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ASSIGNMENT
Consider how you can use Digital Technology in your classroom to enhance students learning? How can you now apply School Self Evaluation Guidelines to your teaching?
What impact can developing your own use of Digital Technology have at school level (SSE)?Explore the teaching resources area of Google for Education’s Teacher Centre. Choose one that you could use with your pupils in the new school year. Discuss how you would localise and enhance this for your classroom in this Forum as a reply to this post (150 words minimum) and how you would go about using it with your class. Include a link to your chosen resource.
Use of AI Tools: Our facilitators occasionally observe that course reflections may be generated with the assistance of AI tools. While AI can be a helpful support for drafting ideas or exploring different ways to express your thinking, it is essential that your forum posts reflect your own understanding and engagement with the course content. This is in line with the Department of Education and Youth’s Summer Course guidelines.
Before posting to the forum, we encourage you to take a moment to review your contributions and, if necessary, revise them to ensure they are appropriate and authentically your own. -
What impact can developing my own use of Digital Technology have at school level? As principal of a 600+ pupils school it is important that I model what I expect of both staff and students. It is imperative that I am up to date with current recommended best practice including the use of digital technolgies to enhance learning. Since we use chromebooks and Google Drive throughout the school I am familiear with many of the Google Apps and use them mainly for administrative and organisational purposes. I am eager to learn more about Google Classroom, Google Meet and Notebook LM. I have not used the Google YouTube channel or Google Teacher Centre before and looking at some of these videos I can certainly see how they could help me to develop my skills as a school leader and teacher. Regarding the SSE process I looked through a good number of the questionnaires/focus group questions on the dlplanning.ie website and see these as valuable tools for encouraging teacher dialogue and reflection on our use of digital tools and answers to these questions will encourage collaborative dialogue which is essential in schools.
Google for Education’s Teacher Centre – as principal I am accountable to the BoM, pupils and staff – responsible for ensuring all students can access the curriculum. The Teacher Center has deep, specialized resources focused on accessibility. I will use modules in the teacher centre to inform and encourage teachers to use Google’s built-in accesibility features with students like screen readers and dictation tools to support diverse learners.
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What impact can developing your own use of Digital Technology have at school level (SSE)?
As an Admin Deputy Principal of my school, I am in the unique position of being involved in overseeing the effective implementation of Digital Technology resources in my school as well as witnessing the potential advantages and pitfalls of suggesting/recommending new features which may enhance teaching and learning in my school.
Our school has spoken at length over the previous 12 months about Initiative Overload and the damaging effect this can have on the overall quality of teaching and learning as well as the wellbeing of staff. As wellbeing is a priority curricular focus for our school over the next 12 months, the following features stood out to me as something that can really benefit my school:
The section which focuses on Managing Student progress really appealed to me. Our school has a long standing tradition of participating in Kildare Cumann na mBunscol Quizzes. I like how quizzes and resources can be created, stored and shared. This would bring a significant element of efficiency and continuity. The success of any team event or task is that when key personnel are unavailable, the system does not break down. I think this is reflected by this effective resource.
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As Admin Deputy Principal Robert, I like that you’re not just looking at the tools themselves but also at how they would actually work across the school without adding more pressure on staff. Your point about initiative overload is true. Sometimes a new tool or system can be useful, but if it feels like “one more thing” for teachers, it can have the opposite effect. Linking it with staff well-being is a very sensible way to look at it. The quiz example is a nice practical one. Having resources created, saved, and shared would make life much easier, especially if different teachers are involved from year to year. It also means the work doesn’t disappear when one person is absent or moves class.
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My school has recently purchased Chromebooks for student use and we plan to use google workspace in the coming school year. Using technology is always appealing to students in my class and they work very enthusiastically using digital technology. I am hopeful that the knowledge and skills in this online summer course will provide me with the tools to use the chromebooks effectively in my classroom this year.
The School Self Evaluation Guidelines and Framework provide the perfect pathway to improving digital learning in school following the investment in technology. The guidelines were clearly outlined in module one and I look forward to working with my teaching colleagues, leadership, students and parent body to reflect on current practise and identify a focus for the SSE process.
There are so many resources in the Google for Education’s Teacher Centre. I am particularly interested in learning how to assign work and collect assessments using google classroom. It would be fantastic to create an open-ended assignment, share it with students using google classroom and collect the assignments as they are completed. I can really see how this would save time, reduce photocopying and preparation time while providing a rich learning assignment for my students.
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This sounds like an exciting step for your school, Grainne. Getting Chromebooks in place is a big investment, so it makes sense to think carefully now about how they’ll actually be used in the classroom. I like that you’re linking it with SSE rather than just seeing the Chromebooks as a new “extra”. Looking at current practice first, and then deciding on a clear focus, should make the whole process much more useful for staff and pupils. Google Classroom would be a great place to start, especially for assigning work and gathering it back in. As you say you would save on photocopying and make things easier to manage, particularly with open-ended tasks.
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Hi Grainne,
We’re just about to invest in Chromebooks and your ideas sounds exactly like what we’re hoping to achieve this year. I’m also really eager to learn about and start using Google Classroom to assign and collect student assignments. The possibilities seem endless…. once I get the hang of it all and we start to implement everything!
Best of luck with it all.
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I am set to start teaching 6th for the first time this coming September and in this new age of digital technology I am keen to try make the best use of it possible while benefitting the children’s learning. Digital technology can play a significant role in enhancing learning in a 6th class by promoting collaboration, creativity and independent learning.
In the school I am teaching in we are lucky to have one set of ipads that we share aceoss the 8 classes . These are very beneficial to the school community and the children respond very well when using them. Looking forward to this year I am aware that I cannot have unlimited access to the Ipads so I want to ensure that what time we have with them is effecient and we are able to get the most out of them.
The SSE process encourages teachers to use evidence to improve teaching and learning. Digital tools such as Google Forms can be used to gather pupil feedback, assess understanding through quizzes and analyse learning trends. This information can then inform future planning and support targeted interventions where needed. At a whole-school level, increased use of digital technology can strengthen collaboration between staff, improve communication with parents and ensure a consistent approach to teaching and assessment.
In the coming year our school has decided to use a shared google drive amongst staff that will store different resources and documents that each member of staff will be able to access and use.
The resource from the Google for Education Teacher Centre that I would use is the create interactive assignemnets using google slides. This would be great for projects in SESE.
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Sixth class are usually well able for more independent and collaborative work, Luke, so using the iPads in a focused way could really add to the learning. I completely get what you mean about limited access to devices. When the iPads are shared across the whole school, you really do have to make the time count. Planning one strong digital task, rather than trying to use them for everything, is probably the best approach. Interactive assignments on Google Slides would work really well for SESE projects, as they would give them a bit more choice in how they present their learning.
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I use digital technology mainly to make learning more active and visible for the children. I’d use: Google Classroom to share work, links and simple assignments, and to keep everything in one place. Google Slides / Docs for group projects, so children can work together and I can see who has done what.Google Forms for short quizzes or check‑ins, which helps me quickly see who has understood a topic and who needs support.Simple tools like online timers, videos and interactive activities to break up lessons and keep pupils engaged.
Using the School Self Evaluation (SSE) Guidelines, I can:
Pick a clear focus, e.g. “Using digital tools to support literacy and feedback.” Gather evidence: quiz results, children’s digital work, pupil surveys about how helpful they find the technology. Reflect and plan changes: for example, adding more visual supports for some pupils or giving more time for peer feedback online. Review progress later in the year using the same digital evidence.
At a school level, developing my own use of digital technology can: Provide simple examples other teachers can copy (e.g. quiz templates, digital homework formats). Help create a more consistent approach to digital learning across classes. Give my SSE colleagues real data (engagement, attainment, pupil voice) to discuss when planning next steps in digital learning.I would use this Applied Digital Skills lesson:
“Create a Brochure”
Link: https://applieddigitalskills.withgoogle.com/c/middle-and-high-school/en/create-a-brochure/overview.html I would adapt this for a middle class in an Irish primary school (e.g. 3rd/4th) by keeping the content simple and linking it to SESE and our local area. I’d ask pupils to make a brochure on: Our local town/village or A local attraction (park, castle, beach, lake, GAA club, etc.) or “Welcome to our school” – a brochure for new pupilsTo keep it manageable, I would: Model first: Show a very simple brochure on the board (3–4 sections only: title, “About this place”, “Things to see/do”, “Why it is special”). Plan on paper: Children draft their ideas and headings in copybooks before using the computer. This supports those who are slower at typing. Use a shared template: I’d create a very basic Google Docs or Slides template with boxes already laid out. Children just add text and pictures. Localise content: Use photos the children or I have taken around the area. Let pupils include Irish words (place names, simple greetings) to connect with Gaeilge. Link to simple geography work – using a small map or directions.
Support different levels: Provide word banks on Classroom for key vocabulary. Allow some pupils to work in pairs (one stronger writer, one stronger with Share and reflect: Pupils present their brochures to the class on the interactive whiteboard. We use a very simple feedback form (smiley faces / two stars and a wish) either on paper or a quick Google Form.This activity practices basic digital skills (typing, inserting images, layout) while staying rooted in the children’s own community and using language and content that are age appropriate.
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This is a really practical way to use digital technology, Marie. I like that you’re not overcomplicating it, just using the tools to make the learning that bit clearer and easier to keep on top of. Google Classroom is great for keeping everything in the one place ; the links, the tasks, the instructions. Once the children get into the routine of it, it saves you a fair bit of time. The idea of using Slides and Docs for group projects is a good one too. It’s handy for the collaboration side, but it also works in your favour as the teacher, because you can see how the work’s coming along and who’s actually pulling their weight.
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Hi Marie,
I really like the way you have outlined making a brochure with your class using Google classroom to provide a basic template for your students. This is a great way to make learning accessible for all skill levels and students with different levels of ability. I think that students would really enjoy this task and be motivated by the familiar theme and the use of digital technology. I am also impressed that there is so much scope for integration through different subject areas. This is a great use of technology.
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Digital technology has huge potential to enhance learning in my 4th class. I already use Google Slides for group project presentations in SESE topics like Ancient Egypt, which encourages collaboration and gives quieter pupils a voice. I’m keen to introduce Google Drawings for graphic organisers in literacy (e.g. story mapping, character webs) and Google Forms for quick exit-ticket assessments to check understanding at the end of a lesson.
In terms of School Self-Evaluation, I can apply the six-step SSE process directly to digital learning: Step 1 would be identifying digital learning as a school focus area; Step 2 would involve gathering evidence using the Digital Learning Framework surveys (teacher, parent and pupil surveys) alongside classroom observation of how confidently pupils use devices; this evidence then feeds into Step 3 (analysis) and helps shape a realistic, evidence-based improvement plan.
Developing my own use of digital technology has a ripple effect at whole-school level. By modelling good practice – sharing what works in my classroom with colleagues – I contribute evidence and ideas that support the school’s overall Digital Learning Plan, building collective capacity rather than leaving digital skills as an individual endeavour.
The resource I’ve chosen from Google’s Applied Digital Skills is “Create a Personal Timeline in Google Drawings”: https://edu.exceedlms.com/student/path/1606168-create-a-personal-timeline-in-google-drawings. I’d localise this as a start-of-year “getting to know you” activity – pupils add personal milestones alongside a few local and national events from the year, then share their timeline with a partner. It’s a lovely low-pressure way to build digital confidence early in the year while getting to know the new class.
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Hi Darragh,
Welcome to the course and thank you for sharing your thoughts around utilising the SSE cycle to enhance digital technology provision in your classroom and school. I think you have hit on a central point with your discussions around steps 2 and 3 – gather feedback from those who are specifically involved in this process in your school and developing realistic targets that aim to build on your starting point are essential to the success of the plan in both the short and long term.
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While I’ve always thought of SSE as more a whole school model than a classroom model I can see now how it is used all the time in the classroom – reviewing what we are doing, are the pupils learning? are the tools we are using and in this case digital tools helping achieve the learning outcomes and how do we know? is there anything we can do better? if so how are we going to do this? what do we need to do differently? constantly monitoring and judiciously assessing what we do.
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Hi Darragh. I really like your timeline idea. It’s a creative way to help students build digital skills while getting to know one another, and I think including local and national events adds a great cross-curricular element. Anything that might get children to pay attention to major news/events is a good thing.
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Hi Darragh,
I think your timeline idea is a very creative and worthwhile activity to do with your students. Recognising personal milestones throughout the year might be the only time some of our students receive positive feedback and affirmation – something we cannot overlook or take for granted. It also builds community spirit and a positive classroom culture while enhancing digital technology skills.
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Hi Darragh,
You have clearly broken down the 6 step SSE process directly related to digital learning. I also agree that exit ticket activities using Google forms is an excellent way to close off a topic or lesson. I like that this can be saved and revisited at a later date or again the following year. It also creates an opportunity to compare and contrast results between year groups.
I agree wholeheartedly with you with regard to creating a ripple effect at whole-school level. It is essential to ensure there are a number of stakeholders to try and achieve growth in digital learning across the entire school community. Different voices and characters will bring different outlooks and strengths to the team leading digital learning.
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This is a great idea, Darragh, and I used your example of the personal timeline in one of my examples for the course – I think this would be a super thing to maintain across the year, and then have as a final submission piece/something to share with parents as they logged all their achievements across the year and were able to look back on them
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I believe that digital technology has a lot of potential in terms of making learning more engaging, collaborative and accessible for all students. A broad range of digital tools, including Google Classroom, Google Docs etc. as well asBook Creator and Wordwall (I have used the latter two more in my practice so far), can support active learning, creativity and differentiation across curriculum subjects. These applications also provide opportunities for formative assessment through quizzes, interactive activities, collaborative tasks and digital portfolios, allowing teachers to monitor pupils’ understanding, provide feedback and gather evidence of learning progress.
The SSE process provides a valuable framework for inserting digital technology in a purposeful way. By gathering evidence through pupil voice, assessment data and classroom observations, I can identify strengths and areas for development in my own practice and set realistic targets for improvement. These digital tools could also support the assessment and monitoring of SSP targets for pupils with additional educational needs by providing easy/accessible ways to record progress, collect evidence and track individual learning outcomes.
Hopefully, as my confidence with digital technology grows, I can contribute to whole-school improvement by sharing effective strategies with my colleagues and supporting the school’s Digital Learning Plan.
In terms of he teaching resources area of Google for Education’s Teacher Centre, I think I would chose the Create Comic Strips with Google Drawings resource: https://edu.google.com/teacher-center/. I would adapt this activity by having pupils create comic strips linked to our literacy and SPHE topics. This would support the development of sequencing, storytelling, dialogue etc. Outside of the whole class context, I could also use Google Drawings to create personalised social stories for certain children with additional needs, helping them prepare for new routines and social situations in a visual, engaging way.-
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Hi John, I would agree with you on the impact of digital tools for assessment. In my school we implemented digital learning portfolios as part of our Digital Learning Plan some years ago. This involved utilising the SeeSaw application. Initially we trialled the app in two classrooms. Teachers found the app very easy to use and absolutely worthwhile in terms of recording assessment. I would recommend it to teachers.
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Digital technology can help with many of the learning processes by increasing access, interaction from students, interesting and stimulating lessons, relevance to the current society and culture we live in and it teaches children a new skill in ICT at the same time.
In my classroom I intend to use all the tools spoken about in the videos and slides and have been practicing in my google classroom account using the AI tool gemini, google slides, lesson plan ideas, resources needed, google docs and the great idea generation for links to online learning tools and resources.
I like the ease of differentiation with digital technology and how it saves on time and planning so that you are ahead and can see potential pitfalls before you even teach the lessons. This means that every lesson has the potential to keep to a very high standard.
I really like the autonomy that digital technology brings. I can see the students’ interaction, completed work and learning targets achievement in real time. No more excuses about leaving work at home or oral and auditory work being completed when it wasn’t.
Another point is that it helps with a running record of assessment both formal and informal through engagement.
Another point is the guidelines for reflecting. It can help involve the pupil voice in real time.This makes lessons more interesting and relevant to the students being taught. One interesting tool is how to create assignments with google forms. I think I will need to play with the tools for a while to really see the real life application and make sure that I can apply these tools on a daily basis.
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Being slightly older(!!!) and though I am new to all this I really want to see and learn what it is all about. I teach Senior Infants and just want to learn how it can help
So off I went on Google classroom and discovered Google Docs which I knew about but had never used.
With a more tuned in younger teacher (who jokes about my next move is into a Nursing Home …the scoundrel !!!!!!) we explored using a voice recorder app called Vocaroo of which the recording can be copied and pasted into a Google Doc page
He has just shown me …. he is a neighbour and a co-pilot on this course. how I can set up a Google Doc page, record the children reading or reading their Tricky Words (say in Sept), copy and paste the recording into a page for the children title Reading ……then maybe 2/3 months later repeat the same …… and hopefully for me, the child and the parent to see the progress he/she has made
It seems an email address can be set up for each individual child and so you can simply email this to the specific parent.
I think is absolutely fabulous. I intend using it and this fits in nicely to the Digital Assessment Framework
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<p class=”p1″><span class=”s1″>As a teacher of an autism class in a primary school, I see digital technology as a way of removing barriers to learning rather than simply replacing traditional teaching methods. This course has encouraged me to think about how Google Workspace can support communication, independence and differentiation for pupils with diverse learning needs.</span></p>
<p class=”p1″><span class=”s1″>One of my main goals for the coming school year is to become more confident using Chromebooks(I’m a laptop/mac gal) . I have a pupil with autism and dyslexia who benefits greatly from technology but can become frustrated if tasks are not presented clearly or if I need time to figure out new features. By developing my own digital skills, I hope to stay one step ahead so that technology enhances his learning rather than becoming another obstacle.</span></p>
<p class=”p1″><span class=”s1″>The Google for Education resource I have chosen is Accessibility Tools in Google Workspace.</span></p>
<p class=”p1″><span class=”s1″>https://edu.google.com/intl/ALL_ie/for-educators/product-guides/accessibility/</span></p>
<p class=”p1″><span class=”s1″>I plan to use features such as Voice Typing, Read Aloud, text-to-speech and visual supports to reduce the reading and writing demands placed on him and others. Google Classroom will also allow me to assign different tasks to individual pupils while maintaining an inclusive classroom environment. I can provide short visual instructions, videos, symbols and differentiated activities suited to each learner’s needs.</span></p>
<p class=”p1″><span class=”s1″>This links closely with the School Self-Evaluation process as I can monitor pupil engagement, independence and progress, reflect on what works well, and adapt my teaching accordingly. Developing my own confidence with digital technology will not only benefit individual pupils but will also support inclusive practice across the school as I share ideas and strategies with colleagues.</span></p>-
Hi Elaine, and you’re very welcome to the course. That line about technology taking barriers away rather than just replacing what we already do is so relevant. And in an autism class it matters even more because so much can come down to the way a task is put in front of a child in the first place.
I know that feeling too about wanting to be sure of it yourself before you bring it in. When a child is already struggling with something, the last thing any of us wants is the technology becoming one more thing to get frustrated over. Once the Chromebooks start to feel like second nature to you, I’d say you’ll notice the whole room settling a bit.
The Google accessibility tools are a great place to start. Voice Typing, Read Aloud, the visual supports could take the pressure off a child who finds the reading or writing tiring, and they’d still be taking part in the same learning as everyone else, which is really the whole point of it.
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Hi Una, it’s really interesting to hear this from a principal’s perspective rather than just a classroom one. I agree that modelling good digital practice at leadership level makes a real difference to how confidently staff take it up. Your point about the Teacher Centre’s accessibility resources is a good one too – I hadn’t thought about screen readers and dictation tools in quite that way, but it ties in well with the accessibility features I’ve been exploring for my own 4th class. The dlplanning.ie questionnaires sound like a really practical starting point for gathering whole-staff evidence for SSE, rather than it just being one teacher’s initiative.
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Consider how you can use Digital Technology in your classroom to enhance students learning?
There are a number of ways I use digital technology in the classroom to support student learning. Specifically, helping students build digital literacy through Google Workspace to enhance their classwork. For example, students can use Google Docs to draft and edit written work in English (taking advantage of built-in spell and grammar checks), or Google Slides to present projects in Geography, History, and Science. Digital applications also allow them to dive much deeper into research topics. Finally, from a teacher’s perspective, using Google Sheets to log and analyse assessment data throughout the year is invaluable for identifying and targeting specific areas where students need extra support. With that said, I still feel I am only scratching the surface in terms of the opportunity and potential that is provided through this mode of teaching, hence my enrolment in this course!
How can you now apply School Self Evaluation Guidelines to your teaching?
The SSE guidelines provide a solid framework for using evidence from our day-to-day practice to drive teaching and learning forward. For me, the real value comes when it’s collaborative, bringing together feedback from students, parents, and teachers to highlight what’s working and what needs work. However, implementation has to be flexible because it needs to reflect the unique demographic, community, and context of each individual school.
What impact can developing your own use of Digital Technology have at school level (SSE)?
The possibilities are endless when it comes to developing my own use of digital technology in the classroom, especially with AI tools still in a relatively youthful phase. Ultimately, my main goal is to support students in their learning in a meaningful and efficient manner. Digital technology certainly holds the potential to do this when managed carefully.
Google for Education’s Teacher Centre Resource:
Google Workspace: Sheets – Part 2
https://edu.exceedlms.com/student/path/1606732-google-workspace-sheets-part-2
Google Sheets is an invaluable tool for tracking assessment data and translating numbers into actionable learning support. By logging assessment results throughout the term, I can quickly analyse individual progress and identify broader class trends. Formatting functions makes it easy to highlight learning gaps, enabling me to differentiate instruction effectively by grouping students who need additional scaffolding or further extension.Having clear, objective data readily available is particularly useful for parent communication. It allows me to share concrete evidence of a student’s growth and areas needing attention during parent-teacher meetings, ensuring conversations remain supportive and grounded in facts.
Longer-term, maintaining standardised spreadsheets lets me track learning progression year to year. Comparing performance between different year groups helps pinpoint curriculum gaps, evaluate teaching methodologies, and ensure learning targets remain realistic and school-specific. -
One resource from the Google for Education Teacher Centre that I would use is Google Slides.
I think this would work well with a senior primary class. For a Geography topic, pupils could work in pairs to create a slide about an Irish county, including facts, images and key landmarks. Each pair would contribute to one class presentation that could be used for revision.
To suit my classroom, I would provide a simple template, success criteria and support where needed so that all pupils can participate. Pupils could also record themselves explaining their slide to develop their oral language skills.
Using digital technology in this way promotes collaboration, creativity and engagement. It also supports the School Self-Evaluation (SSE) process, as I can reflect on pupil engagement and learning outcomes and use this information to improve future lessons. Developing my own confidence with digital technology will also allow me to share ideas with colleagues and support digital learning across the school. -
As I have had responsibility for STEM and digital learning in our school for the past year, I have been trying to promote the use of digital technology in our classrooms to enhance students learning and we have made great progress so far. Our senior classes have Google logins and we’ve really focused on using Chromebooks to support and enhance the learning we are doing in the various curriculum areas as well as to assess students’ understanding of this work. We have not yet used Google classroom and this is something that I hope to focus on this year so that children can share their work and complete assignments at home.
One resource from the Google for education teacher centre that I would use is the ‘Create interactive assignments with Google slides’. There seem to be some very practical ideas here for designing engaging learning activities that encourage pupil participation. This could help us to make learning more interactive while also helping us to assess and reflect on future learning as part of the SSE process.
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Consider how you can use Digital Technology in your classroom to enhance students learning?
There are endless possibilities for the application of Digital Technologies in the classroom. Something that has always stayed with me from a course I completely many moons ago, is that digital technology should always be a resource for teaching. As technology evolves at a speed none of us could have predicted, I find it is becoming increasingly difficult to stay up to date with the latest tools and in particular, AI. I think the important thing is to always be open minded and facilitate the children using technology. Digital technology has an incredible impact on student outcomes – from accessibility tools to means of recording work.
How can you now apply School Self Evaluation Guidelines to your teaching?
The 6 step SSE process is a useful tool for guiding whole school planning. In my own setting, we have used it successfully for each cycle of SSE. Google Forms is a brilliant tool for gathering data from each stakeholder group.
What impact can developing your own use of Digital Technology have at school level (SSE)?
As Principal, I feel it is essential to be competent in the use of Digital Technologies in the classroom. The Digital Learning Plan sets the direction of our school each year and I have a central role in formulating the policy annually. I try to focus on at least one DT course each year as part of my own CPD.
Google Centre for Educators
https://edu.exceedlms.com/student/path/1725537/activity/3313821#/page/67c7986059663142322f631a
I explored the resource for differentiating learning with Google Gemini. This has the potential to really impact learner experiences and learner outcomes in the classroom. In addition to this, it would save a significant amount of time for the teacher.
It can easily adjust reading passages to target lower or higher ability readers. In an example given, the user copies and pastes a text into the search box. Gemini differentiates the reading passage in a matter of seconds. I could see this resources being used very effectively in the senior classrooms in my school where there are a number of levels in each classroom.
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Hi Michael,
I totally agree with you that the differentiated learning tool with Google Gemini looks excellent. Like you said, a great time saver for teachers. I really like how it allows the teacher to ensure everyone is reading the same content but at their own level. It’s a very inclusive way to make the learning accessible for all. This is definitely something I’ll be using next year.
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I’ll be teaching 5th class this year and I chose this course so I can be more up to date with how I can use digital technology in the classroom to benefit my students. As mentioned in this module, there are many benefits to using digital technology in the classroom. We’re lucky in my school to have timetabled access to laptops. I want to use this time in the most beneficial way for my students.
I could use the SSE six step process to help me use digital technology effectively with my class. Step 1: Identify my focus of using digital technology effectively with my class. Step 2: Gather evidence from the students through surveys and discussions as well as my own observations. Step 3: Analyse the information and identify the strengths and areas for improvement. Step 4: Set a clear SMART target. Step 5: Implement strategies to help achieve my target. Step 6: Monitor and evaluate progress throughout the year.
Developing my own use of digital technology can contribute to the school SSE targets, collaborate with my colleagues and share resources and ideas to enhance teaching, learning and assessment across the school.
I’ve chosen Google Docs Google Docs for Beginners : Google for Education as a resource to use with my class next year. I’d use it for genre writing where children could do their writing on Google Docs and I could read it and add comments during their writing so they can edit as they go. The children would get their feedback in real time and I think this would be really helpful for them instead of only getting their feedback at the end.
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Using Google Docs for writing genre is a great idea, I used it with my 5th class last year and they really enjoyed seeing notes left on it or when I would change things in real time. I would sometimes put passages up on the board for everyone to see and they loved reading eachothers stories when they were presented this way.
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There are a number of ways in which I can start to use Digital Technology in my classroom in the year ahead that will enhance students learning. Google workspace has so many features and tools that are practical for using in a classroom setting. I really like the use of Google Docs and Google slides for group/pair projects. At times there can be so many new programmes or ideas thrown at teachers that it becomes overwhelming. Google docs and slides provide teachers with easy to use, child friendly resources that can extend learning for high achievers, support creative writing for children who require scaffolding as well as encouraging teamwork and resilience by creating a space for collaboration.
In the year ahead, I would like to create a Folder in Google Classroom for children to add their Google Slide projects as the year progresses. This would act as an e-portfolio where students could edit, update, review and complete final drafts before submissions. It would also encourage students to stick to a timeline with their project work.-
I really like the idea of using Google Classroom as an e-portfolio. It would be a great way for pupils to track their progress and keep all of their work in one place. In my autism class, I could also use Google Slides to create visual supports and interactive activities that are engaging and accessible for my pupils.
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Using google classroom to create an e-portfolio for the students is a great idea, they could keep it going throughout the whole school and receive a copy of it at the end as a graduation present! What a great way to collect students work that would be easy to manage and perhaps most importantly – store! I will definitely have to try it out.
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<p class=”p1″><span class=”s1″>Like most other schools, our Digital Learning Plan has focused on increasing and improving our use of digital technology to support teaching and learning.</span></p>
<p class=”p1″><span class=”s1″>This year, we are investing in Chromebooks and we feel that they will provide many exciting opportunities to enhance learning experiences across the school. In particular, we believe they will support greater collaboration between teachers and pupils, while also providing opportunities to foster creativity and develop essential digital skills.</span></p>
<p class=”p1″><span class=”s1″>I am interested in developing my knowledge and confidence in using Google Workspace so that we can make the best possible use of our new Chromebooks. I hope to further explore tools such as Google Classroom, Google Drive, Docs, Slides and Forms, and how these can be used effectively to support both teaching and learning, as well as collaboration among staff and pupils.</span></p>
<p class=”p1″><span class=”s1″>I can apply the SSE guidelines by identifying our current strengths and areas for development, setting clear targets and evaluating the impact of digital technologies on learning outcomes. I look forward to working collaboratively with colleagues, pupils and parents to develop a realistic and manageable approach to digital learning that reflects the needs of our school.</span></p>
<p class=”p1″><span class=”s1″>Developing my own skills and confidence with digital technologies will allow me to support colleagues, share good practice and contribute to the ongoing development and implementation of our Digital Learning Plan.</span></p>
<p class=”p1″><span class=”s1″>One resource I would use with my pupils is a Google Forms activity from the Google for Education Teacher Centre. I would adapt this resource by creating a simple class survey or quiz linked to a topic we are covering. Pupils could work also collaboratively in groups to create questions, collect responses and analyse the results. This activity would support the development of digital skills and encourage communication and collaboration. </span></p>-
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It sounds like an exciting year ahead with the new Chromebooks Sarah. I like that you’re thinking about how they’ll actually improve learning, rather than simply introducing new devices. Getting comfortable with Google Classroom, Drive, Docs, Slides and Forms will be a good starting point. Once pupils and staff get used to where everything is and how work is shared, I’d say it will make collaboration much easier. I also like that you’ve described the digital plan as realistic and manageable. With any new technology, starting small is probably the best approach. Building your own confidence first will put you in a good position to share ideas with colleagues as the year goes on.
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Like most other schools, our Digital Learning Plan has focused on increasing and improving the use of digital technology to support teaching and learning. This year, we are investing in Chromebooks and we feel that they will provide many exciting opportunities to enhance learning experiences across the school. In particular, we feel they will support greater collaboration between teachers and pupils while also providing opportunities to foster creativity and develop essential digital skills.
I am interested in developing my knowledge and confidence in using Google Workspace so that we can make the best possible use of our new Chromebooks. I hope to further explore Google Classroom, Google Drive, Docs, Slides and forms and learn how they can be used effectively to support both teaching and learning, as well as collaboration among staff and pupils.
I can apply the SSE guidelines by identifying our current strengths and areas for development, setting clear targets and evaluating the impact of digital technologies on learning outcomes. I look forward to working collaboratively with colleagues, pupils and parents to develop a realistic and manageable approach to digital learning that reflects the needs of our school.
Developing my own skills and confidence with digital technologies will allow me to support colleagues, share good practice and contribute to the ongoing development of our Digital Learning Plan.
One resource I would use with my pupils is a Google Forms activity from the Google for Education Teacher Centre. I would adapt this resource by creating a simple class survey or quiz linked to a topic we are covering. Pupils could work collaboratively to create questions, collect responses and analyse the results. This activity would support the development of digital skills and encourage communication and collaboration.
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Digital technology can play an important role in enhancing learning in a special education setting, particularly in literacy and communication. This is my area of focus for the coming school year. I love the way it gives immediate and differentiated work and lessons for children.
Google can help me give more immediate and personalized feedback. I would use the assessment features to help with progress tracking.
I really believe in sharing resources and lessons and in google classrooms this can be done for all teaching staff and create an easy resource that can be built on over time. This is a resource we can collaborate on through helpful feedback and idea generation.
I believe that this resource will also help with the new school curriculum when it is time to implement targets and whole school processes that are accessible to everyone.
I think this is something that needs to be practiced so that I am comfortable with using it on a ily basis. This year we will have a team of 6 Special Education teachers and I am one of these. This would give us a great chance to build a great digital literacy programme.
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Emma, thanks for engaging in Module 1, focusing on digital technology to enhance literacy and communication in an SET setting is a fantastic priority for the coming school year.
Utilising Google Classroom to build a shared, collaborative resource bank among your team of 6 SETs is a brilliant initiative. It saves valuable planning time and also ensures consistent, high-quality differentiation across the school.
Using Google assessment features for progress tracking provides clear, actionable evidence to support your SSE and align with new curriculum targets. -
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As a 5th class teacher, I have used Google Workspace tools such as Docs, Forms and Slides, but only sparingly and not yet to a consistently high level. This is an area I would like to develop further, particularly as our school is fortunate to have access to Chromebooks, which we can consistently use with our classes twice a week.
One resource I found particularly useful is the Google Applied Digital Skills activity https://edu.exceedlms.com/student/path/1606074/activity/3184816 I think this would be a good activity to use at the beginning of the school year to help my pupils settle into the new class and become more familiar with one another. I would adapt the activity for my 5th class by ensuring that no pupils’ names are used initially and turning the task into a game or challenge. This would make the introduction to the technology more engaging while also encouraging collaboration.
I would also use the activity as an opportunity to introduce pupils to Google Slides, as I am unsure how much previous experience they have using it. The Google Applied Digital Skills resources have already given me ideas that I can use when planning for September.
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I think Digital Technology can be a really useful way of making learning more engaging and interactive for children. In my classroom, I could use Google Workspace tools such as Google Slides, docs, forms and Google classroom to give children more opportunities to work together, be creative and show their learning in different ways. It can also be helpful for differentiation, as activities can be adapted to suit different abilities.
I can use the School Self-evaluation process to look at how I am currently using technology in my classroom, what is working well and what could be improved. I could gather feedback from the children and look at how technology is impacting on their engagement and learning. Developing my own skills could also benefit the wider school, as I could share ideas and resources with other teachers. I am currently part of the I.T. team.
One resource I would like to use more is Google Slides. For example, I could use it for a ‘My Local Area project’ with my 2nd class. The children could work in pairs to create a slide about a local landmark or place that is important to them. They could add pictures, drawings and a few sentences about their chosen place. I would model how to use Slides first and then let the children explore it themselves. This would link nicely with SESE, English and Visual Arts while also developing their teamwork and digital skills.
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Hi Kelly, welcome to the course and thank you for your engagement in Module 1.
Leveraging Google Workspace tools like Docs, Slides and Forms to foster creativity and collaboration in 2nd Class is a fantastic and well measured approach.
Your proposed “My Local Area” project is a brilliant, integrated activity that naturally connects SESE, English, Visual Arts and digital skills. Modelling the tool first before encouraging paired exploration ensures every pupil feels supported.
Your role on the DLT puts you in a fantastic position to use SSE data, pupil feedback and shared resources to build digital confidence across the wider school. -
I also like Kelly’s idea of using Google Slides for a My Local Area project.
I did a similar lesson this year with a group of fifth class children who were coming to me for assistance tech lessons.
We went for a walk of the local area together, the children brought school tablets with them and took photos of historical and geographical landmarks in the area…such as the local castle, the holy well, street lamps and wall murals etc.
They then uploaded them into a folder on their laptop and generated a PowerPoint. Finally they went in pairs to classes and presented their PowerPoints to their peers.
The children loved this task. At first they were hesitant to present but by going in pairs they felt more supported. By the end of the year we had created three similar presentations and their confidence had tripled.
If we get a Google Workspace for Education account up and running we could do similar with Google slides.
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ASSIGNMENT Module 1
Consider how you can use Digital Technology in your classroom to enhance students learning?
I am in SET this year and have been using digital tech in my classroom with classes for a while now. The children can have access to tablets and laptops and I have a Prom board in my room.
With the older classes I have found that Kahoot is an excellent resource. I am looking forward to using Google Workspace for Education this year.
How can you now apply School Self Evaluation Guidelines to your teaching?
As AP11 with responsibility for IT in the school I found this section very helpful. I know about the SSE process for years and we have applied it as a staff many times over the years. But if was super to be brought through the step by step process here. I now know that there are templates and surveys ready to use in the SSE guidelines pack and from the Dept of Ed webpage when gathering evidence.
What impact can developing your own use of Digital Technology have at school level (SSE)?
As the post holder, by developing my own use of Digital Technology I can have a huge impact on positive use of digital tech in the school community: I can help develop a digital plan for the school, help generate conversations around learning and assessments using digital tech, set up a positive collaborative learning environment etc.
Explore the teaching resources area of Google for Education’s Teacher Centre. Choose one that you could use with your pupils in the new school year. Discuss how you would localise and enhance this for your classroom in this Forum as a reply to this post (150 words minimum) and how you would go about using it with your class. Include a link to your chosen resource
I had a good look through Google for Educations Teacher Centre. What I like about it is it seems to be very easily and readily accessible for any teacher who wishes to upskill in using Google Workspace. I am particularly interested in the course Google Workspcae fro Education Fundamentals for IT Admins as I am a post holder with responsibility for setting it up in my school. With the help of all the information I learn from this course and from other participants I should have a good understanding of how it functions and how best to put it into practice.
I particularly like the idea of using Goggle Classroom for assigning lessons and resources. This is an area that class teachers could really use to enhance teaching and learning across lots of subject areas.
In my own situation as an SET teacher I work in a team and we often have to share documentation and collaborate on SSPs and targets etc. By using Google Docs it would allow us to edit and add to docs in real time and then additionally give us the opportunity to share these docs with other colleagues or students across the workspace.
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How can you use DT in your classroom to enhance learning?
I can do this by using Google Slides to teach content and to encourage creative use of this app by students as part of the process. I currently use the teaching programme Touch Type Read Spell to teach typing to students with assistive technology and I also use readtheory. com to encourage students to read digitally online and to assess their comprehension skills using multiple choice quizzes.How can you apply SSE to your teaching?
I can use pre and post test teaching on the subjects I teach, Literacy and Numeracy. As a teacher leader I have instigated the teaching of Irish sight words and the testing of Irish reading to record progress as this was an identified need in our school. With twice yearly testing we can observe progress and an increased effort being made by students to do well in the subject.
We also looked at the average number of new words learned this year using Spelling For Me (digital spelling programme) and I discussed with each teacher the average new words of each student learned this year against a recommended baseline.
What impact does developing your own use of DT have at school level (SSE)?
This has a huge impact because with proficiency in using Google Forms for gathering evidence from teachers, students and parents, one can effectively gather data (STEP 2) in a timely and efficient manner. This also leads to analysis of information as part of the SSE process (STEP 3 ANALYSE AND MAKE JUDGEMENTS) which in turns leads to the formation of a School Improvement Plan which will then be shared digitally with the school community via Aladdin.
In addition, proficiency and leading as a curriculum leader is important as we use Google Drive in school to share resources and it is a useful way to keeping records of meetings held and actions enabled to drive progress. I look forward to being able to share the “Applied Digital Skills” in Google with teachers and to use this invaluable resource to improve our practice as teachers in a digital age. -
Explore the teaching resources area of Google for Education’s Teacher Centre. Choose one that you could use with your pupils in the new school year. Discuss how you would localise and enhance this for your classroom in this Forum as a reply to this post (150 words minimum) and how you would go about using it with your class. Include a link to your chosen resource.
I found this great for introducing the whole G suite for teachers with lessons and videos. As an LS teacher, I would like to set up my students on Google Classroom and try and work on google docs individually with students on writing/typing on our writing genres. This would work with students who have access to assistive technology. The preparatory work would be done in the group where we would work on a topic using mind maps and vocabulary. The final product could be then typed up into google docs and amended there with additions of visual information to make the writing more interesting. Students might then comment in a positive way on their classmates work.
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<p class=”isSelectedEnd”>Digital technology has great potential to make learning more engaging, collaborative and accessible for all pupils. Tools such as Google Classroom, Google Docs, Book Creator and Wordwall can support creativity, active learning, differentiation and formative assessment. I have used Book Creator and Wordwall most in my practice and have found them useful for creating interactive learning experiences and monitoring pupil progress.</p>
<p class=”isSelectedEnd”>The SSE process can help me use digital technology more purposefully by using pupil voice, assessment information and classroom observations to identify strengths and areas for development. Digital tools can also support the monitoring of SSP targets for pupils with additional educational needs by providing accessible ways to record progress and collect evidence.</p>
As my confidence develops, I hope to share effective digital strategies with colleagues and contribute to the school’s Digital Learning Plan. I would particularly like to use Google Drawings to create comic strips linked to literacy and SPHE, as well as personalised social stories for pupils who need additional support. -
What impact can developing your own use of Digital Technology have at school level (SSE)?
Digital Technology can be used to enhance learning when it is used purposefully rather than simply as an additional tool. Last year I began using Google classroom and found it to be really beneficial as I could access students scores and results of any quizzes or tests and quickly and easily see where the students were having difficulty. Instead of leafing through copies or test pages the information can be quickly tabulated to make a super time saver. While this was extremely beneficial to me I realised I wasn’t using it to its full capabilities and that it can be further used to enhance learning in the classroom, that is in part why I am doing this course, I want to learn about more ways it can benefit my teaching and classroom.One resource I would like to explore for the new school year is Google’s Digital Citizenship and Safety training. The Teacher Centre provides resources to help teachers and pupils develop safe and positive online behaviours.Google for Education Teacher Centre – Digital Citizenship and Safety resourcesI could begin with a whole-class discussion about how pupils use technology at home and in school, followed by short scenarios where they decide what they should do in different online situations.I can apply the School Self-Evaluation process by gathering evidence about how effectively Digital Technology is being used and, importantly, whether it is having a positive impact on learning. I could use pupil feedback, teacher observations, assessment results and samples of digital work as evidence. This would help identify strengths and areas for development and could contribute to a realistic School Improvement Plan.Developing my own Digital Technology skills can also have an impact at whole school level. As teachers become more confident, good practice can be shared with colleagues, creating greater consistency in how technology is used across the school. Digital tools can also make gathering and analysing evidence for SSE more efficient.
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I love this collection because of its use of short, self-paced video lessons. To make it relevant for my class at the start of term, I’d have the kids use Google Slides to build “All About Me” portfolios and set personal goals. We could then incoporate Darragh’s idea of a personal timeline and inlcude those achievements throughout the year – would allow for a nice piece to look back on in June.
Working in pairs on Chromebooks, they can follow the video steps, upload their work to Google Classroom, and practice leaving supportive peer feedback. It’d be a handy way to get them comfortable with file management and digital safety right from week one!
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Developing my own digital skills can have a positive and lasting impact within the school. As a Special Education Teacher, I believe it is important to lead by example and demonstrate how digital technology can enrich learning, foster independence, improve communication and promote inclusion.
I am confident using Google Drive and several Google Workspace applications for organisational purposes, but I would like to broaden my knowledge of Google Classroom and Google Meet. Developing my skills in these areas will enable me to explore more creative and purposeful ways of supporting students and collaborating with colleagues.
I am particularly interested in exploring accessibility features such as screen readers and dictation tools, which can remove barriers to learning and empower students to engage more independently with the curriculum.I will continually develop my own digital competence, I can share effective practice and contribute to a confident, innovative and inclusive digital learning environment.
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I would use Google Classroom to support a literacy activity in a special education setting. Students could complete and submit their work digitally, allowing them to receive individual and timely feedback. This would give each student the opportunity to work at their own pace and revisit tasks when necessary. By providing a more flexible learning environment, students may become more engaged and motivated, while also developing greater independence and confidence in their learning
One of the most valuable aspects of using Google Classroom would be the opportunity to incorporate pupil voice into the learning process. Through individual feedback and discussion, students could identify areas where they need additional support, such as sentence structure, spelling, vocabulary or organising their ideas. This allows the teacher to respond to each student’s specific needs rather than using a one-size-fits-all approach.
The accessibility features available through Google Workspace can further support inclusion. Tools such as voice typing, screen readers and text-to-speech can remove barriers for students who experience difficulties with reading, writing or processing information. These features can empower students to demonstrate their understanding in ways that suit their individual strengths and learning needs.
Using Google Classroom in this way would also contribute to the School Self-Evaluation (SSE) process. Students’ work could be maintained as a digital portfolio, providing clear evidence of their progress, participation and engagement over time. This record could support teacher reflection, identify areas for further development and provide evidence of the impact of digital technology on student learning.
Overall, I believe Google Classroom could provide a supportive, inclusive and interactive learning environment where students have greater ownership of their learning, receive meaningful feedback and are given appropriate digital tools to help them succeed.
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