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When our school first introduced Google Workspace, I was quite slow to get started. I could see the potential, but the number of tools and features felt overwhelming. We had started with Seesaw but found it too limiting so switched to Google. I used Gmail and Google Docs occasionally, but mostly stuck to my familiar ways of planning and storing work. Over time, I began to use Google Workspace more and more, usually by necessity.
As I became more familiar with the basics, my confidence grew. I started experimenting with Google Slides for presentations, Google Forms for collecting information, and Google Classroom for sharing assignments. The more I explored, the more I discovered and begun to introduce it to my class. It also helped that we both chromebooks with allowed the students to access all the tools quickly.
Completing this course has further grown my confidence and knowledge. I’ve learned new ways to use tools I already knew, and I’ve discovered features I didn’t realize existed.
https://docs.google.com/presentation/d/1MG7RwwIbO5DhTUHOBZgk1EUd4_iX7GlN-ts50Zc0x0c/edit?usp=sharing
Please find my Google Slides presentation I will use with my class in September.
In Formative Assessment and Self-Regulated Learning (Dylan Wiliam, 2014), Wiliam explains that assessment should not just measure what pupils know, but help them learn better. He says good formative assessment makes learning goals clear, checks understanding often, gives feedback that helps pupils improve, encourages them to learn from each other, and helps them take charge of their own learning.
In my classroom, I use questioning, homework checks, and tests to see how pupils are doing. I give feedback, but in reflection sometimes it is more about what is right or wrong rather than what to do next. I don’t use peer or self-assessment as much as I could, so pupils don’t always reflect on their own work.
To improve AfL, I could agree success criteria with pupils, use quick checks like mini whiteboards, and give feedback that explains the next step. For AoL, I can use test results to plan future lessons. I also like “two stars and a wish” for peer feedback or traffic light cards for self-assessment.
Below I’m attaching a survey we made to assess the students usage of water and water awareness as part of the Green Flag campaign. https://docs.google.com/forms/d/1MTRh-JRlr7vXaWcmzXe6L4OmhnuAF364evbbbsLw0iQ/edit
I really like how you’ve connected the ideas in Redesigning Education to your own teaching context and highlighted the importance of active, meaningful learning. Your focus on children taking ownership is very clear, and I think it’s great that you’ve considered how ICT can be used appropriately for younger pupils. I especially like your seasonal change project idea — it’s age-appropriate, hands-on, and links beautifully to the real world, which helps make learning more meaningful for Senior Infants. Using photos, labels, and voice recordings caters to different learning styles and abilities, and presenting as a group helps build confidence and communication skills. You’ve also shown good awareness of online safety and the developmental stage of your pupils by questioning the use of email addresses at this age.
In Redesigning Education: Meeting the Challenges of the 21st Century (Hallissy, Butler, Marshall, Hurley, 2013), the authors highlight the need for classrooms to prepare pupils with skills for a changing world. One key skill is critical thinking, which helps learners solve problems, make good decisions, and adapt to new situations.
To build this skill, I would use design-based learning and challenge-based learning. For example, before Christmas in my own school the 5th/6th class pupils hosted a coffee morning. We used the a number of the Google workspace tools to help. The students needed to research, think about different options, choose the best ideas, and test their solutions. We also used Google Docs for planning, Jamboard for brainstorming, and Google Slides for sharing results. These tools make it easy for pupils to work together, give feedback, and reflect. This approach helps prepare them for the teamwork and problem-solving needed in future workplaces.
Hi Lina I like how you’ve described the practical and strategic benefits of Google Classroom in such a clear way. Your point about having all student work organised in one digital space really resonates — it’s such a game changer for keeping track of progress and reflecting back overtime. We would always have had Self-evaluation folders and now the kids can save the work on Google Classroom instead and even take pictures of work they like. I also think your link to SSE is particularly strong; using real-time data for reflective practice and curriculum planning is exactly the kind of evidence-based approach that supports school improvement. The mention of collaboration between class teachers and SET is another great strength, as it shows how technology can make communication easier.
That’s a brilliant Kate, I hadn’t seem it initially. Its a good resource the Back to School unit from Applied Digital Skills too. It feels very practical and student-friendly, and I love how it focuses not just on tech skills but also on self-expression, organization, and building confidence. I think your idea to adapt the “Create a summer holiday photo journal” task to include Irish landmarks and a multilingual option is fantastic — it really makes the activity more inclusive and relevant to the students lives.
I’d definitely use this resource in September as a way to ease the class back into school routines while introducing and practicing digital skills at the same time. It’s a lovely way to get to know students better, especially when they interview family or share personal experiences. I think it will be really useful because it combines creativity, literacy, and ICT in a meaningful way, and it’s accessible for all learners with the built-in Chromebook tools you mentioned.
I’ve found that digital technology really helps to make lessons more engaging and accessible for all students. In my classroom, I use it to support collaboration, creativity, and independent learning. Tools like Google Classroom, slides, and Google Docs let children work together, share ideas, and get feedback easily. While working through this module I found the ‘beinginternetawesome’ resource to be brilliant! When discussing and assigning Google classroom tasks to students It’s always a worry that students are internet safe and have we done enough to educate and ensure the students are being web wise. This resource has games & guides to help support teachers but also families as they access the internet. This can help focus the students work more and support them in researching assignments. Going forward using the School Self-Evaluation (SSE) Guidelines, I can also reflect on how effectively these tools are improving engagement and learning outcomes. Gathering evidence from students’ work and their feedback helps me identify what’s working and what needs adjustment.
I agree with Eoghan’s points made here. I’ve found the same when using Google Classroom myself. It really does make it so much easier to organise a flipped classroom and keep everything clear for the kids (and parents too, which is a big help!).
I love being able to post videos or slides ahead of a lesson so the kids can come in with a bit of an idea already — it definitely makes discussions better and helps the quieter ones feel more prepared. It gives more scope for the students to direct their learning.
You’re spot on about the challenges though. I’ve had a few kids who just didn’t have access at home, or who rushed through the task without really understanding it. We have allowed the students more time in school to complete work but this cant always be achieved.
Overall though, I think it’s a really handy tool, as long as you’re mindful of those few issues and keep checking in with the work.
https://classroom.google.com/c/Nzg5NzE3Mzg5OTA0?cjc=bg537ebl
In my experience using Google Classroom over the past two years in my school I’ve found it very useful. It can be used for so much more than just a place to upload slides or worksheets as we initially had been doing during Covid. It really helps keep everything organised — for me and for the students. I can share resources, post reminders, and give feedback quickly, and the kids can check in anytime and work at their own pace. It’s great for encouraging independence and helping them build confidence with digital tools.
For school self-evaluation, it’s also really useful. I can see who’s engaging, how they’re progressing, and what areas might need more support. It gives a clear picture of how students are learning, and it’s easy to gather feedback from them too.
We are conscious that not every student will have access at home but are lucky to have Chromebooks in school so students do get time to work on their assignments in school. I also use it to differentiate work as the students are so used to using them they’re not aware of who is using the chrome books and for what reason etc.
