Forum Replies Created
-
Posts
-
In recent years I have used google workspace tools especially google classroom, google drive, and google groups into my teaching. These tools are a great way to share resources and collect homework and assignments. Google classroom allows pupils to access lessons, submit work, and receive feedback. It can integrate with word docs, slides, forms etc. The comment section allows for feedback on work submitted and the ability to post differentiated resources supports varying ability pupils.Google groups was an invaluable tool during covid school closures. It allowed collaboration outside the classroom where pupils could discuss ideas about work assigned and respond to each other’s questions, extending learning opportunities and promoting communication skills. Google drive has allowed me to create class, group & personal folders. Inside each folder I make subfolders for plans, lessons etc. I use colour coding and consistent naming so files are easy to find. I always starr important folders/files so they appear in my starred section. Google drive allows me to share with whenever I want to view the file. It’s easy to use with the classroom, I attach Drive files to assignments in google classroom and make a copy for each pupil so they each have their own editable version. Using the classroom’s grading tools allows me to give feedback and everything stays stored in Drive.
For older pupils, particularly secondary school pupils I can see how these tools could aid the teacher and where instructional content could be accessed before lessons and class time reserved for active problem learning.
I wouldn’t use slides often to create digital story but below is my digital story I created for this assignment.
Signs of Summer digital story.
https://docs.google.com/presentation/d/1GX091DnXmaEb8SyRTCfFhrd35diXVk_lub33Op3CUMU/edit?usp=sharing
Google calendar is very handy especially in a large school where many events are happening. It allows the Principal and teachers to reach every staff member in a quick manner.
The research emphasises that formative assessment which involves gathering evidence of pupil learning during instruction and self regulated learning allows learners to monitor and take ownership of their own learning and progress which is important for effective learning. In reviewing my current assessments, I often use end of lesson quizzes and worksheets (Assessment of Learning, AoL) to measure what the children have grasped. Formative Assessment for Learning (AfL) is also used in the form of verbal questioning, and peer discussions but I now see opportunities to make it more benefical and pupil friendly. In the future, I plan to use more frequent checks for understanding into lessons like mini-whiteboard responses, thumbs up or down, traffic lights, or collaborative think-pair-share. Each activity will explicitly prompt students to reflect: “What do I understand well? What do I find difficult? What can I improve on? I also intend to enhance self-regulation by providing pupils with a clear learning progression rubric. After activities, they will self-assess and set their own goals. Introducing peer feedback sessions will reinforce learning ownership and hopefully motivate pupils more.
From the form I created below for 3rd Class pupils I hope to discover what pupils favourite pastimes are and with the pupils we can get an understanding of how they utilise their free time.
Collaboration is important for pupils, even from infants. It’s good to introduce simple tasks using google classroom and IT to allow them to become familiar with it.
In re-designing learning experiences, the 2013 paper Redesigning Education: Meeting the Challenges of the 21st Century asks us to rethink our approaches to depth, relevance, and pupil engagement. Among the key 21st-century competencies—such as creativity, collaboration, digital literacy—I’ve chosen to focus on collaboration for my class. To develop this, I will design open-ended projects where pupils will gather evidence, look at different sources and work together in groups of four to put their ideas together. Using Google Workspace, I’ll create a collaborative digital Journal slide where pupils will document their information and ideas. Pupils will be asked to submit a weekly entry and they can work together in class.I will share the google document with the pupils and this keeps learning visible and encourages the pupils to research and work together with their group. Each week I will add a new question- week 1- signs of summer, week 2- activities in summer etc
https://classroom.google.com/c/NzkxNTMwOTU3NDEx/a/NzkxNTQyNjczMTQ0/details
I agree, for younger pupils it is difficult to use and parents would be the ones accessing the account for their children. I think it’s more beneficial for older primary children or secondary school pupils.
Google classroom is easy to set up and teachers can create a class, post assignments, and invite students in minutes. It works well even for those with limited experience and It’s great for keeping assignments and notices in one place. It’s great for working with Google Docs, Slides, Sheets, Forms, and Drive. Pupils can submit assignments directly from these apps and teachers can correct them without downloading. It makes it easy to keep up with classwork on the go and can generally be accessed from anywhere. It helps reduce printing and automatically organises assignments and materials in google drive and is easy to access when looking for past files and documents. Google classroom is free which helps keep costs down for schools and parents and it’s easy to check back on past assignments and give feedback to pupils about their work. For younger pupils, parents have access and can communicate with the teacher.
(I could not add pupils to it)
https://classroom.google.com/c/NzkxNTMwOTU3NDEx/a/NzkxNTMxMTIyMTA4/details
We also have chrome books so it’s good to know apps suitable for them to use in the classroom and for teachers.
Using digital technology in the classroom can change learning by making lessons more interactive, personalised, and accessible for all children. Tools like Google Workspace for Education can help make collaborative documents, shared presentations, and real-time feedback, supporting active engagement. Using the guidelines, I can gather evidence on how digital tools impact learning outcomes and set targets for improvement, ensuring my digital use aligns with teaching and learning goals. Throughout the school, developing digital competency can improve consistency, encourage innovation, and support blended learning strategies.
From Google for Education’s Teacher Centre, I would use applied digital skills, I would localise it by using topics relevant to our community and curriculum, encouraging students to showcase local projects. This not only builds technical skills but also deepens cultural understanding. The children would work in groups, integrating text, images, and data, and we would use peer feedback sessions to revise their work. It can be an invaluable tool to help learning throughout the school. The link below is great for children to use to present their work.
https://explaineverything.com/blog/category/schools-stories/
It is an interactive whiteboard app allowing, it allows the children to present their work in slides, videos etc.
