Google Tools in the Classroom

My personal experience with Google Tools outweighs the experience I have with the tools in the classroom. However, through personal use I have really started to get a feel for how they can be useful in my classroom, once needed technology is available. I have used Google Drive to share lessons with friends in different schools and also to collaborate with co-workers in one universally editable document. I have set up a Google Classroom, but have not yet had the opportunity to use it with students because of the lack of equipment/wifi/mobile service.

Despite not having much experience with these tools in my classroom, it is easy to see how they can have a huge impact on a classroom. Google Tools allow students to be more productive and go deeper into their work (Dixon, 2016). Additionally, Google Tools are wonderful for collaboration, allowing students to work together on assignments, peer editing, and timely teacher feedback. Google Tools also allow students to have personalized learning, which is essential seeing no two students are exactly alike.

One Google Tool I have had a bit of experience with, and recently started using in my classroom is Google Forms. It allows me to easily create quick surveys that I can give as a homework assignment, a do now/exit ticket, or most recently polling my students on what they thought about completing a performance assessment. Google Forms assists in the timeliness of analyzing the survey because it does it for you. It creates a nice compact analysis immediately, which allows the teacher to quickly change lessons if needed. Below is the results of a sample survey I created on Technology.


https://docs.google.com/forms/d/1Tg3ZvUm3T3PSK0zjPiRIvHJHwgq_rflja6bMY7NqrFc/edit#responses



References

 Dixon, N. (2016, April 17). Google changing education in and out of the classroom. Retrieved April 24, 2016, from http://www.tbnewswatch.com/Artsentertainment/385862/Google_changing_education_in_and_out_of_the_classroom_ 

Social Media in Schools... Good OR Bad?

Many have differing opinions on allowing the use of social media in schools. Typically, students are asked to power down when entering schools and most schools block social media sites such as Facebook and Twitter from their internet. On the other hand, many schools are starting to see the benefits of social media use in school and encourage the use of it daily.

Some popular opinions of non-supporters are that there is an increase possibility for online bullying (cyber bullying), sexting, and enabling the internet "addiction". It is thought that students are losing their ability to have a face-to-face conversation (Pandolfo, 2012) and this is often seen if you have ever walked by a table full of teenagers at a restaurant. However, although social media may be risky for youngsters, it is an important part of adolescence (Klass, 2012). The important part about the dangers of social media is that students must be warned about it. If they are just told to "stay off of it", they will not listen, and then they will not be informed. This is when the real dangers can occur. Lisa Highfill, a 5th grade teacher stated, "When we go on a field trip, when we go anywhere, we warn the students of the dangers where we are going" (Toppo, 2011).

Social media can be a very useful tool in schools and they are important because it is relevant to students. In the twenty first century, students should be able to creative and collaborative, and social media helps students to be those things. Social media allows students to access information easily, share that same information, and also contribute their own thoughts (Pandolfo, 2012). Social media pushes students to do better work because their peers will be reading their work not just their teacher. Additionally, it encourages students to pay attention to important issues such as, audience, quality research, and research laws (Toppo, 2011). Finally, when schools encourage the use of social media it allows teachers to teach students how to use it responsibly, ethically, and safely not only in school, but out of school (Toppo, 2011).

My personal thoughts on using social media in school is that yes, it could be distracting to students, but that could be reduced by truly engaging students in the lesson and the reason why they are being encouraged to use social media in the first place. Additionally, if students were never taught the dangers of driving, drugs, or sex in school, how would they be able to navigate and avoid these dangers in the real world? This relates directly to social media.


References

Pandolfo, N. (2012, April 30). Social Media And Video Games In Classrooms Can Yield Valuable Data For Teachers. Retrieved April 09, 2016, from http://www.huffingtonpost.com/2012/04/30/social-media-and-video-ga_n_1465082.html 

Klass, P. (2012). Seeing Social Media More as Portal Than as Pitfall. Retrieved April 09, 2016, from http://www.nytimes.com/2012/01/10/health/views/seeing-social-media-as-adolescent-portal-more-than-pitfall.html 

Toppo, G. (2011, July 25). Social media find place in classroom. Retrieved April 09, 2016, from http://usatoday30.usatoday.com/news/education/2011-07-24-schools-social-media_n.htm 

The Necessity for Digital Citizenship

As a young adult, I have often considered my digital footprint. Since middle school, I began leaving a trail of all of my information digitally. From pictures, to statuses, to personal information, it is all out there somewhere. I would like to think that I have been safe with the information I have let out, but I cannot remember any formal digital citizenship training in my younger days. As I was going through school, social media was still new. I recall people telling me to be careful what I post, and that once it is out there it cannot be gotten back, however I am not sure I fully grasped this idea. In college I was often tagged in pictures with my friends at bars, but I then soon realized that future employers may see those pictures. This is not a good image for a young adult trying to get a job. I was able to un-tag and remove pictures, but they are still out in the digital world somewhere.

Teaching students about digital citizenship is essential, and should be continuously taught to them. Teachers have the responsibility to repeatedly model this citizenship to students, according to ISTE Standard 4 (ISTE, 2016). This can be as simple as ensuring to site their sources on slide shows, and pointing it out to students. Digital Citizenship should be taught in order to make the internet a safer place. There are often concerns that the internet is a bad and scary place, especially for young children. "Unsafe drivers cause accidents, whereas educated drivers make the roads safer. Likewise, educating students makes the Internet a safer place" (Lindsay & Davis, 2010).

Digital citizenship should be taught to students starting in Kindergarten, or at the earliest age where children begin to use digital tools. Students of all ages should be aware of proper digital usage, which will help to protect the student and any of their family and friends. There are simple ways to help younger students to grasp the concept of digital citizenship, for example a flow chart for middle schoolers that help them decide what is appropriate to post (Common Sense Media).


Resources

 Lindsay, & Davis. (2010). Navigate. Retrieved March 15, 2016, from http://files.eric.ed.gov/fulltext/EJ886385.pdf 

Technology Reflection

Without a doubt, education has begun to morph to keep up with the changes of the twenty first century. Schools are starting to incorporate more of what students see on a regular basis outside of their classrooms, technology. Both students and teachers use technology in many aspects of their life, whether it is for social media, or to quickly look up the answer to a nagging question. Our technology has become an additional appendage to our bodies, and we are always connected. However, many schools are still seeing technology as a distraction to students and force students to "unplug" during the school day. Thankfully, there are schools who are taking advantage of the wonderful opportunities that technology can bring about, which will better prepare our students for the world outside of our school walls.

Technology Integration Specialists (TIS) play a key role in the success of a technology program in a school. Technology Integration Specialists work with administrators, teachers, students, and support personnel to ensure that they know how to best use technology tools. These specialists help to upkeep professional development in the building and are able to help people with all different levels of comfort and expertise with technology. Technology Integration Specialists may hold several different workshops, large group, one-on-one, facilitated peer groups, etc. to ensure that technology is being used correctly as a tool.

A common misconception about 21st century learning is that kids need to be using technology in all of their classes all of the time. However, it is important to remember that, "21st century learning is about the experience, not about the tools you are using. The experience defines the tools, not the other way around" (Warlick, 2010). Educators must understand that not only should students be exposed to how to use the technology, but they must know how to use the technology to apply their understandings or create a product to show their knowledge.


References

 Warlick, D. (2010, August 16). Technology for 21st Century Learning: Part 1 : 2¢ Worth. Retrieved March 11, 2016, from http://2cents.onlearning.us/?p=2712