Google Tools for Educators

How can the tools within Google help teachers and students make learning both collaborative and engaging, along with adding ease to education? 

Most Helpful Tool

While learning about all the different tools that Google offers, I believe that Google Classroom with the use of documents, slides, and forms have been the most helpful in my classroom.  The ability to use Google Classroom as a Learning Mangement System has provided me with the opportunity to post announcements and assignments to my students while away from the classroom due to professional development, sickness, and snow days.  It allows the teacher to communicate with students in a classroom feed, that collects and organizing responses and products of the students.  Through Google Classroom I can post an assignment/exit ticket for students to answer questions using a google form.  The Google form will then provide me with immediate feedback on responses from the students.  I can also post an announcement for students to watch a video on safeshare or provide information on a project.  One of my favorite uses of Google Classroom is that if I create a document, attach it to Google Classroom with the make a copy option for each student, I am the owner of their work and have continued access to it without each student needing to share it with me.  Google Classroom will keep track of the student work and organize it in my Google Drive.

Success and Challenges

During my exploration of Google Tools, I had both success and challenges.  One of the challenges was determining how to connect my Google Calendar with my Google Classroom.  I was unable to determine how to get items I posted on the Google Calendar to show on a Google Calendar within Google Classroom.  I know that this is something that is possible but at the current time I have not figured out how.  I have learned through this research on the connection between Calendar and Classroom, that the assignments posted on my Google Calendar for selected classrooms will show-up on a student's Google Calendar.  I find the use of Google Calendar to be difficult compared to the other tools created by Google.  I also believe that 6th-grade students still benefit from the use of a paper calendar/agenda.  I was successful at using Google Maps for something more than exploration.  I look forward to creating additional Google Map Tours for my students to explore the world with guided tours, that are teacher generated based on current learning.

Online Learning

When I was initially a college student, I did think online learning was for me, and I actually did very poorly as a student in an online course.  I believe that there are two significant drawbacks to online learning, pacing and face-to-face learning.  I think as a teacher it is essential to have a schedule and timeline for the learning process, whereas with online learning it is easy to get busy and "forget" or procrastinate about completing online learning.  Online learning scheduling can allow for flexibility of time and education also, this learning style just requires discipline and desire to do well.  As a teacher, I find the ability to look at a student while teaching beneficial.  I am able to read students facial and body language to get an understanding of their level of knowledge of the topic.  As a student, it is easier to ask questions and be engaged in a face-to-face learning environment.  I work with a teacher that after teaching all day wants to be away from people, so the ability to do online learning is what is best for her.  One of the great things about Google Tools is that it is making online learning closer to the of the classroom setting with the use of tools to promote engagement and collaboration.

Google Extension and Apps

The first step to successfully using Google Extension and Apps in the classroom is to know the difference between an extension and an app.  Extensions are added to your chrome browser to enhance what you are able to do with google chrome. Whereas an app is a shortcut to a regularly used web-based application. While exploring the different uses and hurdles to implementing extensions and apps in the classroom, I have learned the following helpful tips.

Search Strategies:

1. Narrow your Search based on the type of extension or application you are looking for, with the multitude of extensions and applications available through the Chrome Store, I have found that it is beneficial to narrow that search through the drop-down selection “categories.”  The use of the “categories” search narrowing allows you to determine if you want educational, business, games and many more, each of the categories also has subcategories to narrow your search.
2. I have also used web searches and website to help me find information on extensions and apps
1. https://www.teachthought.com/technology/50-of-the-best-google-chrome-extensions-for-teachers/
2. https://www.bettercloud.com/monitor/the-academy/8-chrome-extensions-teachers-love/
3. https://www.weareteachers.com/google-chrome-extensions-students/
3. Check the rating stars and how many people have used the Chrome extension/spp before determining if it is the right one for you
4. Explore the “related” items that are displayed after you add an extension, many times you will find extensions that you didn't know that you were looking for or needed!

Useful Chromebook Extensions/Apps Help Pages:

1. How to install or add an app or extension
2. How to uninstall an app or extension
3. How to pin a Chrome app on your shelf
4. How to sync your Chrome account settings - this information is great if you use different Chromebooks or use Google Chrome on a laptop, it will sync your apps and extensions so that you will have the same ones no matter which device you are using to access Google Chrome

Mrs. Wise's Top Google Extensions

1. Alice Keller Drive 20 - As a Google Classroom school and user this is one extension that saves me the most time throughout the year.  This extension allows me to go to one of my google classroom drive folders, click on this extension and it will open the first 20 documents for me.  I group my classrooms by core so I then only have to open 6-8 additional documents singularly.
2. Print Friendly & PDF - This extension allows you to create a webpage article into a printable PDF without all the advertisements and links that surround it when web browser based
3. Google Dictionary - This extension allows students to quickly check the definition of a word without having to open an additional tab.  I like the benefit of this allowing students to stay on the website or document that they are reading without the distraction of opening and searching on a different tab.
4. Grammarly - A very advanced spell and grammar checker, I use this for all documents that I will be presenting to students, parents, and colleagues; this extension is one that I pay for the premium version.  Grammarly is a website based extension that will check our writing on many different levels of critique based on your settings.  One of the things I like about Grammarly is it also monitors your writing for repetition of words and makes suggestions to improve your style of writing.  FYI - this is NOT Google based and will not sync with google documents, to check the google documents it requires copy and paste into the website.
5. Google Cast for Education - This extension allows students to cast their Chromebook Screen to another computer.  I let this to cast to my school laptop and then onto the smartboard in my classroom.  I have used this at different times when students found something fascinating on their Chromebook or we are working through a process, and I want the students to see it from a student view.
6. Screencastify - An extension that allows you to record a screencast of your Chromebook screen with an audio recording for students to then use to learn, reinforce, or remind; I have used this for how to format a paper, shared it in google classroom, and then students always have it as a reference of paper formatting.

What is the impact on WRITING when using digital storytelling?

As an educator, I need to determine if using digital storytelling in the writing class is adding to a student's ability to write or am I using it as a substitution tool?

When considering digital storytelling in the classroom, what seems to be the most natural transition is in the writing class.  For years, we have seen the digital publishing of writings both in the professional use and in education.  20 years ago when I was in school, we were all instructed on typing and formatting a paper using a computer processing program. When thinking about the question is this adding to the learning or just a form of substitution, the easy answer is that digitally producing a final writing is a pure form of substitution.  According to the  SMAR model for tech integration, the use of a computer as a word processor to produce a typed document versus handwritten it is a substitution, where the technology is only used as a replacement for handwriting.

Many times through using the computer and a processing system, such as Microsoft Word or google documents, students are in the augmentation level, where the use of technology enhances the student's work. This happens through the ease of typing compared to writing, it also is an accommodation for students with dysgraphia. The use of technology is writing also promotes spelling accuracy through the use of spell check.

The goal of technology in education needs to be NOT just a substitution mode but a modification or better yet a redefinition of learning through the use of technology.  The purpose of digital storytelling is a way to take students' writing to the higher levels of the SAMR Model for Technology Integration.  The modification level states that the use of technology causes a significant redesign of the task. The purpose of digital storytelling applications/programs allows students to create new ways of sharing their writing, increasing the engagement in writing and changing the function of writing.  Students will no longer be writing just a story, but they will be telling a story to share.

Students can reach redefinition of writing through the use of technology by sharing their writing beyond the classroom.  One website that allows students to collaborate on writing is Write About.  Write About will enable teachers to present prompts to students and then students can collaborate with others and share their writing.

The Beginning of the Stars

This is an example of my 6th-grade son completing a writing prompt about the beginning of the stars using Write About.  The Write About web-based site allows the teacher to assign writing prompts through Google Classroom, the students can then publish to the web or to a specific group. While using this writing application, I found the following to be positives about the site.

- teacher's ability to create prompts, groups, and assign prompts for writing

- ability to collaborate with other students digital within the school, community, and country

- read aloud option

- print option

- connects with Google Classroom

The slideshow created by Bernard Robin, titled "The Educational Uses of Digital Storytelling" presented many informative points about the benefits and the negatives related to students using technology to tell different stories. In the slideshow presentation, many of the same benefits were addressed that had been previously stated, including what is digital storytelling. The author discussed that there are three different main types of digital storytellings,

Personal Narrative: this is where students use a digital format to tell a personal story about their life, these include stories about the events in our life, the

places in our life, and what we do in our life.

Historical: this is where students would use a digital storytelling format to tell about a historical person or event.

Inform or Instruct: students would use a digital source to write the information about something or to instruct someone how to do something.

Digital Storytelling as an Effective Tool in the Classroom for Teachers

In the presentation, the author also points out the benefits that digital storytelling can have in the classroom beyond the students creating it, but the benefits for the teacher. It stated that stories teachers create can be effective in the classroom in the following ways.

- a lesson hook
- integrate the use of multimedia
- teach difficult content
- encourage classroom discussion

In my classroom, we have just completed reading the book "A Long Walk to Water" where the students read a parallel story about a Lost Boy in Southern Sudan during the Sudanese War and the lives of many girls in that area after the War. I was able to find a video of Lost Boy in the book telling his life story during and after being a refugee. My students were able to watch the video and listen to him speak, which helps bring the book to life more for them. They then answered a question about the video and how his story impacted them as viewers.

This is a student watching Salva tell his story. I think it would be a fun assignment to have students record each other telling stories of their life.

Digital Storytelling as an Effective Tool for Students

Digital storytelling has the following positive effects for students in the classroom, where implemented.
- research tool
- helps students keep their writing organized
- presentation tool
- increases students problem-solving skills
- used for assessment of information learned

The presentation did discuss that even with all the positives of digital storytelling, there are negatives such as this is a long process that could cause students to lose interest in the art storytelling and become more involved in the fun of technology.  Which reminds me that many of the articles have also discussed that the focus needs to remain on the writing or the learning and not on the enhancement that the technology provides.

Book Creator

Book Creator - is an application that can be used by students to create a book.  I think that one of the ways to make this assignment beneficial to students is to make it important. An example of how this could be used for students to inform would be the example below, where students could inform about a historical field trip they took.

Colonial Complex

Click to read this book, made with Book Creator

https://read.bookcreator.com

Book Creator is a great website that is basic to use and allows students to create a book.  There are many different functions that students can use with Book Creator, students can choose a blank book to create completely from the beginning or a comic strip book where they will fill in photos.  I used the comic strip format as a layout for my field trip book.  I think it would be interesting to see the photos students take and the information they gather during a field trip and turn it into an informational book on the field trip.

Positives:
- easy to use
- both chrome and iPad systems
- can publish to the web or save as a PDF for printing
- able to add links and images

Negatives:
- NO communication between the chrome and iPad systems
- unable to collaborate

Creating Digital Stories

"I know only one thing about the technologies that await us in the future.

We will find ways to tell stories with them."

Quote from Jason Ohler

The Prezi created by Kevin Hodgson entitled "Digital Storytelling and the Common Core" discuss the importance of how storytelling is the mode of presenting and encouraging learning, not the education.  Kevin states the following 4 important ingredients to successful digital storytelling.

What is Digital Storytelling?

1. it contains images, narration, and music; sometimes contains motion

2. storyboarding

3. video project

4. encourages exploration of an IDEA with technology

Potential Ideas for Digital Storytelling

Video Book Trailers

Media Companion to Narrative Writing

Persuasive "How To" Video Projects

Family History Projects

Tell the Story of a Community

How does digital storytelling connect to the standards within the writing curriculum and technology

When considering how to incorporate digital storytelling into the writing curriculum, the teacher needs to consider the purpose of the writing and the product that students need to produce to show their knowledge.  For this lesson, I tried to determine how you could incorporate digital storytelling into the social studies curriculum.

Social Studies and Digital Storytelling

Students could create digital stories that tell the life of a historical person, through images and writing.  First students would need to use technology to research historical artifacts about the person or event, including images.  Students would then need to create a written storyboard of the timeline of the person's life or the event.  The student would need to then use a digital storytelling application to create the story. Students could create digital timelines to tell the sequence of a historical event or the life of a historical person.  Christopher Pappas published a list of the Top 10 Free Timeline Creation Tools for Teachers.  I explored many of the websites but found Sutori.com to be the best and easiest for students to use.  I created the following timeline example of my daughter's life using Sutori.

Sutori was easy to use to create a timeline. It is linked with Google Classroom, which is important to me since my school uses Google Classroom as our LMS.  This application is easy to use for students to create timelines to tell the digital story of a person or event.

Positives of Sutori

"How To Use" video
Collaboration
Connects with Google Classroom
Teacher Tools
Easy to use and navigate
Ability to share and print

I also consider the use of digital storytelling in writing for students to create books.  Below is an example of a social studies book that explores different locations a new "flat frienx" visits including the modes of travel.

Flat Friend Book created using StoryJumper.com

Read this free book made on StoryJumper

Story Jumper is a digital storytelling application that allows students to create digital books.  The website allows students to create blank books or use tutorials to walk through creating a specific type of book.  Some of the different types of books I saw and explored included: About Me, Historical Biographies, Fictional, or any other type of writing students create.  The program allows students to select from a blank book or a template.  I used the Flat Friend template, this was a great program and by far my favorite digital storytelling application I have explored.

After selecting the template Flat Friend, I was walked through the process of creating my book the program gave step by step directions including what to write about and how to add images and my voice. Below I have listed a few of the positives for this program.

Positives of Story Jumper

"How To Use" video after selecting a book creation

When creating a flat friend book, it included videos of the locations visited by the friend
Collaborative Program
Easy to follow directions
Many different images
Ability to add music and voice

PA Writing Standards that Address the use of Technology

CC.1.4.6.U - Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting

CC.1.4.6.V Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

CC.1.4.6.W Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

CC.1.5.6.F Include multimedia components and visual displays in presentations to clarify information.

Digital Storytelling Across the Curriculum

When thinking about storytelling, many people only think about writing and reading class.  

The question to ask is WHY not tell stories in math, science, and social studies.  Isn't social studies nothing more than a collection of the stories about the formation of our country and other countries.  When learning about bugs and erosion, can't that be told in the format of a story, either through the eyes of the bug or the rain?  Storytelling in math is fundamental, students will understand the concepts of word problems better if they know the reverse by writing a math story.

Student Examples of Digital Storytelling:

Math (Found on Youtube)



Social Studies - my students created Ignite Presentations to tell the life story of a historical person that had a positive impact on the lives of African Americans.  This presentation was made in google slides, and then on a timer.  The students verbally told the story while the slides changed.

Kelsey's Ignite Presentation on Soujourn Truth

According to the article "Digital Storytelling Across the Curriculum" from Creative Educator storytelling is a skill to build on those required in the 21st Century.  Through digital storytelling students develop their ability to be creative and inventive thinkers, it promotes multiple intelligence within learning styles and creates the need for higher-order thinking to complete a task.

Storybird is a digital storytelling web-based application that I used to discuss the need to digital storytelling across the curriculum in today education.

7 Elements of Effective Digital Storytelling

According to the article "Digital Storytelling in the Langauge Arts Classroom" and "The Educational Uses of Digital Storytelling," a digital story contains 7 effective elements.

1. Point of View - what is the view of the author

2. Dramatic Questions - an important question that will be answered by the end of the story

3. Emotional Content - a story that speaks to the feelings of the reader/viewer

4. Economy - just enough to tell the story, don't overload the reader/viewer

5. Pacing - how slowly or quickly you share the story

6. Gift of your Voice - the voice of the author to add a personal touch to the story

7. Soundtrack - music that meets the tone and mode of the story

Digital Storytelling includes the following four parts: the text of the story, digital graphics, recorded audio narration, and video/music.

Digital storytelling should be in the foreground while the technology is in the background, this allows the technology to amplify the voice of the writer and maintains the integrity of writing.

2 Digital Storytelling Web-Based Apps used on my Chromebook this week.

1. Storybird is a website with stock photos that allows students to create poetry, picture books, and chapter books.  The finished products produced by the students can be shared through different LMS, email, and a public forum on the website.  I found this site interesting and feel like it is something worth continuing to explore.  I became frustrated with the fact that once I chose the "artwork, I was unable to switch to a different artwork collection.  I was happy to see that my Grammarly app continued to work on the book writing, but I was unable to change the font in my writing.

          POSITIVES: easy to use site, multiple formats, free to use

          NEGATIVES: no collaboration, limited images, and arrangements on the page

2. Make Beliefs Comics is a website that allows students to create comic strips. I really enjoyed using this site and definitely will be using it in the future with my students.  I found that it took some time to entirely navigate the use of the functions within the comic creation, but once determined I found it easy to use.  This website also contains writing prompts for education use.

        POSITIVES: easy to use, free to use, ability to change images, multiple languages

        NEGATIVES: no collaboration, limited photos, only able to email finished product

Reflection on how to provide the best lesson for my students.

Somedays you have to STOP and THINK about how as a teacher you are doing your job.  

As a teacher, I don't receive a report card from my students telling me if I accomplished my objectives that year.  So as a teacher I have to reflect on the lessons I teach and try to determine what is the best way to teach and can I improve.

This summer while taking a class on integrating technology into the classroom, I had to think about one lesson that I teach in 6th grade; and determine how I could make it better through the use of technology and integrating the ISTE Standards and Multiple Pathways of learning.

So I thought about it

The one component of both the ISTE Standards and the Multiple Pathways of Learning that kept coming back to be with importance was STUDENT CHOICE.  Students that have the opportunity to have a choice in their learning have ownership in their learning and ownership in learning has a greater outcome of learning.

I continued to reflect on lessons that I already provide student choice.  Last year my 5th-grade students were able to choose the Newbery Award or Honor book they wanted to read for a literature group lesson.  Students also had a choice in an ELA lesson to work collaboratively to create a 60-second commercial on for PSSA review. Our PBL on Black History month was all student choice, including who and how to present the information on how one person could change the lives of African-American in history.

Kelsey created a cake that had images and information on all the pieces.

Bessie Colman had a poster board, plane, and landing strip.

Students had a choice in how to present their information, and then the class completed an inquiry form during a gallery walk.

Colin made a baseball diamond with facts on the backboard, flag poles, and field about Jackie Robinson.

After reflecting on these lessons, I needed to decide how I could give more student choice in the classroom throughout the entire school year.  My decision was to start with GRAMMAR.  Grammar is a lesson that NEEDS to be taught and reinforced, but I have found that all students in 6th-grade are not on the same level with all the different grammar skills.

CHANGES

Some changes needed to be made to give students choice and ownership of their education with regards to grammar. The change will start with choice, students will have the opportunity to choose the order that they complete the 12 grammar lessons taught in 6th-grade.

One of the biggest and hardest parts of this change will be giving up me "teaching" the whole lesson to the group with me standing in front giving the lesson.  As a teacher "we" think it is the best way for students to learn, although evidence shows that for many students this is NOT the best way to learn.  So not only do I need to stop being the person upfront teaching but I also have to have all this learning prepared ahead of time through screencast, videos, and Nearpod.  THIS IS A LOT OF WORK, but I know that it is what is BEST for my students and I will always try to provide the best education for the 50 students sitting in my class every fall

So here is what it will look like, this is the Nouns lesson plan for students.

I am excited to see this experience take place and students to learn at their pace on their schedule.  I will be able to provide direct instruction on different grammar skills to various students on writing days based on the skill that they are working on.

OWNERSHIP of Learning coming to 6th-grade students.

Grammar, What’s the PERIOD.

Summer is officially here!

(Noun, linking verb, adverb, noun)

Students view summer as a time for fun, sleeping in, no homework, and hopefully limited learning traditionally.  As a teacher, my only request is to KEEP READING daily.  Teachers uniquely view summer.  Teachers see summer as a time to do many of the same types of things.  Mr. Wise (7th-grade science teacher), our children and I have enjoyed many fun activities this summer with much more to come.  

I have done LOTS of sleeping in and staying up late watching Netflix with my girls.  I also have been reading, but not just books for enjoyment.  I have been reading 6th-grade books to use in the classroom or to talk about in the classroom library, I have been reading professional books, I call these the “How to be a better teacher” books, and I have been reading school books.  The last type of books is important to me because I want my classroom to be better every year.

The class that I am currently taking through Eduspire, Tech-Infused Classroom: discusses all the different ways that classroom teachers can use technology to meet not just the common core standards but also the ISTE standards.  The ISTE standards is a set of standards to guide educators through the use of technology,  The final assignment for this class is to reflect and revise a current lesson to increase engagement through the ISTE Standards and the 5 teacher based components outlined in the article 10 Key Components of Customized Learning.

While thinking about my classroom, one of the lessons that are important that students sometimes find boring, and I as a teacher find difficult to meet all students needs, is the weekly GRAMMAR lessons.  Nouns, Pronouns, Verbs, Adverbs, Prepositions …….. The list goes on, but each student is an individual and has prior knowledge and usage of the different types of grammar.  This unique learning style has caused me to rethink HOW to TEACH grammar, my decision is to let YOU the student choose the order, the amount of practice, who you work on for the collaborative activities, and when to take the assessment. The outcome of this class’s final project and my desire to give more student choice is Independent Grammar Lessons.

Independent Grammar Lessons Through Google Classroom

Introduction: Students will complete a Nearpod Lesson, that will include a video, definitions, and practice.

Practice: Students will be given the opportunity to practice the grammar skill they are working on through multiple pathways, such as computer-based games, worksheets, and task cards.

Conjunctions: Turtle Diary  https://www.turtlediary.com/games/conjunction.html

Individual Instruction: Students will have the opportunity to meet with the teacher for instruction and review on the concept.

Requirements: Students will be required to complete an INB page for notes based on the introduction and practice. Students will also be required to complete the corresponding lesson on Mobymax with an 80% before taking the test.

Assessment: Students will complete the correct Google Form based on the grammar skill they are testing. Students have the opportunity to show review and retest if a score below 70% is the result of the formal assessment.

How can students connect with the WORLD outside of FAWN GROVE?

My ELA students this year will be participating in a Global Read Aloud of “A Long Walk to Water” by Linda Sue Park.  This book is based on a true story about a girl that walks eight hours every day for water, and a young boy that walks away from his war-torn village.

Students will be completing many different activities through multiple pathways to develop a real-life learning from this book.  We will be connecting and learn through the following applications: Skype in the Classroom, Global Nomads Group, and LucidPress.

Skype in the Classroom:  We will be connecting with students in other states and hopefully other countries through Skype in the Classroom for face-to-face conversations about the book as we read. Along with viewing webcast that was previously recorded to continue the learning about the Sudan and how children’s access to water in other countries differs from that in Fawn Grove. One of the resources we will be able to view is a virtual field trip through a town in Kenya Africa, to see and explore the differences between the culture in Africa and that we experience.

Global Nomads Group: I am very excited to link our learning from the Global Read Aloud book “A Long Walk to Water” to the project based learning that is collaboratively happening across the world through Global Nomads on “Students Rebuild Water Challenge.”  Through this lesson, students examine the water crisis that is prevalent in many areas of the world and research how different organizations are trying to provide clean drinking water to those without it.  The students will also participate in a Water Walk Challenge, where they will carry buckets of water for a distance to help develop an understanding of the struggles of having to bring clean water instead of just going to the kitchen sink.

Through the use of webcast, students will be able to watch and listen to a discussion between a teenager in NYC and students in Tanzania, where the students share how the water crisis has affected their lives in Tanzania.

Lucidpress: We will be using Lucidpress with small groups or independently depending on student choice to complete a publication to share with other classes and our families. The publication will include information about the experience of being part of the Global Read Aloud, the knowledge we gained from the book and collaborative activities, and what each person can do to continue to make a change in the lives of others.

  

ISTE Standards:

Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

Global Collaborator: Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.