Google in My classroom: The impact and a look into the Future
Several years ago, our colleague, Jeffery Elkner, introduced us to the use of “Google-in the Classroom”. Little did we know that soon we would become addicted to not only it but the many educational tools offered by Google. Today, I use Google for word processing, spreadsheets, blogging and more importantly for class organization-Google site and Google form.
Our program serves a small population of immigrant English Language Learners, ELLs. For the most, our students, prior to our school, have had limited, if any, contact with technology and even more so, word processing or publishing software. Getting our students to immerse in technology has often added confusion than salvage the problems of the digital divide. Our students have had gaps in their education and they need a structured and well coordinated approach to harness their interest in unfamiliar ventures, including technology, the benefits of which may not be easily discernible to them. The fact that Google docs are stored in the cloud, provides portability and eliminates the confusion associated with searching for where files were stored or what names were they stored with. Our students can easily find and use their documents at anytime provided there is access to the Internet.
Yet another benefit is the free-web site hosting capability and the ease with which one can create customized websites for their classes. With such, students can easily find course materials, and stay in touch with the class even when they are absent. My class’ website is a “one-stop-shopping” point for my students. The website contains notes, class assignments, daily instructional guides, warm ups and even quizzes. Students, in my class do their quizzes and complete their Warm Ups on Google through “Google Form”. This allows for prompt feedback as well as opportunity for class discussions while viewing each others work. Students appreciate this a lot. They see this as an opportunity to correct their thinking were necessary and enhanced their comprehension.
It is my hope that in the future, my colleagues and I will jointly organize the website so that students can use one site as a source for information appertaining to all of their classes. We look to that day with hope.
Friday, March 2, 2012
Thursday, March 1, 2012
Single-Sex Education?
Today I separated our cohort of fourteen young people into two groups. The gentlemen accompanied me to Jeff's classroom to present their Our Dictionary entries. The ladies stayed behind in my classroom with a volunteer teacher, Liz.
I separated the students by gender because I wanted all class members to build confidence in public speaking. About three weeks ago I asked the students to make formal presentations, but the atmosphere that day was tense and uncomfortable. The lower proficiency students were embarrassed to speak in front of the group. The more verbally advanced students (who also happen to be male) aggressively questioned the presenters. One of the young ladies refused to present - a first this year.
I have made it a practice since the beginning of the school year to have students present their work formally to their classmates. So far, they have made 27 presentations. At the beginning of the year, most students participated by asking questions of presenters. I was impressed by their poise and confidence.
But as the year progressed and relationships developed among the students, they have been far less willing to contribute to an oral dialogue during class. Aware that many of the young ladies may have been intimidated by the overly exuberant men, I hatched the idea to split the group.
The young men in my group performed as I had expected. They challenged each other with some tough questions. They playfully teased one another about their lack of English skill and poor pronunciation. There were no hurt feelings.
According to Liz's report, the young ladies did a great job with their presentations. When I popped in my room to grab a paper at one point, one female student was asking question after question in English to the presenter. All the girls looked happy and excited.
I want to continue to have the students make presentations to their same-sex peers. I know that we will eventually have to come back together as one cohort for presentations, but for the moment, I want both groups to polish their craft without the judgmental eyes of the opposite sex.
I separated the students by gender because I wanted all class members to build confidence in public speaking. About three weeks ago I asked the students to make formal presentations, but the atmosphere that day was tense and uncomfortable. The lower proficiency students were embarrassed to speak in front of the group. The more verbally advanced students (who also happen to be male) aggressively questioned the presenters. One of the young ladies refused to present - a first this year.
I have made it a practice since the beginning of the school year to have students present their work formally to their classmates. So far, they have made 27 presentations. At the beginning of the year, most students participated by asking questions of presenters. I was impressed by their poise and confidence.
But as the year progressed and relationships developed among the students, they have been far less willing to contribute to an oral dialogue during class. Aware that many of the young ladies may have been intimidated by the overly exuberant men, I hatched the idea to split the group.
The young men in my group performed as I had expected. They challenged each other with some tough questions. They playfully teased one another about their lack of English skill and poor pronunciation. There were no hurt feelings.
According to Liz's report, the young ladies did a great job with their presentations. When I popped in my room to grab a paper at one point, one female student was asking question after question in English to the presenter. All the girls looked happy and excited.
I want to continue to have the students make presentations to their same-sex peers. I know that we will eventually have to come back together as one cohort for presentations, but for the moment, I want both groups to polish their craft without the judgmental eyes of the opposite sex.
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