First, I had to learn a hard lesson: Just bringing new technology in your classroom and working it into day-to-day routines isn’t enough.
The iPads arrived two days before my students, and I quickly made plans to integrate them into our curriculum. Despite my high hopes, the next two months were less than successful. A casual observer would have witnessed a sea of students glued to glistening tablets, but the effects were superficial. The iPads were not helping my students make substantial progress toward self-efficacy, academic achievement, or social-emotional growth. Around the end of September, I took a step back—it was time to evaluate and reflect on what was happening.
I asked myself: "What have we been doing so far with this technology?" Students used math apps instead of math card games. They’d made slideshow presentations for isolated units. They’d done some research on the Internet. In short, things were going ... OK. Nothing to write home about. Not what I would consider "worthy" of a $20,000 grant. Clearly it was time for a change.
The problem, I began to realize, was my own understanding of how the iPads should be utilized in the classroom. I had seen them as a supplement to my pre-existing curriculum, trying to fit them into the structure of what I’d always done. This was the wrong approach: To truly change how my classroom worked, I needed a technology-based redefinition of my practice.
Tracy Watanabe on 14 Aug 13"Google Forms are amazing tools, allowing you to do some really advanced tricks with forms as the front-end and spreadsheets at the heart. Once you get started you'll be amazed at just how much you can achieve with this basic premise. Today we'll look at how to create a self-grading quiz using Google Forms. From there, you'll no doubt find a lot more ways to use forms and spreadsheets"
