Streamed live on 11 Dec 2014
Dana Moore, Diamond and Grand Prize Diamond Club winner is going to teach us some tricks of the trade to teaching an effective class.
- Standard YouTube Licence
Published on May 3, 2015
Teaching is often said to be a vocation rather than a profession. But only 60% of newly qualified teachers in the UK continue in the profession after their first year of teaching. Despite training programmes for those who are interested in the profession, there is always a lack of teachers. What drives them away from school? Learning World speaks to teachers and those who have chosen a different profession after teaching.
Watch more about Learning World's UK special. There is a trend towards attending Free Schools in the UK. Find out why they are so popular:https://youtu.be/DL8oeu9ch_A
How can political education be integrated in the curriculum? https://youtu.be/Ug56WtjrkOM
Learning World is brought to you by euronews: http://www.euronews.com/learning-world
SUBSCRIBE to get more videos from WISE: http://www.youtube.com/WISEQatar?sub_...
World Innovation Summit for Education (WISE) is an international, multi-sectoral and action-oriented platform for innovation in education that connects innovators, nurtures new ideas, and recognizes and supports successful initiatives that are helping revitalize education.
For more information about WISE: http://www.wise-qatar.org
Follow WISE on Twitter: http://twitter.com/WISE_Tweets
Like WISE on Facebook: http://www.facebook.com/wiseqatar
- Standard YouTube License
We can help you get into teaching
As a teacher, you can inspire the next generation and help them realise their ambitions. That means you can go home each day knowing you’ve made a real difference, giving all young people the chance to fulfil their potential.
If you want to grab that opportunity, we’re here to help you kick-start your new career. Register with us to receive personalised support, advice, and access to exclusive events. Use this site to keep track of your progress towards making a successful application to teacher training, and receive personalised information each time you log in.
We’ve recently updated the site and would love to hear what you think about it so we can continue to improve it. You can provide feedback at any time using the form at the bottom of every page.
Recent research conducted by TeenTech found that 29% of female students were initially interested in careers in STEM subjects, a figure which rose to 71% after they were told what a career in STEM would entail. Perhaps the reason why young people – and females in particular – are shying away from STEM fields is because they are unsure of exactly what the career paths entail. If this is the case, education could play a key role in getting children into STEM careers.
Learning about STEM concepts and engaging with the topics is one thing – but it’s also important to show youngsters where their passion for science, maths, engineering or technology could lead. Are children aware that their love for science could lead them to discover a cure for cancer? Do the young people of today know that a passion for engineering could lead to them working in industries like Formula One, or even being dispatched to a space station to service equipment?
At JunkBot, we think the battle to get kids engaged with STEM has two unique strands. There’s the strand which is encouraging children to get involved with science and maths, and there’s the strand that teaches them where this particular interest could lead. The stats show that when young people are told exactly what a career in STEM entails, and what professions it could lead to, children are much more interested in following that particular career pathway.
The educational aspect is perhaps most important in getting girls into science. The roles of scientists, mathematician, engineer or tech wizard have traditionally been dominated by men, despite women being equally capable in every area. Perhaps a change in education relating to gender norms would help to increase the number of people pursuing STEM careers, helping to ‘rebrand’ each of the four STEM concepts as accessible, equal opportunity career paths.
At JunkBot, we’re trying to make sure that all elements of STEM fields are accessible through our robots kits. We also want to educate more children as to the benefits of pursuing these types of subjects. With changing demands on the workforce as a whole, and a generation growing up with tech, science and engineering marvels everywhere they look, the outlook appears to be positive for the next generation of STEM experts.
See more at: www.junkbot.co
Unprepared students sign up for school because they think a degree is their passport to the middle class. They should have other options.
The phrase "dropout factory" is ordinarily applied to America's failing high schools -- the ones where students are expected to fall through the cracks, where those who make it past graduation and on to college are considered the exceptions, the lucky survivors. But by that definition, another level of U.S. education counts as a "dropout factory": our entire higher education system.
That's the basic message of a recent article by Reuters' Lou Carlozo, which digs into the reasons why so many American college students fail to finish their educations. Just 56 percent of students who embark on a bachelor's degree program finish within six years, according to a 2011 Harvard study titled . Just 29 percent of those who seek an associate's degree obtain it within three years. According to the Organization for Economic Co-operation and Development, just 46 percent of Americans complete college once they start, worst among the 18 countries it tracks.
We're behind Slovakia. Slovakia.
There's no single reason why America's dropout rate is so abominable, but here are some factors. The Reuters piece focuses largely on the cost of school, pointing to a Pew Research Center survey that found two-thirds of young Americans said they stopped their education in order to support a family, while 48 percent said they could not afford the expense. However, the survey included responses from both people who dropped out of school and those who never attended in the first place.
There's another factor at play, though, which has less to do with the cost of a degree, and more to do with the changing nature of our job market, as well as the way our education system has failed to keep up with it. Today, it's harder to earn a middle-class wage without a college degree. As the Harvard study notes, high school grads make up just 41 percent of the U.S. workforce, down from 72 percent forty years ago. All of the net job growth since the 1970s has been in occupations that require some post-secondary education, whether it's a bachelor's or an associate's degree. That demand for skills is causing more students to sign up for school than ever before, as shown in this chart from Pew.
Published on Oct 11, 2012
This video addresses the recent challenges put to schools to work to a new set of teacher standards. It discusses the new structure and how to begin evidencing your career progression against a future proof framework that will dictate that teachers will not need to go through such a major upheaval should any future changes occur.
The demonstration is conducted within Bluewave.SWIFT - an award winning system for bringing together school improvement processes. With this system Self Evaluation, Reporting, School Development Plans, Teacher Appraisal, Lesson Observations, Teacher Standards and Continuing Professional Development, can all be managed centrally through the natural linking that would otherwise join these autonomous systems together.
Please feel free to look through the rest of our videos on other subjects via the Bluewave.SWIFT Channel - http://bit.ly/VSWTt2
Furthermore, it ensures that every member of staff has a fully accountable portfolio of their school work; something that works to make their job easier.
For more information visit www.bluewaveswift.co.uk or alternatively contact us directly for a free demonstration.
0845 4900 447
- Standard YouTube License
Published on Feb 13, 2014
Katie is in the second year of her Primary Education degree. She chose to study at the University of Huddersfield because of the course reputation. The Primary Education degree places a focus on placements and Katie feels that this is really helping her to prepare for the world of work as a teacher. When summarising her time at University, Katie states that the lectures brilliant, the facilities are great and the experience has been really enjoyable.
- Standard YouTube License
Uploaded on Sep 7, 2011
At the University of Huddersfield, our academic staff are continually rated as providing high quality teaching in first class facilities.
- Standard YouTube License
“Sit and Get.” “Drive By.” “Spray and Pray.”
How Does Your State Rank on Sending Students to Police?American Teens Are Stressed and Bored. It’s Time To Talk About Feelings.Lockdown Lifted at U.S. Capitol Building After Shot Fired NBC News'New Era': Obama, Castro Hold Long-Awaited Meeting NBC NewsShould the Public See Police Camera Footage? NBC News
If you’re a teacher, or know one, it’s likely you’ve heard one of these expressions uttered in complete exasperation. Unrelated to their teaching, these phrases are employed to describe teachers’ own “professional learning” opportunities: Too often, teachers “sit and get” information during half-day and full-day workshops or after-school sessions, full of pre-packaged information and resources (rather than differentiated for teachers’ diverse needs) — it’s a veritable information “drive by.”
POPULAR AMONG SUBSCRIBERS
Over $1 billion federal dollars — plus additional funds from state and local governments — are distributed to districts annually for professional development. The research on what teachers are learning, however, as well as what actually works to improve their teaching, is remarkably slim. This is in part due a lack of information about the substance or the quality of these ongoing learning opportunities.
Given how little is currently known about the impact of professional learning opportunities, micro-credentialing could be a path forward for driving transparency and, in the long term, improving the quality of teacher learning opportunities. And here in Washington D.C.’s public schools — and several other districts around the country, from Kettle Moraine School District in Wisconsin to Los Angeles Unified School District in California — education leaders and practitioners are testing out innovative new professional development pilots to do just that.
The idea of micro-credentials grew out of the “digital badging” movement led primarily by the Mozilla and MacArthur Foundations. These organizations describe digital badges, or micro-credentials, as “an online record of achievements” that track both who issued the credentials as well as the work that was actually completed to get them. In other words, a micro-credential not only represents mastery of skill, but it is also linked to an online portfolio that shows colleagues, and potentially employers, how that particular person demonstrated his or her mastery.
In the technology space, you can see this most clearly with Mozilla Webmaker badges. These badges represent various skills that are valuable for web designers, including ones for editing, image making, and coding. As individuals master writing a piece of code in a new computer language, that bit of code becomes an artifact that is attached to the micro-credential online, allowing viewers to see their work. For gaining more complex skills, like how to code in HTML, learners can “stack” these micro-credentials. Once all of the micro-credentials in a given stack are completed, the online record conveys their master of the larger skill (coding in HTML). For Mozilla’s Webmaker badge, people who have mastered all the available micro-credentials can show publicly that they are a “Mozilla Webmaker Master.”
Now several education leaders are exploring how micro-credentials can be used to increase transparency and drive improvement in teacher learning, as well as recognize learning pursued through non-traditional pathways. In one promising example, over the past year Digital Promise — an independent, bipartisan organization dedicated to improving learning through technology and research — has authored research and supported the development of several micro-credentials. Digital Promise has also been assisting several school districts across the country this year as they implement micro-credential pilot programs for teacher professional development, one of which is the District of Columbia Public Schools (DCPS).
Unlike many tech companies and start-ups (which can easily choose to recognize non-traditional credentials like Mozilla badges), school districts like DCPS must grapple with existing federal, state, and local education policies relating to teacher pre-service training, teacher licensing and license renewal, compensation, career pathways, and more. These kinds of policies can serve as an opportunity for integrating micro-credentials into existing systems of teacher training and professional learning, but they can also prevent micro-credentials from being used at all.
Teachers in DCPS must complete 90 professional development “contact hours” every four years in order to renew their teaching license, and DCPS has final approval over what learning counts. The District is exploring innovative options for teacher professional development by piloting a new model, MyPD, which offers more personalized options for teachers to choose from (options that also align with the District’s Teaching and Learning standards). MyPD includes online opportunities such as virtual modules created by Relay Graduate School which are aligned to the the district’s teaching standards — and much like Mozilla’s badges, the strategies covered in Relay’s modules “stack” to convey competency in a larger skill.
As an example, consider what it takes to build competence in Teach Standard 5, “checking for student understanding.” Three different strategies are offered to help teachers acquire this competency, including establishing gestures for student responses and making use of individual student white boards. Once teachers master these different, stackable skills — and create artifacts, like video, demonstrating their ability to implement these strategies in the classroom — they are able to convey their mastery and earn those “contact hours” that enable them to renew their license.
Relay Graduate School (in coordination with Digital Promise) contracted with Achievery — an online credential and badge platform — to create open micro-credentials for these three strategies. With this additional step, DCPS has been able to take a first step toward creating a more transparent way to track and give credit for teacher professional learning. It has also taken a step toward transferability. Imagine after years of working in the District, a teacher relocated to another school district in Virginia or Maryland: as that teacher applied to new schools in other districts, they would have a complete online portfolio that housed evidence and artifacts of their professional learning. That teacher’s learning would be in their own hands.”
Overall, the micro-credentialing movement has a lot to offer teacher professional development. While pilots like DC’s are just getting started, it’s promising to see educators looking to other industries for new ways to improve professional learning. For teachers needing 90 hours of professional development every four years, however, the few initial micro-credential offerings are only a drop in the bucket. It still remains to be seen whether the movement will be revolutionary — or just a novelty.
Lindsey Tepe is a program associate in the Education Policy Program at New America. This piece was originally published in New America’s digital magazine, The Weekly Wonk. Sign up to get it delivered to your inbox each Thursday here, and follow @New America on Twitter.
More from New America:
- Get Ready for the MOOC Revolution
- Are Institutions Like General Assembly the Future of Higher Education?
- Is it the End of College as We Know It?
Study International is the ultimate guide to graduate study abroad. If you need to know about fees, visas, accommodation, other students' experiences and where the best places to study are, Study International has everything you need. Once you sign up you will receive 6 issues per year completely free of charge.
Read more ...
“Learning Management Systems have been around since many of us began our careers, gaining steam in the 90s and slowing to a more controlled speed in the 21st century. Quickly establishing industry authority and managing to saturate the higher education market, major players have included Blackboard, WebCT, Moodle, Canvas, and–most recently–MOOC platforms.
LMSs have enabled integration of data, security, and recorded interaction which go far beyond anything available in the traditional environment – so much so that in many traditional settings, LMSs are also being employed as supporting environments for face-to-face learning. LMSs have grown in functionality to now include features related to academic administration, learning analytics, student and faculty monitoring, and various reporting functions.
But many academic technologists regard Learning Management Systems with disdain, anticipating what they see as an inevitable decline. They feel the systems are outmoded and unfit to accommodate emerging trends in teaching and learning, especially the prevalent pedagogical focus on active learning and student-centered teaching strategies.
“The Learning Management System is like cafeteria food,” said one administrator in the IT department at the University of Chicago. “No one likes the taste, but everyone’s gotta eat.”
A recent survey conducted by Southern Cross University into the various LMSs in use at 44 Australian universities and other higher degree granting institutions found that the majority of administrators planned to change to a different LMS in the near future, reflecting the dissatisfaction with the current market.
But these educators are not simply turning their noses up at the concept. Institutions face an enormous burden when changing providers, establishing standards for course development, maintaining course relevancy, ensuring data security, and providing user training and support around the clock, without becoming tied to vendors’ software update schedule and pricing.
And it’s difficult to shake things up.
Due to market saturation (read: Blackboard and Moodle), there are only two ways for LMS providers to gain leverage in the higher education sector: to take market share from competitors, or to make existing customers pay more. In addition, the array of uses served by the LMS, the sheer volume of usage, and the number of stakeholders involved makes a switch to a different system a complex project in terms of communications, not to mention content.
As a result, innovation and mobility in the LMS market have been driven by add-ons rather than new innovative capabilities that improve teaching and learning.
Still, like it or not, the LMS isn’t going anywhere.
According to a report by the market research and consulting company MarketsandMarkets, the industry is anticipated to post a year-over-year growth rate of about 25 percent for the next five years, expanding from $2.55 billion today to $7.83 billion in 2018. North America will continue to be the largest and most profitable market for LMS providers, but Asia and Latin America are expected to experience increased market traction.
A recent survey of approximately 4,600 faculty members at 50 U.S. colleges and universities found that the LMS is by far the most commonly used and most familiar platform to faculty — second only, perhaps, to the traditional chalkboard and PowerPoint. The study also found that 93% of the 500 campuses surveyed reported having a single, campus-wide standard LMS, and that 58% of their courses use it – an increase of 17% in the last decade.
Whether those faculty members actually approve of their system is a different survey, but one thing is clear: Learning Management Systems are here to stay, and we’d better learn to work better with what we’ve got.
The Importance of Assessment
In today’s educational climate, one area in particular that could benefit from close attention in LMS design and implementation is student assessment.
“For most students, assessment requirements literally define the curriculum,” says education researcher James, McInnis & Devlin, 2002. “Assessment [should be] treated by staff and students as an integral and prominent component of the entire teaching and learning process rather than a final adjunct to it … Assessment is often considered once other curriculum decisions have been made.”
In the age of Learning Management Systems, there is now far greater potential to integrate assessment with coursework. The limitations of executing traditional assessments, such as the need to co-ordinate an entire group of students to participate at the same time in the same location, or to organize an appropriate location, are gone. This opens up opportunities to provide assessment choices that simply aren’t feasible using the traditional assessment metaphor.
The requirements of assessment are also changing. Assessment processes are now in focus, with increasing emphasis placed not on testing discrete skills or on measuring what people know, but on fostering learning and transfer of knowledge. Traditional assessment approaches may suffice for testing a students’ ability to reproduce learned facts, but it is now generally agreed that they fail to assess these new knowledge requirements.
In order to provide sufficient support for these new and different requirements–and for a successful curriculum in general–an LMS must possess advanced assessment functionality. And, conveniently, in order for students to benefit most from assessment, more advanced features will need to be worked into familiar systems.
Based on the literature on traditional and Web-based assessment, as well as on current practice, the following benchmarks may be used to rate Learning Management Systems as we continue searching for appropriate measures. As your institution’s individual requirements will determine which benchmarks are more important, you may choose to rate some benchmarks more highly than others.
1. Can tests be scheduled to be taken at any time, or at specific times?
2. Can test schedules can be changed on a student-by-student basis?
3. Can test duration be specified as unlimited, or given a specific time limit?
4. Is there support for biometric authentication?
5. Are plagiarism detection facilities present?
6. Can these facilities not only perform statistical checks on results, but also check for instances of natural language plagiarism in submissions themselves?
7. Does your LMS have the facility to provide extensive feedback on all assessment tasks, both question-by-question and at the end of the task, including varied feedback for individual questions based on the students’ responses?
8. Can your LMS seamlessly integrate automatically generated marks with those marks requiring human intervention in the marking process?
9. Can it provide the ability to mark tests one candidate at a time or to mark all responses to a particular question before moving on to the next question?
10. Does it provide a marking scheme for each question that is displayed when the question is marked?
11. Does your LMS provide support for a wide variety of question types?
12. Can multiple-choice questions be configured to support multiple responses?
13. Can multiple-choice responses be assigned different weightings, including negative weightings?
14. Does your LMS offer extended support for marking of short answer items?
14. Can objects (such as images, Java applets, Flash scripts, etc.) be used in questions and responses?
15. Is there support for randomization of question banks?
16. Is there support for adaptive testing, meaning questions are chosen based on their inherent difficulty level in response to how well the student is performing?
17. Can questions be manually assigned a difficulty level?
18. Can the difficulty level be calculated automatically based on past students’ performance on the question?
19. Can question item validity analysis be performed to determine poorly developed questions or distractors?
20. Can quizzes be set-up to be taken a variable number of times, from once to infinitely?
21. If used summatively, can final scores be determined in a number of ways, such as final attempt, best attempt, average, etc?
22. Can all answers be changed before final submission of a test?
23. Can the LMS be easily extended to support third-party authentic assessments such as simulations, while allowing results to be seamlessly integrated with those of built-in assessments?
24. Does your LMS offer support for restarting a test from the point of interruption should be provided in the event of a PC or browser crash?
25. Is the speed of individual computers and network connections taken into account when timed tests are undertaken?
26. Is user interface simple and easy to use, even by novice computer users?
27. Is there support for common standards, such as IMS QTI and SCORM, for exchanging assessment data between different systems?
28. Is there access to online question banks?
29. Do you have the ability to exchange pools of questions between colleagues?
30. Can you integrate social media features into your LMS?
On the near horizon are several trends shaping educators’ perspective on LMSs: expansion to mobile platforms; connection with existing social networks and information streams; tools for course development; diagnostics and adaptive learning systems based on learning analytics; personalized interfaces and instruction; and direct association between providers and instructors, bringing attention to a narrow form of online education and free access.
Assessment is just one area that can benefit from LMSs–keep your eyes peeled and your hopes up for more as the year progresses.
Cited From: http://www.opencolleges.edu.au/informed/teacher-resources/learning-management-systems/#ixzz3QQRwIx1b
I have neglected this blog for a month – ironically, while at the same time encouraging people to blog reflectively about their experiences of the Teaching with Moodle: An Introduction course. It ends imminently (although course materials remain in read-only mode until January 2014) so perhaps at last ,I can take a breather from approving courses and responding to forum posts and messages to reflect myself on the last four quite unique weeks.
I hadn’t been with Moodle HQ many weeks when a message from Martin popped up : I’m thinking of running a MOOC for teachers new to Moodle. Do you want to be the teacher? To which I replied: well – I have used Moodle; I am a teacher, and I am interested in how MOOCS work… And so began, on September 1st, after much planning by the Sites team, the official Learn MoodleMOOC which would not only teach thousands of newbies Moodle ,but also teach Moodle HQ an awful lot about running courses on a large scale, both technically and pedagogically. Here are a few thoughts, in no particular order:
What I worried about most:
Before we began my main concern was not the technology. I had every confidence that the technical side of the team would ensure such a large site as learn.moodle.net would function efficiently, and it did. We had devised a course for complete beginners, the sort of reasonably IT literate but not particularly technical teachers I used to deal with in my previous job, and I was afraid the type of people we were targetting would simply not come – and the course instead would be populated by our many experienced Moodler friends from twitter, coming along for the ride and to see how we did it. As it turned out, although many old hands did join it the start, it became obvious as the weeks progressed that there were plenty of total newcomers or very inexperienced users wanting assistance – and that was great! By the end, the forums were full of questions from beginners with a small and very committed band of higher level Moodlers providing assistance. My fears were completely unfounded.
What I found heartening:
The resourcefulness and generosity of participants when things didn’t quite go to plan. When the Teach your group forum initially suffered from the groups not having enough active users, participants joined together to teach an impromptu group in a separate, open thread. And when one Moodler accidentally enrolled participants, realised his mistake and apologised, others were very forgiving . It was also good to see people sharing courses they had made as beginners, and to have other Moodlers critique them diplomatically and positively. Being able to request a practice course, try things out and get peer reviews was, I think, a great asset to this MOOC.
What I found frustrating:
Amongst the many positive comments, two messages from dissatisfied users, which -as ever – you tend to focus on more than the vast majority of satisfied people. One guy emailed to complain this could hardy be called a a course at all, and he would have done far better by finding his own way amongst the Moodle navigation. On investigation, he turned out to have accessed the course once in August, never posted or done any activites, and I strongly suspected he assumed the course noticeboard emails were the course! And the second: a lady who said the support on the course was extremely poor – she had emailed her support team several times with no response. With Helen and me both spending most of our waking hours supporting people, I found this strange, until I began to wonder if by her “support team” she meant the IT team at her own organisation who might not have had a clue what she was talking about, therefore ignoring her! But then to counter this, when one regular teacher completely new to Moodle blogs that “Moodle’s no longer a monster” – you feel a lot better!
What I learned:
You can never make things too simple, never explain things too clearly. I already knew this, from teaching 9 year olds, but even though we were dealing with adults (many whose first language was not English) this still applies. In all cases, use the K.I.S.S principle and try to avoid ambiguity. What could be simpler than asking people to write three sentences about their home country? Nothing except – when you grade it, and they write more than three -do you mark them down? What if their sentences have no verbs in them – are they still technically sentences? Just one example!
And Helen and I also learned, each Sunday how to manage Live Google Hangouts on air, having never done them before. We’re not there yet, but we really appreciated the experience of learning on the job and building each week on what we had discovered in the previous session.
When it comes to digital marketing strategies for 2015, the web is full of “What to expect” “Predictions” and “What Next?” It is interesting to read so many different perspectives. One common prediction I have seen across all articles is “Mobile Marketing.”
In a recent digital marketing study statista.com reported – “In 2013, 73.4 percent of the global online population accessed the internet from their mobile phone. This figure is expected to grow to 90.1 percent in 2017.”
As our world becomes more connected, podcasts are becoming the driving force behind a shift in the way we learn. Technological advances are allowing educators to interact with their students with more engaging content than ever before. The best part is that these changes not only increase learning rate, retention, and recall, but are reaching millions of new students every year. This is mobile learning. Mobile learning incorporates mobile technology into the learning process for the benefit of the student. It is not just limited to the classroom; mobile learning can take place in your office, living room, or during your commute to work. Mobile technology, in the form of cell phones and tablets, is the fastest spreading technology in human history. While mobile technology is helping some educators reach around the globe, it’s helping others better engage with the students in their classrooms. The Why Podcasting is Primed For Mobile Learning Infographic presents how mobile learning is changing the education experience in America and podcasting is leading the charge.
Human mobility will continue to increase
- The global wearables market will grow 348% to 148 million units shipped annually in 2019.
- Smartwatches will account for 70% of total wearable devices by 2019.
- Mobile is global there are roughly 2.3 billion mobile internet cell phone subscribers in the world
Mobile learning is redefining education
In 2020, the mobile learning market is estimated to reach $70 billion
Mobile learning is accessible
- 77% of families have at least one smartphone at home
- 45% have at least one tablet
- Audio content is cheaper to produce than apps or textbooks – the price of textbooks has risen more than 800%. Making textbooks inaccessible to developing countries.
Podcasting is the best medium for mobile learning
- 63% of all podcasts were consumed through mobile devices
- 86% of school and district administrators said mobile learning increases student engagement
- Podcasting improves the student/teacher relationship
- In a recent survey, 97.5 % of students reported that podcasting improved peer communication and broke down barriers between learners and lecturers.
- After 2 weeks, people are 2x more likely to remember something they heard than read.
We all know that Google offers a myriad of tools that can be useful in the classroom, but do you know just how many there really are and what they can do? The The Teacher’s Google Toolkit Infographic presents the Google tools that every teacher should try out. Some are very well known, others less so, but there are great ways to use all of them in the classroom!
Make sure that your students’ (and your!) data is safe and secure with things like 2-step verification, analytics opt-out, off the record, incognito mode, and more.
Take your classroom paperless, collaborate, and share easily with this one stop for all of your documents.
Easy to use word processing, spreadsheet, and presentation tools for classroom work and professional development.
Create polls, feedback forms, surveys and more. Great for class projects, data collection, and teacher feedback.
Keep all of your appointments straight (across all your devices). Keep/share/collaborate on group calendars (classes, departments, whole school).
Create communities, host and participate in hangouts, bring virtual guests to your classroom, connect with just about anyone you choose.
Connect with other like-minded groups around the globe via email and online forums.
Get input from your various audiences. Works especially well for large professional development groups, or very large classes.
Have your students create and maintain blogs, or make one for your own purposes!
Ever wondered what something in another language means? Head over to Google Translate or just paste any foreign text into your Google search box!
A search engine especially for rooting through scholarly literature.
Update Google maps with information pertinent to your area. Could make an excellent geography and cultural project.
Build a personal website, a classroom site, or have students build project sites with no coding necessary
An open source education platform that lets you put your course content online for just about any audience! Use for your classes or to share your edtech prowess with other educators.
An excellent web browser that supports a myriad of awesome extensions
These relatively inexpensive laptops are a great choice for classrooms and offer a lot of bang for your buck.
Explore things like world heritage sites, famous art collections, and information on significant historical events in this virtual museum.
This game encourages efficient web researching. It is a great way to help your students research quickly and easily – and it is fun, too!
Tools to help blind, low-vision, deaf, and hard of hearing users navigate all that Google has to offer. A huge bonus for both special-ed classrooms or anyone that needs it.
A personalized homepage of sorts for your device. Includes personalized weather, calendar, traffic, and other information it guesses will be relevant to you.