Difference between revisions of "How To Effectively Run a Paperless Classroom"

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Return to [[User:Kathleen Drake]]
  
 
== '''Course Overview''' ==
 
== '''Course Overview''' ==
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<big>'''Welcome to the professional development mini-course, ''How To Effectively Run a Paperless Classroom''!'''</big>  
 
<big>'''Welcome to the professional development mini-course, ''How To Effectively Run a Paperless Classroom''!'''</big>  
  
''"Consistent with a recognized challenge across the United States, the local problem addressed in this study was teachers’ inability to implement new technologies in the classroom. Professional development is the channel through which teachers improve, and high-quality professional development has been shown to enhance teacher efficacy" (Morquin, 2016, p. 1).''
+
''"Consistent with a recognized challenge across the United States, the local problem addressed in this study was teachers’ inability to implement new technologies in the classroom. Professional development is the channel through which teachers improve, and high-quality professional development has been shown to enhance teacher efficacy" (Cooper, 2013, p. 1).''
  
 
This course is intended for instructors of all subjects and grade levels that have unlimited access to technology for both themselves and each of his/her students. No more missing assignments, hours spent in the copy room, or wasting of paper (and trees!). The purpose of this mini-course is to present educators with the tools and directions needed to properly facilitate a "paperless" or "virtual" classroom. Technology is progressing rapidly and is making its way into schools and classrooms. As this continues to occur, educators are encouraged and in some instances, expected to utilize technology each day in their lesson plans. Participants of this mini-course will learn how to utilize the platform, Google Classroom and the application, Kami in order to create a paperless classroom environment. We, as educators, must prepare for the future of education.
 
This course is intended for instructors of all subjects and grade levels that have unlimited access to technology for both themselves and each of his/her students. No more missing assignments, hours spent in the copy room, or wasting of paper (and trees!). The purpose of this mini-course is to present educators with the tools and directions needed to properly facilitate a "paperless" or "virtual" classroom. Technology is progressing rapidly and is making its way into schools and classrooms. As this continues to occur, educators are encouraged and in some instances, expected to utilize technology each day in their lesson plans. Participants of this mini-course will learn how to utilize the platform, Google Classroom and the application, Kami in order to create a paperless classroom environment. We, as educators, must prepare for the future of education.
  
''Please note:'' This transition does not happen overnight. Rather, the transition happens gradually as educators must dedicate their time to learning the platforms, functions, and then learning how to effectively and properly use these functions. The educator is typically required to teach his or her students how to use each of these platforms. If the educator is not well-versed in these platforms, the transition will be overall more challenging.
+
''Please note:'' This transition does not happen overnight. Rather, the transition happens gradually as educators must dedicate their time to learning the platforms, functions, and then learning how to effectively and properly implement these functions. The educator is typically required to teach his or her students how to use each of these platforms. If the educator is not well-versed in these platforms, the transition will be overall more challenging.
  
 
==='''Assessment of Learner Needs'''===
 
==='''Assessment of Learner Needs'''===
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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.
 
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.
  
=== '''Performance Objectives''' ===
+
=== '''Performance (Target) Objectives''' ===
  
*Given a list of documents, participants will be able to convert them to PDF documents and post them as Kami assignments on Google Classroom.
+
*Given resources and video tutorials, participants will be able to acquire the tools necessary to course participation.
 +
*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 identify and understand how Kami is a beneficial contribution to the transition and management of going paperless in the classroom.
 +
*Participants will explore the various features of Google Classroom and be able to effectively navigate and utilize the platform.
  
*Given a topic, participants will be able to create and post a lesson and the necessary materials on Google Classroom.
 
  
*Given information on virtual classrooms, participants will be able to identify at least 3 benefits of implementing and utilizing virtual classrooms.
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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 use Google Classroom to distribute resources, differentiate assignments, collect student work and offer feedback.
+
== '''Course Lessons''' ==
 
******IN PROGRESS*******
 
  
== '''Course Units''' ==
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[[File:TechEducation.jpg|500px|thumbnail|
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<small>https://www.google.com/search?q=technology+in+education&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi59-rR44ziAhVLSN8KHYWYCoMQ_AUIDygC&biw=1351&bih=665#imgrc=s_5aiPD1WdNBUM:</small>]]
  
 
This mini-course includes the following units. Click the title of a unit to go to its page.
 
This mini-course includes the following units. Click the title of a unit to go to its page.
  
===[[Unit 1: What You'll Need To Participate ]]===
+
===[[Lesson 1: What You'll Need To Participate ]]===
 
 
===[[Unit 2: Why Integrate Technology in the Classroom?]]===
 
 
 
===[[Unit 3: Kami]]===
 
 
 
== '''Introduction to Unit One''' ==
 
Google Classroom is a free online service that was created by Google to be used by educators in schools. The aim of Google Classroom is to distribute, create, and grade assignments in a paperless nature. The service also facilitates the sharing of files between teachers and students. Kami is a PDF and document annotation and mark up tool that works with Google Classroom. This may seem like a big step for some educators who are used to a traditional pen and pencil classroom environment; this mini-course is intended for those educators who want to take the leap to a virtual classroom but need support and guidance.
 
 
 
 
 
'''At the end of this unit, participants will have:'''
 
* Acquired the necessary online tools and extensions needed to participant in the course
 
* Start to develop an understanding of GAFE and the various features it offers
 
* Allowed themselves to reflect on their thoughts and opinions regarding technology in the classroom
 
 
 
== '''What You'll Need''' ==
 
*Device (i.e. laptop, computer, iPad, tablet)
 
*Access to a web browser (i.e. Safari, Chrome, Internet Explorer)
 
*Google e-mail address (G-Mail address)
 
*Kami extension added to your web browser
 
 
 
== '''How to Log In to Google Classroom''' ==
 
Please click the link below to watch a brief tutorial.
 
 
 
<html5media height="360" width="640">https://www.youtube.com/watch?v=RuHsxWWWcXc</html5media>
 
 
 
== '''How to Add the "Kami" Extension to Your Web Browser''' ==
 
Please click the link below to watch a brief tutorial.
 
  
 +
===[[Lesson 2: Why Integrate Technology in the Classroom?]]===
  
<html5media height="360" width="640">https://www.youtube.com/watch?v=9nHgLKdfHEs</html5media>
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===[[Lesson 3: Kami]]===
  
== '''Google Applications for Education (GAFE)''' ==
+
===[[Lesson 4: Google Classroom]]===
Please click the following links. Read and explore both resources to develop a better understanding of GAFE & Google Classroom.
 
  
'''Do: Read & Explore'''
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===[[Lesson 5: Conclusion & Wrap-Up]]===
  
https://sites.google.com/a/gaedtech.org/gafe-training/google-apps-for-education
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== '''How Will I Be Assessed?''' ==
  
https://support.google.com/edu/classroom/topic/7175444?hl=en&ref_topic=6020277
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''"Learners who are engaged in learning are actively participating in their own understanding of the content" (Simonson, Smaldino & Zvacek, 2015, p. 173).''
  
== '''Time to Reflect''' ==
+
''“When learners must glean or discover the content, the outcomes place less emphasis on what the learner should memorize and recall, and more emphasis on what the learner will analyze, investigate, share, build, and generate” (Larson and Lockee, 2014, p. 120).''
Please complete this short survey and allow yourself to reflect on your thoughts and opinions regarding technology in the classroom.
 
  
https://docs.google.com/forms/d/e/1FAIpQLSdSH6KQ_mH8i_lDLfc4FgKxYKj9tetdJLjYwyR8OHX2zakShA/viewform?usp=sf_link
+
The purpose of this course is to ''learn by doing'' and ''learn from example''. What this entails is to watch tutorials and explore the provided information and then practice using what you just learned, referring back as needed. This mini-course will primarily use quizzes, discussions, and reflections as a means of assessment in order to stimulate interest and track participants' progress. When exploring an unfamiliar technology, it can be overwhelming and challenging. Through the use of discussion and reflections, participants can share their thoughts and feelings with a supportive group of learners who are also partaking in the course. The short quiz assessments are included to help participants keep track of their learning progress.
 
 
== '''Moving on to the next lesson...''' ==
 
 
 
[[ Unit 2: Why Integrate Technology in the Classroom? ]]
 
  
 
=='''Extended Resources'''==
 
=='''Extended Resources'''==
  
https://sites.google.com/a/gaedtech.org/gafe-training/google-apps-for-education
+
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
  
===[[Unit 4: ]]===
+
Larson, M.B. and Lockee, B.B. (2014). Streamlined ID: A practical guide for instructional design. New York: Routledge Press.
  
* Objectives...
+
Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance. Charlotte, NC. Information Age Publishing.
 
 
=='''Extended Resources'''==
 
  
Morquin, D. (2016). Teachers' perceptions regarding the use of google classroom and google docs and their impact on student engagement (Order No. 10127995). Available from ProQuest Central Student. (1810170454). Retrieved from https://search.proquest.com/docview/1810170454?accountid=12195
 
  
https://www.google.com/search?q=quote+about+education+and+technology&tbm=isch&source=iu&ictx=1&fir=c52QNbIjOxFrmM%253A%252Cf9Js_05k24CHyM%252C_&vet=1&usg=AI4_-kRED8mT1aVGvssvfKrUKaqhuSEwlA&sa=X&ved=2ahUKEwimhYb834niAhUSr1kKHZ1XDwEQ9QEwBHoECAkQDA#imgrc=qAkK0_ISJVl0kM:&vet=1
+
[[Category: K-12]]
 +
[[Category: Digital learning and media literacy]]
 +
[[Category: Learning management systems]]

Latest revision as of 17:35, 21 June 2020


Return to User:Kathleen Drake

Course Overview

Purpose

Welcome to the professional development mini-course, How To Effectively Run a Paperless Classroom!

"Consistent with a recognized challenge across the United States, the local problem addressed in this study was teachers’ inability to implement new technologies in the classroom. Professional development is the channel through which teachers improve, and high-quality professional development has been shown to enhance teacher efficacy" (Cooper, 2013, p. 1).

This course is intended for instructors of all subjects and grade levels that have unlimited access to technology for both themselves and each of his/her students. No more missing assignments, hours spent in the copy room, or wasting of paper (and trees!). The purpose of this mini-course is to present educators with the tools and directions needed to properly facilitate a "paperless" or "virtual" classroom. Technology is progressing rapidly and is making its way into schools and classrooms. As this continues to occur, educators are encouraged and in some instances, expected to utilize technology each day in their lesson plans. Participants of this mini-course will learn how to utilize the platform, Google Classroom and the application, Kami in order to create a paperless classroom environment. We, as educators, must prepare for the future of education.

Please note: This transition does not happen overnight. Rather, the transition happens gradually as educators must dedicate their time to learning the platforms, functions, and then learning how to effectively and properly implement these functions. The educator is typically required to teach his or her students how to use each of these platforms. If the educator is not well-versed in these platforms, the transition will be overall more challenging.

Assessment of Learner Needs

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.

Performance (Target) Objectives

  • Given resources and video tutorials, participants will be able to acquire the tools necessary to course participation.
  • 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 identify and understand how Kami is a beneficial contribution to the transition and management of going paperless in the classroom.
  • Participants will explore the various features of Google Classroom and be able to effectively navigate and utilize the platform.


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.

Course Lessons

This mini-course includes the following units. Click the title of a unit to go to its page.

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

How Will I Be Assessed?

"Learners who are engaged in learning are actively participating in their own understanding of the content" (Simonson, Smaldino & Zvacek, 2015, p. 173).

“When learners must glean or discover the content, the outcomes place less emphasis on what the learner should memorize and recall, and more emphasis on what the learner will analyze, investigate, share, build, and generate” (Larson and Lockee, 2014, p. 120).

The purpose of this course is to learn by doing and learn from example. What this entails is to watch tutorials and explore the provided information and then practice using what you just learned, referring back as needed. This mini-course will primarily use quizzes, discussions, and reflections as a means of assessment in order to stimulate interest and track participants' progress. When exploring an unfamiliar technology, it can be overwhelming and challenging. Through the use of discussion and reflections, participants can share their thoughts and feelings with a supportive group of learners who are also partaking in the course. The short quiz assessments are included to help participants keep track of their learning progress.

Extended Resources

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

Larson, M.B. and Lockee, B.B. (2014). Streamlined ID: A practical guide for instructional design. New York: Routledge Press.

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