Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Making the Paperless Classroom a Reality Through Google Docs -- TESOL 2013

No description


on 28 March 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Making the Paperless Classroom a Reality Through Google Docs -- TESOL 2013

How Paperless Desktop computers (PCs/Macs)

Class sets of laptop computers (PC laptops/MacBooks)

Class sets of tablets (iPads/other tablets)

Really, any way to have computer access for all students in each class is OK

If no class sets of laptop computers/class sets of tablets available, desktop computers and presentation projectors theoretically enough What Paperless Google Docs, Especially,
for Quizzes/Tests Google Docs/Wikis/Prezi for Writing Tasks Specific tools for specific functions:

Google Docs -- Document function: reliable and versatile

Course management systems, such as Blackboard, often have a wiki section (if you do not have a course management system at your school, there are free Internet-based options such as Engrade) but wikis do not tend to be as reliable and functional as Google Docs -- Document function, especially on iPads

Google Docs -- Presentation function (for a PowerPoint-like format) and Prezi for making presentations Quiz/test results reliable ... only mistake presenter has had is with students leaving the page with the form

Students can see everyone's results at once

Grade privacy issues are resolvable: Each student has a secret number Learning curve for faculty

Learning curve for students (but it's part of what they are learning, too)

Time/frustration to adjust in class

Dependence on third parties to keep online tools free

Technology of tablets not as reliable as that of desktops/laptops

Wikis -- Moodle, Blackboard, Engrade not so good; Google Docs is best for extensive writing tasks so far in presenter's experience

School-wide wi-fi technology, etc. needs to be up to date
1. Making written tests and assessments

Quiz/Test functions on Moodle/Blackboard/other course management systems

Google Docs -- Forms function: especially useful iPads Actually Being Used in the Classroom: Jackson Christian School in Jackson, Tenn. Grades 6-12 Using iPads for Assignments and Assessments (A new way, 2012, October 2)


Students needing fewer books/paper materials and reporting easier multitasking through tablet use

Teachers able to spend more one-on-one time with students, with tablets promoting independent learning; easier multitasking; and less need for paper Apple iPad Pilot Program involved five sections of two courses across two colleges and two campuses (iPad study, 2011)

Benefits found in study:

"Among the enhancements noticed by both professors was an increase to the pace of the course, reaching traditional benchmarks sometimes weeks in advance."

"There is evidence to suggest a decrease in student expenses with maximum integration"

"75 percent agreed or strongly agree with the statement, 'I think the iPad enhanced the learning experience of this course.'"
Great Link About Using iPads/Other
Tablets in the Classroom

http://www.educationdive.com/news/18-ipad-uses-how-classrooms-are-benefiting-from-apples-tablets/68569/ iPads Actually Being Used in the Classroom: Oklahoma State University Apple iPad Pilot Program


http://llt.msu.edu/vol14num2/stockwell.pdf Drawbacks to Paperless Classroom Model Examples of Common Components of Classes That Can Be Paperless: Advantages of (Class Sets of) iPads/Other Tablets over Smartphone Mobile Phones Able to handle more extensive writing tasks on iPads/Other Tablets

Cannot assume all students have a smartphone mobile phone and a program would need to provide iPads/other tablets to ensure all students have mobile devices in paperless classroom model What Paperless (cont'd) What Paperless (cont'd) 2. Class Storage and Maintenance Moodle/Blackboard/Other course management systems can be used instead of paper, on both tablets and computers, to access all the same kinds of class information/assignments

Google Docs/wikis allow information to be updated constantly within the same document; no need for providing a new document each time the information is updated and not even need for any computer-based procedures such as uploading/sending documents at all

Course management systems can be used to access wikis/links to Google Docs, Prezi, and other web-based tools to store and access ALL kinds of work both in and out of the class for both teachers and students 3. Extensive Writing Assignments Essays/presentations/other writing assignments given and submitted in Google Docs, wikis, Prezi, and/or e-mail Not only eliminates the need for paper, but allows for:

Building grammar and writing skills efficiently, with instructor monitoring and training multiple students at the same time

Engaging dynamic corrective feedback: real-time interaction (directly on the Google Doc or in a separate chat function in the margin of the Google Doc) and instantaneous instruction on specific grammar and writing points

Making peer editing more efficient, allowing instructor to monitor the work of all groups/partners doing peer editing, and reducing the need for students to have multiple copies of their work in class

Potentially allowing for peer editing tasks to be done as homework General benefits of these online-based tools for writing tasks:

No lost paper problems

A perfect record is kept

Can make deadlines for outside of class time and have accurate submission times for all kinds of work

No fuss with printing issues at all for anyone References Links to Related Articles Oklahoma State University. (2011). iPad Study released by Oklahoma State University. Retrieved
from https://news.okstate.edu/press-releases/929-ipad-study-released-by-oklahoma-state-

Cheshier, T. (2012, October 2). A new way of learning. The Jackson Sun, 8B. Retrieved from
http://pqasb.pqarchiver.com/jacksonsun/access/2782633971.html?FMT=ABS&date=Oct+02%2C+2012 Where Paperless? Tips for Using Google Docs

• Do not be confused by the terms Google Docs and Google Drive. For classroom purposes, they are the same thing. Google Drive is the new name for Google Docs, which is essentially the same thing as Google Docs with the added function of optional online storage of files (such as with Dropbox, Box, Carbonite, etc.).

• In order for teachers to set up Google Docs for students to use on iPads, students will need to set up their own Google accounts.

• Users may need to select "Edit" and/or "Desktop Version" options in order to edit a Google Doc Document on an iPad, specifically.

• Expect time for trial and error with instituting these online tools in a class. Tips for Using Google Docs (Cont'd)

•Although a teacher cannot hand write notes in margins in the Google Docs spreadsheet that results from students taking a test/assessment on a Google Docs Form as she/he can with a paper-based test/assessment, teachers can type in comments in the results spreadsheets directly.

•To download any Google Docs function as a permanent file in a variety of possible formats to put wherever desired, go to the menu bar in the open Form spreadsheet, Document, etc. and follow these steps: 1. Select “File”; 2. Select “Download as” and select a file format from the window that appears from the arrow on the right; 3. Select a place to save the file (as one would with any downloaded file); and 4. Save the file Tips for Using Google Docs (Cont'd)

•There are some great how-to videos about using Google Docs on YouTube. Here are three examples of useful videos:

1. (for using Form)

2. (for using Google Docs in general, making and sharing a Document, and more) http://tinyurl.com/aqxwtw6

3. http://tinyurl.com/af22u93 (for making branches that link to different pages in a Form depending on responses)

` Workshop Task 1: Making a Google Doc Form 1.) In Google Docs, after signing up/in, select the red Create box on the top left corner of the screen then select Form;

2.) Make a title for the test/assessment;

3.) Write a question and/or set of question choices after choosing from a variety of question types for each question; and select if the question is required or not (Important Note: Make sure to make a text box style question for the student’s name at the beginning (and possibly another time at the end) of the test/assessment, or the result will be an anonymous mass of responses);

4.) Select the green Add Question + box at the top left of the page for each new question; 5. Finish making the test/assessment, using the available functions of moving (which can be done when the cursor is a bold cross tipped with arrow), editing, duplicating, and deleting questions;

6.) Make sure the form has been automatically saved (you no longer need to save the form manually);

7.) Go to the main Google Docs (Drive) page then find and select the test/assessment, which will appear toward the center of the page as a link named with the title you gave the test/assessment;

8.) Select the link with the title of the test/assessment, after which one will come to the results spreadsheet;

9.) On the menu bar at the top of the results spreadsheet, select Form then select Go to Live Form on the resulting drop-down menu;

10.) Copy the URL (web address) at the top of the page and paste the resulting link where students are to take the quiz, e.g., through a course management system or email (Note: Make sure to select the URL to copy from window of the live form rather than the window of the form for making/editing the test/assessment). Some final points: 1. When finished making the test/assessment, one can take the test/assessment oneself to make an answer key. 2. For scoring a finished test/assessment in the results spreadsheet, one can insert a row underneath each entry and total all the rows in the spreadsheet automatically with a formula, as can be seen in a previous image in this presentation. 3. One can analyze results through the spreadsheet and/or the summary of responses, which shows graphic representations of results, as can be seen in the pie chart in a previous section of this presentation, and which can be seen by selecting Show Summary of Responses in the drop-down menu under Form in the results spreadsheet for the test/assessment. 4. To edit a Form after initially working on it: a.) Go to the results spreadsheet for the test/assessment; b.) On the menu bar at the top of the spreadsheet, select Form then select Edit Form on the resulting drop-down menu. On the newest version of Google Drive, this is no longer necessary as the form and response spreadsheet are separate Google Docs and the form can always be accessed directly. Workshop Task 2:
Making a Google Doc Document for a Collaborative Writing Project Sample Form Directions:

1. Title the form "Sample Quiz".

2. Choose "Multiple Choice" for the kind of question.

3. Type "What is the capital of Texas?" in the question line.

4. Type "Choose one answer." in the line underneath. This line will not show up in the quiz results spreadsheet, but the line above will.

5. Type "Dallas," "Austin," "Amarillo," and "Houston" for the answer choices.

6. Go to Live Form (saving is automatic, so it is not necessary as a specific step.

7. Take the quiz.

8. Open Choose a new spreadsheet as the location for responses.

9. Go to the the response spreadsheet and view your response.

10. View the graphic representations of the results. For making documents for written in- or out-of-class exercises/activities or extensive writing work (with the Document function)

1.) In Google Docs, after signing up/in, select the red Create box on the top left corner of the screen then select Document; 2.) Select Untitled Document at the top left of the page then give the Document a title as being for an individual student's work (see a later section for instructions on the next step, sharing the Document, yourself after this presentation). For today's tasks, each member of a group goes to the same link for the group (which can be done on any online course management system or through email)

Group 1: http://tinyurl.com/cjwnwc5

Group 2: http://tinyurl.com/cjzvmyx

Group 3: http://tinyurl.com/bbmflh6

Group 4: http://tinyurl.com/d3he55e

Group 5: http://tinyurl.com/byfjpbl

Group 6: http://tinyurl.com/at9gq49

Group 7: http://tinyurl.com/bg9pjz5

Group 8: http://tinyurl.com/bzxqj9k To Share a Document for a Student/Multiple Students to Use for Writing/Editing (See Figures 1 and 2 after this slide)

1.) In the Document, select the blue Share box at the top right of the page;

2.) Select the Anyone With the Link option to keep the document private to you and the student/other student/s in a partner/small group/whole class setting (if this poses technical difficulty and students cannot use the links (which one is advised to test out first), there is the Public on the Web option, which makes the document available to anyone);

3.) To the far right of the line beginning with Access, select the default Can View link and then select Can Edit from the choices that appear;

4.) Select the green Save box on the bottom left of the window;

5.) Copy the highlighted link to the Document appearing in the long horizontal text box at the top of the resulting window under the words Link to Share (Allows Editing);

6.) Paste the link into a course management system or an email sent to the student/s that are desired to have access to the relevant Document. Figure 1. Settings to Select in the Window that Pops Up After Selecting Share to Make Links to Google Doc Documents with Student Writing for a Student/Multiple Students to Use for Writing/Editing Figure 2. In the Window that Pops Up After Selecting Share Options http://tinyurl.com/af2mw8e Making the Paperless Classroom
a Reality
with Google Docs Presenter:
Chris DiStasio,
Ohio Program
of Intensive English
distasio@ohio.edu Why Paperless? No more wasting time on printing, copies, etc. and undercuts students' excuses for not having work done related to printing/copying

No more clutter

No more lost papers; no wasted time/confusion collecting/passing out papers

It's the way of the world: Not only the rise of the Internet, but also governmental requirements of tablets for medical offices, and this generation is used to using touch pads as keyboards, etc.

Financial cost of iPads/other tablets or laptop/desktop PCs is equal to or only slightly more than comprehensive use of paper in a department while providing students experience with state-of-the-art technology Gives students hands-on experience with computers and tablets

Stands to interest students who are relatively less technologically advantaged while at the same time to provide familiarity with students who are relatively more technologically advantaged.

iPads/other tablets provide mobility and versatility in the classroom

In informal online surveys of four terms of students in five separate classes, the majority of students have shown:

Interest in using iPads

Agreement that a paperless classroom is a good idea

Ease and comfort with using touch pad keyboards even for writing paragraphs and essays Why Paperless? (cont'd) https://drive.google.com/#my-drive Sign up for a Google Docs account: To Keep Track of Changes to Writing in Google Docs

1. Select "See Revision History" under "File".
2. View the changes, with the option to undo them.

To Link a Point to Revise to a Comment

1. Highlight the area in the text involved.
2. Select "Comment" under "Insert".
3. Write your comment.To Conveniently Search Scholarly

Research Related to a Topic

1. Select "Research" under "Tools".
2. Select "Scholar" in the drop-down menu that appears in a separate window on the right.
3. Type relevant keywords in the search window at the top of the window.
Full transcript