User:Kathleen Drake

Return to: ETAP 623 Spring 2019 Section 5933 (Byrne) | How To Effectively Run a Paperless Classroom


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About Me

Hi everyone! My name is Kathleen. I graduated from SUNY Cortland in 2017 with a Bachelor's Degree in Inclusive Education, 1-6 and a minor in Psychology of Children with Exceptionalities. I am a second semester student in the CDIT Master's Program at UAlbany. I have previously taught 6th grade and I am currently working as a permanent substitute at a middle school on Long Island. I hold an initial certification in Childhood and Special Education.

My Topic and Purpose

No more missing assignments, hours spent in the copy room, or wasting of paper. The purpose of this mini-course is to present educators with the tools and directions needed to properly run a "paperless" classroom. Participants will learn how to utilize the platform, Google Classroom and the application, Kami. in order to create a paperless classroom environment. Utilizing both of these functions can lead to effectively running a paperless classroom. My school district has recently started to slowly transition from a "traditional style" (notebooks, chalkboards, pencil and paper) to a "virtual classroom" in which all materials given to students are posted online. With the rapid progression of technology, we as educators must prepare for a future of education and technology.

Needs Assessment

1. Instructional Problem The purpose of this mini-course is to highlight the benefits of a virtual classroom. Many educators, especially those who have been teaching for some time, are typically set in their ways of teaching. They have a routine they like to follow and their method of teaching has most likely not changed very much overtime. The intent of this course is to provide educators with the tools and information on how to integrate and utilize multiple platforms in order to effectively run a virtual classroom.

2. The Nature of What is to Be Learned Participants will learn how to adapt their current curriculum to fit the needs of a paperless classroom. This includes how to upload documents, create PDF's, format and assign materials, etc. Participants will learn the benefits of using technology in the classroom.

3. About the Learners The participants of this course will include K-12 educators, all subjects. The mini-course is relevant to educators who are looking toward the future of education, where technology is evident in almost every aspect of learning. The course requires participants to have some technological efficacy. Participants will be self-directed and responsible for their own learning throughout the asynchronous course.

4. Exploring the Instructional Problem & Solution Many educators who may be reluctant or negligent to the rapid immersion of technology in the classroom. This mini-course is designed to highlight the benefits of a virtual classroom and to provide educators with the skills necessary to transition themselves from a traditional to virtual classroom. This may not happen overnight or by the end of the school year. However, this course is designed to educate instructors about the topic and then give them the tools needed. Some educators may choose to implement this immediately, others may choose to not implement it at all and some may choose to slowly implement it over time.

5. Generate Goals The main goal for this mini-course is for participants to have complete understanding of how to utilize technology in order to transition from a traditional to paperless classroom.

This mini-course addresses educators' knowledge gap regarding technology in the classroom and how to effectively implement it into their everyday teaching regime. It is designed to transform the negative attitude portrayed by many educators about transitioning from a traditional to virtual classroom. Participants of this course should have the willingness to adapt and change from the traditional "pen and pencil" methods of teaching and delivering information. Not all participants must be current educators; participants may be learners who are curious about the recent innovations in educational technology. My goal in creating this mini-course is that participants will complete the course and feel confident that they have are equipped with the skills and tools necessary to implement and maintain a paperless classroom.

Analysis of the Learner and Context

This mini-course is being created with all types of educators in mind. Participants will need access to a computer and connection to the internet. All participants will be presented with information about virtual classrooms, the benefits, and will be taught how to effectively operate, manage, and maintain a paperless classroom on their own. This course is technology-driven and participants who complete the course should have a full understanding of all of the aspects and functions of Google Classroom and Kami.

Learning Outcomes

Participants will be able to:

  • navigate and utilize Kami and Google Classroom sufficiently
  • identify the aspects and benefits of implementing and maintaining an effective paperless classroom
  • understand how integrating technology in the classroom can enhance the delivery of information from teacher to student

Task Analysis

Lesson 1: What You'll Need To Participate

Given resources and video tutorials, participants will be able to acquire the tools necessary to course participation.

  • Participants will watch two videos of tutorials about how to log in to classroom and how to add the Kami extension.
  • Participants will use the provided code to join the Google Classroom for this mini-course.

Lesson 2: Why Integrate Technology in the Classroom?

Participants will study the benefits of technology integration in the classroom and be able to identify reasons as to why it is valuable.

  • Participants will read an article regarding technology integration in the classroom.
  • Participants will watch a video of an 8th grade doing a "TEDtalk" about the benefits for both teachers and students of technology being utilized by educators and administrators in schools.
  • Participants will complete a reflection survey about their feelings and thoughts regarding technology integration.
  • Participants will complete an assessment quiz for the lesson.

Lesson 3: Kami

Participants will identify and understand how Kami is a beneficial contribution to the transition and management of going paperless in the classroom.

  • Participants will watch two video tutorials about Kami.
  • Participants will explore Kami on their own and post a response about it.
  • Participants will read an article about how Kami contributes to a paperless classroom.
  • Participants will read the pros & cons of Kami.
  • Participants will revisit Kami and post a follow-up response.

Lesson 4: Google Classroom

Participants will explore the various features of Google Classroom and be able to effectively navigate and utilize the platform.

  • Participants will view a PowerPoint presentation of step-by-step explanations about Google Classroom.
  • Participants will read about GAFE.
  • Participants will read the pros & cons of Google Classroom.
  • Participants will complete an assessment quiz for the lesson.

Lesson 5: Conclusion & Wrap-Up

At the end of this unit, participants will be able to navigate and utilize Kami and Google Classroom sufficiently, identify the aspects and benefits of implementing and maintaining an effective paperless classroom and understand how integrating technology in the classroom can enhance the delivery of information from teacher to student.

  • Participants will be provided with resources for further learning.
  • Participants will complete an exit survey to assess the course.

Curriculum Map

Click here to view the curriculum map for this mini-course.

Course Lessons

Click below to begin learning...

Lesson 1: What You'll Need To Participate

Lesson 2: Why Integrate Technology in the Classroom?

Lesson 3: Kami

Lesson 4: Google Classroom

Lesson 5: Conclusion & Wrap-Up

References and Resources

Catapano, J. (n.d.). Technology in the Classroom: A Look at Google Classroom. Retrieved from http://www.teachhub.com/technology-classroom-look-google-classroom

Cooper, C. H. (2013). The Relationship between Teachers' Perceptions about Job-Embedded Professional Development and Teacher Efficacy in Implementing Technology. Retrieved from https://eric.ed.gov/?id=ED568210

Dias, L. B. (1999). Integrating technology. Learning and Leading with Technology, 27, 10-13.

Dtoyamaabcusd. (2016). Kami & Google Classroom [Video file]. Retrieved from https://www.youtube.com/watch?v=1CU5xJO6zf4

G Suite for Education FAQ. Retrieved from https://support.google.com/a/answer/139019?hl=en

Google Classroom [PowerPoint slides]. Retrieved from https://maheshsanghavi.files.wordpress.com/2018/10/googleclassroom-slides.ppt

Hausammann, P. (2017). Beginning Google Classroom and The Paperless Classroom [PowerPoint Slides]. Retrieved from https://www.fetc.org/materials/W013.pdf

Hong, D. (2017). Technology in Education: Changing the Way Kids Learn. Retrieved from https://blog.lamresearch.com/technology-in-education-changing-the-way-kids-learn/

Kami. (2018) Getting Started with Kami [Video file]. Retrieved from https://www.youtube.com/watch?v=UjdGPB475xM

Kami. (n.d.). Retrieved May 10, 2019, from https://www.kamiapp.com/

Kelly, M. (2017). Kami - PDF and Document Markup [Video file]. Retrieved from https://www.youtube.com/watch?v=0ihLRcrd6lo

Larson, M. B. and Lockee, B. B. (2013) Streamlined ID: A Practical Guide to Instructional Design. New York, NY: Routledge.

Mit Crew. (2017). Adding the Kami App to Google Drive and Extension to Chrome Browser [Video file]. Retrieved from https://www.youtube.com/watch?v=9nHgLKdfHEs

MrSheltonVOCS. (2016). How to Login to Google Classroom [Video file]. Retrieved from https://www.youtube.com/watch?v=RuHsxWWWcXc

Pappas, C. (2015). Google Classroom Review: Pros And Cons Of Using Google Classroom In eLearning. Retrieved from https://elearningindustry.com/google-classroom-review-pros-and-cons-of-using-google-classroom-in-elearning.

Pappas, C. (2013). Over 1000 Free eLearning Resources. Retrieved from https://elearningindustry.com/over-1000-free-elearning-resources

Rogowski, M. (2017). Kami Review. Retrieved from https://www.commonsense.org/education/website/kami

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance. Charlotte, NC. Information Age Publishing.

Solid, T. (2018). Paperless Teachers And Their Students Are More Efficient And Motivated. Retrieved from https://www.paperlessmovement.com/blog/paperless-teachers-and-their-students-are-more-efficient-and-motivated/