Going Gaga for Google: The Use of Google Apps in the Classroom and Beyond

            Research has shown that “when used effectively, the appropriate technology and content can combine to transform learning through creativity, critical thinking, and problem solving” (District Administration Custom Publishing Group, 2013).  In classrooms today this transformation is becoming reality, thanks in part to the abundance of free web-based applications available from Google. Google Apps is a “suite of applications that brings together essential productivity tools to help people discover, connect, and learn” (Google, 2015). Some of the most well known and used in schools being: Google Forms, Google Docs, Google Sites, and Google Earth amongst others.

            In a classroom setting the integration of these various web-based applications offers educators and students at any grade level the opportunity to engage in a dynamic learning experience across a wide range of modalities.  Research has shown that the use of  “Google Apps enables a more hands-on learning experience, which has a direct impact on academic performance” (Association of Educators, 2014).  In fact “ schools who have adopted Google Apps within their curriculum have found an immediate improvement in the students’ reading ability, and overall level of engagement” (Association of Educators, 2014). 

One of the most powerful features that Google Apps offers to teachers and students is the ability to easily, construct, share, and collaborate work with others.  For teachers the use of Google apps is two-fold. First, the use of tools like Google Docs and Google Calendars allows them to easily and quickly network with colleagues, offering a cloud-based platform from which to share resources, construct lesson plans, and gather information via surveys. Second, and more importantly the use of these online applications allows them yet another means to communicate and share with students and parents, offering educators an outlet from which to share what projects their children are working on, when assignments are due, and a place to share resources.

For students the collaborative features designed within many of the Google Apps provides “ a dynamic environment that moves away from traditional lectures and actively engages them in the learning process.” (District Administration Custom Publishing Group, 2013). The use of web 2.0 tools like these supports “research which has demonstrated that use of technology in classrooms improves student interests as students are more engaged in learning something new within a curriculum that utilizes technology, which results in a better understanding of the subject and better grades” (Association of Educators, 2014).  

            It is important to note that the popularity of collaborative applications like those within Google Apps are not restricted to just an educational environment but in fact are being accessed and used worldwide, by individuals and professionals everywhere for a multitude of purposes.  As such, research has shown that “ early exposure to technology prepares students for the competitive world outside of the classroom and how to use technology responsibly” (Association of Educators, 2014).  Therefore, schools and teachers who choose to integrate the use of Google Apps into their classrooms and curriculum and allow students to become adept at using them at an early age, “will be better prepared for digital communication in the real world as well,” which is a win, win now and long into the future (Association of Educators, 2014).  Making the learning value of these free web-based applications, absolutely priceless.

         As mentioned above, Teachers use Google apps, specifically Google Forms to gather information from colleagues that can in turn be used to drive instructional changes, or provide the catalyst for designing professional development opportunities. To demonstrate the value of this tool, I created a brief technology survey earlier in the week and here is a summary of the results generated from my colleagues answers. 

              I was actually pleasantly surprised by some of the responses and in the end feel the information gathered has helped me understand those I work with better.  Imagine the knowledge you will gain if you use this tool with students as an integrated part of your lessons. So give Google Apps a try, the learning possibilities are truly endless.

References

Association of Educators (2014, May). Google for education: Why your school should move to google apps.  Retrieved May 27, 2015 from: http://www.associationofeducators.org/articles/view.php?article_id=14586&page_number=1

District Administration Custom Publishing Group (2013, July). The benefits of google chromebooks and apps for education.  Retrieved May 27, 2015 from: http://www.districtadministration.com/article/benefits-google-chromebooks-and-apps-education

Google, Inc. (2015). What’s the difference between a Google account and a Google apps account? Retrieved March 29, 2015 from: https://support.google.com/accounts/answer/72709?hl=en

The Pros and Cons of Social Networking Sites in the Classroom

(ASCD, 2011, Click here to view full scale infographic)

In the 21^st century it is hard to imagine our lives without social networking sites, as for many of us, the avid use of websites, like Facebook and Twitter have become an integral part of our daily routine.  It is not surprising then that the popularity of these sites would also play a vital role in the lives of our students. Today’s digital learners, eat, sleep, and breathe technology, and as such “ are in the vanguard of social networking practices” considering the Internet and use of social media networks as their lifeline to the world (Solomon & Schrum, 2010; Livingstone, 2008).  In fact, “according to a study conducted by the Washington-based Pew Research Center’s Internet & American Life Project released in 2010, 73% of American teens age 12-17 now use social media websites, which is up from the 55% reported in 2006” (Davis, 2010, June).  Proving that the use of social networking sites in the lives of our students, is not a passing trend but here to stay. 

 By definition, social networking sites are Internet-based applications that “ allow people to come together around an idea or topic of interest” (Smith, 2007, April).  As such, schools could use these types of websites as a outlet that would allow students from all backgrounds and abilities to come together with their peers to post, discuss, and share their points of view on key educational topics. For instance, through the use of a blog, students could share their views about current events happening in the media, and discuss and compare their thoughts on the topics with the perspectives of students from all over the world.  Why then, in knowing all this, is the thought of using and granting access to social networking sites as a tool for learning still considered a taboo subject in most schools?

            Like most new educational initiatives, the role of social media networks as a learning tool, has been fraught with debate as to whether the sites that promote socialization have a valid place in the classroom, and if their use will be beneficial to students and teachers or in fact cause harm to the learning experience.  As a result, a list of both pros and cons has developed to support both sides of the argument.

The Pros:

Advocates in favor of the use of social networking networks cite that “ as an educational tool, the use of social media enriches the learning experience by allowing students and teachers to connect and interact in new, exciting ways” (Lederer, 2012, January).  In fact, schools that have embraced the use of social media in their classrooms say, “ it has changed the way educators teach and students learn” (Davis, 2010, June).

As mentioned above, today’s students “ are experiencing the world through more then just their books and assignments,” as a result educators are aware that when their students arrive at school, they bring with them a wealth of knowledge and experience using social networking technologies to learn (Baker, 2013, February). By integrating the use of social media networks as a learning tool, educators are able to take advantage of their students knowledge and interest of using applications like Edmodo, Twitter, and Facebook, to create an enriched learning environment that will “foster collaboration and discussion, create meaningful dialogue, allow for an open exchange of ideas, and boost student interaction” amongst their young learners (Lederer, 2012, January). In addition, by harnessing the essence of a tool whose core is based on promoting communication today’s educators have paved the way for not only communicating with, and understanding their students on a radically new level in and outside of the classroom, the use of these sites has also allowed them the means to teach their students how to build better communication skills.

Finally, in an era where the learning of 21^st century skills has become a vital component to preparing students for the future, the use of social networking sites in a school serves, as an outlet for students to an understanding about the role the Internet will play in their lives once they leave school and enter the workforce. As social media sites offer students entering the workforce a place from which “to establish a web presence, post a resume, research a target company or school, and connect with other job seekers and employers”

The Cons:

            Critics and naysayers against the integration social media networks in schools see the use of these websites first and foremost as a distraction in the classroom. Some educators against the use of social media support this belief stating, “that tools like Facebook and Twitter divert students' attention away from what's happening in class and are ultimately disruptive to the learning process” (Lederer, 2012).  While other educators are concerned that “while communicating and sharing online may create a safe harbor for students who are uncomfortable expressing themselves, students are missing valuable lessons in real-life social skills” that are learned through face-to-face interactions in the classrooms (Lederer, 2012).

On a more serious level, critics against the use believe, “while social networking sites provide a way for students and teachers to connect, they can also serve as a weapon of malicious behavior” leading to increased instances of bullying to occur amongst students (Lederer, 2012). In addition, some experts have also stated that educators who choose to incorporate the use of social media networks as part of their pedagogical practice, are in fact “ putting their careers at risk” as communicating with students on websites like Facebook, could “lead to inappropriate exchanges to occur” (Davis, 2010, June).  Finally, those against the use of social media believe that schools who chose to allow the use of social media networking sites need to pay closer attention to federal laws like the Children’s Online Privacy Protection Act of 1998 and Children Internet Protection Act, or CIPPA; that have been set up to protect the privacy of student information and shield them from offensive material, as the use of these types of websites increase the odds that young learners will be exposed to unforeseen dangers that could have been avoided.

In closing, it is a well-known fact, that today’s tech savvy generation conducts much of their life through social media channels, and as such they are the ones who will decide what tools allow them to learn best.  Therefore, it is our responsibility as educators to be ambassadors of change in our schools, embracing the learning opportunities that social networking sites have to offer our students, while also taking the time to calm the critics out there by empowering our young learners with the skills they need to know, which includes teaching them how to communicate with others in a way that is professional, responsible, but more importantly safe. 

References

Association for Supervision and Curriculum Development, ASCD (2011). Students like social media [Infographic]. Retrieved March 13, 2015 from: http://techbusy.org/wp-content/uploads/2012/07/students-like-social-media-infographic.png

Baker, J. (2013, February). How students benefit from using social media. Edudemic, Connecting Education & Technology. Retrieved March 14, 2015 from: http://www.edudemic.com/how-students-benefit-from-using-social-media/

Davis, M. (2010, June). Social networking goes to school. Education Week. Retrieved March 14, 2015 from: http://www.edweek.org/dd/articles/2010/06/16/03networking.h03.html?tkn=ZRQFx6cjaiCguM0Yi1MT12ekIFTvW4pOVQKk&print=1

Lederer, K. (2012, January). Pros and cons of social media in the classroom. Classroom Technology.  Retrieved March 13, 2015 from: http://campustechnology.com/Articles/2012/01/19/Pros-and-Cons-of-Social-Media-in-the-Classroom.aspx?p=1

Livingstone, S. (2008). Taking risky opportunities in youthful content creation: Teenagers’ use of social networking sites for intimacy, privacy, and self-expression. New Media and Society, 10(3), 459-477.

Smith, F. (2007, April). How to use social-networking technology for learning: Why teachers should embrace networking, and how they can use it to improve education.  Edutopia, The George Lucas Educational Foundation. Retrieved March 14, 2015 from: http://www.edutopia.org/how-use-social-networking-technology

Solomon, G. & Schrum, L. (2010). Web 2.0 how-to for educators. Eugene, OR: International Society for Technology in Education.

Digital Citizenship Education= the Key to Leaving a Positive Digital Footprint on the World

             In the 21^st century the neighborhoods our children once navigated on foot have evolved to now include virtual avenues housing individuals from all walks of life and cultures. The introduction of technology has in turn altered the way our students speak, share, and interact with those close to them, and those they may never meet in their lifetime.  Therefore, learning how to become respectful digital citizens in this virtual world becomes a vital skill our students must master to assure that the footprints they leave in their travels are safe and positive ones.

            It is well known fact that with each passing year, younger and younger students are gaining access to the Internet through their smartphones, tablets, and gaming systems.  In fact in the last month alone, I have lost count to the amount of times I have witnessed preschool age children in stores and restaurants plugged into their handheld devices, navigating between apps and websites like a pro, or been privy to watching young elementary age students taking and posting selfies with reckless abandonment.   Therefore, I believe that when it comes to introducing the concept of digital citizenship to students in the 21st century, sooner is better than later.

But whose responsibility is it to teach safe and ethical digital behavior to today’s students? Research has shown that today’s “learners are closely surrounded by those who influence their learning most; other students and peers, parents, family members, and teachers” (Trilling and Fadel, 2009).  As such when it comes to digital citizenship and assuring that today’s students grow up to become tomorrow’s contributing, respectful members of a society that has yet to be fully envisioned, the old adage still rains true; it will take a village.

            Therefore, the most important thing that we as educators, and Technology Integration Specialists can do to influence the actions of our student’s long term is to instill healthy online habits early by effectively modeling respectful use of technology into their daily learning process.  To accomplish this we will need to design a series of specific learning activities that will not only teach students how to properly communicate and share ideas with each other online, but also engage them in lessons on how to analyze, evaluate, and give proper credit to materials, images, and videos they find online to support their understanding of topics.  Equally important we as educators need to be honest with them about all facets of technology and not sugar coat the realities that come with navigating the World Wide Web.  Similar to a coin the Internet has two sides, and with all the benefits that technology has to offer, it also comes with an equal number of dangers.  Therefore, it falls on our shoulders to empower our 21st century students with the knowledge and tools necessary to allow them to make smart choices when they are online, while fully understanding the long-term consequences for themselves and others that could occur if they loose focus and slip up.

              In my school digital citizenship training begins in second grade, with introductory discussions about cyber bullying and basic lessons on finding and giving credit to the authors of online reference material and photos online. The digital citizenship training is ramped up to a higher level once students enter third and fourth grade, when they are enrolled in an online course called “ Digital Passport” produced by Common Sense Media.  This free program takes students through five weeks of in depth online and in class exercises that covers the topics of: cyber-bullying, proper cell phone use, Internet searches, copyright law, and digital citizenship.   For my elementary students their digital citizenship education concluding in fifth grade with students participating in an ambassadors program, in which they spread the message of what it means to be a respectful online citizens by creating posters, presentations, and skits that they share and act out to the Kindergarten and grade one students at the school.

What is important to remember is that teaching students about digital citizenship is not a one-time topic of discussion that only occurs at school but rather a complex multi-leveled subject requiring continuous time and attention in the classroom and at home. As mentioned before, it takes a village to raise a digitally responsible child, and as such an important key to this equation falls on the shoulders of the parents and guardians of our students.  Many of the adults in our students lives, are driven by what they have learned about technology through their personal experiences, online, and in the media, which we know from experience often leans more to highlighting the hazards that can happen from its use versus the benefits. Therefore, it is our responsible as teachers and leaders in our community to go the extra mile to educate the families of our students about technology, digital citizenship, and how to properly use the devices they have chosen to outfit their children with as a tool for learning, ensuring that the message students receive is a consistent positive one.

When it comes to using digital technology in my life, and reflecting upon the digital path I have walked over the last decade, I will admit the journey to get to where I am now has not been void of hurdles and hiccups. Mostly due to the fact that in the era in which I grew up there was no one really there to guide or educate me about technology.  Therefore, in moving forward as an educator of technology I have made it my mission to match my actions online to that of the message I send out in the real world to my students.  As such when it comes to interacting and sharing information online I pledge to act responsibly, and leave footprints in the virtual world that are both positive and will promote the educational benefits that the use of technology can offer now and long into the future.

References

Common Sense Media. (2013). Digital passport [Online Application]. Retrieved February 21, 2015 from: https://www.digitalpassport.org/educator-registration

Trilling B. & Fadel C. (2009). 21st century skills, learning for life in our times. San Francisco, CA: Jossey-Bass

The Many Roles of a Technology Integration Specialist

          Through my coursework at SNHU and in my professional experiences as a teacher of technology in a public school setting, I have learned that the role of the Technology Integration Specialist is one that is multi-faceted and requires the wearing of many hats. The role of today’s Technology Integration Specialists not only centers on promoting the use of technologies to support student achievement in all pre-K- 12 classrooms, it is a role that is also tasked with providing leadership in the school community by assisting in the purchasing, development, and implementation of curriculum and technology integration based projects.  Other roles handled by the Technology Integration Specialist includes collaborating with administrators, teachers, staff, and other IT professionals to support, manage, and optimize the use of instructional software, interactive tools, and network resources required to support high quality teaching and learning. Finally and most importantly they serve to empower and educate today’s 21^st century learners to reach their fullest academic potential by teaching them how to use technology as a tool for expressing their creativity, understanding, and knowledge of core curriculum topics.

            But who are these 21^st century learners? The students sitting in our classrooms today are the first to have “grown up with a wealth of digital tools at their fingertips” (Solomon & Schrum, 2010). As a result they have become “highly rational and demand quick access to new knowledge,” and are “capable of engaging and learning at a whole new level” (Blair, 2012, February). In fact, according to Marc Prensky, today’s students or digital natives “think differently and therefore need to be taught differently” (2001, Schrum & Levin, 2009). It is not surprising then that today’s students thrive in interactive environments that allow them to share and be connected to the world around them.  Whenever they have the chance they are plugged in on their smart phones, computers, and tablets texting, tweeting, or skyping with friends.  In fact when asked “ today’s students preferred tool for learning outside of school is the Internet” (Schrum & Levin, 2009).  For them the ideal classroom is a learning environment that supports and reflects an understanding of what keeps them motivated and eager to pursue new knowledge and as such if “student performance is to approximate student potential, students need access to a constantly evolving array of technological tools and activities that demand problem-solving, decision making, teamwork, and innovation” (Blair, 2012, February).

Knowing this, how can educators shift their pedagogical practices to harness the motivational power of technology in their classrooms to meet the ever-changing needs of their students? It has become a well-documented fact that in the 21st century, to become thriving successful members of the society in which we now live and the one yet to be fully recognized “requires levels of information and technological literacy that go far beyond the basic knowledge that was sufficient in the past” (National Education Association, n.d). Therefore, “ new 21st century learners must master more than the core curriculum to succeed” (Blair, 2012, February).  The students of the 21^st century also need to “be inventive in their thinking, be able to communicate their ideas in published form and verbally, and to use the tools of the 21st century for learning, communication, and problem solving” (Partnership for 21st Century Skills, 2003).  Therefore, in moving forward, to reach and engage these 21st century learners, educators today must make the conscious effort to change how they teach by embracing and re-envisioning technologies role in their classrooms.

But who are today’s educators?  Most of today’s educators, residing in classrooms today, unlike their students are digital immigrants, teetering between a society of face-to-face communication that once was, and the Internet based high tech revolution knocking at their classroom doors.  Some are traditionalists, comfortable with the old-school way of educating and instructing their students, seeing no fault in the tried and true methods that have served them well for years.  While others have become open to the idea of using technology in their personal lives however, have yet to embrace the concept of using these tools in their classrooms.

As such, educators today need to separate themselves from the past and accept technology as an integral part of the education of their students in the 21st century.  However, for many in the profession as mentioned above this is easier said then done, citing, out of date resources, and a lack support and quality training as a few of the reasons for why technology has not been instituted in their classrooms. However, an even bigger hurdle holding them back is fear that the efforts they put forth to use technology will fail and as such prove less beneficial in the long term, or simply that their students understand more than they do, and as such will not be able to support them with issues arise.

Therefore,  “to truly understand the benefits of technology use for learning, teachers need to first be able to acknowledge the benefits of technology as a tool for learning” (Morehead & LeBeau, 2005, April). They need to view the computers and other technology based tools that they have, as beneficial, enabling their students and themselves to perform their jobs more effectively. Teachers also need to “recognize and identify the learning processes that technology makes possible: the collection, organization, presenting, and communication of information in today’s informational society” (Morehead & LeBeau, 2005, April).

But who is responsible for helping both teachers navigate the complexities of technology and assist the students need to have access to the tools they are used to learning with? As mentioned above aiding both educators and students in this transition falls into the capable hands of the Technology Integration Specialist, who understands the educational needs of both the digital native and immigrants residing in schools today.  Technology Integration Specialist’s are masters of their craft, understanding not only the ins and outs of the technology-enriched devices placed in schools, but are also the key to making educational change happens as they have the vision and means to propagate the use of new technologies and methodologies in their school’s classrooms. As such Technology Integration Specialists are the vital member of the staff who through professional development training offerings and modeling technology infused lessons can “assist both teachers and students in understanding technology as a tool for connecting curriculum content to the learning processes ” they already implement (Morehead & LaBeau, 2005, April). Justifying why this position is so important in schools and districts nationwide.

References

Blair, N. (2012, January/February). Technology integration for the new 21st century learner. Principal, 8-13. Retrieved February 8, 2015, from: http://www.naesp.org/sites/
default/files/Blair_JF12.pdf

Morehead, P., & LeBeau, B. (2005, April). The continuing challenges of technology integration for teachers. Retrieved February 12, 2015 from: http://www.usca.edu/essays/vol152005/moreheadrev.pdf

National Education Association (n.d.) Preparing 21st century students for a global society: An educator’s guide to the “four cs”. Retrieved February 13, 2015 from:

Partnership for 21st Century Skills (2003). Learning for the 21st century. Washington, D.C.: Author. Retrieved April 23 from http://www.21stcenturyskills.org/downloads/P21_Report.pdf.

Prensky, M. (2001). Digital natives, digital immigrants. Retrieved February 13, 2015 from: http://www.marcprensky.com/writing/

Schrum, L. & Levin, B. (2009). Leading 21^st-century schools: harnessing technology for engagement and achievement. Thousand Oaks, CA: Corwin.

Solomon, G. & Schrum, L. (2010). Web 2.0 how-to for educators. Eugene, OR: International Society for Technology in Education.

A Time to Reflect...

           As someone who teaches with technology on a daily basis and whose responsibilities center on supporting the needs of others as they learn to navigate their way to effectively integrating technology into their own pedagogical practices, I felt taking a course centered on technology integration would only serve to refresh concepts I already understood.   However in stepping back, and reflecting on the educational journey I have taken over the past ten weeks, I am truly surprised by how much I have actually grown professionally, proving the point that learning is a life long process that does not stop the instant you become a teacher.

            Prior to this course I, like many of my classmates had a comfortable understanding of technology, the ISTE NET_S standards, and many of the technical devices, digital resources, and web 2.0 tools being integrated into today’s classrooms.  I also had a first hand insight into the many hats a Technology Integration Specialist wears in a school setting, having served in this role for my school over the last couple of years.  

            The area that I feel I have experienced the most growth is in understanding how to take the skills and knowledge I already possess with regards to technology integration and apply it to the next level.  For instance prior to this course I was familiar with the educational possibilities associated with Blogs, Wikispaces, and Google Docs, however had never actually used the tools in a collaborative manner personally or with teachers or students. In addition, I was familiar with designing lessons that effectively used technology, however have never stopped to identify the technological, pedagogical, and content knowledge that was gained from using technology to support the learning of a core subject.  Finally, I understood the need for ongoing, continuous technology based professional development in schools, however did not fully grasp the multiple steps required to ensure that these trainings and workshops were a success long term.

            Therefore in moving forward I plan on actively implementing many of the activities and web 2.0 tools that I learned through this class, into my day-to-day practices with colleagues and students.  Most importantly I plan on taking the time to educate my colleagues about how to integrate the TPACK, (Technological Pedagogical Content Knowledge), and the International Society for Technology in Education’s NET-S standards into their lessons, as I have learned through the implementation of a needs assessment survey within my field experience, that they have little knowledge of both across the board. Finally, I will support my district’s mission to provide ongoing professional development opportunities in technology for teachers and staff by creating learning opportunities both though online platforms like blogs and wikis, and in face-to face workshops that will teach them to embrace the technology tools they have in their classrooms and use them in more effective ways to meet the needs of their students.  

Why is it so important to continue to perfect the technology integration craft and develop professional development opportunities to support this?

            A quote from Socrates once said,  “ The secret of change is to focus all of your energy not on fighting the old, but on building the new” (Pictures and Quotes, 2015).  I feel this quote truly embodies the growth of technology in education and the journey many teachers face when it comes to integrating its use into their day-to day classroom practices. 

            Technology itself has often been seen as an agent of change as research has shown that “when used effectively, technology can help students meet and exceed rigorous learning goals” (ISTE, 2015). Technology use in education has also been credited with “having the potential to significantly improve teaching and learning to a level necessary for success in an information oriented society” (Egbert, 2009).  However in reality technology alone cannot make these things happen “only teachers can truly make changes in pedagogy” a reality (Egbert, 2009). Therefore, it is vital that when it comes to technology integration in schools, teachers continue to hone their craft so that they are able to use the technology based tools they have effectively to “ address the academic, linguistic, and social needs of students, assuring that all students in their care have equal opportunities to learn and achieve” (Egbert, 2009).  In order to assure this goal is reached and teachers can take full advantage of the technologies available to them in their schools, appropriate levels of support in the form of, training, and technical personnel are necessary ingredients in the integration recipe. In addition school districts will need to allocate funds to “give educators access to the tools and resources needed to personalize instruction and create relevant, engaging learning environments” now and long into the future (ISTE, 2015).  

 

References

Egbert, J. (2009). Understanding classroom learning and technology use. In J. W. Johnson (Ed.) Supporting Learning with Technology: Essentials of Classroom Practice. (pp. 3-34) Upper Saddle River, NJ: Pearson Education, Inc.

International Society for Technology in Education, ISTE. (2015). Digital learning in a standards world: a closer look at the common core and state content standards. Retrieved January 25, 2015 from: http://www.iste.org/advocacy/public-policy/common-core

Pictures and Quotes (2015). Quotes about change. Retrieved January 31, 2015 from: http://picsndquotes.com/quotes/quotes-about-change/