This document provides examples of creative activities that can be done using Google tools. It describes activities such as creating blogs and YouTube channels, using Google Translate and Picasa to share student work, making 3D models in SketchUp, accessing book archives through Google Books, creating maps and documents, and using Google Calendar and Docs for collaborative work and scheduling. The focus is on how these free Google tools can be used for educational purposes.
PD21: EduCon presentation on professional development in the 21st century
The document appears to be notes from a professional development session. It includes sections on globalization, innovation, self-actualization, teachers as lifelong learners, expectations for presentations after the PD, activating critical thinking skills, the pre-PD, PD, and post-PD knowledge stages, applying and sharing learning after the PD, respecting participants' time, and providing a high-value facilitation. Images and links are included throughout. The notes end by thanking participants.
These slides were shared in the presentation, "Deepening our Learning Through Storytelling: creativity, STEM and stories" at Yarmouth High School (Maine) on September 28, 2011, by Wesley Fryer. As learners of all ages (teachers and students) we need to "play with media" and utilize media tools to communicate. Good stories start with good writing and an invitation to share. In this session we'll explore and discuss examples of digital media focusing specifically on science and math themes.
The Flipped Classroom: Making Learning Possible Beyond 7:30-2:30
This document discusses the flipped classroom model of education. It defines the flipped classroom as an approach where traditional classroom activities and homework are reversed, with students gaining first exposure to new material through videos or other resources outside of class time. This allows class time to be used for exploring topics in more depth and applying concepts through hands-on activities. The document provides examples of online resources that can be used to create flipped classroom content and suggests activities students can do outside of class to prepare for in-class work.
Engineer Whispering - the secrets of working with technologists
When a team really comes together, the whole truly outweighs the sum of its parts, producing a synergy that unquestionably leads to innovation and inspiration. And while true that individuals can and do build great products, it’s only well-tuned teams that are capable of building sustainable excellence.
Software-based products present an interesting challenge to the team dynamic - collaborating and connecting with technical folks can be challenging and downright frustrating; one is from Mars and the other is from Venus. Thankfully there are many people who have successfully navigated these treacherous waters. This talk will present the distilled wisdom, anecdotes and suggestions from hundreds of industry leaders, in order to illustrate the good, the bad and the ugly of team-oriented software product development. The audience will come away with great ideas and helpful tips as to how to more effectively communicate with and relate to the more technical elements of their teams.
This document provides an overview of how to use Excel for educational assessments. It discusses using Excel to create grade books, rubrics, templates, and interactive activities. Examples shown include graphing in science and social studies, reading logs, grading rubrics, and curriculum mapping. The tasks for the session are to create an assessment chart with graphs, and a rubric in Excel. Directions for these tasks are provided on the course Blackboard site. Homework includes a reflection, textbook reading, and evaluating education technology tools.
This document provides guidance and activities for students on the topic of parent communication using technology. It includes ideas for creating a concept map about different tools for parent-student communication, such as Twitter, newsletters, and course management programs. Students are asked to add details for each tool around how they are useful, enhance communication, and potential guidelines or drawbacks. Other activities include creating an animated dialogue about a specific communication tool and recording a podcast to communicate with parents and students about school lessons, events, and homework.
The document outlines an instructional technology class that explores using mobile devices, QR codes, and SMART Boards in the classroom through three station activities - QR code exploration uses iPads to scan codes and lesson plans, SMART Board exploration explores lessons on the interactive whiteboard and online, and mobile device exploration experiments with apps and an iPod Touch. Students are assigned to read a chapter, answer questions, reflect on a blog, and watch videos for the following week.
This document provides an overview of the activities and assignments for Week 6 of an instructional technology course. Students will use the social networking site Edmodo to introduce themselves, search and evaluate websites, and share websites using PortaPortal. They will also complete an internet safety activity evaluating resources from NetSmartz. The homework for Week 7 includes reading a chapter, studying for a guide or answering focus questions, writing a journal reflection, creating a blog post, and watching videos for the next class.
This document provides final reflections on an instructional technology course and reminds students to check their grades for any missing assignments. It lists tools in Blackboard to check grades and missing assignments and includes example image websites for journal writing and grading assessments.
This document provides instructions for an assignment on copyright law. Students are asked to read a copyright FAQ section from a guide and note what they already knew and didn't know. They then share this on an online wall. Next, students take a true/false quiz on copyright. Finally, they are given requirements for creating a Prezi presentation covering key copyright concepts like law, fair use, open source software, and public domain, as well as how to cite resources and what can be used in a student project.
- Teachers own the copyright to original works created by their students in the classroom. Students are considered owners of intellectual property for works they create.
- While works are protected by copyright as soon as they are created, registering with the U.S. Copyright Office allows owners to pursue additional damages in infringement cases.
- Fair use allows for limited unauthorized use of copyrighted works for purposes like education, but there are no strict rules and contacting the copyright owner is necessary to obtain permission for wider use.
The document discusses using technology for parent communication and assessments. It provides examples of how Excel can be used for assessments including grade books, rubrics, templates, interactive activities, timelines, graphing in science and math, charts, reading logs, grading rubrics, grading scales, common templates, curriculum mapping, and worksheets. Assignments include creating a concept map about parent communication using technology, an animated cartoon about a parent-student-teacher communication tool, an assessment data chart in Excel, and a rubric in Excel.
Mid-semester warnings about missing assignments will be available on October 28th, with temporary zeros given until assignments are turned in and grades updated. This week's class will focus on using social media like Twitter and Pinterest for educational purposes, including watching reflection videos on Twitter and completing search charts to submit through Edmodo. Students are asked to participate in a Twitter poll and Today's Meet activity on Twitter, as well as watching videos and completing search charts for Pinterest to turn in through Edmodo.
Google provides educational tools for classrooms including a website called "A Google a Day" that teachers an share with students. The website contains a link in this week's classroom folder for students to access educational Google activities to do while waiting for class to begin.
This document provides an overview of Google tools that can be used in the classroom and for collaboration. It encourages students to explore various Google tools like Google Docs, Drive, and Maps, and to focus on two tools to create a collaborative presentation on. It also provides instructions for creating a self-grading quiz using Google Drive spreadsheets and the Flubaroo add-on, including submitting the form for the instructor to grade assignments. Students are assigned homework for next week which includes reading a chapter, study guide questions, a blog post, and journal reflection.
This document provides instructions for a research assignment comparing accessibility tools offered by Windows and Apple. Students are asked to research the listed websites, fill out a chart on Blackboard comparing the tools, and create a PowerPoint presentation about assistive technology products for three student scenarios, citing sources and following formatting guidelines.
This document provides a list of apps organized by subject area and includes a brief description of each app's purpose or key features. It recommends apps for finding other apps, using iTunes, tracking price drops, showcasing free apps for the day, and reviewing apps for different tasks. Productivity, curriculum, reading and writing, math, social studies, science, and integrated arts apps are described.
The document discusses using WebQuests as an instructional tool. It instructs students to watch videos on WebQuests for homework, participate in an in-class activity exploring WebQuest examples, and then create their own WebQuest using Google Sites. Guidelines and a deadline for submitting the WebQuest URL through Blackboard are provided. Several example image URLs related to topics like classrooms, awards, and virtual field trips are also included.
The document discusses using WebQuests as an instructional tool. It instructs students to watch videos on WebQuests for homework, participate in an in-class activity exploring WebQuest examples, and then create their own WebQuest using Google Sites. Guidelines and a deadline for submitting the WebQuest URL through Blackboard are provided. Several example image URLs related to topics like classrooms, awards, and virtual field trips are also included.
Week 04 Overview: Blogs, Podcasts, and Wikis - Oh My!
This document provides an overview of the homework and activities for Week 4 of an instructional technology course, which focuses on exploring Web 2.0 tools. The homework includes searching for podcasts and blogs, creating a blog post, and editing a wiki page. It also outlines reading an upcoming chapter on Google tools and creating a blog post to evaluate educational tools for the following week's homework.
The document outlines the agenda for Week 3 which includes exploring how technology integrates with common core standards using a PowerPoint. It also describes a NETS Jeopardy game to learn about standards and a PowerPoint museum with paintings linking to NETS standards for students and teachers. It concludes with assigning a chapter reading, study guide, and videos on Web 2.0 technologies for homework.
Week02 Presentation: Digital Natives and Levels of Technology Integration
This document provides an overview of the topics covered in Week 2 of an instructional technology course. It includes discussing questions from the homework, an activity analyzing a reading on digital natives and immigrants, learning about levels of technology integration (LOTI), and an individual activity to analyze videos based on different LOTI levels using an online corkboard tool. Students will analyze videos at different grade levels and LOTI levels to understand how technology is integrated in classrooms. Homework involves completing questions and the corkboard activity analyzing videos through the lens of LOTI.
The document describes Florida's Technology Integration Matrix, which provides a framework for integrating technology into teaching and learning. It outlines 5 levels of technology integration (Entry, Adoption, Adaptation, Infusion, Transformation) and defines each level in terms of the role of the teacher and students with technology.
This document provides an overview and introduction to an instructional technology course. It includes instructions for students to introduce themselves, pick up course materials, and get refreshments. The course will involve flipped classroom activities and assignments. Students are asked to create an "All About Me" online profile and complete readings on digital natives and the SAMR model for the next class. They are also assigned videos to watch on flipped classrooms.
The document provides a list of various digital tools organized into categories such as presentation tools, curation and pathfinders, YouTube helpers, organizing and time savers, website creation, learning management, comics and digital storytelling, cool creation tools, and digital citizenship. Presentation tools include Prezi, Slideshare, and Slide Staxx. Curation and pathfinders include Livebinders, Symbaloo, and paper.li. YouTube helpers contain ViewPure, KeepVid, and Splicd.
The document appears to be a slide presentation about using social media and web 2.0 tools in education. It provides over 25 examples of different online tools and platforms that can be used in the classroom, such as Edistorm for collaborative note taking, Socrative for polling students, Skype for video calls, and Wikipedia for collaborative writing. It also discusses how tools like Twitter, Google Docs, YouTube, and Pinterest can be leveraged for educational purposes.
The document describes the Ubiquitous Personal Learning Environment (UPLE) developed at Graz University of Technology. The UPLE allows students to access university services and resources through customizable widgets. Usability testing found that students wanted more control over their environment and resemblance to real desktops and mobile apps. The UPLE was improved with an app-like interface featuring spaces/desktops, a widget store, and settings. It was expanded to mobile devices as both native apps and desktop widgets, and now has over 4000 registered users actively using inter-widget communication and university service widgets.
PD21: EduCon presentation on professional development in the 21st centuryTech with Intent
The document appears to be notes from a professional development session. It includes sections on globalization, innovation, self-actualization, teachers as lifelong learners, expectations for presentations after the PD, activating critical thinking skills, the pre-PD, PD, and post-PD knowledge stages, applying and sharing learning after the PD, respecting participants' time, and providing a high-value facilitation. Images and links are included throughout. The notes end by thanking participants.
Deepening our Learning Through StorytellingWesley Fryer
These slides were shared in the presentation, "Deepening our Learning Through Storytelling: creativity, STEM and stories" at Yarmouth High School (Maine) on September 28, 2011, by Wesley Fryer. As learners of all ages (teachers and students) we need to "play with media" and utilize media tools to communicate. Good stories start with good writing and an invitation to share. In this session we'll explore and discuss examples of digital media focusing specifically on science and math themes.
The Flipped Classroom: Making Learning Possible Beyond 7:30-2:30Dan Spencer
This document discusses the flipped classroom model of education. It defines the flipped classroom as an approach where traditional classroom activities and homework are reversed, with students gaining first exposure to new material through videos or other resources outside of class time. This allows class time to be used for exploring topics in more depth and applying concepts through hands-on activities. The document provides examples of online resources that can be used to create flipped classroom content and suggests activities students can do outside of class to prepare for in-class work.
Engineer Whispering - the secrets of working with technologistsKate Matsudaira
When a team really comes together, the whole truly outweighs the sum of its parts, producing a synergy that unquestionably leads to innovation and inspiration. And while true that individuals can and do build great products, it’s only well-tuned teams that are capable of building sustainable excellence.
Software-based products present an interesting challenge to the team dynamic - collaborating and connecting with technical folks can be challenging and downright frustrating; one is from Mars and the other is from Venus. Thankfully there are many people who have successfully navigated these treacherous waters. This talk will present the distilled wisdom, anecdotes and suggestions from hundreds of industry leaders, in order to illustrate the good, the bad and the ugly of team-oriented software product development. The audience will come away with great ideas and helpful tips as to how to more effectively communicate with and relate to the more technical elements of their teams.
Similar to Creative Activities Using Google Tools (8)
This document provides an overview of how to use Excel for educational assessments. It discusses using Excel to create grade books, rubrics, templates, and interactive activities. Examples shown include graphing in science and social studies, reading logs, grading rubrics, and curriculum mapping. The tasks for the session are to create an assessment chart with graphs, and a rubric in Excel. Directions for these tasks are provided on the course Blackboard site. Homework includes a reflection, textbook reading, and evaluating education technology tools.
Using Technology for Parent/Student CommunicationAmy G.
This document provides guidance and activities for students on the topic of parent communication using technology. It includes ideas for creating a concept map about different tools for parent-student communication, such as Twitter, newsletters, and course management programs. Students are asked to add details for each tool around how they are useful, enhance communication, and potential guidelines or drawbacks. Other activities include creating an animated dialogue about a specific communication tool and recording a podcast to communicate with parents and students about school lessons, events, and homework.
The document outlines an instructional technology class that explores using mobile devices, QR codes, and SMART Boards in the classroom through three station activities - QR code exploration uses iPads to scan codes and lesson plans, SMART Board exploration explores lessons on the interactive whiteboard and online, and mobile device exploration experiments with apps and an iPod Touch. Students are assigned to read a chapter, answer questions, reflect on a blog, and watch videos for the following week.
This document provides an overview of the activities and assignments for Week 6 of an instructional technology course. Students will use the social networking site Edmodo to introduce themselves, search and evaluate websites, and share websites using PortaPortal. They will also complete an internet safety activity evaluating resources from NetSmartz. The homework for Week 7 includes reading a chapter, studying for a guide or answering focus questions, writing a journal reflection, creating a blog post, and watching videos for the next class.
This document provides final reflections on an instructional technology course and reminds students to check their grades for any missing assignments. It lists tools in Blackboard to check grades and missing assignments and includes example image websites for journal writing and grading assessments.
This document provides instructions for an assignment on copyright law. Students are asked to read a copyright FAQ section from a guide and note what they already knew and didn't know. They then share this on an online wall. Next, students take a true/false quiz on copyright. Finally, they are given requirements for creating a Prezi presentation covering key copyright concepts like law, fair use, open source software, and public domain, as well as how to cite resources and what can be used in a student project.
- Teachers own the copyright to original works created by their students in the classroom. Students are considered owners of intellectual property for works they create.
- While works are protected by copyright as soon as they are created, registering with the U.S. Copyright Office allows owners to pursue additional damages in infringement cases.
- Fair use allows for limited unauthorized use of copyrighted works for purposes like education, but there are no strict rules and contacting the copyright owner is necessary to obtain permission for wider use.
The document discusses using technology for parent communication and assessments. It provides examples of how Excel can be used for assessments including grade books, rubrics, templates, interactive activities, timelines, graphing in science and math, charts, reading logs, grading rubrics, grading scales, common templates, curriculum mapping, and worksheets. Assignments include creating a concept map about parent communication using technology, an animated cartoon about a parent-student-teacher communication tool, an assessment data chart in Excel, and a rubric in Excel.
Mid-semester warnings about missing assignments will be available on October 28th, with temporary zeros given until assignments are turned in and grades updated. This week's class will focus on using social media like Twitter and Pinterest for educational purposes, including watching reflection videos on Twitter and completing search charts to submit through Edmodo. Students are asked to participate in a Twitter poll and Today's Meet activity on Twitter, as well as watching videos and completing search charts for Pinterest to turn in through Edmodo.
Google provides educational tools for classrooms including a website called "A Google a Day" that teachers an share with students. The website contains a link in this week's classroom folder for students to access educational Google activities to do while waiting for class to begin.
Week 05 Overview: Google Tools for the ClassroomAmy G.
This document provides an overview of Google tools that can be used in the classroom and for collaboration. It encourages students to explore various Google tools like Google Docs, Drive, and Maps, and to focus on two tools to create a collaborative presentation on. It also provides instructions for creating a self-grading quiz using Google Drive spreadsheets and the Flubaroo add-on, including submitting the form for the instructor to grade assignments. Students are assigned homework for next week which includes reading a chapter, study guide questions, a blog post, and journal reflection.
This document provides instructions for a research assignment comparing accessibility tools offered by Windows and Apple. Students are asked to research the listed websites, fill out a chart on Blackboard comparing the tools, and create a PowerPoint presentation about assistive technology products for three student scenarios, citing sources and following formatting guidelines.
This document provides a list of apps organized by subject area and includes a brief description of each app's purpose or key features. It recommends apps for finding other apps, using iTunes, tracking price drops, showcasing free apps for the day, and reviewing apps for different tasks. Productivity, curriculum, reading and writing, math, social studies, science, and integrated arts apps are described.
The document discusses using WebQuests as an instructional tool. It instructs students to watch videos on WebQuests for homework, participate in an in-class activity exploring WebQuest examples, and then create their own WebQuest using Google Sites. Guidelines and a deadline for submitting the WebQuest URL through Blackboard are provided. Several example image URLs related to topics like classrooms, awards, and virtual field trips are also included.
The document discusses using WebQuests as an instructional tool. It instructs students to watch videos on WebQuests for homework, participate in an in-class activity exploring WebQuest examples, and then create their own WebQuest using Google Sites. Guidelines and a deadline for submitting the WebQuest URL through Blackboard are provided. Several example image URLs related to topics like classrooms, awards, and virtual field trips are also included.
Week 04 Overview: Blogs, Podcasts, and Wikis - Oh My!Amy G.
This document provides an overview of the homework and activities for Week 4 of an instructional technology course, which focuses on exploring Web 2.0 tools. The homework includes searching for podcasts and blogs, creating a blog post, and editing a wiki page. It also outlines reading an upcoming chapter on Google tools and creating a blog post to evaluate educational tools for the following week's homework.
The document outlines the agenda for Week 3 which includes exploring how technology integrates with common core standards using a PowerPoint. It also describes a NETS Jeopardy game to learn about standards and a PowerPoint museum with paintings linking to NETS standards for students and teachers. It concludes with assigning a chapter reading, study guide, and videos on Web 2.0 technologies for homework.
Week02 Presentation: Digital Natives and Levels of Technology IntegrationAmy G.
This document provides an overview of the topics covered in Week 2 of an instructional technology course. It includes discussing questions from the homework, an activity analyzing a reading on digital natives and immigrants, learning about levels of technology integration (LOTI), and an individual activity to analyze videos based on different LOTI levels using an online corkboard tool. Students will analyze videos at different grade levels and LOTI levels to understand how technology is integrated in classrooms. Homework involves completing questions and the corkboard activity analyzing videos through the lens of LOTI.
The document describes Florida's Technology Integration Matrix, which provides a framework for integrating technology into teaching and learning. It outlines 5 levels of technology integration (Entry, Adoption, Adaptation, Infusion, Transformation) and defines each level in terms of the role of the teacher and students with technology.
This document provides an overview and introduction to an instructional technology course. It includes instructions for students to introduce themselves, pick up course materials, and get refreshments. The course will involve flipped classroom activities and assignments. Students are asked to create an "All About Me" online profile and complete readings on digital natives and the SAMR model for the next class. They are also assigned videos to watch on flipped classrooms.
1. Creative
Activities
Using
Google
Tools
Amy E. Gillam, M.Ed.
@techspire
techspire@gmail.com
Wednesday, November 28, 12
2. Finding Ideas
Google for Educators
http://www.google.com/educators/activities.html
Wednesday, November 28, 12
3. Finding Ideas
Google Apps for Education Search
http://www.google.com/enterprise/apps/education/
resources/lesson-plans.html
Wednesday, November 28, 12
4. Finding Ideas
Interesting Ways
http://edte.ch/blog/interesting-ways/
Wednesday, November 28, 12
13. Add Google Translate to Your Website
Add a
drop
down
menu to
your
website.
https://translate.google.com/manager/website/
Wednesday, November 28, 12
16. Share Student Work
Post comments about
student work - great for
parental involvement!
https://picasaweb.google.com/116786844541789419423/TechIntegration
Wednesday, November 28, 12
17. Use for Lessons...
Writing Prompts
Virtual Tours
Geography Lessons
Slideshows
Wednesday, November 28, 12
22. You Tube Channel
Create a
channel to
display your
videos, your
favorites, and
your playlists.
Makes it safer
for students
to view
videos.
Wednesday, November 28, 12
23. You Tube Playlist
Create a
playlist of
different
videos that
you want
students to
view. Share
the link or
embed it into
a blog or
website.
http://www.youtube.com/playlist?list=PLBAD7E95D61C447C3
Wednesday, November 28, 12
24. Quite Tube
Show a YouTube
Video without the
ads,
recommendations,
comments, etc.
Ads at the
bottom of page.
Share link
http://quietube.com/
Wednesday, November 28, 12
26. Keep Your Library
Up To Date
Show your students what
you are reading.
Recommend books to
students
Keep track of what you
read
Wednesday, November 28, 12
27. Create a Bookshelf
Recommend Books for
Students to Read
Use for an author study
Provide a list of classics for
students to read
Wednesday, November 28, 12
28. Access to Old Magazines
LIFE Magazine Archived Issues
Great for Social Studies Class
Wednesday, November 28, 12
30. Distance Measurement Tool
✴ Go to Google Maps
✴ In the bottom left corner, Click on
Map Labs
✴ Enable Distance Measurement Tool
✴ Click on the ruler in the bottom left
corner of the map
✴ Click on the 1st point
✴ Click on the last point
Wednesday, November 28, 12
31. My Maps
Create your own map with Let’s Take
a Look!
customs routes, place marks,
and so much more!
Wednesday, November 28, 12
36. Online Survey
Great for
surveys and
quizzes
Wednesday, November 28, 12
37. Work Order System
Give out the URL - people fill out
the information - you get a
spreadsheet with all of the
information.
Wednesday, November 28, 12
38. Flubaroo - Grading Tool Video
Students submit Install Flubaroo
Create a form
data Script
Submit Answer
Run Flubaroo View Results
Key Form
Wednesday, November 28, 12
40. Create an Agenda
Have the students learn about
telling time by creating an http://www.poissonrouge.com/clock/
agenda. https://docs.google.com/View?id=ddv49vkt_6htvmb3d6
Wednesday, November 28, 12
41. Appointment Slots
See
how
Great For...
Parent Conferences
Student Meetings
Consultations
Create a calendar appointment and Office Hours
allow others to book time slots.
Wednesday, November 28, 12
42. Timeline Calendar
See
Calendar
Create a timeline of historical events. Have the
students type in an informational description and
add a location.
Wednesday, November 28, 12
44. State Report Website
Have the students create a
website for a research report
about a site. https://docs.google.com/View?id=ddv49vkt_53c9nj85gr
Wednesday, November 28, 12
45. Set Up a WebQuest
https://sites.google.com/site/mesnhregionswebquest/
https://sites.google.com/site/nhtiwebquesttemplate/
Wednesday, November 28, 12
46. Set Up a Portfolio
Found this template when setting up the site
Wednesday, November 28, 12
47. Creative
Activities
Using
Google
Tools
Amy E. Gillam, M.Ed.
@techspire
techspire@gmail.com
Wednesday, November 28, 12