Blog Post #8 Uses for Google Docs For Learning

     A school community must embrace diversity among its constituents by engaging in cultural differences and discussions through various forms of communication. There are so many types of communication such as, written, oral, technological, and social engagement. In today’s times, the best way to engage the most input from the school community is through the use of technology, like web 2.0 tools and resources. One such tool is the use of Google Docs.

     As a graduate student at UTEP, I have learned the importance of collaborating with other colleagues both face to face and virally. In several courses, I have utilized Google Docs within project groups. Busy schedules and multiple commitments are a typical way of life for most people; therefore, the ability to communicate and gather information from multiple sources without meeting together is immeasurable. At Immanuel, I oversee the Campus Improvement Team (CIT), which has 22 members. The ability to communicate via Google Docs has been simply timesaving. As a principal, I utilize Google Docs when devising and writing the CIP (Campus Improvement Plan). The importance of having buy- in from the team is an integral element in the writing of the plan. Google Docs gives me the opportunity to have the members provide written ideas and thoughts for the objectives, goals, and strategies of the CIP. Instead of meeting each time face to face, every member has access and availability to the document at any time. They can edit, input, and create ideas that will affect the school community; therefore, when we meet together, we are already familiar with the document.

     In the article,”5 Time Saving Ways Teachers Use Google Forms,” there were several ideas in which educators utilized the special formatting in Google Forms. The use of surveys is used throughout our school community; within the classroom, student body, and parental community. In 12th grade, Mrs. Corpus, our Physics teacher, utilizes Google Forms for surveys concerning the homework, projects, and assignments on a weekly basis. She sends out a weekly survey where the students must answer what they learned, what they would change about the lesson, and what two essential questions pertain to the lesson. She also uses the grading rubric format on Google Forms for her projects.

     One of the programs in Google Docs, called Google Translate is mentioned in the article, “10 Things Every Teacher Should Know How to Do with Google Docs.” Our Language Lab facilitator, Mr. Rutkowski, utilizes Google Translate in his curriculum. He plays a review game with his students every Friday just for fun. Our Rosetta Stone Lab offers 22 languages for the students to learn, so Mr. Rutkowski selects one language every Friday to help the children pick up simple phrases that make them laugh. The students look forward to this time because of the humor element; however, they love using the program Google Translate as well. The student who finds the translation in English for the most words wins a free dress pass. Mr. Rutkowski then provides a graph of the answers on Google Sheets. He is an amazing technology teacher, but even more he understands the importance of learning something new while having fun. In my opinion, this is “true learning.”

     Learning about the use of technology can be overwhelming, but the realization of its power helps the most reluctant learner become efficient and effective in the world of education and communication. Having the video tutorials has been a lifesaver for me because I am a visual learner. Watching the teacher go through the process has shown me that the learning comes one step at a time. Taking the first step is the fearful part of the journey; the second part is overcoming the fear and using the wonderful resources available in connecting with others.