Leading a Digital School Conference 2015

This week I will be presenting 2 sessions at the 2015 Leading a Digital School Conference. Abstracts and session resources can be found below.

 

Google Apps for Education and BYOT

Abstract: Google is much more than a search tool – it is an extraordinary tool for education. Cloud-based technologies are now enabling “anytime and anywhere” access which has the ability to redefine learning and teaching for our staff and students. The vast suite of Google Apps and tools offer distinct advantages and powerful collaboration for its users. This session will: – Unpack the advantages and disadvantages of Google Apps For Education. – Provide resources and advice for deploying Google Apps in an educational setting. – Provide examples of Google tools in action in a primary setting. This session is intended for educators with basic knowledge of Google Apps or starting to experiment with some of Google’s offerings. It is also suitable for anyone considering whether Google Apps for Education is suitable for their school context, and if it might complement a BYOT program.

 

 

Ignited Learning through Genius Hour

Abstract: Genius Hour, inspired by Google’s 80/20 time, is a timely change from the industrial model of schooling. Time is set aside each week for students to take ultimate control of their learning. Teachers will no longer dictate the entire curriculum of the teaching and learning that is taking place in their classrooms. Students will have choice and voice in their learning as they pursue their interests and passions. It is Passion Based Inquiry Learning at its finest, and is engaging and motivating students around the globe to unprecedented levels. More information can be viewed at www.geniushour.com. This session will: – Explore the disruption of a traditional pedagogical approach that goes beyond the idea of flipping delivery of content, but flipping how, what and when students learn. – Discuss successes and surprises from a recent school implementation of Genius Hour. – Provide resources and advice for implementing a Genius Hour / 20 Time program in your school context.

 

ACER EPPC 2015 Conference – Using Google Forms to drive differentiated instruction

This week I will be co-presenting a paper at the ACER Excellence in Professional Practice Conference in Sydney with Phillip Holmes-Smith. Philip has worked closely with our school in the last few years and has been instrumental in pushing our thinking when it comes to data literacy and fluency.

The session aims to describe the process in which our school has undertaken to improve outcomes in mathematics by using Google Forms for assessing skills and concepts for and of learning. The presentation builds upon previous talks I have given (particularly at #GAFEsummit) but is more explicit in the rationale behind our initiative and the associated improvements in outcomes which are drastic.

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Abstract:

At St. Mark’s Primary School in Dingley, Victoria, teachers have developed an effective and
efficient approach to teaching mathematics in the senior years. For several years the school was faced with NAPLAN results which indicated average performing students in mathematics. The school desired to lift this by structuring an approach to mathematics where the use of data was central to the teaching and learning process.

The teachers developed a scope and sequence of curriculum for each area of mathematics. They used them with students who were able to plot and track their learning at various stages of development. The teachers designed assessments using a free tool, Google Forms (a web based data collector). Students take the online assessment as a pre-test of their learning. The data of 125 students is captured instantaneously, the test graded automatically, and the students are sent an email with their results. They use it to plot their current stage of learning on their scope and sequence.

With a guiding hand, they make decisions and elect to position themselves at given stations to suit their progress. The teachers design activities, tasks, and pathways to deliver explicit instruction of skills and concepts in mathematics over 6 lessons. At the end of the unit, the same assessment is taken as a post test of learning.

The approach developed at the school has led to several improvements. Time and money has been saved, but most importantly, the strategy has demonstrated significant improvement in learning outcomes for students. Teachers calculate effect sizes for individual students and cohorts to track growth.

The data correlates to more longitudinal sets like NAPLAN and PAT-M which confirm the effectiveness of the approach. This presentation will unpack the data and explain the process employed in detail.

Google Apps for Education Summits – Canberra and Sydney 2015

I will be speaking at both the Canberra and Sydney Google Apps for Education Summits this March and April. I am in the process of setting up a Site for all of my training material, but in the meantime, below is a round-up of all resources from my sessions:

Unleashing the potential of Google Forms

 

E-portfolios made easy with GAFE

 

Managing your learning environment with GAFE and Chrome

 

Ignited learning through Genius Hour

 

 Deployment guide to Chromebooks

 

 

Transformed learning with Google Apps for Education

This article originally appeared in Educational Technology Solutions Issue 64 (FEB/MAR 2015)

40 million and counting. That is the number of students and teachers who use Google Apps for Education around the globe. But why are they using it? Furthermore, do schools use it to its true potential?

 

The power of the web

Google Apps is a suite of free productivity tools designed to help students and teachers work together more efficiently and effec­tively. It is a multi-purpose platform with a myriad of educational and instructional benefits.

At its core, Google Apps includes Gmail (webmail service), Google Drive (online documents, spreadsheets, presentations, forms, and drawings), Google Calendar (web based appoint­ments and organisation) and Google Sites (website creator); not to mention the many additional services like Hangouts, Blogger, Youtube, or Picasa which can be used with Google Apps with seamless integration

As cloud-based technologies, they are always readily available, backed up, accessible at any time and place, and available to use on any device. They remain automatically up-to-date, and are constantly being refined and improved with increased functionality (see http://goo.gl/CdPj).

Google’s foray into Education is enabling a total rethink in the way that teachers and students use technology for learning (see http://goo.gl/p4Cp4). Google Apps is an online solution that bridges the divide between learning at home or at school. It offers the opportunity for collaboration to happen in real time, irrespective of physical or digital location.

Google Apps makes it easy to share with fellow students, teachers, parents and the wid­er community. Teachers can apply the appropriate security and share settings for resources as they see fit, all via one account and one password. Simplicity and flexibility at its best, it is removing obstacles for students, teachers, and even technical departments.

From primary to tertiary institutions, students and teachers are realising the benefits of the Google Apps for Education platform. Google Apps has been growing fast, if not virally, over the last few years. There are currently over 40 million students using the service worldwide, and the number continues to grow each day. Google delivers a high quality service, at a cost-effective price, as an easy to use system, with powerful potential. With guaranteed reliability of 99.9% up­time, Google Apps is scaling at an incredible rate.

Each week on Google’s Official Enterprise Blog (http://goo.gl/ipTXOO), stories are emerging of the continued uptake of Google Apps, and the way in which they are changing communication and productivity for the better once organisations have ‘Gone Google’.

From connecting 45,000 schools across 7,000 islands in the Philippines, to equipping 4 million students in São Paulo in Bra­zil, Google Apps is bringing new and exciting opportunities to education.

As technology is developing at an ever-increasing rate, Google Apps has the potential to make communication easier; and lead us to more powerful collaborative and connected experiences. Equipping this generation of learners with modern tools makes sense. This is why many schools are adopting Google Apps for Education, an extraordinary platform for the 21st Century.

 

The redefinition of the “learning task”

With powerful technology comes the opportunity to design powerful learning tasks which harness the richness that digital tools offer. However, this all depends on the extent to which the technology is used effectively for such opportunities. As educators, we should not assume that the use of technology leads to the automatic enhancement of learning and teaching in our classrooms.

Instead, we should think about our deliberate practices and how they offer the opportunities to truly transform new opportunities for students which were previously inconceivable. In fact, let’s start thinking about how much of our use of technology is in fact transforming classrooms, instead of getting carried away by the simple urgency to use digital tools with our students.

Educators often talk about how apps or software are “transformational” because they are engaging or motivating, or personal devices that are in the hands of students lead to transformational “approaches”. For me, the transformative opportunities in today’s digital age with technology are when the technologies are used to connect, share and widen classrooms, which in my opinion, are scarcely met in a genuine sense.

Here are a set of 6 questions that can be used to consider how, in fact, technology is improving (or hindering) the learning process or opportunities for students (adapted from Alan November, see  http://goo.gl/wv79oL):

1) Does the task create capacity for critical thinking on the web? – The extent to which critical thinking and higher order cognitive skills are utilised with the web. The word “web” here is particularly important as it offers the opportunity to broaden perspectives, break down the barriers of place and time, and share and connect across communities.

2) Does the task enrich the possibilities for students to develop new lines of inquiry? – The extent to which the technology is used in a way that sparks curiosity and provides the avenues for students to develop and seek questions.

3) Does the task broaden the conversation via authentic audiences? – The extent to which the technology is used to flatten classroom walls and open dialogue and interaction between other students, teachers, parents, and the wider community.

4) Does the task allow opportunities for students to publish with the possibility of continuous feedback? – The extent to which the technology is used to publish student knowledge and synthesis with the opportunity of viewership and feedback from others without the restrictions of place and time.

5) Does the task allow opportunities for students to create contributions? – The extent to which the technology is used for questioning, moderating, collaborating and co-creating with others.

6) Does the task expose students to “best in the world” examples of content and/or skill? – The extent to which the technology is used to demonstrate high quality examples of the learning objectives content and/or skills.

If the answers are more no than yes when analysing the impact of technology to the task at hand, then we could suspect that transformation is not taking place.  According to the Substitution – Augmentation – Modification – Redefinition (SAMR) model by Dr Ruben Puentedura, transformation occurs when the technology has allowed for significant modification of the task and / or created new opportunities which were previously inconceivable.

SAMR

 

Beyond substitution with Google Apps for Education.

As educators, how do we harness the richness of Google Apps to go beyond substituting the traditional tools employed in many classrooms?

Take the example of Google Docs, a light-weight word processor delivered through a browser or the use of an Android / iOS App. Let’s assume that students are crafting a piece of writing that might normally be achieved with paper and pencil.

Students could use a static word processing application to type up a draft or final piece of writing. In this case, one could argue that nothing significant has taken place except that, instead of using paper and pen, students have used a device and application to communicate their thoughts. Here, substitution of the paper and pencil has taken place.

If students drafted or published their piece using Google Docs, their piece becomes accessible from any device with an internet connection, and thus removes the physical barrier or carrying around the paper and pencil. Whilst the purpose has slightly changed, augmentation of the task has occurred.  The improvement means increased student access and word processing ability that is irrespective of neither place nor time.

If students share their Google Doc with multiple classmates then this could open the opportunity for collaboration and synergy to the task. The students might ask to receive feedback or invite input from peers or the teacher. The teacher could check the revision history of the document to monitor the activity and progress of the exercise. Through communicating and working together in a production space, modification of the initial task has taken place, and an entirely new opportunity has been created, that goes beyond paper and pen that was once private to the student.

If students share their Google Doc with ‘view’ or ‘comment’ access to a global audience then this could open the opportunity for authentic connections that go well beyond the classroom community. The task of processing words has transformed to an opportunity which requires a set of high-level thinking skills, where a stage is offered for students to share their learning beyond their local contexts.

Below are further uses of Google Apps for Education with the SAMR model.

GAFE and SAMR

Australian Computers in Education Conference 2014

This week I will be attending the 26th Australian Computers in Education Conference in Adelaide. I will be looking forward to meeting up with members of the ACCELN network and previous members of the ACCE Study Tour. I am also privileged to be presenting two sessions:

E-Portfolios made easy with GAFE

Presentation

Resources

 

EdTech MasterChef Challenge: ACEC14 Edition

I will be hosting this with fellow 2013 Study Tour colleage Narissa Leung. Narissa and I attended the Iron Chef challenge at ISTE 2013, which was a major highlight for both of us. Kirsta Moroder from the EpicYEN network at ISTE kindly made their resources available and we are pleased to bring a modified version of this challenge to ACEC14. We have a website for the event hosted at bit.ly/edtechchef.

Google Apps for Education Summit Melbourne (2014)

This week the Google Apps for Education Summit rolls around to Melbourne again. All of my resources and presentations for the sessions that I am running can be found below:

E-Portfolios made EASY with GAFE

Session description

Presentation

Resources

 

Unleashing the potential of Google Forms

Session description

Presentation

Resources

 

Google Classroom 101

Session description

Presentation

 

Demo Slam x3 featuring “Google Sticky Notes, Google Cloud Print, and Chrome Remote Desktop


Presentation

 

 

 

 

 

Why schools are going Ga-Ga for Google

This text was originally published in the June 2014 edition of the Australian Educational Leader and has been modified to suit this post.

 

The power of the web

Figure 1 - 1024px-Google-Apps

If the web brings the opportunity to flatten our classroom walls and expand our horizons, then nothing has quite had the sledge­hammer-like effect on physical and digital barriers like Google Apps for Education.

Google Apps are a suite of productivity tools designed to help students and teachers work together more efficiently and effec­tively. It is a multi-purpose platform with myriad educational and instructional benefits.

At the core, Google Apps includes Gmail (webmail service), Google Drive (online documents, spreadsheets, presentations, forms, and drawings), Google Calendar (web based appoint­ments and organisation) and Google Sites (website creator); not to mention the many additional services like Hangouts, Blogger, Youtube, or Picasa which can be used with Google Apps with seamless integration.

As cloud-based technologies, they are always readily available, backed up, accessible at any time and place, and available to use on any device.

Unlike Google for Work, the Education suite is not only free but cost effective. Google take on the duties of many traditional tasks which IT administrators normally carry out. It means that technical staff avoid the hassle of maintaining file servers to be online, running security updates, or managing li­censes for applications. As a result, many hardware and software maintenance costs are removed, and over the long term, this will provide schools the opportunity to save for other resources.

Google’s foray into Education is enabling a total rethink in the way that teachers and students use technology for learning. Google Apps is an online solution that bridges the divide between learning at home or at school. It offers the opportunity for collaboration to happen in real time, irrespective of physical or digital location. It makes it easy to share with fellow students, teachers, parents and the wid­er community. Teachers can apply the appropriate security and share settings for resources as they see fit, all via one account and one password. Simplicity and flexibility at its best, it is removing obstacles for students, teachers, and even technical departments.

From primary to tertiary institutions, students and teachers are realising the benefits of the Google Apps for Education platform. Google Apps has been growing fast, if not virally over the last few years. There are currently over 30 million students using the service worldwide, and the number continues to grow each day.

Of course, there are the naysayers who at times do have genuine apprehension about ‘Going Google’. For example, some insti­tutions have concern that their organisational data is not hosted on their site or in their locality. There are issues around privacy and data security within the cloud. Google take this very seri­ously and are governed by a stringent privacy policy. They insist that the data is, and always will be, owned by the users within the organisation.

As with every business, Google has to make a profit to survive as a company. Their largest source of revenue is through adver­tising within their products (like Gmail and Youtube). Advertise­ments have always been turned off by default in Google Apps for Education. However this April, Google announced that adver­tisements will no longer be available within in Google Apps at all, nor would it scan emails for the purposes of collecting data for marketing.

Once schools see through these minor considerations, they are able to harness the richness that Google Apps offer. A high quality service, at a cost-effective price, as an easy to use system, with powerful potential. With guaranteed reliability of 99.9% up­time, Google Apps is scaling at an incredible rate.

Each week on Google’s Official Enterprise Blog, stories are emerging of the continued uptake of Google Apps and the way in which they are changing communication and productivity for the better once organisations have ‘Gone Google’.

From connecting 45,000 schools across 7,000 islands in the Philippines, to equipping 4 million students in São Paulo in Bra­zil, Google Apps is bringing new and exciting opportunities to education.

Locally, three of our top-tier universities (Griffith, Macquarie and Monash) joined the hundreds of tertiary institutions world­wide who have embraced Google Apps.

1.2 million students in New South Wales were migrated to Google Apps in 2010. In doing so, they were able to unify stu­dent email to one system and improve communication across campuses.

Schools and education systems around Australia are also investigating similar paths.

As technology is developing at an ever-increasing rate, it has the potential to make communication easier; and lead us to more powerful collaborative and connected experiences. Equipping this generation of learners with modern tools makes sense. This is why many schools are adopting Google Apps for Education, an extraordinary platform for the 21st Century.

 

Using Google Apps for Education and formative assessments

Our school has been utilising Google Apps for Education for almost two years.

Whilst there have been many benefits for the school on this platform during this time, one of the key ways in which Google Apps has had an impact on student outcomes is through the use of Google Forms for formative assessments. Google Forms can be used to design surveys or web forms to easily collect, analyse and export data.

Figure 2

Figure 2

For several years, the school has employed the use of pre- and post-assessments in mathematics. Formative assessment is used to accurately ascertain the needs of the students before the de­livery of lessons, provide direction for the student and teacher for the next stages of developmental learning, and determine the progression of each student on their own path of learning. (Figure 2)

 

Recently, in the Year 5 and 6 levels, the teachers began to de­velop their pre- and post-assessments using Google Forms rather than issuing the assessments on paper. Using an existing scope and sequence of curriculum in child-friendly language, they de­veloped questions to map the next stages of learning for their students in a given area of maths.

 

The Forms are completed online at a given point. Once results are collated, the responses are marked automatically and the test scores are emailed back to the students and teachers. This in­formation is then used for the students to develop an awareness of their understanding of the particular topic, and the teachers are able to formulate groups or stations in which they can pro­vide lessons, scaffolds and activities for the students to undertake learning.

 

Figure 3 - lesson

Figure 3

In this mode, students are flexible in their groupings and are able to focus on the given areas of the curriculum that they re­quire. Lessons and resources are also posted online so that stu­dents can revise or progress through concepts at their own pace at school and at home (if required). (Figure 3)

 

At the end of the topic, students take the same assessment as a post-test of their learning. Once again, the students receive their results and take delight in seeing how much they have developed during the given period of time.

The teachers carefully analyse the pre- and post-assessment data and use it to calculate effect sizes. Consistently, they have seen this teaching method achieve an effect size well above 0.4, easily exceeding the effects of a typical teacher and well into the zone of desired effects of highly effective teaching (Hattie, 2009 & 2010). Average effect sizes for cohorts have been observed be­tween 0.5 and 1.2, and students can also be tracked with an indi­vidual effect size. (Figure 4)

Figure 4

Figure 4

 

Using Forms as formative assessments has brought a lot of benefits for these students and teachers.

• There has been a large saving of paper and printing.

• Students nor teachers have to mark the assessment.

• Students immediately receive an email with their results.

• Teachers are able to track student responses in the assessment, eliminating manual data entry.

• It has assisted in making the process of learning visible to students.

• Time is saved in processing assessments, so that more time can be used for learning.

• Pre and post data is automatically collected and available for determining the effectiveness of the teaching strategies using effect sizes as a measure.

 

Further reading

Hattie, J (2009). Visible learning. London: Routledge.

Hattie, J (2010). Visible learning for teachers: maximising impact on learning. Routledge.

 

Google Classroom – first impressions

Last week I received an “early preview” of Google’s latest offering on the GAFE platform, Classroom. According to Google, it promises to save time, improve organisation, and enhance communication between teachers and students. Announced earlier in the year, a lot of educators are keen to to see how this new product will play out in schools. Classroom will be officially released later in the year.

In the past week I have been playing around with a test class with a few students at my school. I thought it might be useful for others to see and hear about a relatively unknown product at the moment.

*Disclaimer- keeping in mind that this is an “early preview” of classroom, and that I wouldn’t be surprised if further changes were made in the months to come.

Classroom in action

1) Setting up the classroom was as easy as going to classroom.google.com. As the invite was sent to my school GAFE account, it automatically logged me in (as can be seen in the top right corner). At the moment only my account can create classes but it will be interesting to see how soon teachers on our domain will also be given access. On the left of the screen there is a home button and a “hamburger” menu.

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2) Inside is a settings button which takes you to your Google profile (which appears to have an integral role for students and teachers within classroom). There is also an option to toggle notifications.

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3) From the home screen, clicking the + button will allow you to create a class with a title and description. A “class code” is automatically generated for the class. Users in my domain could go to classroom.google.com and use the code to sign up to the class automatically without being invited. There is a reset function to the code, I suppose in the case that unwanted users who know the code start signing up to the class.

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4) The class header image can be changed, and there is a wide variety of various images to use. However, it appears that you cannot upload a custom image.

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5) Within Classroom there are 2 main views. A “stream” which shows the activity in the class, and “students”, which allows you to register and notify students.

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6) By clicking the “add students” button, a pop-up window brings up your contacts linked to your account. Whilst all users in my domain were searchable, I did have to go digging around for them. The most available accounts for me to select were people that I frequently converse with via email. As contacts were selected, there was an option to add them to a group. Google Groups which were previously setup were also searchable and could be selected. For teachers, it is going to be important to have Groups set up in advance so time is not wasted searching for students!

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7) A confirmation appears for the users that enrolled into the class. The email function was also tested. When the icon is clicked, a pop-up window appears.

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8) The pop-up is a compose message window within Gmail with the users’ addresses already in the “To:” field.

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9) Once users were enrolled in the class, the announcements function was tested. As the class creator, an announcement title and comment can be posted to the stream with an option to attach an image, file from Drive, or an external web link. Users were able to comment to the discussion without requiring moderation. As the class owner I was able to delete the comments if necessary. We tried to add a a teacher account to our test class but the account behaved in the same way as a student and did not have any other privileges (it will be interesting to see if Google allows multiple teachers to manage a class)

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10) As well as posting announcements, assignments could also be posted to the class. Along with the title and description, a due date and time can be set. Again, attachments can be made via upload, existing files within Drive, or external web URL’s. I elected to prepare a template in Drive with instructions for completing the assignments. When attaching a Google Doc you are given the options of allowing the students to view the file, edit the file, or making a copy for each student (which was my intention).

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11) Once the assignment was set it appeared in the stream with the number of students who have “turned the assignment in” and those who have not. Students reported that they received the documents and had access to a “Turn in” button next to the blue share button in Docs, and used this to submit the task.

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12) As students submitted the task, the number of “turn ins” escalated.

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13) By clicking on the number of  “turn ins”, the submitted files were available for viewing. They could be opened and fully edited as needed. An assessment score could be given to students but only as a number to 100. Students could also send a note along with their submitted task. Reminders could be sent to students who had not yet submitted the task.

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14) At this point I noticed that a “Classroom” folder had been set up in my Drive, inside another folder with the name of the class. Of the students who had turned assignments in, their files were appearing in this folder. The folder also contained uploads from the announcements that had been made in the class.

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Pros / Cons

Overall I found Classroom easy to use, and I imagine that most teachers would find the same. At the basics, for being able to share assignments and communicate with students it does its job reasonably well, and so would be a benefit for teachers. Google has very cleverly used API’s and integrated Classroom with Drive and Gmail to make everything flow nicely. I particularly like the ability to share the class via a code to avoid the hassle of signing up individual users. Students were also able to move their documents into their own folders within drive without mucking anything up from the Classroom end.

On the other hand I found a few limitations (or perhaps areas for improvement).

  • As it is fairly basic, there is not much else one can do besides post announcements and assignments.
  • There doesn’t appear to be any way to view student’s progress or give feedback during the task. The only time the document was viewable was when it was handed in. This could be mitigated by asking students to share the file with you once they receive it.
  • The feedback score of 100 can’t be edited. It would be nice to have some language descriptors instead, or the ability to assess against a criteria or a rubric (although these could be also embedded into the assignment against a score).

The burning questions…

Can more than one teacher post announcements and assignments? No, at least not at this stage. For me working with teachers as collegiates, this poses a problem.

Will it replace HAPARA? Absolutely not. As an experienced user (and I guess biased user) of Hapara, it offers a plethora of additional functionality when using GAFE with teachers and students that is (currently) not possible with Classroom. Read Hapara’s official line here. Thinking about the way that our school currently communicates and sets assignments for students, which is at the core of Classroom, I would probably stick with the processes we have in place with Hapara than use Classroom. Having said that, if schools could not afford Hapara then Classroom would certainly be of benefit for teachers.

 

 

DLTV Webinar

This afternoon I will be hosting a webinar for (DLTV) Digital Learning and Teaching Victoria on Google Apps for Education. This webinar draws upon some of the experiences and success that myself and our school have found to enhance learning with Google Apps.

The webinar is part of a professional learning series of webinars which are free for DLTV members.

The slides for the webinar can be found here or below:

Edit: DLTV have made a recording of the webinar available here or below:

Chromebook implementation

This term we have successfully set up 55 Chromebooks at our school for students in Years 1 – 4. I used Corey Aylen‘s enrollment guide. For those who are in Victorian Catholic schools, his guide will provide all of the relevant parameters to mitigate the often troublesome zscaler settings.

I have heard some negativity over Chromebooks particularly from technical staff who are not too familiar with the potential of Google Apps for Education. For me, the Chromebook is too hard too ignore for education. Some criticize that it is limited because essentially it is a laptop with just a web browser.

This is indeed true, but this is one of the best things about Chromebooks. It means it doesn’t require extensive hardware to run, which brings the cost down. Because the machine doesn’t need a fully blown operating system, it means it boots up quickly and operates with speed. In addition, most of our activity on the web is through a web browser anyway, and as technology develops, more and more is being achieved through the cloud and through the web browser.

Having said this, the Chromebook does not do everything. But it is an ideal product, for most students, for most activities, without the hefty price-tag of a machine that offers the whole kit and caboodle. Particularly for with schools who are already using Google Apps for Education, it is a winner.

 

The enrollment process

Setting up the Chromebooks was an absolute breeze (we went for this Samsung model). Once the network settings were provided to each Chromebook, the process was initiated and within a few clicks they were done. In fact, the most time consuming part of the process was unboxing the units! Having some students around to help this process was handy, not to mention enjoyable for them. I found that I had to plug in the chargers briefly to “wake up” each unit out of the box to get them on, but they had sufficient charge to complete the registration process. They were then fully charged and setup in trolleys before the first student use. We went for the PC locks Carrier 40 trolley.

IMG_20140417_123540 IMG_20140417_124120 IMG_20140417_145844

Integration with GAFE

Through the GAFE admin console, each device can be tracked and monitored for recent activity. Settings can be modified accordingly to suit your needs, and updates are carried out automatically when they are received (and don’t take forever unlike Windows updates!)

At the moment we have pushed out a few Apps from the Chrome Web Store to the students; Design Something, Build With Chrome, Mind Meister, Pixlr, and Typing Club. The pre-installed extensions we have selected are Speak It!, Google Dictionary, and Read & Write. Students are not able to install other apps or extensions from the Chrome Web Store.

Benefits for teachers and students

Teachers have already reported the efficiency improvements in the time taken to get students connected to the web, saving precious moments in the classroom. This is because the Chromebooks boot up in under 10 seconds, and the Chrome browser is ready at the user’s disposal once logged in. This has been a significant reduction in log on times compared to Windows 8 laptops / desktops, not necessarily at bootup, but more so in loading network policies and connecting to servers.

IMG_20140430_150615 IMG_20140430_151317

To make the process even faster, we have numbered each Chromebook and assigned students to a particular machine. It does take a few moments to setup a user account for the first time and download all the pre-installed apps and extensions (this is why we have kept the pre-installed suite to a minimum). For each subsequent time users log on to a machine, they wont go through this process unless there are new Apps / Extensions to install.

Once students have logged on to the Chromebook, they are automatically signed into to their Google accounts, have their pre-installed apps, extensions and bookmarks at their disposal. Most importantly, they are connected to the web in moments with a lightweight, and fast device with a hard keyboard.