Our group's final Flipped PD presentation deals with the use of Google docs in the classroom. It depicts for teachers basic and advanced functions. Before the PD day we may ask teachers to fill out the following Pre-Presentation Survey so we can gauge where they are in terms of their Google Docs knowledge. Just as it's always important to know your students, in this way we will know how much knowledge they have before we get to the PD day. They will then use our instructional video to begin reviewing or learning the functions and purposes of Google docs. The PD's agenda would then be about reviewing those concepts and discussing uses within the classroom. While they watch the Final Flipped PD Presentation they will have the opportunity to practice skills as they go. As it tells them to there will be moments for them to pause and try what is being asked of them. Each teacher will be able to assess their learning while providing feedback to the PD instructors using this Google Docs Feedback Form so we can see if they have any questions as they're working or any challenges they are facing and then they can be addressed during the PD session. The PD time will then be for answering any and all of their questions. They can then breakout within departments for work time and brainstorm time for how these tools can be used in the classroom. Each department's goal should be to create a workable/usable Google doc that can be immediately implemented in their classroom. The next step will be to have teachers take a Post-Presentation Exit Survey so we can see what needs to be improved upon for next time.
Sunday, February 10, 2013
Thursday, February 7, 2013
CEP 812_Mullins_WPP Part B REDO
The problem is that students do not have a place that they can share simultaneously with other students on the web that is safe and secure, and they do not have a place that they can always access whether they are home, away, at school, or on their phones. This is where Google docs comes in. The following podcast will revolve around TPACK and the associated innovative ideas teachers can use when incorporating Google Docs into their classroom.
Monday, February 4, 2013
Flipped PD_CEP 812 General Outline of Assignments + Drafts of Storyboard and Presentation
Plan for video:
OBJECTIVES:
1. Teachers will be able to create and open a Google wp doc
2. They will be able to understand and use basic functions of Google docs
3. They will learn how to share the document with other people and communicate while working with others/collaborating
4. They will learn to share, review revision history, add a link, change privacy settings
5. Teachers will, at the end of this Flipped PD, understand how to use Google Doc and understand the benefits to students over a normal word document
ORDER:
1. Purposes of Google docs over a traditional word doc/general uses for teachers (Emily)
2. Craig’s screenshots of opening a doc
3. Video of student doing the same--talks through how to open one, talks through how to share (Emily)
4. Screenshots of sharing a document, and other basic functions (Jason)
5. Linking in the document (Katie)
6. Changing Privacy Settings (Katie)
7. Revision History (Katie)
5. Check for understanding task ?? Poll, Quiz? Insert Google Form? Have teachers “create” a google doc and share with the PD instructors? Post questions they still have? Questions in the google doc.?? otherwise, post where? They could put them in the Google Doc that is shared or they could post them in a Google Form like you suggested?
Draft of Storyboard
Draft of Flipped PD
Script for Beginning Slides
Beginning Slides
OBJECTIVES:
1. Teachers will be able to create and open a Google wp doc
2. They will be able to understand and use basic functions of Google docs
3. They will learn how to share the document with other people and communicate while working with others/collaborating
4. They will learn to share, review revision history, add a link, change privacy settings
5. Teachers will, at the end of this Flipped PD, understand how to use Google Doc and understand the benefits to students over a normal word document
ORDER:
1. Purposes of Google docs over a traditional word doc/general uses for teachers (Emily)
2. Craig’s screenshots of opening a doc
3. Video of student doing the same--talks through how to open one, talks through how to share (Emily)
4. Screenshots of sharing a document, and other basic functions (Jason)
5. Linking in the document (Katie)
6. Changing Privacy Settings (Katie)
7. Revision History (Katie)
5. Check for understanding task ?? Poll, Quiz? Insert Google Form? Have teachers “create” a google doc and share with the PD instructors? Post questions they still have? Questions in the google doc.?? otherwise, post where? They could put them in the Google Doc that is shared or they could post them in a Google Form like you suggested?
Draft of Storyboard
Draft of Flipped PD
Script for Beginning Slides
Beginning Slides
Group Meeting_CEP 812: Web Conferencing for Flipped PD
Google Hangout Web Conference for Flipped PD
YouTube Version
This was a really important step to take in terms of face to face interaction (even though for some reason I can't see anyone but they can all see me) and I think my gruop really needed some time to flesh out or ideas and verbally discuss the steps we would each take in completing this problem. Craig and I had already spoken a few days prior on Google Hangout and although his mic didn't work this time when Katie was able to join us, he was able to communicate via the chat mode. He and I had already come up with the idea and we just wanted to hear Katie's ideas and suggestions regarding our plan. This was a great step in really getting the ball rolling.
Besides Craig not being able to speak and Katie and I having to make sure we were paying attention to his chat comments, there were no awkward or surprising moments. The group considered a lot of different mediums for creating not just the final project, but each individual portion, the storyboard and the script. Katie thought it might be good to map out our project first just in our already shared google space, and then to use Google presentation to storyboard it out. We discussed using video or students, screenshots taken by us, audio over those screenshots/slides/video and finall Craig offered to put it all together using Camtasia although iMovie was offered by Katie and me. We plan to conference again this week once all individual roles are fullfilled. I will absolutely use Google docs in my room and also discuss it with fellow educators in my building.
YouTube Version
This was a really important step to take in terms of face to face interaction (even though for some reason I can't see anyone but they can all see me) and I think my gruop really needed some time to flesh out or ideas and verbally discuss the steps we would each take in completing this problem. Craig and I had already spoken a few days prior on Google Hangout and although his mic didn't work this time when Katie was able to join us, he was able to communicate via the chat mode. He and I had already come up with the idea and we just wanted to hear Katie's ideas and suggestions regarding our plan. This was a great step in really getting the ball rolling.
Besides Craig not being able to speak and Katie and I having to make sure we were paying attention to his chat comments, there were no awkward or surprising moments. The group considered a lot of different mediums for creating not just the final project, but each individual portion, the storyboard and the script. Katie thought it might be good to map out our project first just in our already shared google space, and then to use Google presentation to storyboard it out. We discussed using video or students, screenshots taken by us, audio over those screenshots/slides/video and finall Craig offered to put it all together using Camtasia although iMovie was offered by Katie and me. We plan to conference again this week once all individual roles are fullfilled. I will absolutely use Google docs in my room and also discuss it with fellow educators in my building.
Sunday, January 27, 2013
Monday, January 21, 2013
CEP 812 Wicked Problem Project
Part A: Identify a wicked problem of practice
The description of the need or opportunity should be a written overview of what you plan to address. It should specify:
* The educational need or opportunity: As a high school English and journalism teacher, my students do a lot of writing, and there is a constant need for having their drafts available to them. My students need the ability to access their writing even if it is saved on their shared H Drive or for my newspaper students, saved on their N drive. My students often come in with late drafts because they may have forgotten to email a copy of their drafts to themselves or they left their flash drive at home when they needed it at school. I believe it will be important for creating a drive where they can access their material from anywhere. I believe it would be important in such a digitally-driven age for my students to each have a Google drive they can share with me and with their classmates. This would be perfect for having edits completed whether it be for their articles or during the drafting process for their English papers.
* The educational need or opportunity: As a high school English and journalism teacher, my students do a lot of writing, and there is a constant need for having their drafts available to them. My students need the ability to access their writing even if it is saved on their shared H Drive or for my newspaper students, saved on their N drive. My students often come in with late drafts because they may have forgotten to email a copy of their drafts to themselves or they left their flash drive at home when they needed it at school. I believe it will be important for creating a drive where they can access their material from anywhere. I believe it would be important in such a digitally-driven age for my students to each have a Google drive they can share with me and with their classmates. This would be perfect for having edits completed whether it be for their articles or during the drafting process for their English papers.
* Your technology-integrated strategy: I will have each student sign up for Google docs by creating a Google account. This way they can share their document with me and other students. The purpose is not only for access, but I could also then use to engage them in projects that requires them to share work with fellow students. We just recently did a Mash-up project in my honors English 9 class where they needed to be equally involved in the writing of the story that involved characters from all four of the novels we read this semester and also a visual component. If I had had them each sign up they could have been working on their project from the comfort of their homes and not only be able to get together in person when in school but over the computer when at home.
* Logistics of a solution: A solution will be found when students are comfortable sharing their writing/blog/parts of projects with other students and with me. The integration of Google docs and other aspects of the Google drive into their learning will be logistically sound. We will begin by learning to collaborate on one doc they have requested to join and thus begin simply. I can prove the concept of the importance of a share workspace for drafting, working on group projects, and live editing within the Google doc. Although there are limits on who can edit at the same time, present at the same time, etc. the limit will not provide an issue for the cap on my classes is much lower than the collaborator limit.
* Research which supports your strategies: In terms of those who have already used Google docs in their classrooms, by collaborating with one another in a shared workspace their work is then completely validated because it’s authentic learning, and it’s meaningful. Other teachers have noted the collective working abilities of google docs which is incredibly useful when collaborating with homework, projects, and the editing/drafting process. Also I can have students watch presentations that are published so it remains protected and locked for editing. Although I retain control, they can spend as much time as necessary looking over the presentation. They can do the same with classmates by inviting viewers and not collaborators. Research has also showed the importance of the chat window during a presentation along with the ability to share links and images. Research has indicated that for English teachers, when doing reading response journals (which we often do after silent reading on Wednesdays) they are much more likely to engage in questions when they know I am monitoring their responses at the time they complete them. They can also have a digital conversation instead of a verbal one in the classroom when less children are likely to participate. I believe student participation and students engagement will increase. I also believe it will be more likely students will be able to give appropriate and thoughtful feedback.
* A plan based on research for implementation, indicating the portion to be completed during this course and after it is over: My plan involves having all students create an account and then within the contextual space of each class using it to present information to them, share important documents and have them collaborate with one another in a shared workspace. I can also require students to remark on others‘ presentation either in the chat window or below one’s presentation. The ability to provide feedback will be key.
* Indications of a successful project: I feel like I will know this is successful when we continue to use Google docs as a class, my journalism students use it to edit their articles when outside of the classroom, and when my English students use it during the drafting process and when collaborating on projects. I will know it is successful when they continue to use google docs even when it is not required. I will see its success through their remarks and if they are even more engaged and motivated in using this tool.
* Relevant resources and citations:
"37 Interesting Ways to Use Google Docs in the Classroom." 37 Interesting Ways to Use Google Docs in the Classroom. N.p., n.d. Web. 21 Jan. 2013.
"The Paperless Classroom with Google Docs - Apps User Group." The Paperless Classroom with Google Docs - Apps User Group. N.p., n.d. Web. 21 Jan. 2013.
"Education Technology - Theory and Practice." : Google Docs for Teachers and Classrooms. N.p., n.d. Web. 21 Jan. 2013.
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