations are given for activities students can do after watching videos, such as working at stations, using web-based tools, or getting reviews. An additional resources link is also provided.
This document provides an overview of how to use the online lesson planning tool Planbook. It includes instructions for setting up classes and subjects, customizing display settings, using templates for repeated lessons, linking lessons to standards, and a list of upcoming features. Screenshots and step-by-step directions are provided for tasks like adding classes, templates, and standards. It also briefly covers using the school website for tutorials and transferring media from an iPad to a computer without syncing with iTunes.
The document outlines an MA production lab module that uses a project-based approach. Students will undertake a production project, critically evaluate their work, and reflect on the process. They are organized into project boards, with students responsible for providing updates on their progress to their board through highlight reports and issue logs. The timeline details three phases: an initial audit, experimentation with production techniques, and consolidation of learning. Students will be assessed through a lab report and project proposal. An example lab project outlines plans to edit a local website, innovate content approaches, and establish an editorial stance to make the blog sustainable long-term.
This document discusses the use of digital tools like Prezi and YouTube to foster collaboration, choice, and learning for digital natives in higher education. It provides examples of how Prezi was used in teams to create presentations and engage audiences. Students also generated YouTube videos in teams of three using Skype for communication. Lessons learned included that digital natives intuitively learn new tools by taking risks and collaborating. Clear directions are needed for video assignments to ensure a cohesive final product. Further tools like Screencast-o-matic are recommended to move education from good to great for the digital generation.
Video marketers if you're ready to crank it up a notch and have 100+ videos ready to upload to YouTube or Facebook in 24hrs check this out! There are a few simple steps you need to follow to knock out 100+ vidoes. It's not as hard as you may think!
Want more? Create your FREE account and get started- www.earnasyoulearn.info
The document discusses adding various videos and links to different sections of a class project for students. It recommends going over the rubric and including a worked example to clarify expectations. It also suggests adding links to instructional videos, resources, and recorded class sessions in the document and links section for students.
The document discusses how the student effectively used various new media technologies to complete their A2 Media practical project. Technologies like YouTube, Final Cut Pro, Adobe Photoshop, and video cameras were used at different stages of the project from development and research to evaluation and construction. The student believes these technologies greatly benefited their studies by allowing them to create high quality presentations and expand on their work.
This document provides instructions for teachers on how to create a Photo Story lesson using Microsoft's Photo Story 3 program. It begins with an introduction on the goal of teaching teachers how to download and use the free Photo Story program. It then lists 10 steps to guide teachers through creating their own Photo Story project, including downloading the program, importing pictures, arranging the pictures, adding titles and narration, adding background music, and saving and viewing the completed story. The overall purpose is to provide a fun and creative way for teachers and students to learn using digital storytelling.
This document provides information about subitizing strategies that can be used in grades 1-3. It defines subitizing as instantly seeing how many objects there are without counting. The document discusses perceptual and conceptual subitizing. It also includes links to a video, article, diagram, and interactive lessons that teachers can use to help students learn and practice subitizing skills.
Google Sites can be used by students and teachers to create websites for various purposes such as digital portfolios, class websites, and collaborative projects. Students can use Google Sites to create an e-portfolio to showcase their work, build a website to present a project, or share ideas with other students. Teachers can create class web pages, collaborate with other teachers, or manage international projects. Google Sites provides an easy-to-use interface and allows for customization and access management.
This is another version of my Online Posters presentation. It's a presentation I'm giving to teachers on how to use online presentations tools, Glogster EDU and Google Presentation, with their class.
TRCC Hui 2014, GAFE-Google Apps for Ed 101Tamara Bell
This document provides an overview of Google Apps for Education (GAFE). It explains that GAFE is a suite of Google applications and services including Gmail, Google Docs, Calendar, and Drive that allows schools to use these tools with a custom domain name. Key differences between regular Google accounts and GAFE accounts are highlighted. The document then demonstrates how to create and share documents, presentations, forms, and folders within GAFE. It also discusses benefits of using GAFE such as accessibility, collaboration, automatic saving, and backups managed by Google.
This document provides an overview of using Google Docs for educational purposes. It discusses Google Drive and how to get started with Google Docs. It also covers how to harness the power of collaboration in Google Docs and how to use forms in the classroom. The document includes examples of activities like creating documents, surveys and quizzes. It demonstrates how to use templates and how to grade forms using Flubaroo. The goal is to learn the basics of Google Docs and explore ways to incorporate it into lessons to foster collaboration.
Create, Share, and Communicate with Google Appsmegracie
This document provides an overview of a workshop about using Google Apps for teaching and learning. The workshop will cover Google Drive (Docs, Slides, Forms), Hangouts, and how they can be used to foster engagement, creativity and collaboration. Attendees will learn how each tool works, how to apply them in education, and create and share documents, forms and slides. The objectives are to understand how Google Drive works, how to apply Apps in class, create and share content, enhance collaboration, and increase productivity. Potential advantages and disadvantages of the Apps are discussed. Various uses of the Apps for teaching are then outlined, including collaborative activities and real examples.
This document presents ways to use Google Spreadsheets and Forms for educational purposes in the classroom. It provides examples of how teachers can use these tools for collaborative lesson planning, tracking student homework, conducting student surveys, and formative and summative assessments. The document encourages teachers to start simply and not try to learn everything at once. It emphasizes that cloud computing allows information and work to be accessed from anywhere as long as an internet connection is available.
The link tot the Google Apps version so you can use the links: https://docs.google.com/presentation/d/1mTaIz2Ya62EFNeVG0ddsDub_vHDfp4dQsw4ORlF5p-Q/edit?usp=sharing
Google Slides is Google's presentation software that allows for collaboration. It has many of the same features as PowerPoint such as themes, templates, fonts, and the ability to embed videos and animations. Presentations can be accessed from any device and are automatically saved. Ideas for classroom use include creating thank you presentations where each student adds a slide, using screen recordings to create flipped lessons, and making visual outlines or storyboards. Students can also create virtual vocabulary lists or tour guides using images from Google Earth.
The document discusses Google Apps for Education (GAE), a select set of Google services available in a closed environment for Fairfax County Public Schools (FCPS). The services included are Docs, Sheets, Slides, Forms, Reader, Sites, and Moderator. GAE is intended to increase efficiency, collaboration, and student engagement. It provides training resources and considerations for deployment, including optional use by staff and students, and recommended phased or small group rollout. Google Docs is highlighted for its collaborative word processing, spreadsheets, and presentations capabilities beneficial for lesson planning, note-taking, and improving the writing process.
This document provides an overview of Google products that can be used to support collaboration, including Google Drive, Docs, Slides, Sheets, Forms, and Hangouts. It highlights key features of each tool and provides tips for using them, such as having students collaboratively edit documents in Docs, create and share presentations in Slides, and track data in Sheets. Video conferencing options through Hangouts are also demonstrated.
This document provides instructions for using Google Drive forms and additional tools to create interactive online tests and assessments. It covers:
- How to create forms and add questions in Google Drive
- Using scripts to automatically grade multiple choice questions and send score reports
- Embedding forms in websites like SimpleBooklet to add multimedia elements
- Additional tools like Quizlet that can be used to create flashcards and vocabulary games
The document demonstrates how Google Drive forms can be enhanced with tools like scripts and embedding in websites to create more engaging and interactive online tests beyond basic multiple choice. Students can then access tests anywhere instead of just paper exams.
Google Classroom is an open source online platform to assist students migrate to a new learning experience. Both students and teachers can use the platform entirely for free. The presentation slides help beginners to access Google Classroom.
This document discusses using technology to enhance teaching resources, including Google Docs, smartphones, and Twitter. Google Docs allows collaboration and sharing of documents without file attachments. Smartphones are useful for students to create media like recordings and photos for assignments. Twitter is recommended for teacher professional development through following other educators, hashtags, and chats to find resources, ideas, and opportunities for collaboration.
This document provides a 6-step tutorial for creating a free online form using Google Forms. It explains how to create a new form, add questions of different types (text, paragraph, multiple choice, checkboxes, dropdown), select a theme, embed the form on a website or blog, and edit an existing form. The goal is to help users easily create polls, surveys, guestbooks or simple forms for free without restrictions on Google Forms.
The document discusses how Google Apps can be used to support instruction based on Gagne's Nine Events of Instruction. It provides examples of how each step of the instructional process can be enhanced with Google Apps tools, such as using Google Forms for quizzes to stimulate prior knowledge, presenting content through Google Docs and Videos, providing guidance through tutorials on YouTube, eliciting practice by sharing documents, and assessing performance with digital quizzes and online journals. The document emphasizes that Google Apps allows making the instructional content more accessible, interactive, and authentic.
This document provides a tutorial on using Google Forms. It discusses how Google Forms can be used for surveys, procedural tasks like sign-in sheets, assessments, and facilitating learning. The tutorial covers how to create forms, add different question types, distribute forms, track responses, and use add-ons. It also demonstrates how to assign forms through Google Classroom and share links to forms. Additional resources are suggested for more Google Forms ideas and tutorials.
This document provides an overview of assessment features in Google Classroom and Google Forms. It begins with an introduction to Google Classroom as a platform for teachers to organize classes and share materials digitally. It then discusses how teachers can use Google Classroom to post assignments, quizzes, and collect student work. Next, it focuses on features in Google Forms, including how it can be used to create surveys, quizzes, and collect data. The document concludes by detailing specific assessment features in both Google Classroom and Google Forms, such as adding questions, grading features, and providing feedback to students.
This document provides instructions for creating and using Google Forms. It explains how to make a Google account, create a form by giving it a title and questions, choose question types, view and analyze responses in a spreadsheet or summary format, and provides examples of using forms for surveys, quizzes, and collecting other student work and feedback. Additional resources for learning more about Google Forms are also listed.
This document provides 32 ways to use Google Apps in classrooms and schools to increase efficiency, collaboration and engagement. It discusses using Google Docs, Forms, Calendar, Gmail, Talk, Sites and other tools for collaborative lesson planning, staff meeting notes, homework tracking, formative assessments, surveys, observations, reading records, discipline referrals, shared calendars, communication with parents, guest lectures, student projects, curriculum sharing, blogs, discussions, and more. Screenshots and examples are provided for many of the suggestions. Users are encouraged to try different features and provide additional ideas in the moderator. Contact information is given for Google Apps training resources and support.
3. Sharing video ( Substitute your schoolfor Big Byte)
If in doubt - Google it!
Sharing via Hapara
Teacher Dashboard - at the 5 min mark
Google Classroom
Smart copy instructions
4. Uses of GAFE
Different Ways to use GAFE
100 Ways GAFE Can Make You a Better Educator
20 Collaborative GAFE Activites
GAFE for Education Overview
50 Ways to use Google docs, ss & forms
Getting Good with Google
All things Googly
5. Google Docs
Staff meeting minutes
Collaborative writing
Students can share their writing and
get feedback
Link in blogs and on School Facebook
page
7. Google Spreadsheet (Sheets)
Up to 50 students can write in the
same ss.
Record experiment results (can submit
via a form
Graphing is easy
Use to record marks - easy to average,
total etc
8. Google Forms
80 Interesting Ways to use Google Forms
80 Ways to use Forms in the Classroom
10 Ways to use forms in Tablet classroom
Innovative Ideas for Using Google Forms
Google Forms in the Classroom ignore the first section, scroll to the
video and links
Google Forms Presentation
9. Get Flubaroo
Watch theFlubaroo video
Make a test in a form.
Let Flubaroo do the work.
If you can’t see the Add-ons tab after installing > Tools
>Script Gallery, search Flubaroo &
Install. It will get its own tab
Google Self-grading forms
12. Google Sites
Using Google Sites Example
Can password individual pages if wanted (e.g. for e-
Portfolios).
5 Ways to use Sites
How to use and Examples
Dr Helen Barrett - Sites for e-Portfolios
Free Google Forms and ideas
13. Add-ons
Pixlr - photo editor
Lucid Charts - mindmaps
MindMeister - mindmaps
Loupe Collage - see pic ^
VideoNotes - add notes to videos
Drawing - limited form of Paint
MoveNote - see next page
14. Example - student use
Classroom ideas
MoveNote explained with ideas
MoveNote
15. You can upload docs etc from Office to your
drive. Click the arrow next to create.
In your settings
- Upload settings tick
confirm settings before
upload and if you want to be
able to edit tick the first box. Leave the 2nd box
unticked. Don’t convert pdfs.
Uploading
Editor's Notes
Preferably use Chrome browser - avoid Internet Explorer.