Students drive on Google Drive

This month I introduced the students to Google Drive. I let them play around with it and take the driver's seat, so to speak. It was really exciting to see how quick they were to get through the ins and outs of working on an assignment with a partner or group. After just one period I had a couple of boys going home that night and working on a presentation for social studies. Fantastic!

The students have been creating presentations, using both Google Drive and Power Point, on a variety of self selected topics. It is wonderful to see how excited they are to share and learn from each other, not only about the topic but about the technology and resources they used as well. 

On another note, we have been on the   laptops creating some stories using The Mysteries of Harris Burdick and letters using The Dr. K. Fisher books. I am taking one of Kevin Honeycutt's suggestions and looking into publishing a book of our writing. It would be cool to have a double book where you can flip it one way for the letters and the other way for the stories. I wonder if that's a possibility? I will have to check!

After EQAO, of course.  :)

Google drive issues

Wondering if anyone else is having issues with uploading and retrieving files from Google Drive. Several students have told me that when they are looking for the video I shared with them, it appears one day, then is gone the next. In some cases, they were later able to find it in their gmail account as an email.

I am also having "twilight zone" occurrences with my Google Drive. Every day, all of my files vanish to the "trash", and I have to restore them. Anyone else?....

Technology can be a wonderful thing. It can also hold up the creative process.

Uploading PDF's: Part 2

Uploading PDF's Part 2: To Google Drive from a computer

The cool factor continues.  Now that I've stumbled upon uploading PDF's from the internet to Google Drive (from an iPad), I must be able to do it with PDF's on my computer.  With a little determination, I was able to conquer my quest.  Unfortunately it was a two step process, and took a little bit longer.  If there is a faster way, I would love to learn.

1. Create a folder in Google Drive to save the PDF 
2. Select the upload button (next to the Create button, there is an arrow pointing up)
3. Select "Files or Folders" 
4. Select the desired PDF from your desktop/computer etc...
5. Click open
6. Select the link (file), when upload complete (a window will pop up bottom, right corner)
7. Select move to folder
8. select the folder you've created
9. selectt move

I created a folder for my GB+ reading assessments (this is the French Immersion equivalent to F&P reading assessments). The PDF's (GB+ reading assessment sheets) came on a disc with the kits, which I uploaded to My Drive using the process above. Then, I followed the steps from my blog  Uploading PDF's in Explain Everything & Google Drive: Part 1.  

Now I have all the assessment sheets for each reading level stored on my Drive.  To assess my students, I can open the PDF in Explain Everything.  To begin I can select record.  I can use the pen to tick off correct words, circle ones that were forgotten, add things etc... and at the same time,  I have a voice recording of how the student actually read the book!!!

Again, when complete, upload the presentation to Google Drive as a video record.  Share with students so they can see and hear how they read.  Share with your resource team, parents and teachers for the following year.

Uploading PDF's Part 1

Uploading PDF's in Explain Everything & Google Drive: Part 1

Though my inquiry is in math, I have been exploring new ways to utilize this wonderful piece of technology across the curriculum.

I was playing around with the Google Drive App and discovered a hidden button... in the top right corner.  With a slight touch of  my finger, a tab appeared asking which app I wanted to open the PDF with (the text that I was reading at the time).  A selection of apps were displayed (already downloaded on the iPad). So, as I grew curiouser, I selected Explain Everything and BOOM! Each PDF page became a slide in Explain Everything.  This was awesome and just like that, I solved my problem with journaling on the iPad vs a paper and pencil task.
Our learning block at the time was "Les Olympiques".  I found these great journaling prompts on a website, and displayed it on our Smartboard as our shared reading.  The students then had their own copy saved in Explain Everything and were not only able to journal daily, but then recorded what was written. Très cool!  Once we were done this mini journal, the students/the teacher, uploaded each one to Google Drive, which converted it to an MP4 video file.

Example of a slide in Explain Everything

Struggling with Digital Submissions...actually getting them I mean

This year has been a wonderful year of learning.  I have gone from a teacher afraid of Google Drive to a teacher who uses it a lot for sharing and storing information.  I have gone from being an Apple newbie to feeling naked without my iPad.  I have gone from a teacher who didn't even know Explain Everything (EE) existed to a teacher who appreciates the powerful impact it has on the learning experience for the students.  Throughout it all, however, there is a constant, underlying struggle or barrier to feeling completely successful in this technology inquiry.

Students are using the minis to generate EE projects but, the process more often then not, seems to stop short there.  During the creation, I witness first hand the learning.  When we share our efforts using the Reflector program  I am always impressed.  But, I am seeking greater success in being able to receive digital submissions for evaluation and feedback.  

The students all have their own "Hand In" folders.  The intent is for students to place their files into this folder when they were handing something in.  It makes sense, but it doesn't happen.  Students are indicating it has been "Handed In" so what could be happening?

Possibility #1 (Which I previously blogged about)

When saved into google drive, students haven't ensured they are logged on to their own account.  The file is saved but into a place they cannot regularly access.  Are they still forgetting to do this?

Possibility #2

If there isn't a file already in the "Hand In" folder, when using a mini it is not possible to save into that folder.  Students thought they were saving into the appropriate folder but ultimately they were not saving at all.  I could have solved this problem by booking into the computer lab and having students save something, anything, into the folder but I just created a google doc and saved it where necessary. This really isn't a problem anymore.

Possibility #3

The EE project is there, I just don't recognize it because of the way it was named.  Solution: be very specific about the name students need to use when saving their files and having them also include the names of all students who shared in it's creation.  Looking at the"Last Modified" date can also be helpful.

So why, when students are instructed to hand in their files, when I check, they are not there?  What am I missing? What do I need to do differently?

I think part of the issue is that when a student hands in a project I am not able to check right away for submission.  There is a delay before it "shows up" in the folder.  With hard copy submission, it is physically in my hand or it isn't; I can easily know, as we all do, before the student leaves, whether or not I have their work.

The struggle continues.  I do and will continue to battle on because on the occasions that I am able to evaluate and offer feedback it is awesome!  I dictate my feedback directly onto the EE project and share it back with the students. Cool!!! (If only I could do this in my comfy chair at home instead of requiring the high speed internet available at school.)

Suggestions welcome!!!!

Model the process...Engage the Student

After reading Mrs. Borgdorff's last post,  I though I too would plug the Ipad/Idevice engagement factor. This semester has been great, both for myself and my students.  An interesting balance between the Wood Shop and the Auto Shop.  The means of traditional pen/pencil and paper projects/assignments is still relevant; however this semester all of my classes have gone basically paperless for submissions of work (pertaining to actual services, diagnostics, and products) and accessing service literature and diagnostics for the auto students.  This was a bit of a learning curve for some while others caught on very quickly; particularly with my auto classes.  This is likely due to the fact that many of the students in TTJ2&3 had me as a teacher last semester, where this concept was developed and partially used through out the semester and most definitely for their final portfolio's.

In all three classes we are utilizing the following apps/technology:
Technology:  Apps and Programs are accessed via a couple of computers, 1 pad, 1, ipad mini, sometimes 5 ipads from the school and their own PED's (cells, tablets, etc.)

Google Drive (all course content, reference, additional how to's, assignments, and additional student documentation/pics/video, etc ) can be found.   This content is all shared with the students and easily accessible.    

Moxtra  all students have used a template that was created to model the process and aid in organization of the required content.   All students are responsible for recording and documenting their progress and process.

• For TCJ students their "binder" is broke up into sections;  drafting and technical drawing, equipment use, project process and project completion.
• For TTJ2 students there are two binders created as templates that they have used to record their small engine jobs and their automotive jobs CDX.  Again there has been a huge shift in independence and self reliance and the students responsibility. 
• For TTJ3 students there is one binder that all mandatory CDX Jobs are contained in. Students have duplicated the master binder and are working through the auto jobs. Including the use of the dongle (BT1-IIT)  All jobs have some questions that are associated and it again is the students/groups responsibility to document/support the work/jobs/tasks being completed.    The TTJ3 students have a lot of choice and re learning them to think and choose jobs to complete; thus becoming self selecting and self sufficient was the primary success criteria.  Great success thus far.

  
All classes have used the ipad/idevice technology to access the required information to complete tasks;  TTJ students tend to even use the ipads to access service literature v.s. printing off multiple pages of schematics and repair instructions.  Once some of the technology fears were overcome by modeling the process and allowing time to explore the operation of the apps/programs;  the vast majority of students gravitate towards the technology to support their learning, their curiosity and their job/task/project submissions.  LOVE IT.

Procrastination Project

The Procrastination Project!

Raise your hand if you like to write report cards! Don't be shy... If you do, than you are in the minority.  Now tell me, who likes to clean and organize their house from top to bottom? Not many.  BUT, I bet if you are like me, your house is spick and span just before report cards are due.  Three times a year, I could put my house on the market, with an all day open house.  I call it the procrastination project!

I dread writing report cards.  First, you have to remember how to use the report card program.  Don't forget your password!  Next, is the never ending, time consuming, data collecting, followed by searching through the multiple pages of anecdotal notes (spread all over the couch, your bed, the dinner table...) BLAH! My stomach is in knots thinking about it.

Not this year!!! iPads in the classroom has changed my outlook, on what use to be daunting a task (for me anyway).  This time around, it was simple and satisfying.  Maybe, because everything I needed, was at my fingertips.  Anecdotal notes, photos, voice recording, movies etc... all accessible, all in one place, from my Google Drive (I love you iPad). 

I think too, because the students in my class have to create presentations in Explain Everything, I have seen them "explain" their thinking on a specific task, more than once.  You walk around the room while they are working/creating, you watch it as a whole group and listen to the accountable talk and peer feedback that follows, and sometimes you watch it again. You get a better understanding of your students abilities, with lasting images in your head.  Creating Next Steps wasn't so bad, all I needed to do was close my eyes and picture my students in the classroom.  Or, as I like to call it, a picture of a picture (picturing student work created on the iPad and displayed on the Smartboard).

Happy Writing!

persuasive debate, google drive, collaboration

As a next step in all things persuasive, (persuasive toy commercials in Dec.) my students work on preparing a persuasive debate.  Student partners received a pre-written debate card and possible phrases to support them in their preparation.  Partners were asked to decide who would argue con and pro.  They were also reminded of the persuasive techniques used in their commercials and were given a list of powerful words. Jody was in and introduced students to having multiple writers work on the same document and the chat function while you’re working (using Google Drive).  Students applied this to the debate preparation and the results were amazing.  Although students weren't required to write out their debates (they were allowed to prepare orally), most partner groups chose to use Google Drive.  I sat back and watched (that’s right, I left them alone) and before long students were chatting about ideas for their partner to use, and creating and collaborating to ensure that both partners were ready.  The use of Google Drive fostered collaboration to a new level in my classroom.  One student even remarked on how their partner helped them to focus on sentence structure and punctuation.  It was great!

When it came time to present their debates students were very engaged and excited.  Student presented in front of the class with an Ipad in their hands.  One step closer to a paperless classroom.

Explain Everything and Google Drive

Using Explain Everything and sharing via Google Drive across a number of classes presented a bit if a hiccup.

What I now know: One mini can be logged into google drive as one user and logged into google drive on Explain Everything as a different user.  

Consequence: Students were logging in to Google Drive, exporting their .xpl files but, because Explain Everything had previously been connected to a different Google Drive account (in a different class) the files were going into another students folders.  They were in effect, disappearing.

Solution: When shutting down the minis at the end of a class students need to not only log off/remove their account from Google Drive but also access the account settings and toggle off the Google Drive account within Explain Everything. (See image below.) Students should have to log into Google Drive within Explain Everything the first time they export/share a file...if not, the file could be going into a different account.

The Power of Collaboration!

Upon teaching my class how to create and share documents on Google Drive, using the i-pad minis in class, my students have been thrilled to find that they can create group assignments in real time!  My grade nine French Immersion class is currently working on creating their own movies, in any genre of their choice, in groups, in French.  First, they worked on the script in Google docs.  They were thrilled to be able to work from devices at home (or on the bus or in the car) to write one script, as a group, in real time, seeing changes being made by their peers on the spot.  They have used this form of collaboration inside AND outside the classroom setting and have actually been excited to do homework and collaborate on this project due to the technology involved.  They have furthermore used the i-pads in class to film their movies and will be using the i-movie app to edit and put together the final product.  I am excited to see the end results! :)

Engagement Success (Students' and Parents')

Video Clips to Google Drive (Nov. 25)

Learning Goal:  We are learning to add details to our writing (recount).
Strategies:  We use the 5Ws to include Who, What, Where, When, Why and How.
                 We visualize and describe with words what we see in our head.

Background Info:  The students used the 5Ws planner to determine details to include in their writing.  The students also listed their main events, in time order.  My discovery was that the students did not include the information in their planners in their recount.  Sometimes students claimed they did not need to because it said it "right there" (on their planner).

Mini Inquiry:  What will the impact of viewing a video clip of themselves reading their own recount be on their understanding the reader's perspective (not knowing the information in the planner), as measured by the accuracy and reflection in their self-assessment?

Student Engagement (Block 2 & 3):

Taking videos is inherently engaging, we had 100% eager participation.  Uploading to Google Drive was a new experience for the students.  They persevered and we had 100% engagement and success.  The third and final step was to share their clip in Google Drive with me.  By now it was third  block and the same student who in block 1 (before iPads) claimed he was not doing any work today, said he was not going to share.  Explaining that the only way I knew how to share his video clip on the Smartboard (partial truth) was for him to share with me on Google Drive, quickly brought him around.  All students proudly completed the third step :)

Coincidentally, almost half of the class was absent this day.  So the next day, we shared our video clips with the whole class and awarded each Google Drive Sharer with a Google Drive Expert Crown.  

It was incredible how proud and engaged my "Experts" were in teaching the previously absent children! All students successfully uploaded and shared their video clip.

As far as the mini inquiry question, the process took a life of its own.  They were so proud of their technology accomplishment that reflecting upon their writing was overshadowed.  

The AMAZING part is that I had 3 parents visit me on different days after school to see their child's video.  The students' excitement and crowns were the best "What I did at school" conversation starter. The next week I had a note in the agenda from one of these parents who explained how proud her son was to be able to share his school work with his father at home!  That is the BEST parent involvement our class has had (so far) this year!!!

Here is one clip.  Please remember that the video clips were never intended to be polished products but for the purpose of self-assessment.

https://docs.google.com/a/tldsb.net/file/d/0B4GUaYmPr4wXNXBkZHlTUnZNU2M/edit

Math Survey on Google Forms

With many unforeseen delays, such as not being able to connect to the tldsb wifi... I began my inquiry with Google Drive.  My staff and I had a brief introduction on our last PD day, and I haven't looked back since.  See ya Microsoft! I can't begin to tell you how much more efficient planning, creating, teaching, and sharing  has become. Anyway, back on track... Though I have been working with my grade 2 FI students, and have an idea about their capabilities in math, I wanted to see how well they knew themselves, when it came to their mathematical minds.  I created a survey in Google Drive, more specifically a Google Form.  With simple steps along the way, I was able to create a variety of questions within one Form.  For example, in the first question "What tools do you use in Math to explain your thinking"?, the students were able to select more than one box  for their answer.  Whereas, in question 3, the type of question is multiple choice with only one possible answer.  And yet another type of response could be a written answer to a question.

Once the survey was created, I copied the link into a shared folder for all the students to access and complete.

Math Survey

Math Survey Summary

Now this is the cool part! Once the surveys were completed, we were able to view the collected data.  Look how nice and pretty these charts are, and I didn't even have to crunch the numbers.  Immediately we turned to the smartboard and were able to discuss our findings about their mathematical minds.  But wait, if you are not convinced, there is more.  What's this? A student has returned from the washroom and hasn't completed her survey.  YIKES!  No worries, with a click of a button she has answered the last question and submitted her form.  "Hey Madame Lawrence, did you see that yellow bar grow"?  That's right my friends, real time data collection.  As students submit their forms, you can see how the data changes.

Think of the cross-curricular possibilities you and your students can create, share and discuss with this tool.

Interpreting this data has been useful already.  NOT one student chose technology as a possible answer, as a tool in math to help explain their thinking.  This is where the iPads come in to play. Our next mission, Operation Explain Everything!  

Stay tuned...

Sharing Documents with Students in G. D.

So that we could practice putting items into our Google Drive hand in folders (that are shared with me), I wanted to share a document with my students. I created two lists of recipients, one for my Grade 2s and one for my Grade 3s, and I sent the document to both of these lists.  I intended for my students to open the document, answer the question, and hand in the work by moving their document to their "Hand-in to Mr. Creasor" folder.  As students started to open and change the document, we discovered that the changes were being made on all documents, of the same title, open in the classroom.  In hindsight, I realize the ability to simultaneously work on a document is a feature of Google Drive but I am wondering how to get around this feature if I want each student to be able to make changes to the same document?  We tried renaming the document and moving the document.

As I write this, it occurs to me that I should have had my students make a copy of the document, rename it, and then proceed to make changes.  Unfortunately, this possible solution did not occur to me when I was with my class.  Would this be the best route to take?

Thanks for any assistance you might be able to provide.

Scott

education + creation = EDUCREATIONS!

Hello All
Nice to read about the various uses and ideas surrounding our new tech!  :)

For the past few weeks I have had my students using the i-pads in a variety of ways.  Below is a list of activities they have been doing collaboratively or individually with the assistance of i-pads.

1) Using the Educreations app, students have made posters that are interactive.  Upon designing a poster that has traditional images and text, they have also added music, their own narration and extra drawings or images that appear throughout the recording of their poster "show".  This activity was very successful.  Students were engaged, had fun, were able to take their creativity to the next level and became quite proficient with it, very quickly.  They then shared their posters in various ways-- with a partner, in a carousel seating and in front of the whole class.

2) Using the Videolicious app, students created 1 min. films (with images, film clips, background music and voice over) of a description of a character from the novel we were reading or of an advertisement for a product (media study).

3) Currently, as a course culminating activity in French, students are creating their own short films.  They are collaborating and working on their scripts at school and from home using Google Drive and are using the i-movie app to film and edit their work.  I am still learning how to use this app in order to train them through this.  They are SO EXCITED about the real time nature of Google drive and are thrilled to create movies as a final task.

4)  Currently, another class has written children's short stories (for thier grade 1 reading buddies) and would like to create digital, interactive versions of their texts.  Using the Educreations app or the Book Creator app, they will record images of their books and of their voices reading the books, page by page.  This will provide an excellent resource for the grade 1 buddies to have digital story books that they can read, listen to, and follow along.

It's been a great start and I am excited to learn more and implement more ideas!
Cheers!
Rebeka