You may wonder why I didn’t just use some online scheduling program or Google Calendar. However, there were clear drawbacks to this system: (1) the main office closes at 4pm, so if a teacher wanted to reserve the lab after 4pm, they were out of luck (2) if a teacher is at home and suddenly has a great idea for a computer activity the night before they want to try it, they’d have no way of knowing whether or not the computer lab was available the next day (3) personally, the main office was at the opposite end of the school, which made going there a bit inconvenient (I hate wasting time walking all the way there – sue me).Īfter: Today, we use a Google Document that, well, actually looks just like the paper sign-up sheet that was in the main office, but now it’s accessible anytime, anywhere: Using Google Docs to create a sign-up sheet for a computer labīefore: Prior to using a Google Doc, teachers would reserve a computer lab by going to the main office and writing their name in a calendar beside the period in the day they wanted the lab. Simple enough. Here’s just three modest ways that I’ve used Google Apps to support teachers:ġ. However, these tools are also useful for supporting teachers with some of the behind-the-scenes work that needs to be done in order for a school to function. Of course, this is just the tip of the iceberg with respect to the functionality that Google Apps offer for students and their teachers. They can now collaborate online on the same Google Document or Presentation, create surveys that can be taken by students from halfway around the world, and teachers can annotate and embed feedback during the creative process in real-time to help guide students along. Over the past few years, much has been said about how Google Apps for Education (GAFEs) have improved student learning and also how students demonstrate their learning.
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