By Mychau Sou
In Gsuite (formerly known as Google Apps for Education), Sheets are spreadsheets that many feel intimidated by, but once you learn the benefits of Sheets, you may not want to go back. I create spreadsheets to help me keep a digital record of what my students turn in. For instances, I would copy and paste my students’ name list from illuminate and insert a checkbox column to check off which students turned in what. At the bottom of Sheet, I add tabs to the same Google Sheet to use it as my track log. The first-day packets, GAFE permission slips, and signed report card envelopes are all examples of what you can quickly check off. I use it to create my small groups and highlight which groups I’ve touched bases with for the week.
A Google Sheet can be converted into tools that help the flow of your classroom. Flippity.net is a site that will provide 10+ templates of ways in which you can convert your spreadsheet into something spectacular. One I frequently use is Flippity Random Name Picker where you insert your class list, publish the Google Sheet and instantly get access to digital equity sticks with your phone or laptop. What I love about this tool is that the Random name picker helps me form groups, pairs, and teams with a push of a button. I know with the constant movement of students it’s hard to keep up with real popsicle sticks. What if I told you can add and delete students on the spreadsheet as you please and still use the same link?
Convert a spreadsheet into …
A flippity random name picker
My students love the quiz shows that I make with Flippity Game Show. I insert the categories of my math units as the topics such as Ratios, Unit Rate, Unit Conversion, etc. and type in my questions and answers using the template provided. The Flippity template allows me to publish and get a link to the game show for a math review. The kids are split into teams where you can have them name their group. Points can be added or deducted to keep track which team is doing well. Once we’re finished playing, I provide the link to my students so they can always study these questions at home the day before the test. This is both easy and effective for teacher and student alike.
Take the spreadsheet and convert it into…A Jeopardy style quiz show board!
Whether or not you will be using Sheets as a system to track your students’ paper permission slips and work, or use free flippity templates, you can learn how to create a sheet with the click of a button! Trust me, it’s fairly simple. Come to my PD next week on Wednesday, February 6, 2019. John Adams Elementary Rm. 28 to learn more about Google Sheets. If you can’t make it, please sign up for the other PDs I’m offering in February.
(This is part 2 in a series. Part one was Getting Savvy with Slides.)
About the Author:
By Austin Cushman
There are many cloud computing and real-time collaboration services to choose from. Here at Stockton Unified, we primarily use G Suite or Office 365. These two are probably the more well known, however, there are a few other options to choose from. Most of my adult students have never used any real-time collaboration services which have become more and more popular in the education and business world. These platforms are a requirement for any competitive company or agency. Companies have seen a 15% – 20% increase in their revenue using one of these services. Companies that use them see an advantage over their competition simply because they can get more done. So, in no particular order, here are some well known and lesser known cloud computing and collaboration services.
Zoho offers a suite of apps to create online documents, spreadsheets, presentations and databases, with great sharing features. You can invite others to view or edit documents and also create groups. Similar to Google Docs, you can publish any doc to your blog or website and make any document public. Zoho creates a URL and RSS feed for every public document that is updated when a change is made. You can also chat live with others making it easy to communicate while editing a document together in real time. Also, you can check older versions of the document.
G Suite has apps for creating documents, spreadsheets and presentations. They also share features allowing you to effectively collaborate in real-time. You can also post the document to a blog or website and have any changes updated. G Suite is also being used more and more in the private sector. Verizon Communications Inc, Nielsen Holdings Plc and Colgate-Palmolive Co. have brought about 250,000 workers to G Suite during the last year and a half, along with many school districts.
Etherpad is an open source online editing program that allows collaboration in real-time of plain text documents. It includes a chat room and shows color coded edits. Users are also able to save older versions of the same document. Etherpad is good for group brainstorming sessions in real-time. It also lets you import and export Word, PDF, Plain Text and web documents. Students at Stanford Law School use it and programmers like to customize Etherpad to suit their needs.
Office 365 is a subscription based Microsoft Office suite available online. It has cloud-based software for businesses, such as hosted Exchange Server, Skype for Business Server, and SharePoint. Subscribers can collaborate with other users by using their Microsoft Office Online account. “70% of Fortune 500 companies have purchased Office 365 within the last year.” Companies such as Shell Oil, Air France, and Lilly Pharmaceuticals use Office 365. Stockton Unified has Office 365 available to district employees via the “staff” section of the homepage.
ThinkFree is a suite of online apps like Zoho and Google Docs. You can use the web version or install it to work offline. Thinkfree allows you to do everything just like the Microsoft Office suite with great sharing tools. Each document works with Microsoft Office and if the person you’re working with doesn’t have it, they can view documents with the ThinkFree viewer. Also, you get 1 GB of storage online for your documents.
So, there are a few. Here at Stockton Unified, we have been trained in and primarily use the G Suite apps and work in the Google Drive environment. Being aware of other services is valuable for our students and staff. We should be knowledgeable in the uses of real-time collaboration suites to prepare our students for careers in the 21st century.
If we define today’s world in one word, it would be “change.” The 21st century is truly an age of change and if the education system does not change according to today’s needs, it is sure to collapse. As pointed out by Sir Ken Robinson, a creativity expert, we have to “change paradigms” in order to cater to the educational needs of the 21st century. For this reason, I think most of the countries today are thinking of reforming their public education system. Educating tomorrow’s children, with yesterday’s methods is not at all a good idea.It is true that a change in our education system is the need of the hour.
The reason for this need may be the economic efficiency of our students or the ability to be a global citizen who still has a hold on his/her cultural roots. The iGeneration is the first American generation to be born, almost literally, with a smartphone in hand. Today, our children are flooded with information coming to them through technology. They have access to endless information at their fingertips. We, as educators, can use this for our advantage or this can actually become a distraction for our students and a problem for us. It is due to this, that more and more schools are shifting their curriculum and methods to incorporate technology and media in everyday instructions.
Some schools are providing technology and some schools are following the “Bring Your Own Device” (BYOD) policy for this. According to Project Tomorrow’s annual Speak Up survey, fifty-eight percent of high school students in a national survey said they use their own mobile devices for learning in school, and 47 percent of teachers in the survey reported that their students have regular access to mobile devices in their classrooms. Along with this, most of the schools also provide chromebooks, ipads or some other device with wi-fi connectivity from the school, for most of the core classes, and students can use these on a daily basis in the class.
Due to this, digital literacy has become very important for all of us. As Eric Sheninger pointed out in his article, The Need for Digital Literacy, “although technology enables students to access more information in much less time, it does not always foster learning. Teaching digital literacy helps to manage all of the benefits of technology while helping students understand how to safely weed through the vast amounts of information online.”
This vast amount of information online is the number one distraction for our students these days because they find it interesting and engaging as compared to the traditional and “boring” class work. We need to make our lessons more challenging and engaging for today’s generation. Otherwise, we will and we are losing our students to the more magnetic digital world of technology. This has been rightly pointed out by Marc Prensky in his article, “Engage me or Enrage me.” The students who are truly self-motivated are rare in today’s classrooms. We usually have students who go through the motions and think that they know how to manipulate school work, to get a good grade or we have students who “tune us out” because we fail to engage them and their senses in the class work. Technology can come to the teacher’s rescue here. It can make the lesson not only more interesting, but also challenging enough for our students to perform to the best of their abilities.
But this brings up another problem and I have personally faced this in my class and this problem is of digital equity. Forty-seven percent of surveyed school and district technology leaders said digital equity and students’ out-of-school internet access are among their most challenging issues. “Today, as many as 7 in 10 teachers, assign homework that requires access to the internet and broadband,” said Jessica Rosenworcel, FCC Commissioner, at the Congressional briefing. I am also one such high school teacher. But we need to remember that as many as 1 in 3 households in this country do not subscribe to broadband and this leads to what is called the ‘homework gap.’ I have students come to me and say that they could not finish the homework because they do not have access to the internet or a computer at home. To tackle this problem, I give more time and opportunity to my students to work on these assignments in the class, using the school chromebooks and assign homework which can be completed without the use of technology. This can be an example of using “Blended learning,” and it is showing positive results like the forty-five percent of surveyed districts, where blended learning programs are showing positive results.
Online and blended learning can increase self-directed learning even outside of the classroom, foster divergent thinking and creativity as well as develop and maintain trusted collaboration among students. Collaboration fosters learning, innovation, and development. According to Burns, Crow, and Becker, “collaboration spurs innovation because bringing together groups of people who have different ideas, approaches, experiences, and areas of expertise creates a fertile environment for generating new concepts and methods.”
We need to stop alienating our children from who they actually are and what they are actually interested in. We need to use their interests and capacities to challenge them to improve, learn and innovate. The “factory line” system of school can only create a generation of students who are clearly uninterested and find school boring and irrelevant. This will keep reinforcing our idea of “Fictitious ADHD epidemic” that we think is responsible for our students’ lack of interest and ultimate “failure” at school.
Using technology, along with divergent thinking and creativity, is one of the most important 21st-century skills that our students must have. For developing this skill, we should be using technology more and more in our classrooms for challenging our students’ capacities and engaging them in the process of learning. For this educators should become more digitally literate themselves and then use this knowledge for the benefit of the students of the iGeneration.
Welcome to my first blog for SUSD Site Tech Cadre (STC). I have been tasked with keeping a blog as a member of the STC and I have been struggling with what to contribute. I am embarking on new adventures in technology and looking for destinations unknown. I am just getting started on this adventure and feel that I really have a great deal to learn and very little to share. I have set a few modest goals for myself this year:
- Tech up my ELD classes.
- Retool my Graphic Design Pathway to better meet industry standards
- Create collaboration opportunities among the CTE (Career and Technology Education) and core teachers.
- Build lasting bonds between middle schools and high schools.
- Strengthen CTSOs across the district
My first goal is to introduce more technology into the ELD curriculum. I noticed almost immediately that my ELD students were disengaged and bored when interacting with the curriculum; if you are not engaged, you are not learning. My first adaptation was to incorporate Google Drive, Google Classroom and Google Docs for Joint Construction Paragraphs (JCP). JCP involves students working together as a class to construct a paragraph on a topic about which they have just learned; students dictate while the teacher writes out what they say on chart paper. The process allows students to contribute what they have learned without the pressure of writing alone. It works well if you are not a member of the legibility challenged (I am the in the Hall of Fame), and if your students are not timid when it comes to participation (A persistent challenge in any class but even more acute in ELD). As a replacement for writing on chart paper I started to use Google Applications for the JCP activity. I created a folder in Google Drive, a shared link which I posted to Google Classroom and then added a Google Document in the folder for students to enter in their contributions. This allows the students to add without having to raise their hand and be singled out. Students’ contributions appear on the document as they type, each having their own color allowing the instructor to see who is participating. Additionally, the instructor can see who is logged in and contributing at the top of the page. I went from about 20% participation to about 90% participation. Students edited as we discussed, correcting spelling and grammar for each other, shifting sentences up or down for continuity and adding ideas freely. When we debriefed after the lesson they unanimously agreed that it was a great deal more fun than watching me writing their ideas out. It was the first time in the class that the majority of students had been genuinely engaged and participating all year. I am now looking for the next upgrade.
Here Is Where You Come In
As I embark on each one of these goals, the first improving the ELD experience, I will share the journey and look to you, the reader, to help direct my course. I would like to hear how you apply technology in your classes or about the challenges you are facing that might be solved by applying technology. Please email me at Doctor.Izzn@gmail.com and I will share your contributions (anonymously if requested), questions and potential solutions here on the blog. I may not be able to find all of the answers but perhaps we can solve them together.
Let the adventure begin,
+This year Stockton Unified has deployed a software program that allows teachers to see on the teachers’ computer monitor what the students in a class have on their screens. Teachers have expressed frustration with keeping students on task when there are so many easily available distractions online. Last year a few sites piloted a couple potential solutions, and NETOP became the obvious choice. The software is easy to use and seems rather intuitive. It does require that the teacher uses Google Classroom, the teacher must have a Google Classroom with a roster for each individual class session. That GClassroom roster is what NETOP uses to decide which students to monitor. If students transfer out of a class the teacher needs to drop that student from the GClassroom so the student can become available to the teacher that is receiving the student. To set yourself up with NETOP, follow the handy dandy user guide here: NetopVisionforChromebooks_UserGuide Teachers
While many teachers have stated that they are looking forward to being able to see what is on students’ screens, but that is far from the most powerful aspect of this software. This software allows the teacher to broadcast content to individual Chromebooks, solving the problem of weak projector bulbs or no projector at all. Instead of trying to see what the teacher is projecting across the room, the student will be able to see it on their own Chromebook! This alone can be a gamechanger for many classrooms!
This tool supports a number of powerful learning strategies but sitting at the desk playing gotcha is not one of them. We suggest when you first start using the tool that you project all of the students’ screens up on the wall, mention that you CAN monitor what they are doing, and then go about your business, moving through the room delivering solid instruction, because, at the end of the day, it is solid instruction that matters.
I would like you to go to www.student.desmos.com and type in the class code: D7YNE5. This card sort will help students convert between fractions, decimals, and percents. In addition, students will visualize these representations using an area model.
This card sort is just one type of interactive activity that teachers can find or create on their own to engage students through the use of this online application. Not only can teachers get students to be more engaged but teachers can monitor and control the flow of the lesson from their dashboard. Teachers can see in real time what students are doing on the activity. This is not just a high quality graphing/scientific calculator! Of course, we do want our students to know the ins and outs of this calculator tool since it is the one used on the CAASPP (SBAC Exam). To get a teacher account, go to www.teacher.desmos.com To use the calculator, go to www.desmos.com And, it’s all FREE!!!
Okay, a little background on my journey. This is my second year playing with this online application. I was exploring it last year and used it here and there with what I could find online to supplement lessons in my classroom. I did not learn how to create my own activities. I found it extremely limiting but wanted more because I saw the potential of such a program. This year, I went to my second training at the annual ETC Conference in Stanislaus. I took the wrong class because it was meant for 5th grade and I teach high school. However, I did gain lots by getting resources to libraries created by other educators for Desmos! I was excited about that. Still, it did not satiate my need to create my own activities. Finally, I went to another training that same day that was meant for high school or intermediate level. Once the instructor directed us that way, I continued. He did not give time for going beyond but I dived in and continued and played with all the tools till I finally understood what I needed in order to start creating. I created my first activity and I was so excited to bring it back to my classroom.
I went back to my classroom and I implemented lesson after lesson ranging from basic warm-up activities to two days in-depth analysis that had my students creating, modeling, and analyzing all in the program. Students were highly engaged, even the ones that try to get away with not doing work. Browse through the teacher page and tools and you will find many interactive, fun, and enriching activities for your students that are common core aligned.
I came across not just an application, it became a pedagogy. This is a dynamic resource that we can utilize to meet the needs of our students from many different backgrounds. The pictures below are my students’ answers and work. I have students with special needs and students who are newcomers to the USA as well. It is amazing to see the progress they have achieved this year just by reading their reflections. Take a chance and take that leap. Discover. Ignite that fire in your students that captures their minds and makes them want to learn again. Do something different. I teach high school math but you can make anything yours, you just have to put in time and love.
Here are some screenshots of what my students worked on from my teacher dashboard. I anonymized everyone so they are all famous mathematicians for the day! 😊