How To Effectively Run a Paperless Classroom
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" (Morquin, 2016, 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 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.
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.
This mini-course includes the following units. Click the title of a unit to go to its page.
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.
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.