An Argument for Google Classroom
Introduction- For the purpose of complete disclosure, my school system uses Google
Classroom as our course management system and I absolutely love it. It would have been
the system selected for this assignment even if we didn’t already use it. I will present my
argument as if we did not have and love Google Classroom for this assignment.
Classroom as our course management system and I absolutely love it. It would have been
the system selected for this assignment even if we didn’t already use it. I will present my
argument as if we did not have and love Google Classroom for this assignment.
Goals of my organization- When searching for a CMS, or course management system, my
organization is interested in a system that partners seamlessly with and enhances the
technology skills of our students and teachers. The primary function of the course
management system for our educators would be used as a supplement to regular instruction
time. Simonson, Smaldino, and Zvacek (2015) describe this function as “distributed learning
purposes, enabling teachers of conventional face-to-face courses to provide learning
resources and conduct course-related activities, such as discussions and testing, outside of
normal test time” (p. 157).
organization is interested in a system that partners seamlessly with and enhances the
technology skills of our students and teachers. The primary function of the course
management system for our educators would be used as a supplement to regular instruction
time. Simonson, Smaldino, and Zvacek (2015) describe this function as “distributed learning
purposes, enabling teachers of conventional face-to-face courses to provide learning
resources and conduct course-related activities, such as discussions and testing, outside of
normal test time” (p. 157).
Any course management system to be considered needed to be student and teacher-friendly
and offer a platform on which to collaborate. To be effective, the CMS would also need to
store and organize files easily to fulfill its purpose.
and offer a platform on which to collaborate. To be effective, the CMS would also need to
store and organize files easily to fulfill its purpose.
Justification of Google Classroom- As Celia Dozier states on her informative wiki page
dedicated to exploring Google Classroom, the function of the system is a “workflow
management system” that is time-saving, facilitates organization, and is easy to access.
These qualities rank high in priority in choosing a CMS for my organization. The affordability
and compatibility that Google offers with the skills that many users already possess is a
benefit to its selection. When analyzed using the component list that Simonson, Smaldino,
and Zvacek (2015) provide, Google Classroom clearly meets the requirements set by my
organization, exemplifying ease of use, affordability, versatility, and impact.
dedicated to exploring Google Classroom, the function of the system is a “workflow
management system” that is time-saving, facilitates organization, and is easy to access.
These qualities rank high in priority in choosing a CMS for my organization. The affordability
and compatibility that Google offers with the skills that many users already possess is a
benefit to its selection. When analyzed using the component list that Simonson, Smaldino,
and Zvacek (2015) provide, Google Classroom clearly meets the requirements set by my
organization, exemplifying ease of use, affordability, versatility, and impact.
Instructional Design- The course management itself is easy to navigate and implement, files
can be kept permanently, Google offers Google Docs, Slides, Sheets, Forms, etc. that offer a
collaborative alternative to Microsoft Office. Google Classroom allows for easy
communication, both within the group and private. Students can create collaboratively in real
time using one Google Docs, Slides, Sheets, etc.
can be kept permanently, Google offers Google Docs, Slides, Sheets, Forms, etc. that offer a
collaborative alternative to Microsoft Office. Google Classroom allows for easy
communication, both within the group and private. Students can create collaboratively in real
time using one Google Docs, Slides, Sheets, etc.
The ideal course management system would allow for a space where the technology, content,
and pedagogy come together, as stated in the TPack framework (Kimmons, 2011).
and pedagogy come together, as stated in the TPack framework (Kimmons, 2011).
Teaching- I can attest that using Google Classroom to facilitate instruction is worthwhile. The
ease of organization the teacher experiences transcends to the utilization of the students.
Google does not offer a gradebook, but does have a spreadsheet function in Sheets. With
the classroom technology already in place, teachers can record direct instruction, and upload
the videos to their shared space, offering students who need the information repeated for a
multitude of possible reasons a chance to be a part of the lesson.
The benefits of Google Classroom are evident. Johns, Troncale, Trucks, Calhoun, and
Alvidrez (2017) promote Google and the apps it contains for their addressing of “many of the
goals for education promoted by International Society for Technology in Education (ISTE) to
help transform teaching and learning utilizing technology as a tool” (p. 56).
Alvidrez (2017) promote Google and the apps it contains for their addressing of “many of the
goals for education promoted by International Society for Technology in Education (ISTE) to
help transform teaching and learning utilizing technology as a tool” (p. 56).
Students- Students also benefit from the ease of use Google Classroom provides. The App
for the iPhone and other cell phone types allows for constant access for instruction and
communication. Students also enjoy collaborating, which enhances engagement in learning.
This engagement also aids in resolving potential behavior issues (Johns, Troncale, Trucks,
Calhoun, and Alvidrez, 2017). As digital natives, the implementation and consistent utilization
of Google Classroom seems to make a lot of sense to today’s adolescents.
for the iPhone and other cell phone types allows for constant access for instruction and
communication. Students also enjoy collaborating, which enhances engagement in learning.
This engagement also aids in resolving potential behavior issues (Johns, Troncale, Trucks,
Calhoun, and Alvidrez, 2017). As digital natives, the implementation and consistent utilization
of Google Classroom seems to make a lot of sense to today’s adolescents.
Support Materials- Simonson, Smaldino, and Zvacek (2015) list course supplements as a
product that enhances course management systems. Google Classroom accomplishes this
task by linking easily with sites that can augment understanding, such as YouTube. Google
pairs easily with supplementary material from textbooks and websites.
product that enhances course management systems. Google Classroom accomplishes this
task by linking easily with sites that can augment understanding, such as YouTube. Google
pairs easily with supplementary material from textbooks and websites.
Assessment- The main manner in which to assess learning using Google Classroom is
Google Forms, a neat tool that can function as anything from a bellringer/do now to a quiz
or class survey. This video gives insight into the utility of Google Forms:
Google Forms, a neat tool that can function as anything from a bellringer/do now to a quiz
or class survey. This video gives insight into the utility of Google Forms:
There are limitations to Google Forms in terms of traditional formats for virtual student
assessment. As far as giving a full exam or similar hefty summative assessment using the
format, I don’t think it would be optimal.
assessment. As far as giving a full exam or similar hefty summative assessment using the
format, I don’t think it would be optimal.
Even in considering the drawbacks of Google Classroom in relation to other course
management systems, I confidently assert that what can be offered with this system far
outweighs any negatives. I am a proud (unpaid and unaffiliated) ambassador for Google
Classroom.
management systems, I confidently assert that what can be offered with this system far
outweighs any negatives. I am a proud (unpaid and unaffiliated) ambassador for Google
Classroom.
References
Johns, K., Troncale, J., Trucks, C., Calhoun, C., & Alvidrez, M. (2017, October 1). Cool Tools for School: Twenty First-Century Tools for Student Engagement. Delta Kappa Gamma Bulletin,53-58.
Kimmons, R. (2011, March 22). Retrieved June 19, 2018, from https://www.youtube.com/watch?time_continue=2&v=0wGpSaTzW58
Simonson, M. R., Smaldino, S. E., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education. Charlotte, NC: IAP, Information Age Publishing.
Teacher’s Tech. (2016, July 04). Retrieved June 19, 2018, from https://www.youtube.com/watch?v=QKIU5zcwS4A
The ease of collaboration is one of the reasons that I feel that Google Classroom is great for a k-12 setting. Creating a community of learners should be a top priority when selected an LMS (Simonson, Smaldino, & Zvacek, 2015).
ReplyDeleteI agree that Google Forms is amazing for assessment! Although I do not currently utilize Google Classroom because it is completely new to my organization, I have used Google Forms as assessment to aid in my instructions. My students seem to love the technology based assessment and I love the ease of access and immediate feedback that can be provided through add-on extensions such as Flubaroo.
Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance:
Foundations of distance education. Charlotte, North Carolina: Information Age
Publishing, Inc.
Amanda,
ReplyDeleteMy school started using Google Classroom several years ago. It was presented to the faculty as a tool that was available but not required. When I began using it I found it to be an excellent tool to plan, organize, and implement lessons. Google Classroom is great for distributed learning (Simonson, Smaldino, & Zvacek, 2015). Using Google classroom teachers can give assignments that require students to access material anywhere on the internet. This gives teachers unlimited access to material and handouts for students (Simonson, Smaldino, & Zvacek, 2015). I agree Google Forms is a great assessment tool and the addition of self-grading is a time saver for teachers. Google Classroom is an amazing tool for teachers and students.
Simonson, M. R., Smaldino, S. E., & Zvacek, S. (2015). Teaching and learning at a distance:
Foundations of distance education. Charlotte, NC: IAP, Information Age Publishing.