Student-centred

GoogleClassroom

GoogleDrive has developed a new GoogleApp called “Classroom”. This app allows you to add your students into a class group on GoogleDrive. You are able to post Announcements and Assignments onto the Classroom homepage and student work is saved onto a folder in you GoogleDrive.

My_Drive_-_Google_Drive

Note: Australian DET teachers have a Gmail account using the start of their @det.nsw.edu.au email address with the new ending @education.nsw.gov.au (the same address as students). So your Gmail email will be firstname.lastname#No@education.nsw.gov.au

8P_Science_Google_Drive_class

Students join by logging in to their DET gmail account, opening “Classroom” from the GoogleApps and entering the class code for your class. For privacy I have blurred my class code.

10S1_Journey_to_the_Centre_of_the_Earth

The neat thing about using this application is that you can assign and store all student work in the one place. Everything the class does on GoogleClassroom gets saved into the class folder on GoogleDrive where you can mark, comment or check the authorship of the work (check which group member contributed what).

So I would definitely recommend giving GoogleClassroom a try. If you have any questions about how I use GoogleClassroom you can comment below or ask me on Twitter.

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Manage Tech’s Cognitive Load

When exploring content through technology it is easy to lose students as the cognitive load inherent in the use of the technology compounds with the cognitive load from the content being explored. It is important to ensure that the technology enhances rather than hinders learning. Otherwise you are just using technology for technologies sake.

So how do we navigate around this issue? These are the three main points to consider to decrease the cognitive load in your student-centred technology use.

  1. Pick your battles. It is important that you chose only a handful of tools to use, otherwise students can get distracted by the technology. If students must learn a new technology each activity they are wasting their time and energy in the tool rather than the content.
  2. Invest. If there are particular technologies that you intend on having you students use frequently throughout the year it is with taking the time to give students some initial training. Investing time earlier on helps students focus on the content later on. Personally I use GeoGebra and GoogleSheets extensively in Mathematics so I spend a few lessons getting students familiar with the tools. This way, when it comes to activities during class, students are more comfortable working independently to achieve the activity goals. Prior to this I was having to give step-by-step instructions and student-centred activities were more teacher-centred in nature.
  3. Choice. Where you can help it, it is good to give students choices about what technology they will use. This is one of the keys to making tasks more authentic but also empowers students to choose tools that they are more comfortable using. For example, if students are asked to give a presentation, students could choose between powerpoint, keynote, prezzi or other tools depending on what they are comfortable with.

So when planning or reviewing your student-centred activities ask; are there too many tools to learn, is there not enough familiarity with the tool and can I give students a choice? Considering these simple questions can stream line your student-centred activities and save you some trouble in the future.