Integrating Google in the Classroom

Being 1:1 Chromebooks has changed the way I teach

Before 1:1

The basic structure of my class:

  • Students took notes from slideshow presentations, textbook readings and teacher lectures
  • Homework was worksheets and readings.
  • Students maintained notebooks, created labeled and colored maps, took tests or quizzes and projects were slideshow presentations or posters.
It was starting to bore me, which meant my students had been bored for way too long!

Transitioning to 1:1

  • Computer Labs
  • Projectors and Smartboards
  • Laptop Carts shared with other classrooms
  • BYOD


All of these previous options had several issues such as a lack of student training in order to effectively use the hardware, connectivity and slow loading along with limited availability. All these issues lead to frustrated teachers and students and eventually I stopped planning to use technology in my lessons.

We are now 1:1 Chromebooks

In the 2014-15 school year, our middle school building went 1:1 with Google Chromebooks. This transition was not without issues (damaged devices, network issues, student training) however in our second year, Chromebooks are a part of all I do with my students. In my presentation today, I will show how these devices being in every students hands has completely changed my teaching style including:


  • Organization
  • Communication
  • Learning
  • Grading
  • Assessment

Teachers MUST model technology usage for students.

Class Organization

All my students have GAFE student accounts and Chromebooks in each of their hands while in school, I see no reason for students to maintain notebooks. With these Google applications, student notebooks are digital:
  • Classroom
  • Drive
  • Chrome
The hope of using these applications is that students do not need paper copies because they have access to class notes and resources anywhere they have the internet. As of right now I would say my classroom is 75% paperless with the goal to reach 100% next school year.

Communication

Students being 1:1 along with having GAFE student accounts have allowed for communication to improve between teachers, students and parents alike.

Learning using Web-based Applications

Students have the ability to learn using web-based applications. Learning can be teacher-led, independent or collaborative through these applications. These are especially useful for hybrid lessons as well as allow for differentiated instruction.

Grading using Google Add-Ons

Add-ons are programs that are used within Google Sheets and Documents. They allow for more versatility, such as data organizing, color coding, even grading. Look for YouTube videos to learn more about how to use these add-ons. Links attached in description.

Tips for Giving Online Quizzes and Test

  • Always collect student user names (check box in Google Forms)
  • Only allow students to have one tab open in browser
  • Take it yourself before the students
  • Stress importance of spelling
  • Hand-out paper for scratch

Producing using web-based Applications

Students have the ability to create products that sharing their learning that are much more exciting than slideshows or essays. Teachers can assess student learning without students taking tests or quizzes, but through video productions and other project-based assignments. Here are just a few I have used with my students:


Stephanie Coleman

7th Grade Social Studies Teacher

Educational Technology Integrator Leader

York College of Pennsylvania

University of Scranton