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.