Using Google Apps in Education

This was my first year teaching 5th grade and prior to 5th, I had taught 3rd grade. My use of technology with my students was limited to a Promethean Board for whole group lessons, Kidblog on the class desk tops, and student testing on lap tops. I had done little beyond those things mostly because it seemed overwhelming and time consuming to get the students going and on board.

At the beginning of this school year, I was introduced to our new technology integration specialist. One of the first things he told me was that one of his goals was to help teachers go paperless. This sounded like a fantasy idea - one that sounded great in theory but would never be possible in a real classroom. He then began to share stories with me about his own classroom and how he went completely paperless. Suddenly, I was intrigued by this being a real possibility. Since then, I have learned a lot and most of the school year, writing assignments became paperless for my class. 

Google Apps are my favorite digital tools to use. Last year, my school district had decided to use Google Apps but changed their mind and went with a Office 365 instead. I was bummed because Google Apps seem to be much more user friendly. I continued to use Google Apps for my personal use and for teacher resources and only used the OneDrive strictly with my students and for collaborating with colleagues at school. The concept was very similar to Google Apps but again, not as user friendly (in my honest opinion). 

Google Apps are available for free just by signing up for a Google account. They offer a variety of different apps like drive, documents, blogger, and Gmail. Each of these could very easily be used in the classroom and begin that paperless classroom process.

Teachers, students, administrators and other school staff could get a free Gmail account. Then they could very easily not only communicate through email but also share folders and documents saved to their Google Drive. Students could complete assignments using Google documents and save these to a folder that has already been shared with their teacher. The teacher would then be able to access that folder in his/her personal Google Drive. Assignments can be pulled up on the computer, graded, and feedback emailed back to the student. NO PAPER! This is just one example of how it could be used in the classroom.

Teachers and administrators could also share folders and documents in the same way. It would give an easy access point to locate important files quickly. This is a great way to collaborate with one another. 

I love using Google Apps and use Google Drive for all my teacher resources files. I have even been able to share with other colleagues who have personal Gmail accounts. I can easily organize my files and save things without worry of corrupted files (that can happy with flashdrives) or computers crashing. One of the best parts is that you have access to these files from anywhere on any computer.

I created a technology survey for my grad class using Google Apps. The survey was very easy to create and the results are easy to access. The results can be viewed in the form of a spreadsheet as shown below:

https://docs.google.com/spreadsheets/d/1luP6qD6i5y527rGjQ7r0etsXOFp0Pg4Yjor1M_Rkyes/edit#gid=1637885216 

Pros and Cons of Social Networking in the Classroom

As technology has advanced over the years, social networking has blown up. Nearly everyone who uses any type of technology has some type of social networking page or site. This has become one of the easiest ways to share information, stay in touch with friends and family, and share pictures and videos.

Just as technology has become more available to all generations including younger elementary school aged children, social networking is also being used at a younger age. Some of the most popular social networking sites include Facebook and Twitter. Even though these require a minimum age limit of 13, children are finding there way into these sites. Other, more age appropriate social media sites like Club Penguin are made for younger age groups and have moderators that ensure appropriate conversation and interactions between members. Blogs and Wikis are other forms of social networking in which people can share thoughts, ideas, and pictures with others.

Some may immediately say that these types of social networking have no place in the classroom. But, if you really stop and think about the idea behind social networking, one might change their mind.

If used correctly, and with the right program, social networking can be a great way for students to collaborate with one another, access important classroom and assignment information, easily complete projects and research, and share ideas about content learned. This is a new way of teaching, learning, and responding for both students and teachers.

Of course there is concern when it comes to social networking. We have to consider safety issues and setting guidelines and boundaries for students. This can all be done throug digital citizenship lessons, Age appropriate, kid friendly programs should be chosen to be used. Rules, and expectations should be set with clear and concise consequences for rules that are broken. Before any type of social networking cna be used, all students should have to go through a series of digital citizenship lessons and respond in some way that shows they understand the value and importance of digital citizenship. Parents/guardians should also be made away of programs being used, expectations, and consequences.

If used correctly, students will be able to expand their learning opportunities. They will not only be learning about new programs, using curriculum content in new ways, and completing projects, assessments, and assignments, but they will also be learning about social media etiquette and the proper way to use social networking.

Digital Footprints and Digital Citizenship

reflect on your own digital footprint and personal thoughts on digital citizenship, as well as the necessity of teaching students about digital citizenship in school. Also, discuss your thoughts on an appropriate age of introduction to digital citizenship.


My digital footprint is not a large one by any means. I participate in social media sites like Facebook, Twitter, Google, and Instagram, and I have a class webpage through my school's website. Of course these contain photos of me, family, and friends. Outside of that, there is little else I've done to leave a digital footprint.

As for digital citizenship, I think this is an important aspect of teaching and using technology in the classroom. Students do not always know or completely understand (specifically the younger ones) the ramifications of doing certain things on the internet (like posting a full shot photo, posting something negative about someone or someone doing that to them). Students need to have an understanding of the expectations of using the internet and the appropriate way to act while using the internet.  Digital citizenship should be introduced whenever students are being allowed to access the internet. If they are old enough to access the internet then they should be old enough to understand the importance of digital citizenship.

Reflection

What are your ideas of what a technology integration specialist is as you previously learned in other SNHU courses? Also, discuss today’s students and teachers as related to their use of technology in and out of the classroom. 

When I think of a technology integration specialist (TIS), I think of support in technology integration and growth. A TIS supports teachers in utilizing and integrating technology into content areas. They introduce teachers to new aspects of technology and teach them how to use that technology with their students. A TIS also provides direct support in the classroom assisting teachers and modeling lessons with students. Beyond the classroom, a TIS may provide training opportunities and work directly with administration to purchase and implement new technology equipment and programs.

Today's teachers and students are using technology daily whether inside or outside of the classroom. Technology has become integrated in nearly everything people do. It is used for communicating, purchasing items, creating, writing, learning... the list goes on. Today's students have come accustomed a technology world. A large percentage of children today have easy access to internet access (including in their own rooms) and they own some sort of technology device. These may include an iPad (or other tablet), iPod (or other MP3 device), laptop, or cell phone. Oftentimes, schools want to cut off the access to these devices during the school day. Some think that instead, schools should embrace technology as an educational tool that will keep students engaged on learning (Southern New Hampshire University, n.d.). Incorporating technology in the classroom also provides students with a way to learn about new programs and other uses for technology.

Reference:

Southern New Hampshire University. (n.d.) Reviewing the role of the technology integration specialist (state and national standards). Retrieved from Southern New Hampshire University, EDU642 website.

Blog Reflection

Over the last 10 weeks, not only have I had the opportunity to learn new things but I have also been able to share experiences and advice about technology I have explored and used in the classroom. I was also able to take part in professional development and speak to other educators and administrators about technology in education. Class discussions, readings, and assignments have given me the ability to reflect on experiences and new future opportunities. I have a greater appreciation for the learning communities developed within schools. Collaborative learning teams have been proven to increase the success rate of students' academic scores (Southern New Hampshire University, n.d.). It has really opened the door of academic ideas.

Upon starting this class, I had been fortunate enough to work with a great technology integration specialist. His job is to directly support teachers with integrating technology into lessons that will enhance students' learning (Southern New Hampshire University, n.d.). He was able to present me with ways to cross integrate core subjects and create authentic assessments using technology programs like Prezi, and Glogster. Having some prior knowledge of technology programs like these and how they can be used in the classroom was extremely helpful when completing assignments and tasks. It gave me a good foundatation to start from and some insight to the route education is taking in technology.

This course helped me understand, at a deeper level, the impact a technology integration specialist has on teachers and students. I am now able to see more than the surface profile of their job and really understand how much they are involved in the integration of technology into our school system.

I have already started using many of the things learned to strengthen my own practices. This includes adding weekly technology to my lesson plans and giving the students more control in their learning. I have slowly started letting go of my "old ways" of teaching and have begun to latch onto the new academic way of the future - technology!

I strongly believe that we will always need to continue to learn and grow with technology. It is a fast growing force in the world. We use technology in nearly everything we do and it is required in most jobs fields. As technology grows and changes, we have to be willing to open ourselves to continually learning about and growing with that technology. The more things we can learn about the different technology programs, the more opportunities we can provide for our students. It benefits teacher collaboration efforts when all teachers are comfortable with technology integration (Southern New Hampshire University, n.d.). This creates higher levels of engagement, and overall... more learning! We must continue to perfect this in order for it to continually be successful.

A key component to the success of technology integration is professional development (PD) opportunities. Without PD, teachers cannot get the training they need to understand how to use and implement new technology in the classroom. This has to happen first to support that integration process (Southern New Hampshire University, n.d.). It defeats the purpose to spend money on technology if teachers do not know how to use it in the classroom or how to integrate it into lesson plans.

Overall, I feel this class has given me, not only new ideas for using technology in the classroom but also new career opportunities in education. I also have a better understanding of the value of PD sessions and the usefulness of a technology integration specialist.

References:

Southern New Hampshire University. (n.d.) Faculty Training. Retrieved from Southern New Hampshire University, EDU520 website.

Southern New Hampshire University. (n.d.) Teacher Collaboration Part 1. Retrieved from Southern New Hampshire University, EDU520 website.

Southern New Hampshire University. (n.d.) Teacher Collaboration Part 2. Retrieved from Southern New Hampshire University, EDU520 website.

BYOD

Bring your own device policies (BYOD) are becoming more popular within school districts across the nation. With an increase in the use of technology and the rapid advances, this policy seems to be a great option for schools.

School budgets are tight and school districts often cannot keep up with the demands of purchasing and maintaining technology equipment. This could decrease the number of students who get to have learning opportunites through the use of technology. A BYOD policy would provide students with the chance to bring their own devices to school and use them in the classroom. Specific rules and consequences would have to be set up to lay the ground work for expectations.

BYOD does come with its share of both pros and cons. In my opinion, the pros definitely outweigh the cons.

Some pros to students bringing their own devices include:

1. They are already familiar with their personal device allowing students to focus on what they are learning and not on how to use the device. 
2. Personal devices are most likely going to be more up-to-date than the technology available in school. This will prevent schools from falling behind in the technology world. 
3. The school will save money on purchasing and maintaining devices
4. Increases engagement in learning
5. Students will have access to notes and materials anywhere they may have their device. 
6. Students are more invested by having a choice.
7. Learning is customized to the student’s pace personalizing their learning experience.          ("Twenty Pros And Cons Of Implementing Byod In Schools", 2015).

Some cons to students bringing their own devices include:

1. More electronics will be used at the same time possibly affecting the schools network speed. 
2. Some students may not have personal devices and parents may not want or be able to purchase a device to be used at school.
3.  Students may forget their devices at home or forget to charge them.
   ("Twenty Pros And Cons Of Implementing Byod In Schools", 2015).

Developing a BYOD policy requires the consideration of several questions.

• What is the approproate age group for this policy?  In my opinion, this policy would work best with older students in middle and high school. They are more responsible, most likely already have a personal device, and will be completing more assignments that require the use of technology.
• What type of infrastructure needs to be in place? I believe that to be successful it needs to have a strong set of policies in place, teachers need to be completely on board, a technology integration specialist should be available, and the community needs to be aware of the policy.
• What type of devices should be allowed? I think just about any device that can access the programs necessary should be allowed. My only acception would be cellphones. They may create a whole set of problems. Their size is also very small in comparison to tablets, and laptops. 
• What happens if there are violations or abuse of the policy? Students would lose their priviledge to bring their own device to school.
• What expectations or policies are in place? There should be an acceptable usage policy which most likely is already in place within any school that utilizes technology. Students and parents should be expected to sign an agreement that they understand the policies and agree to adhere to them.
• Who will provide training for students, teachers, and parents? The technology integration specialist should provide professional development for teachers and be available for support. They should provide a lesson on digital citizenship to all students, and present the policy and information to parents at a PTO or other parent forum held at school.

Reference:

Twenty pros and cons of implementing BYOD in schools. (2015). Retrieved from http://www.securedgenetworks.com/strategy-blog/20-Pros-and-Cons-of-implementing-BYOD-in-schools

Technology Reflection

Technology integration seems to becoming a regular part of student learning in today's classrooms. If you were to walk into different schools across the United States you would find the technology varies from school-to-school. Oftentimes this depends on student needs and school budgets. Some of the technology possibilites might include:

teacher has a computer that is connected to a projector or whiteboard
laptop/iPad/iPod carts
a few classroom desktops or laptops set up
school computer lab with a 1:1 ratio for students

Teachers have to determine the best configuration with the support of the technology integration specialist. Some possibilities with the technology listed above would include:

the teacher leading a lesson using one computer projected onto a whiteboard in which students can follow along and participate interactively as a whole group

students work in small groups collaboratively and share a computer in the classroom

students work independently using laptop/iPad carts (provided there are enough laptops/iPads etc for every student)

teacher books the computer lab and students are able to work independently on a computer

There can be obstacles when working with technology that can easily be overcome. The scenarios are not always perfect but can be worked out. Below are some pros and cons to the configurations listed above:

Having a computer connected to a projector that can be used interactively with the class as a whole group, is a great way to teach engaging lessons. The con to only having this option in the classroom is that students do not get the chance to work independently using a variety of different programs or even in small groups or with a partner on a collaborative project. During interactive whole group lessons, an individual student's time using technology is limited by the number of students who will be taking turns.

Students working together in small groups using classroom based desktop or laptop computers is a great way for students to collaborate, have enriching conversations that promote learning, and understand the value and importance of team work. The con of this configuration is that students never have that independent opportunity to complete projects or authentic assessments. The teacher will not be able to assess an individual student through the use of technology under this configuration.

Laptop/iPad carts are a very convenient way to integrate technology in the classroom. It is especially helpful if there is enough laptops for every student to have their own. Students are then able to work independently on assignments and have the opportunity to use different programs. When laptop/iPad carts do not have enough computers for all students, then students can work with a partner and collaborate on an assignment. There are several cons to this scenario. First, if students have to work with a partner based on the number of available laptops/iPads then again, the teacher will not be able to assess students individually. Another con with using laptop/iPad carts are charging problems. If a cart is not plugged up or if students return laptops to the car with out plugging them up then the battery life will be short and could shutdown. Older computers may only have a short battery life even when fully charged. Other problems include your typical wireless connection issues.

Having access to a school computer lab is a great way for students to be able to work independently on their own computer. This provides an opportunity for them to use different programs on their own and the teacher can assess individual students. The only real con to this situation is having to book the computer lab and ensure it is available for the time period a teacher needs. It also means that students will be under time constraints based on the amount of time allowed to be booked by teachers.

Regardless to which configuration is used, teachers can integrate technology into lessons and still follow curriculum guidelines as well as Bloom's Taxonomy. There are many Web 2.0 tools based on Bloom's. Some of those tools listed under each Bloom's category include:

Remembering -
Flickr - photosharing and mapping
Zoho - documents, spreadsheets, and presentations

Understanding -
Bubbl.us - brainstorming tool
You Tube - videos

Applying -
Story-starters - creative writing prompts for kids
Penzu - online journaling

Analysing -
Create-a-Graph - create different types of graphs
Exploratree - create thinking guides

Evaluating -
Voicethread - create digital conversations
iRubric - create rubrics

Creating -
Prezi - create presentations
Glogster - create projects, boards, presentations

Technology integration can enhance learning experiences and opportunities. It also, unfortunately, comes with a price that often determines what resources are available for use including both hardware and software. During the creation of my recent budget matrix, I was impressed with the number of programs that are free for basic services (which is usually all that is needed for students). Many other programs that are not free do offer special rates for schools, teachers, and students. The cost of equipment was quite expensive and was a real eye opener as to why many schools do not have more technology resources. It also helped me to understand why it takes a long time for technology to be replaced even when it is outdated.

Reference:

Southern New Hampshire University. (n.d.) Teacher Collaboration Part 1. Retrieved from Southern New Hampshire University, EDU520 website.

Web 2.0 tools based on Bloom's Taxonomy. (2015). Retrieved from http://www.casdonline.org/education/components/scrapbook/default.php?sectionid=2365&/#revised

Data Assessment

A grade level assessment was given to all students at our middle school. I used the data from one class to create a chart representing each standard assessed. Students were organized into groups based on whether they were assessed at meeting or not meeting the standards. I will use this data to help their teacher provide targetted support for students with needs and extended activities for those meeting standards.

Below is a link to the data assessment chart:

Data Assessment Chart

Data Analysis - Assisting Students

Each student has been grouped based on their assessment results. Every question presented on the assessment is attached to one specific standard. This made it easier to break down student needs for specific areas. A total of 10 groups have been developed based on the 10 standards assessed. The number of students assessed in this particular class is 12. All of this information has been considered when analyzing the data and considering ways to support students.

Not Meeting Standards - Student Support

When analyzing the groups of students who did not meet specific standards, I noticed that standard M:01:NO:6.4 (S) (assessment question 6) contained 11 out of the 12 students in the class. For this specific standard, I would suggesting a whole class reteach and review. Interactive whiteboard activities through created flipcharts/Smartboard resources, and online programs like IXL can be used. For standard M:03:DA:6.2 (S) (assessment question 7), the group only contained one student. Since this is a math assessment, I would reach out to the math specialist to provide one-on-one support as available. Other times, I would suggest using the online program, IXL, for the student to practice skills. Data can be collected and reviewed by the teacher from the site. Standards M:01:NO6.2 (S) and M:02:GM:6.3 (S) (assessment questions 1 & 2), the groups were very small and contained two of same three students. I would combine these two standards together when working with this group. Even though the one student, Zuitar F., is only below standards for question 1, a review of materials is always supportive and higher level thinking questions can be established for him for review of the standard he was meeting according to the assessment. Laptops can be used for review and the IXL program can be utilized for this group as well. This would also apply for the groups for standards M:03:FA: 6.3 (S) and M:04: DSP: 6.2(S) (assessment questions 8 and 10). They contain three of the same four students and the same process could be applied for this group. The remaining four groups for standards M:02:GM: 6.6 (S), M:02: GM 6.7 (S), M:03: FA:6.1 (S) and M:03: FA 6.3 (S) (assessment questions 3, 4, 5, and 9) can all be pulled as independent groups and supported through small group mini lessons, reviews, and online practice using IXL. All data can be collected by the teacher on IXL. Any additional support from the math specialist for other smaller groups may be supportive in limiting the number of groups that need to be worked with by the classroom teacher.

Meeting the Standards

When analyzing the groups of students who are, according to the standards, meeting the standards, have several students except for the one group in which 11 of 12 students did not meet the standards. 

Each of these groups of students can be given extended learning opportunities through using computer programs like IXL, and extending their learning and thinking at higher levels as needed. I would start all the students at grade level for additional practice. If they still seem to be exceeding or completing levels quickly, the next grade level up can be used to challenge their learning. These students could also work with the tech specialist and create videos showing the steps to solve specific types of problems and share them with those peers who are struggling with these concepts. This would give students the opportunity to continue practicing those skills while lending support to their below grade level peers. Other options include, working with math specialists on higher level thinking activities and games. 

Improving Teaching Strategies

Working in a class full of diverse learners can be difficult. Scaffolding is an important part of teaching and using data from assessments is essential to targetting specific weak and strong areas. I would encourage teachers to continue using this data to build groups of students based on smaller target areas as done with this assessment. I would also encourage teachers to utilize their resource specialists with the building (whether reading or math) for addtional support. Sometimes the wide range of needs can become more groups than a teacher is able to handle alone in order to meet with them frequently enough to make a difference. Integrating technology can also be another supportive tool. It increases student engagement, and can provide instant data for teachers. You can use it to create higher levels of thinking or support specific needs and conduct reviews. My last suggestion would be to work collaboratively with the tech specialist to support an understanding of what programs would be the most beneficial as well as using him/her in the classroom for those higher level groups. 

Teacher Technology Needs Survey

Teacher Technology Needs Survey

TPACK Model

You may be asking yourself - what is a TPack Model?

TPACK stands for technology, pedagogy, and content knowledge. It is based on how a educator teachers curriculum, selects technology that fits with the content being taught, uses that technology in a meaningful way, and uses the technology when teaching. Each of these is effected by factors that make up the community and school including culture, socioeconomic status, and available resources within the school. The TPACK is an intricate design that is not easy to apply, learn, or teach right away. It takes time, as does any newly introduced professional development, to build, and implement.

Planning with technology in mind can be difficult for teachers. Development of a TPACK model begins when using technology for educational purposes becomes a focus area for teachers. Planning instructional lessons requires several decisions. Teachers must consider learning goals, pedological decisions about the overall learning experience, framing activities in a sequential order that will showcase student knowledge and understanding, creating formative and summative assessments based on content standards, and providing resources and tools (including technology) that will support student success. Technology enhanced authentic assessments are a key to developing instructional planning as part of a TPACK model.

Implementing a TPACK in the classroom requires teachers to focus on the standards and what has already been taught. It should not be based on teaching technology as a separate area but instead using technology to enhance what students are learning. Teachers have to consider student knowledge and content first and then what technology can be used to enhance that learning experience. This can be challenging specifically making sure that teachers are combining content learning with technology learning and not separating the two areas.

Some activities suggested from TPACK models include using electronic books and websites that provide interactive books that can be read on tablets and computers, creating presentations using programs like PowerPoint and Prezi, virtual field trips to museums, and historical areas, and using digital resources for research based projects. Each of these activities can be implemented in just about any subject area.

Overall, the TPACK model is another format to support teachers in developing content based, higher level thinking activities that incorporate technology. As we know, technology is a growing force around the world and it is important that students are given every opportunity to access and learn using technology.

Reference:

Southern New Hampshire University. (n.d.) Teacher Collaboration Part 2. Retrieved from Southern New Hampshire University, EDU520 website.

Hats of the Technology Integration Specialist

Technology is everywhere in today's world. It has become an essential part of many of the daily routines we participate in as a society. Children are being exposed to different types of technology at a much earlier age. It only makes sense that technology would be an active part of learning in school.

In order for technology to be a successful part of any school curriculum or lesson, teachers and staff need to have background knowledge on the various programs and ways to use them effectively in class. Teachers who have been in the field long before the technology boom may also feel reluctant to use technology after years of finding successful ways of teaching curriculum (Southern New Hampshire University, n,d,). Professional development can help teachers learn not only how to use different types of technology but how it can be integrated into the classroom. This is the direct connection between that pedagogy and technology integration. You can pull laptops or tablets into the classroom all day long but without a real understanding of how to utilize them effectively makes the process pointless.

As with anything, challenges arise with the use of technology based on many factors. School budgets play a huge roll in the lack of technology integration. In order to be consistent, technology use has to grow and change within the school as it is growing and changing within the world. This may be difficult to keep up with when school districts do not have funding. Other problems include teachers being resistant to the idea of technology based on established routines and norms (Southern New Hampshire University, n.d.). Time is also often a factor with technology use. Teachers are often scrambling to get in all the concepts necessary for students to learn the curriculum standards. Technology requires additional time in class and planning.

Overall, a technology integration specialist really has to wear many hats in order to support teachers and schools in the use of technology. They have to be on top of growing trends, provide professional development opportunities, help support students in the classroom, and find ways to creatively budget new technology.

Reference:

Southern New Hampshire University. (n.d.) The role of the technology integrator. Retrieved from Southern New Hampshire University, EDU641 website.