Googlassroom: Google in the classroom?


I write a lot about the iPad. This is because we’re an iPad school and I’m an eLearning leader. However, luckily, we’re also a Google school! Our school has signed up for the Google education suite years ago, and every staff member and student has a gmail account. Thank the heavens!

Google Apps for Education offer a very wide range of apps that can make the learning process more engaging, meaningful and interactive. I am a Google-addict and I encourage all teachers to integrate each of these Google products in their classroom, one way or another!

1- Google Docs: Wikipedia defines Google Docs as “a free, Web-based office suite and data storage service offered by Google within its Google Drive service. It allows users to create and edit documents online while collaborating in real-time with other users”. The applications of this service in the classroom are endless:

    • essay-writing tasks: if a student is asked to write an essay, they can set up a Google Document and share it with the teacher. The teacher can give feedback in real-time during the drafting process, and the student can invite another classmate to give peer feedback. This way of setting up the task emphasizes the PROCESS of writing the essay, and not just the final PRODUCT.
    • student presentations: if a group of students have a presentation together, they can set up a Google Presentation and collaborate in real-time to create it.
    • formative assessment: I am a huge fan of Google Forms, which allows you to easily create forms for anything. I have used it for collecting results of student brainstorms, for facilitating peer evaluation of drama performances, for allowing students to reflect on and evaluate their performances, and to collect feedback from students on my teaching and my units of work. It can also be used in many more ways like tests and quizzes, rubrics for assessment, keeping records etc… Refer to this link for more ways to use Google Forms in the classroom.

2- Google Drive: is Google’s file storage and synchronization service. Google Docs is now a part of Google Drive. This service allows sharing all sorts of files with the students, whether they are worksheets or handouts or templates etc… Students can also upload files to share with the teacher such as completed work to be graded/marked etc…

3- YouTube: is a video-sharing website that was recently acquired by Google. There are many teachers who bring YouTube videos into their classroom, whether to help explain a difficult concept or to illustrate with examples or to spark a debate. However, I believe 21st century teachers should now be pushing students to become content providers, and not just content recipients. A teacher can easily set up a class YouTube channel for students to upload the videos they created, whether they are filmed drama performances, or screencasts about educational topics. YouTube also offers a range of security options, so videos can be set to either public, or unlisted or private, and thus the students’ safety is not compromised. Here is a link explaining the many ways YouTube can be used in the classroom.

4- Google Sites: as defined by Wikipedia, Google Sites “is a structured wiki– and web page-creation tool offered by Google as part of the Google Apps Productivity suite”. A ‘wiki’ is a collaborative website in which users can add, edit or delete content via a web browser. There are many ways a teacher can use wikis in the classroom:

    • Student portfolios: a very common way I have observed of using Google Sites in the classroom. The teacher would set up a Google Site and give each student a page name where they upload and embed evidence of the learning process. Students can add video (embedded from YouTube), audio, pictures, text, hyperlinks and documents/files (embedded from Google Drive). Alternatively, each student could create their own Google Site as their portfolio and have a page for each learning objective for which they have to demonstrate evidence of learning.
    • Revision notes: I used a wiki last year to allow the students to collaborate in preparing revision notes for the final exam. Each group of students were given a chapter to summarise and collect/create revision material for, and a corresponding page on the class revision wiki.
    • Resources website: A teacher can set up a Google Site for a specific unit of work or theme that the students are interested in and the class can add educational content to build an educational resources website about that topic/unit/theme.

5- Google Blogger: is Google’s blog-publishing service. A ‘blog’ is essentially a journal of entries (or ‘posts’) that are displayed from most to least recent.  Blogs can be used for discussions, posting information for parents and/or students, student portfolios, collaborative projects and reflective journals. The teacher would have to set up the blogs for either individual students or groups of students, since Blogger has a minimum age requirement for setting up blogs. A blog can also be set up if the teacher wants to flip the classroom. I would normally post a video along with a discussion question and an embedded Google Form to help with my formative assessment and to check students’ understanding.

While these are not the only products Google offers as part of its educational apps, these are the ones that I love the most. These apps can be seamlessly integrated and combined together to create a classroom environment that encourages creation, collaboration and communication, while also allowing for the collection and collation of evidence of the learning process.