The Argument for using Google Classroom with Digital Immigrants, Digital Natives

Digital Native? Digital Immigrant? What is that? As teachers, we often tell our students to break down the words we don’t know and to piece together using context clues. Most of us educators will look at the digital and understand that it refers to a technology in some capacity or more likely the computer. But how does being a native or immigrant fit into this picture? Great question! Natives are people who are residents who live in a certain area. Immigrants as we know travel from one place to another. This is also in the very true in the world of technology we live in today. In Marc Prensky’s article “Digital Native, Digital Immigrant”, he discusses the world we live in through the lens of digital literacy and knowledge of technology.

Prensky talks of “digital natives” today as the net generation or digital generation – Kindergartners through college who have grown up with everything digital – Internet, TV, computers, computer applications, digital music players, video games, etc. “Our students today are all “native speakers” of the digital language of computers, video games, and the Internet” (Prensky, p. 1). Prenksy discusses how technology has infiltrated all aspects of our lives and instead of purposely leaving out technology or having it become a baby sitter, using it to deepen and further learning is essential for students to be prepared for 21st-century learning.

Prensky goes on to discuss who are we that did not grow up with this digital technology? As time has passed, people who have seen technology come into our everyday lives and have seen it take over our daily life are known as digital Immigrants. Prensky says “Those of us who were not born into the digital world but have, at some later point in our lives,  become fascinated by and adopted many or most aspects of the new technology“ (Prensky, p. 1-2). Our students feel the same way about technology. The fascination of what the possibilities are boundless when our students enter the cyber world. We as immigrants have to be more understanding that technology is here to stay and to keep our kids engaged and prepared we have to mold and adapt to our students, not for them to mold and adapt to us.

As we move into and through the early parts of the 21st century, it is essential that we as teachers bring technology into the classroom and give our students opportunities for them to use technology the correct way and how it correlates with college and career readiness.

Starting a new school year is the perfect time to implement Google Classroom into your classroom. It allows you to cover the importance of routines and expectations around technology in your classroom and to stress the importance of how to become responsible digital citizens. With that being said, here are five easy ways to implement Google Classroom into your daily teaching assignments and activities to improve your classroom instruction and engagement when starting the new school year.

 

• Posting questions for simple quick writes

 

This is an essential first for the digital immigrant. By posting questions or simple prompts through the question tool, it gives your classroom a chance to open the door to technology and see what amazing opportunities can happen through learning through this media. By posting a simple question or prompt online, students can: practice typing, get familiar with the keys, learn to navigate the computer to go to google classroom, and finally, how to post something that positively contributes to a learning environment.

As students get comfortable posting their answers, you can then allow them to respond to other students in the classroom to promote the sharing of ideas and learning how to give proper feedback to their peers.

This is important because students then feel their work has value and has meaning and purpose. This will take time to practice with norms and expectations, but students do enjoy responding and learning how to engage in discourse on a digital platform. It is a great opportunity to teach them real work life skills on how to communicate with peers in acting in a professional setting. This will transfer to other forms as they grow and mature (or at least we can hope).

 

• Posting math word problems and students explaining thinking

 

This is another great introductory tool for teachers to have students use math with technology. This is also great support around SBAC (hint hint)! Post a general word problem and have students explain their thinking about how they solved it. Start off simple with number sense or easy addition or subtraction problems that students can generally explain with their words. Not only will students feel confident in answering questions, but they will learn how to use proper vocabulary in explaining their thinking. With the shift in math being more explanatory rather wrote notation, it’s important to build in simple activities to show students and have them practice how to explain their thinking, which translates into college and career applications later.

 

• Announcements – links and general news

 

We all get sent links throughout the year to give our students and or parents to take for feedback. Google Classroom is a great way to push these links instead of writing them on the board or trying to type the right link!

To do this, click on the giant plus sign in the lower right corner.

Click on the announcement option, and then you may type your instructions or note for what you want your students to do.

From there, copy the link you need to use and insert into the link option in classroom. By doing so, it will automatically take students to the survey/website/video you need them to go to without worrying about typing the wrong link in the URL bar. Plus, this saves time in making sure all students can get to the right website quickly and effectively. This also helps with instruction if you want students to read online articles or go to a certain website like ST math, Starfall, etc.

These are just a few ways teachers who are digital immigrants can acclimate to the 21st century in the classroom. As always, make technology work for you, not the other way around!

Digital Formative Assessment

Early in my career as an educator, I became a staunch proponent of utilizing technological resources to collect and analyze assessment data.  I’ve spent countless hours collaborating in the creation of digital assessments and providing training in how to use various platforms to evaluate assessments. All of this, ultimately, with the express purpose of giving kids the information needed to improve their learning.  With technology, the feedback could be instantaneous and that’s the beauty of it. My collaborative efforts, however, focused mostly on summative data.

It wasn’t until the past few years that I actually began to explore more tools for formative assessment.  To me, I could always rely on whiteboards, observation, and discussion to elicit data and monitor student progress.  A little circulation around the class to see what students are producing and well planned questions for understanding allow a quick idea of how a class is doing.  I knew that being able to make informed decisions in the moment and providing corrective feedback ongoing throughout the lesson was essential to success, I just wasn’t putting enough consideration in how digital resources could improve efficacy in this aspect of assessment.

As outlined in the Smarter Balanced Assessment Consortium, there are four attributes to Formative Assessment. They occur in a cycle involving clarifying intended learning, eliciting evidence, interpreting evidence, and acting on that evidence.  This process should be fluid and ongoing throughout instruction to enable students and teachers to give and receive actionable feedback to improve learning.

Timely and specific feedback right in the thick of learning is essential to student learning.

So how can teachers use digital resources to implement strategies that may help in this endeavor?  One possible method, I happened to discover while implementing the Netop student application used to monitor our chromebooks.  Besides using the software to communicate with and monitor students in their use of Google applications, it can also be used to engage students and allow them to demonstrate what they know.  For example, during a third grade opinion writing activity we used Netop to allow students to demonstrate their development of a well stated opinion on the classroom projector. Students were eager to have their screens shared on the big screen while they used tools on their chromebook to identify elements of their statement, receive corrective feedback from the class and teacher, and then revise/edit their writing – on the spot. (Editors note: Netop is available to all SUSD classes. For more information contact Mark or Viry in the curriculum dept.)  For fifth grade math, using Google Classroom, DocHub, and Netop; students demonstrated how to create a visual model representing addition of fractions with unlike denominators. All students completed the problem and random screens were selected for display. Students were asked to justify their thinking with partners before presenting their work on the big screen. While observing student work on the Netop monitoring interface, a common error was identified which multiple students made in the process.  Corrective feedback was given immediately to the class before they even completed the problem. The possibilities for formative assessment through the application in conjunction with other resources seems to be limitless.

Another method that can be used for on the spot formative assessment is the use of Plickers.  The application is free and easy to set up. After creating an account online, teachers can choose from a bank of questions, or create their own, for quick checking for understanding.  Student response cards are printed out using the program and teachers download the app on their phones to scan student responses to get immediate feedback. With the implementation of Plickers I have seen classes reach 80% proficiency for a targeted standard within 15-20 minutes after completing multiple problems through the app and receiving feedback.  Finding misconceptions is easy with the collection of the data and having open discussion. With the correct insight brought about in the immediate evaluation of results, students make adjustments and improve. The data also allows teachers to identify specifically which students will need more support or targeted small group intervention after the lesson.

A digital vehicle that some teachers seem to be familiar with that helps to promote collaboration and discussion are back channel platforms.  But those that have experimented with them or use them faithfully may have not considered using them for formative purposes. During lessons, teacher can have a backchannel running, from an application such as Padlet, where students are asked to post questions for clarification.  Some may feel more comfortable addressing some of their learning needs in this format and do not have to wait to address concerns. Teachers can also ask the class to make predictions while modeling a problem or document their metacognitive process while problem solving. Not only can students become more engaged, but the teacher can gain valuable insight as to what they are thinking and clues to their level of understanding.  When posing questions, the teacher may even ask the entire class to post their answers as opposed to randomly calling names for responses. This makes sure everyone has to give input and, again through an application like Netop, display student work for elaboration and feedback.

With all the new innovations and programs now available, the possibilities seem to be limitless.  It’s up to educators to imagine what new and creative ways they can be used to help students be passionate about learning.  I think we need reminders sometimes not to get too wrapped up in one aspect of teaching pedagogy, or in my case one aspect of assessment, and contemplate how various technological resources can serve multiple purposes in the learning environment.  Our willingness to explore these possibilities I believe can make a world of difference in impacting student outcomes.

Teaching Math In the Digital Age: The Debate and More Resources (Part 2)

My experience with intertwining technology into my Math curriculum has been a roller coaster. Initially, 5 years ago, the attempt to combine the two knocked me down and out more than Mike Tyson in his prime. Once the initial problems occurred I felt like throwing in the towel but I knew if I could use tech with Math my lessons, student engagement, time management, and data collection would all be improved if I stuck with it.

Now, five years later, I have a system that is working for me and my population of students. I know that there are naysayers out there that are totally against anything tech in a math class besides a calculator, but I can say from my experience that student growth and achievement have gone up in my classes since I introduced tech into the game. My students are not always locked into a screen and there is always a time to put pencil to paper, or expos to whiteboards. What I am trying to get across is that there are powerful tools that technology can provide educators and I believe it is our duty to teach our students how to use them correctly so they can implement them in their college or career choices.

There have been many studies regarding tech with math and the overall consensus is that technology should be used to bolster learning. Researchers have stated that the key to being successful is to get accustomed to the programs and be educated on what you are exposing your math students to, so they can have success with the tech. There are downsides to using tech like distracted students and cheating, but the benefits far outweigh the cons according to research.

Students use Tinkercad to design 3D objects and models.

On that note, I am going to give you, the reader, a few more programs that are extremely effective when it comes to student engagement and technological skill. The first being Tinkercad, which is a student friendly version of Autodesk (design program). This program allows students to create 3 dimensional objects and can be used for geometry but also for engineering purposes. Tinkercad is used best when the teacher has a 3d printer because student ideas can come to forwishen over the course of a day of printing. I have used Tinkercad to teach area, angles, and volume for different shapes.Perfect cubes, cube roots and finding square roots could also be taught with the program as long as you take the time to create an assignment that includes Tinkercad. If the students have a google account they can save their designs in the cloud and upload them into google classroom with a few clicks of a button because it is a cloud based program. There are tutorials for the students and teachers on the site, and the best part of the program is that it is another free resource. The skills that students learn in Tinkercad can be used for jobs of the future and enable students to creatively engineer.

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The next program is mainly for students to obtain vocabulary terms in a fun and creative way. It is called Flocabulary. Flocabulary is a website that creates rap music based on many different subjects and topics. My students enjoy the music and seem to retain more of the terms than traditional ways of teaching vocabulary in Math and any other subject. The students will usually watch a music video, do a few exercises based on the video, take a quiz, and then create their own rap using the vocabulary they used. This program is also synced with Google Classroom, so adding students and classes is as simple as a few clicks of the mouse. The only issue with this program is that it is not free. There are individual, school, and district plans that can be bought and are definitely worth the price.

Implementing these two programs will get your students more engaged and subsequently give them tools that can be used for their entire lives. Whether it be designing a new logo, car, a shape, or making music with a program, the students will definitely be better off going forward in their education with skills that are applicable to the real world. In this day and age being creative and collaborative are highly valuable in the work world and I believe we as educators should use the tools that will enable students to attain these skills rather than stifling their creativity with the same old curriculum.

Task Before Apps

Recently I was pitching an idea for a workshop on spreadsheets.  The an administrator gently shot down the idea. He had politely listened and then asked a couple of questions, “Are you going to do more than just show the basics of how to start a sheet file? What are you going have the teacher do?  What will be their takeaways? Will this help them in their classrooms?”

His words that impacted me the most were, “True, we are looking for classes that teach applications and programs, but we want classes that put “tasks before apps.”

I drew a blank.  I couldn’t remember hearing that phrase. What does he mean, “tasks before apps?”  My creation for a spreadsheet presentation got shelved.

A week later I attended a workshop by Martin Cisneros.  He presented some 40 plus or minus apps and tools for use in classrooms.  Repeatedly he told us to choose only two or three, and not try to master all of them. As I explored each app as he presented it,  I began to realize what “Task before App” means.  Some apps and extensions he presented were useful. Some were frivolous. Some had no use in my classes.

I understood:  If I don’t have assignments to use the app, then there is no need to teach the app.  Now I understood that administrator when he says, “task before app.”

Let me share just two apps that have become mainstays for me.

First, Keep.google.com;  

I use the Keep app to make notes that include lists, links, pictures, note taking, outlining and reminders.  I can even use them as a collaboration tool. The best function of all,  is that this one app will automatically sync across all my devices. I have an icon on my smartphone, an extension on my laptop and on my desktop.  It doesn’t matter where and when I add a note, it automatically syncs with all the other devices.   

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Second, Mercury Reader offered by postlight.com.

I use the Mercury Reader to get rid of all the clutter on web pages. It simplifies the looks of the page to make it easier to read. I can easily print hard copies or post to Google Documents or to a Google Classroom assignment.  All this make the pages become student friendly.

Other features allow me to toggle to a white on black screen or increase the font size.    I can highlight.  I can send it to a Keep note.  For Kindle owners, the touch of a button will send the file to a Kindle for on the go reading.  

I hope you can enjoy these two apps for the task that need apps.

Working Smart Not Hard Using Screencastify

Ever had the experience of explaining how to do something to students so many times that you abbreviate the steps to the point of ineffectiveness? I am a little ashamed to admit that in my 20 years of teaching, I have noticed I sometimes have grown to assume students already come in with certain skills. This leads to more work on my part in the long run because I find myself repeating and reteaching when I could work smarter, not harder. Let me introduce Screencastify.

Screencastify is an extension you can find in the Chrome Webstore and is used to create screencasts. A screen-cast is a digital recording of a computer screen’s output, which is also known as a video screen capture, often containing audio narration. The most common way I have used Screencastify in my classroom is to create instructional videos either made by me for my students or for my students made by my students. These videos enable students to learn at their own pace, whenever and wherever they prefer.

There are other uses for this extension. Follow this link to see the many ways you can use Screencastify in your classroom.

How to get Screencastify:

• Make sure you are logged in to chrome (if you are on a chromebook, you are on chrome)
• Chrome Web Store
• Search for Screencastify (in the extensions area)
• Enable extension
• Allow camera access (it also allows the audio)
• Choose to save to Drive
• Choose last choice (with nothing written on it)

To begin recording:

• Click the extension
• Click Record Desktop
• It will “count down” so you know when to start talking
• Start moving the mouse and TALK
• Click Stop Sharing
• NAME THE SCREENCAST

Want your image on the screen as well?

• Start Screencastify
• Turn on “Embed Webcam” you CAN choose which corner your image belongs
• The first few times you may WANT to have the preview on, for me it is distracting and I end up watching myself
• Record Desktop
• Talk and move mouse
• Click Stop Sharing
• Name the Screencast

Done Recording?

• NAME IT!
• It is saved in your Google Drive
• Depending on the length of the video, it may take a few minutes
• How do my students see it? Share it with them, put it in Google Classroom, download then upload to YouTube

Here are some example videos my students have made (Sorry but these are student work, so you must be logged into your Stockton Unified Google account to view these videos):

Student video (Yocelyn Chavez, 7th grade, “Using ST Math”)

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Student video (Velencia Cromwell, 7th grade, “Using Prodigy”)

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Student video (Jocelyn Arredondo, 8th grade, “How to Log Into Google Doc.”) (With an interesting interpretation of how to do a book report!)

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Student video (Bryan Gonzalez and Kevontay Makinsey, 7th grade, “How to Log into Khan Academy)

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Student video (Katia Martinez and Jazlyn Rios-Fox, 8th grade, “How to Build a Paper Box.”)

Thanks for reading, and I hope this helps in some way in your classroom!

Do’s and Don’ts

In past years I covered A LOT of classes, but this year not so much. I get called to cover if a sub position doesn’t fill, if there’s an I.E.P. meeting, and many other reasons. Sometimes it’s for “15” minutes but it’s usually longer. So the one thing I have learned over the last few years while covering a class is the do’s and don’ts of technology in a classroom. Here are a few lists:

DO

*Set the rules before anyone….ANYONE….I mean ANYONE is allowed to even think about opening the computer. Reason why- that one student will go ahead and either use someone else’s account/computer.

Students will tell on each other with no reservations.

*Do ask if anyone should not be on the computers. Students will tell on each other with no reservations. If you don’t ask they will be on a computer when their privileges have been revoked and when everyone else has told you repeatedly that that student should not be on the computer, that student will  have a melt down when you take them of the computers.

*List the websites then can go on. If you are allowing Prodigy then list it. Also tell them that these are the only sites you can go on. If you just say educational sites they will find a way to get around the “educational” part. (Student states “Well, my uncle told me I could learn a lot if I looked up……”)

*When setting rules make sure you tell them the volume level on their computers or make sure they use headphones. Also let them know if you allow them to partner up or work with a small group. My suggestion is if it’s your first time covering the class, everyone should work independently.

*Monitoring is still need even if they are all on task and silent. Chances are there’s one or two surfing the web and the ride is a category 5 wave. (Meaning: definitely an inappropriate site).

Don’ts

*Don’t sit and think they are all innocent happy learners. Keep an eye on them. If you hear giggling or noise of trying to talk go quickly but stealth like behind the student so you can see what they are doing.

*Don’t take for granted that the screen they have up is what they have been working on. Nope. Usually they think they can get away with switching back and forth but check the tabs or click on the back arrow to see where they have been.

*Don’t say “This is fun time or free time”. Say “Additional learning time” or “GATE scholar time” It is harder for the teacher to get them back on task when he/she returns to teach.

Kids throw paper airplanes in class! Oh my!

*Even if your “15” minutes is extended to 30 don’t let them stay on the computer more than 20-30 mins. After 30 mins. they usually are bored and will start to wander  sites or writing notes to someone else in class. Depending on the grade you could wind up with notes that just might make it into an airplane shape that will try to travel the length of the classroom.

I know there are many do’s and don’ts and some seem like common sense, but maybe by reading this post it will be in the back of your mind when you need to cover a class…say for “15” minutes.

Best of luck when you do.

Using tech to promote equity: technology equalizer

Technology can be used to level the playing field for learning. You may ask how can this be? Imagine a classroom where all students receive personalized learning plans that support their learning styles and social-emotional needs.In the book, “For White Folks that Teach in the Hood …and the rest of Y’all too: Reality Pedagogy and Urban Education,” Dr. Edmin states, “ The technology alone was not enough to engage them. What they cared about was how it was being used.” Below I will list a few uses for technology that can engage urban youth by creating the cosmopolitan effect which is a feature of Reality Pedagogy.

• Design a digital scavenger hunt related to the content being taught. Components: a powerful driving question, a quick assignment for students to complete and a short lecture.
• If your district and students age allow: Use Facebook, Twitter, Instagram or another social netting site as a platform to share homework assignments with classmates, plan school activities, or create profiles dedicated to topics being taught. Create a Facebook, Twitter, etc. that highlights your class name, homework assignments, members of the class, books being read, links to Youtube videos related to classroom content. You can invite experts on the field of study to join the discussions.
• To teach students these same skills with actually joining an internet-based social media group use the following ideas. A Twitter board can be created in your classroom. This is equivalent to a Twitter timeline. Students will need to create a handle. The process begins with students writing their handle on a paper tent that is placed on their desk for all to see. Next, the teacher sends tweets about what is currently being discussed in the class to one student using their handle. When someone has been tweeted they have to come up to the Twitter board and respond. A person cannot be tweeted more than 5 times. Students must answer the question and then ask someone else a question. If they don’t have an answer, they must ask a question about what they don’t understand. All questions must relate to the main hashtag( topic) set by the teacher and the beginning of the activity. This event ends when the teacher writes a closing Tweet.

Social media is a powerful engaging teaching tool. In order for students to see it as a tool for learning, teachers should teach this skill. If we don’t Dr. Edmin states,” …as a result of excluding social media from schools is that students then infer that these platforms are completely unrelated to learning.”

Emdin, C. (2017). For white folks who teach in the hood – and the rest of yall too: Reality pedagogy and urban education. Boston: Beacon Press.