What is AMSTI?
Google Classroom
Above, you will hear about some of the newest Google Classroom features as of 2019. I chose Google for many reasons. One of those being the continuous updates to and added features of Google applications. They really listen to their users and make changes based on the feedback. They even replace applications such as Google Hangout with Google Meet to make the improvements even more obvious. Another plus for AMSTI is that it is free to the users. We are a state initiative and want to be able to reach as many students with our materials as possible. If a portion of our money goes towards an LMS, then that takes materials away from students in classrooms. Heggart and Yoo (2018) have data supporting "that Google Classroom increased student participation and learning and improved classroom dynamics" (p. 140). If we give our participants this experience as an adult, then they are more likely to use Google Classroom with their own students.
Why Google Classroom for AMSTI?
Instructional Design:
The Google Classroom Educational Suite is designed for a classroom format. Simonson, Smaldino and Zvacek (2015) state that "the type of setting, be it place- or time-shifted, will influence planning decisions" (p. 137). Google Classroom allows for flexibility with setting type, asynchronous vs synchronous learning and a recording feature to address the time-shift. These features are all available via Google Apps for Education (GAFE). Heggart and Yoo (2018) found "students
valued how Google Classroom made it easy to access all the material that was required
for the course" (p. 146). As a student myself, ease of access is an important aspect of the instructional design of the course.
Teaching:
Google Classroom allows for what Simonson, Smaldino and Zvacek (2015) refer to as "just-in-time" learning" (p.169). The training modules that we use are working documents and change frequently when updates are needed. When we make updates on our end, it is automatically updated for the classroom participants. We can keep our modules available at all times through the classrooms we create for our participants. "Just-in-time learning makes work-related instruction available for new employees who need to gain a skill or act as a refresher for those who have been working at a task for a period of time" (2015, p.169). There are constant changes in staffing and grade levels changes. There is a continuous influx of teachers needing to be trained and access to our modules is a huge part of getting the training that is needed.
Students:
An important aspect of distance education is communication. There needs to be communication opportunities between the instructor/student and student/student (2015). Google offers various modes of communication for teachers and students including email, live streams, private messaging and feedback directly on assignments. Google meet is an application in GAFE that gives the instructor the option of face-to-face conversations that works with their scheduling needs.
Support Materials:
Although distance learning takes place on a virtual platform, printed materials are important to distance education as a practice of the teacher (2015). One of the modules we have our participants complete is all about journaling in the classroom. There is a component for math and one for science. Participants keep a paper/pencil journal throughout the module to build an example of what it would look like in their classrooms with students. There are printed materials that guide their work such as articles, graphic organizers and investigation templates. We can share those materials through Google Classroom for participants to access.
Assessment:
AMSTI provides completion certifications rather than academic grades; therefore, the comment feature in Google applications allows us to provide the anecdotal feedback that we share with our participants. Simonson, Smaldino and Zvacek (2015) refer to nongraded assignments in the text. They specifically state that "using nongraded assessment measures for part of the course alleviates much of the strain of assigning scores to massive amounts of student work" (2015, p. 240). We currently use Google Forms for documenting completion of our training and it can be shared in Google Classroom.
If you are interested in keeping up with all things Google, consider these resources:
The Google Infused Classroom: A Guidebook to Making Thinking Visible and Amplifying Student Voice by Holly Clark
Google Apps for Littles by Christine Pinto and Alice Keeler
Shake Up Learning: Practical Ideas to Move Learning from Static to Dynamic by Kasey Bell
Follow Alice Keeler and Kasey Bell on Twitter @alicekeeler @ShakeUpLearning
References
Heggart, K. R., & Yoo, J. (2018). Getting the Most from Google Classroom: A Pedagogical
Framework for Tertiary Educators. Australian Journal of Teacher Education, 43(3),
140–153. Retrieved from http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ1174198&site=eds-live
Simonson, M., Smaldino, S. & Zvacek, S. (2015) Teaching and learning at a distance:
foundations of distance education (6th ed.). Charlotte, NC: Information Age Publishing,
Inc.
Ashley,
ReplyDeleteMy school started using Google Suites several years ago. It was presented to the faculty as a tool that was available but not required. Since we have an LMS (Canvas), most teachers never used Google Classroom in the beginning. As time as passed, our school has started using Google Classroom as the way to deliver professional developments and lesson plans to the faculty. When I began using it I found it to be an excellent tool to plan, organize, and implement lessons. Google Classroom is great for distributed learning (Simonson, Smaldino, & Zvacek, 2015). Google classroom allows teachers many of the same features as an LMS such as giving assignments that require students to access material anywhere on the internet. This gives teachers unlimited access to material and handouts for students (Simonson, Smaldino, & Zvacek, 2015). I agree Google Forms is a great way to document assignment completion and the addition of self-grading is a time saver for teachers. Google Classroom still needs some improvements before using it as a fully functional LMS, but I can see the direction Google is headed with Classroom. It would be safe to say that Google has the resources to take the education market over, but only time will tell what direction they elect.
Reference
Simonson, M. R., Smaldino, S. E., & Zvacek, S. (2015). Teaching and learning at a distance:
Foundations of distance education. Charlotte, NC: IAP, Information Age Publishing.
Our district started using GSuites a few years ago and I must say that more teachers are on board with Google Classroom because they have been part of a Google Classroom for PD. I love the ability to upload a document, make changes to it later, and the changes are there without having to upload a new version of the document. You made a very powerful statement when you stated, " They really listen to their users and make changes based on the feedback.." This is extremely important because technology is ever-changing and our needs are changing as well. Teachers and students voices must be heard.
ReplyDeleteAnother standout point is the ability to upload articles and graphic organizers that are important for writing. According to Simonson, Smaldino, & Zvacek (2015), "Printed handouts and teaching and learning materials are critically important to the effective practice of distance education" (pg. 223).
Reference
Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6th ed.). Charlotte, NC: Information Age Publishing, Inc.