How has technology impacted or changed your classroom assessment and evaluation? Has your data collection methodology changed with technology? If technology has not impacted your assessment and evaluation, what would you like to change? Discuss technology and your own productivity and professional practice.
1. Description. Briefly describe your experiences (class activities, reading assignment, your school or job experiences). Do this in a descriptive rather than a judgmental way (merely record events without editorializing or agreeing or disagreeing). Make connections.
This past week I was able to work with my principal to create groups in Google Groups and forms using Google Drive. As part of Student Council, my principal put all students and staff in wards and precincts using groups she created using Google Groups. After her presentation I approached her about using Google Groups in the classroom. She was eager to help me and thought it would be a great idea. My school district is pushing for all of the teachers and students to use Google over MS Word. In fact, this year the students no longer have access to Word, and after this year, neither will the teachers. With all of my students having a 1:1 computer, I have a great opportunity to use Google in many ways. The students already have been using Google Docs, and now they will get experience with Google Forms.
2.Impact. Tell what you have learned (or confirm what you had already believed, or how what you have learned differs from what you believed). How do you feel about what you learned?
Earlier this year, I saw examples on the internet of what Forms could do. I tried to set it up, but I had trouble when I had to send the forms to my students. I had my doubts that this would work because I thought the students would need gmail. Even though my students have a gmail account, they do not have the email feature to gmail. I was hoping there was another way to send forms to students besides through their gmail account. After numerous trials of trying to send forms to my students I tenatively gave up the idea of using Forms. It wasn't until weeks later when I saw my principal using Google Groups and sending out questions using Google Groups to the entire school that I thought about trying it again. I thought if my principal could make it work, then so could I. When she showed me how easy it was and how well the results were organized I knew I needed to start using it in the classroom. Now that I know how to use it, I am glad I did not completely give up on the idea of using it. Knowing how to form groups and use forms with Google will benefit my students and help me become a more efficient, tech savvy teacher.
3.Intent. Make a statement about what you intend to do as a result of your learnings and feelings. BE SPECIFIC! Phrase this in a personal and positive way ("what I will do is . . ." rather than "what I won't do is . . .").
I have already used Google Groups and Forms in the classroom. I have used it to survey students about technology they have at home and what they do with it, as well as fun surveys like what they were going to be for Halloween. I have also used it to create assessments. After the students submit their answers it is organized in a spreadsheet that makes it easy to compare answers between the students. As a formative assessment it is easy to identify the students that are struggling to learn the concepts.
I am going to use Google Forms to help me gather information about my students and their goals for two programs we use frequently in the classroom. Aleks for math and Accelerated Reader (AR) for reading are two programs that students use on a consistent basis. For Aleks I will use Forms to gather information about their topics goal, and for Accelerated Reader I will create a Form for my students that will ask them what book they are reading, what page number they are on, and their point goal for AR. Rather than taking up instructional time by calling up students on an individual basis and asking the same questions over and over, using Google Forms will accomplish what I want in a faster and more efficient way while organizing the information in a simple easy to read spreadsheet.
My principal has also asked me to present at the ETech conference in Columbus in a few months. It makes me a little nervous to present something like this because of my lack of experience with it, but it is an excellent opportunity for me. I am sure I will learn more between now and then, and I will more than likely learn a lot when I am down at the ETech conference, so maybe my fear of presenting will be worth it.
How has technology impacted or changed your classroom assessment and evaluation? Has your data collection methodology changed with technology? If technology has not impacted your assessment and evaluation, what would you like to change? Discuss technology and your own productivity and professional practice.
1. Description. Briefly describe your experiences (class activities, reading assignment, your school or job experiences). Do this in a descriptive rather than a judgmental way (merely record events without editorializing or agreeing or disagreeing). Make connections.
This past week I was able to work with my principal to create groups in Google Groups and forms using Google Drive. As part of Student Council, my principal put all students and staff in wards and precincts using groups she created using Google Groups. After her presentation I approached her about using Google Groups in the classroom. She was eager to help me and thought it would be a great idea. My school district is pushing for all of the teachers and students to use Google over MS Word. In fact, this year the students no longer have access to Word, and after this year, neither will the teachers. With all of my students having a 1:1 computer, I have a great opportunity to use Google in many ways. The students already have been using Google Docs, and now they will get experience with Google Forms.
2. Impact. Tell what you have learned (or confirm what you had already believed, or how what you have learned differs from what you believed). How do you feel about what you learned?
Earlier this year, I saw examples on the internet of what Forms could do. I tried to set it up, but I had trouble when I had to send the forms to my students. I had my doubts that this would work because I thought the students would need gmail. Even though my students have a gmail account, they do not have the email feature to gmail. I was hoping there was another way to send forms to students besides through their gmail account. After numerous trials of trying to send forms to my students I tenatively gave up the idea of using Forms. It wasn't until weeks later when I saw my principal using Google Groups and sending out questions using Google Groups to the entire school that I thought about trying it again. I thought if my principal could make it work, then so could I. When she showed me how easy it was and how well the results were organized I knew I needed to start using it in the classroom. Now that I know how to use it, I am glad I did not completely give up on the idea of using it. Knowing how to form groups and use forms with Google will benefit my students and help me become a more efficient, tech savvy teacher.
3. Intent. Make a statement about what you intend to do as a result of your learnings and feelings. BE SPECIFIC! Phrase this in a personal and positive way ("what I will do is . . ." rather than "what I won't do is . . .").
I have already used Google Groups and Forms in the classroom. I have used it to survey students about technology they have at home and what they do with it, as well as fun surveys like what they were going to be for Halloween. I have also used it to create assessments. After the students submit their answers it is organized in a spreadsheet that makes it easy to compare answers between the students. As a formative assessment it is easy to identify the students that are struggling to learn the concepts.
I am going to use Google Forms to help me gather information about my students and their goals for two programs we use frequently in the classroom. Aleks for math and Accelerated Reader (AR) for reading are two programs that students use on a consistent basis. For Aleks I will use Forms to gather information about their topics goal, and for Accelerated Reader I will create a Form for my students that will ask them what book they are reading, what page number they are on, and their point goal for AR. Rather than taking up instructional time by calling up students on an individual basis and asking the same questions over and over, using Google Forms will accomplish what I want in a faster and more efficient way while organizing the information in a simple easy to read spreadsheet.
My principal has also asked me to present at the ETech conference in Columbus in a few months. It makes me a little nervous to present something like this because of my lack of experience with it, but it is an excellent opportunity for me. I am sure I will learn more between now and then, and I will more than likely learn a lot when I am down at the ETech conference, so maybe my fear of presenting will be worth it.