Google recently added a new "Forms" feature to Spreadsheets which allows invitees to complete form questions that are then collected as responses in a spreadsheet for easy analysis. I have created a survey about using Google Apps in the classroom to solicit feedback from my students. The results are in but I still need to do the analysis.

I have used another survey tool called Survey Monkey which has many features not available in the Forms version of Spreadsheets. I took some of the questions from a previous usability survey for my class and added several that were more pertinent for Google Apps and created the Forms version. For the purpose of a survey, Survey Monkey provides easier analysis; for the ease of use, Forms was much easier to produce and distribute.

The UCET Presentations Went Well

I presented four sessions on Web 2.0, Google Apps in the Classroom at the Annual UCET conference. They went well. The final session was packed, about 36 attendees while the others were attended by about 24 to 28 each.

I started with the basic Google then introduced Google as a GMail subscriber and the different benefits and features that an account introduces. I then moved to iGoogle and the customized start page concept, admitting that this was really nothing different from MSN or Yahoo start page. The real difference comes with what you can add to the start page, including Google Docs, Calendar, Chat, GMail, etc.

I then previewed our Google Apps start page and the benefits of the ideal set up, the full Google Apps hosted domain. I assumed that just a few attendees would be seriously interested in the full implementation so I left the technical stuff for last. The fourth session generated a lot of questions on that topic so I did demonstrate the management of the start page and user creation.
I felt that most attendees would be more interested in the Google Docs, Calendaring, and Chat aspects of the presentation so I spent most of the time in detail with those topics.

I was hoping to generate some contacts with other teachers who were doing Google Docs in the class room but most Google Docs users had not done so in the class room. There were testimonials in all sessions as to the benefits of the collaborative benefits of Google Docs. I did exchange email addresses with five individuals who wish to get more information on implementing Google Apps. Perhaps some reciprocal benefit will develop.

One More Web 2.0 Application - Twitter

In searching for users of Google Documents in the classroom, I find a number of teachers referring to Twitter. As I investigate, I determine it is an SMS application for texting from a PC to PC or PC to cell phone; 140 character maximum per transmision.

I also found a blog posting on David Warlick's "2cent worth," that reported the results of a survey of high school students that were asked what skills they would expect to see in a tech-savvy teacher. I was a little taken back because of the eight or so responses, I was only using one. Stephen Heppell asked a group of students what a literate teacher should be able to do, and they agreed that teacher should be able to:
* upload to YouTube
* edit a Wikipedia article
* choose a safe online payments site
* subscribe to a podcast and un subscribe
* turn on and off preditive predictive text
* manage a groups Flickr photos (and spell Flickr!)
* look after a community in Facebook
I stand guilty as charged but resolute that I must rectify the situation. http://davidwarlick.com/2cents/archives/1345

I joined Classroom 2.o and posted a discussion on their forum. To this point, just the site moderator has responded. I did find a couple of teachers doing Google Documents in the classroom and replied to their postings. I subscribed to a couple RSS feeds there but have heard nothing as of yet.

Google Docs in the Classroom

Additional research has focused on targeted groups of educators who may be using Google Apps and Google Groups particularly education groups. Many universities continue to signup for Google Apps and report substantial benefits. There is a huge difference in what they are doing campus wide and what I am doing in a classroom. I have contacted four teachers who have related their use of Google Docs in the classroom. Their reports are favorable but without any hard data as to successes they have documented. I continue to feel like a trail blazer.

I have discovered there are other “competing” on-line collaborative tools like Zoho. Users tout their superiority to Google Apps but I feel that the strength of Google carries a degree of sustainability that other products, though fine products, do not promise. Google has made a huge commitment to education offering Apps at no cost.

I continue to prepare for my presentation at the UCET conference February 29th and March 1st. I hope to enlist the cooperation of any teachers who attend my session. They will at least have a basic interest if nothing beyond curiosity. If there are any who are already using Google Docs, I hope to establish a reciprocal dialog about implementation and best practices.

Classroom Description

I am using Google Apps in my classroom. I teach A+ computer service and Cisco networking at a public technical high school. I have a one-to-one computer to student ratio. I use Gmail, Talk, Calendar, and all the Docs.

I have the browser home page set to the classroom domain and the computers are scheduled to start the browser at login.

Instead of writing the days announcements, assignments and reminders on the white board, I use a shared document to advise the students of the day’s expectations. The calendar is great to let the students and parents know of upcoming activities. I have the students research topics and create a presentation which they then present to the class. To turn these in, they simply share them with me. I then comment directly on the presentation as feedback to the students. I have used the spreadsheet as a sign-up sheet.

I use Talk in class to take roll, the students login and when online, their icon turns green. I also use Talk in class to allow students access to me without interrupting all other students. Some students are more willing to ask a question if they feel more anonymity and less observed by their peers.

I had occasion to attend a conference while a substitute teacher looked after the class. I took the opportunity to check in on the class. Once I messaged one student to have the rest of the class to login, I was able to answer a couple questions and provide some motivation for the students to be productive while I was out of the classroom.