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https://docs.google.com/presentation/d/1umAETyGU814rh8Lmi-1sdeJVMt1lxqY9pobf0hTmmw8/edit?usp=sharing
I have created a short Google Slides presentation on Rivers for a senior class. It is a brilliant tool to pull everything into one place. I liked how I could easily add videos, images and web links to the presentation. This would ensure children do not ‘wander off online’ while roaming the internet on the iPads or Chrome books.
There are many uses for the tools explored in this course. As a school, we have started to adopt the Google Workspace tools and I look forward to exploring how we can further enhance teaching and learning with some of the tools covered in this course.
I have previously used Google Groups for various different tasks including sharing calendars, emails and files on Drive. It is a handy tool for sharing files to the board of management etc.
Google Classroom as a means of assessment is also something I plan to explore with the teaching staff. We have previously used it as a means of setting tasks but having completed the course, I feel there are far greater possibilities for its use in my own school having completed the course.
Google Meet and Google Chat is a handy feature for messaging staff during the school day with urgent messages.
Having completed this course, I see Google Slides as a way of capturing student understanding. This is not something I would have used the tool for previously. In addition to this, Google Slides has many uses across the senior classrooms for pupils and across the whole school for teaching staff. It is very user friendly and the ability to add images from the web makes things very straightforward.
In terms of using Google Workspace as a blended approach, it would be a great tool to keep parents informed at home. Google Slides can be used seamlessly between devices so I would envisage students working collaboratively on files between home and school.
It was great to be reminded of Power Point, John! We thought it was the bees knees when I first started teaching. Many’s an hour was spent playing around with animations and trying to ‘lift in’ images. It is amazing to see how far technology has come in the years since I first started teaching.
Hi Elaine, I agree that Google Forms would be a great addition to the Autism Class. Some of our pupils benefit from providing written responses that are scaffolded rather than having to verbalise feedback. Your idea would definitely work in our setting – thanks for sharing.
https://forms.gle/XqJuoVJvBodwGRVGA
The Google Form above is intended as an End of Lesson Reflection for pupils in a senior class to utilise. It allows the students to share some of their learning while also providing scope for pupils to pose further questions. This would facilitate the teacher in planning the next steps for the learning. Pupil voice should play a central role in all aspects of teaching and learning and the form gives an example of this. A follow on would be allowing time for the children to explore a selection of websites relating to the activity.
In relation to William’s paper, I would agree that assessment should be about improving learning and not simply measuring it. As teachers, we can be under so much pressure trying to cover the curriculum and undertaking assessments, it can be difficult to find the time to really utilise the assessment data. This should be the central focus of any assessment. I also agree with the argument that assessment feedback must be understood and not simply provided by the teacher. It led me to reflect on how often we check for understanding with pupils on the feedback we provide.
Hi Robert, you have given great examples of how Google Forms has been used in your school this year. Similarly, in my own school we have used Google Forms for capturing survey data from parents, pupils and staff. I found it particularly useful when reviewing the Bí Cineálta Policy this year. I also used Mentimeter for capturing pupil data.
It was great to see how Google Forms can be used in the classroom context in this module.
Having used Google Forms in the past, primarily for capturing survey data from parents, pupils and staff, it was great to learn about using Google Forms in a more productive way in the classroom.
With Universal Design for Learning in mind, I see Google Forms as a brilliant tool for supporting inclusion. The scaffolded approach for responses is useful for all learners. Pupils generally enjoy using digital technologies to demonstrate learning and in my own school, pupils are usually competent at using Chrome books and iPads from an early age – I feel that Google Forms would be very well received by pupils. The Google accessibility features would also assist pupils in accessing the lesson. Google Forms provides a platform for capturing responses in a quick and easy manner. In terms of moving forward, the option for including a pupil voice element in the form is a fantastic idea. This would facilitate the teacher in exploring the next steps with individual pupils and the class as a whole. It would also allow the teacher to provide further support to pupils who are seeking further clarity on aspects of the lesson.
Topic: Local History – The Rock of Cashel
Class Level: 5<sup>th</sup>
Design Choice: Use of Google Slides to deliver the lesson, combining Google docs for a pupil worksheet, Google Forms for an assessment activity at the end of the lesson.
Sequencing – pupils would be familiar with the structure of a History lesson by 5<sup>th</sup> Class but to assist pupils, I would colour code the Google Slides presentation – blue for previous knowledge, green for the active learning stage of the lesson and orange for the pupil activity
Adjustment – each year we see pupils experiencing difficulty logging into Google accounts. It would be great to have a system which pupils could scan a QR code to login. I am aware that these systems are available to purchase for schools but I have never explored this option due to budgetary constraints on our ICT Grant.
Link to SSE – the children would be tasked with showcasing their learning from the lesson using digital technology (ie Google Docs/Google Form). This would encourage independence and allow for peer review of learning.
I really like the idea of incorporating audio into the lesson, Áine – it would promote independence among the pupils. In my own school this year, we purchased a bank of headphones. We spent a considerable amount of money purchasing good quality headphones that we hope will last for a few years. So far, we have been very happy with our purchase and it has proved to be a big success in our Special Education settings.
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.
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.