DEC Scan Journal : Volume 34 Issue 3
2015 Volume 34, Issue 3 16 Contents Editorial Reflections Teaching & learning Research Curriculum support Share this Resource reviews Students have also used Google Forms to create surveys in order to gather data from the wider community. As these forms are already online they can be easily shared through school websites, emails and social media accounts. Students received useful feedback from people they would not normally be able to contact easily, such as scientists around Australia and students from classes around the world, and were able to use the tools within Google Drive to translate the information into graphs to help them represent the data more clearly. Kindergarten students developed a simple survey using Google forms and shared it via the class Twitter account. They used their results to determine what they should plant in the garden in order to have a successful market. Google Drive for collaboration with teachers and teams Put Google Apps in My Essentials for easy access One of the most significant ways in which Google Drive has impacted teacher practice at Camdenville Public School is its use in programming. This impact is evident in a number of different ways such as: • engaging in real-time collaboration • seeing the changes someone else is making to a document at the same time • accessing work from any device at any time • responding flexibly to the needs of students • recording changes to programs immediately by sharing annotations and adjustments with colleagues. Taking the time to talk about a sequence of lessons and develop a shared understanding of the goals and purpose of a program is vital to any collaboration. Teachers engage in these conversations before any programming can happen. Once these Google Apps and Microsoft Office 365 are listed in My learning tools in the DoE portal. frameworks have been established, and all teachers have a sense of the direction of a program or series of lessons, teachers are able to use Google Drive to work simultaneously on a document. No longer do they need to wait until the master copy is available or save multiple copies of the same document and then copy across their work at a later time. Teachers are able to use the comments tool to talk to each other as they program even if they are not in the same room. They can see what colleagues are planning and ensure that their lessons link, add to each other’s lessons, offer feedback and write lessons together without having Examples of lines in the playground, found by Kindergarten students; students then discussed whether they were curved or straight and moved them to a different folder.
Volume 34 Issue 2
Volume 34 Issue 4