Thursday, March 13, 2014

If You Don't Think You're Making a Difference, You Are!

EdTechTeam Guest Blogger Lisa deLapo
Director of Instructional Innovation
Holy Names High School, Oakland, CA
Presenter, Napa 1:1 Institute 2014

Luisa, Lisa, Eva, and Amanda from Holy Names High School

We all talk about getting students to be creative, collaborative critical thinkers and good communicators. But when are we going to start walking the walk since we obviously talk the talk? The Digital Divas student-led tech-integration class at Holy Names High School not only talks the talk, they strut with pride when they walk the walk.

Amanda Harris ('16), Luisa del Rosario ('17), and Eva Cole ('15) are from Holy Names High School in Oakland, California, and they represent the Digital Divas. They have presented at two GAFE Summits and the local CUE affiliate events as well. They have also been invited to K-8 schools to present and train teachers and students to use Google Apps for Education. Led by the school's Director of Instructional Innovation, Lisa DeLapo, the girls show their unique ideas about how teachers can use Google Apps in the classroom.

These students are dedicated to representing students who don't learn via traditional lecture and textbook ways. Two of them have significant learning differences, and they have utilized technology to help themselves learn and create. Amanda said at the recent Roseville GAFE Summit, "I want to advocate for students like me, students who don't learn by memorizing or by listening to lectures." Amanda, the first student to do a Google Demo Slam at a GAFE Summit, is the creator of the Digital Divas.  

The Digital Divas is a co-curricular course at Holy Names High School.  They are the student-led technology team.  Instead of only doing hardware and software tech support, they also train teachers in our local communities on using Google Apps for Education in the classroom setting.  The Divas meet every Thursday afternoon, and we train on new and innovative products in the educational technology world.  We invite guest presenters from CUE, GAFE Summits, and other cool instructional technology events to teach our students new tools used by teachers.

Amanda is a pro at using Google Presentations. She has been using them since she was in the 7th grade at St. Joseph Elementary School, where incidentally, Lisa DeLapo was Director of Technology.  Lisa helped the students use Google Apps for Education and was featured in a Google blog about students and teachers using Chrome and GAFE (Google Blog). At Amanda’s GAFE Summit sessions, you’ll learn how to use Google Presentations to help students learn. Luisa’s favorite tool is Google Documents, and she presents different ways students and teachers can use Docs in the classroom.  Eva teaches about using Google Forms for summative and formative assessment and includes some creative uses of Forms for students.

On the drive home from GAFE Summit Napa, Eva reflected out loud, "It surprised me that over 400 teachers showed up during their winter vacations to attend a conference on how to better help students learn. It makes me want to try harder in my classes, knowing that teachers are doing this for me."  

If you don't think you're making a difference, you are.


Wednesday, March 5, 2014

Cross-Posted: @followmolly Shares WeVideo Fun

Creating and Editing Video using WeVideo in Google Drive

Originally posted at Follow Molly by Molly Schroeder, Program Chair at EdTechTeam








WeVideo is one of my new favorite tools to use with students.  It is an online video editing
program that is fully integrated with Google Drive so students don’t need to create a new
account.
First, students should connect WeVideo to Google Drive.  When in Drive, click on the
red CREATE tab and at the bottom click on Connect More Apps.  Search for WeVideo
and add it to your Drive.
When you connect WeVideo to your Drive you can pull images and video from your Drive
into your WeVideo storyboard, and your WeVideo movie is saved all right in Drive.

WeVideo has differentiated storyboards for students to work with based on their familiarity 
with video editing.  Students can start out in the Storyboard and move on up to the Timeline
mode when they are ready for more layers of video, narration and audio.
The FREE version of WeVideo gives each user 15 free minutes of export before you have 
to start paying for the product.
Saving Images for your WeVideo Project

Students can find and save images from a variety of places on the web.  One site that we
like to use for copyright friendly images is Pics4learning.com.  The great thing about using
Pics4learning.com with our Chromebooks, Google Drive and WeVideo is that there is a 
“Save Image to Drive” button on each image. This allows for very easy collecting of images
for your WeVideo movie.


Another great way to get images into Google Drive to
use with WeVideo is the “Save to Drive” extension from
the Chrome Web Store.  First, install the “Save to Drive”
extension and then once you have found a copyright friendly
image you can right click on the image (two finger click on 
the Chromebook trackpad) and one of the options is to 
“Save Image to Drive.”  This way students will have their 
imagesin Google Drive and can easily import them into their 
WeVideo project.
Classroom Example

Let’s say you went on a field trip to the Science Museum and you wanted students to create a
WeVideo movie sharing what they learned on the field trip.   Make sure that someone on the
field trip takes lots of pictures of the students and all the activities that they were doing.
 When you get back to the classroom, download all the pictures from your phone or camera onto
your desktop computer.
Getting the Image to the Students

One of the easiest ways to get all the images to the students so they can use them in their 
WeVideo movie is to create a shared folder in Google Drive.
1.  Go to Drive and Click on Create>Folder
2.  Once you have clicked on that folder, click on the upload button (to the right of Create) 
and select all the images of your field trip from your desktop so they are upload into Drive.
3.  Share the Folder – hover over the folder until you see the little drop down arrow to the right
of the name of the folder.  Click on Share and then Share again.  Share the folder with each 
of your students in your class.
4.  HINT – if you have all of their email addresses in a spreadsheet you can just copy and
paste from the spreadsheet.
5.  Now that the folder of images is shared with the students, each of them should be able
to access all the images to upload them into their WeVideo project.
WeVideo can also Record from WebCam

Interested in some self reflection from students via video.  Have students go to WeVideo, 
and in the media/video option they can record from WebCam right into their WeVideo project.  
Authentic self assessment or reflection, all captured on video!


Monday, March 3, 2014

Google Art Project and Google Cultural Institute Are Promising Tools for Common Core



EdTechTeam Guest Blogger 
Nicole Naditz
Google Certified Teacher
EdTechTeam Roseville Festival 
ft Google for Education Presenter



Did you know the Google Art Project can provide a way for your students to gain proficiency in Common Core State Standards (CCSS) for English Language Arts (ELA) in listening, speaking and writing? While at the EdTechTeam Roseville Festival featuring Google for Education this February, I attended fellow Google Certified Teacher Sean William's session on the Google Art Project and the new Google Cultural Institute and found myself updating my own presentation for later that day (below) with new features I noticed in Google Art Project during our "exploration time" in Sean's session. As a language teacher, I already loved the Google Art Project and had been sharing it with world language teachers since 2011. The project includes incredibly high-quality images from art all over the world.


For language teachers, this provides a quick, always-available source for art from the countries that speak the target language. Those artistic pieces can then be used for a variety of language activities, and more advanced students can engage in analysis or even create written or spoken works in the target language inspired by the art. To make this easier, users can create their own "galleries" by choosing artworks by theme, artist, time period, or any other means of organization the teachers prefer. What I noticed was that there has been an unannounced addition to the features in the galleries: the user who created the gallery can now add video or text annotations to the art. Teachers can use the text feature to provide written commentary for the students to read or to attach a YouTube video related to the art work for students to view.

Depending on the task assigned to students, those written or video annotations can be designed to provide students practice in the skills outlined for reading (informational or literary texts, depending on the nature of the "annotations") and also for listening. Better yet, students can create their own galleries and then add their own annotations to each work. They could even record their own videos and upload them YouTube so that they could be attached to the art works.

There are also some very compelling features that could be extremely beneficial as tools contributing to success in CCSS (in ELA and also the College and Career Readiness Anchor Standards expected of all subjects). The most important of these features, in my opinion, is the use of all authentic, primary source documents in the exploration of a topic. To get a taste that will send you on a journey of exploration, try going to the Cultural Institute and in the search bar, type "Hitler" to get a taste of the types of documents available. Most are photos, but there are propaganda posters and other documents as well. Once the search returns results, a new series of options appears on the left, including a way to narrow by year or media type.


For language teachers, this will require a lot of additional exploring to see which topics include primary source documents in the target language, but the collection is quite extensive and could be easily used in social science, visual arts, ELA, and world language classes. Students can speak or write about the documents and photos, analyze multiple documents and explain connections between them, and more, helping students grow in their ability to analyze and to communicate their findings, both of which are key aspects of the ELA grade-level CCSS and the College and Career Readiness Anchor Standards in CCSS.

The Many Faces of PD in Napa include the GAFESUMMIT!

Bio:  Sergio Villegas works as the Educational Technology Coordinator in a joint partnership between the Napa County Office of Education and NapaLearns.  Connect with him on twitter at @coach_sv or join him for a Google Hangout at +sergio villegas. The next California event is the 3rd Annual EdTechTeam Flagship California Summit! July 19th and 20th in Palo Alto, California.


Working in the Napa Valley (the town that I grew up in), I have noticed a curious formula emerge around Professional Development in my region:

Progressive School Districts + Organizations Dedicated to Promoting Progressive Ideas + A Beautiful Place to Visit = LOTS of Educational Conferences.

Educators in Napa can roll out of bed and join the following opportunities to learn and grow:  Buck Institute’s PBL World (summer), The NewTech Network West Coast PBL conference (summer), FallCUE conference (Oct), North Bay CUE miniCUE events (Fall/Spring), Napa Valley Education Exchange (May), CUE Rock Star Napa (Feb), and this does not even include a host of Free EdTech Dinner events (twice monthly) that my own County Office of Education puts on!


So when I meet some folks from EdTechTeam at ISTE this summer, (after begging and pleading with them and maybe a few glasses of wine) I was able to convince them that 50,000 EdTech Fans can’t be wrong and #gafesummit Napa would be a great place to hold a mid-year Bay Area event...and it was! 



The EdTechTeam model for Summits really shined at NewTech High School.  I love the way they schedule in 30 minute break between sessions to allow people to decompress, chat with presenters (which everyone should do more of btw...we all LOVE sharing!), and share with each other the best of the ideas they all just learned.  New Tech High School has one of the most enviable common areas you will ever see at a high school and there was a spot of magic in the room as everyone convened around coffee, snacks, and ideas. You can relive the fun they did at the resources site for the event!


Although friends from around the Bay Area were sharing with me various compliments about the quality of the event, it was the reaction of my local Napa educators that has moved me to beg EdTechTeam (yet again) to be featured on their #gafesummit Blog. I'm joining the likes of Cate Tolnai who featured another California event, the Roseville Festival, just a week later in her own blog.
Educators in Napa are hard to impress since they indeed have seen it all (see opening paragraph) and to see 30+ of them say yes to sacrificing two days of their winter vacation (uncompensated) in order to feel like this for 7 hours a day, learning from/with presenters from the Bay Area and beyond, was a fantastic feeling.  Teachers actually thanking ME for making this happen, as if I had anything significant to do with making the event happen (see wine comment paragraph 2).  
My personal favorite was the promise from two principals (both of which have been realized) that they would be doing #slamsessions (a fun end to Day 1 where presenters come up to show 3-minute slams of cool uses of tools) as a regular part of their faculty meetings.  


#GAFEsummit Napa:  By the Numbers


1504 - miles traveled by a group from Oklahoma traveled that was the greatest distance traveled of the people that I spoke with over the week


478 - attendees at two day general event.


43 - presenters from the Bay Area and beyond


12 - Number of retweets and my favorite, my tweet mentioning this must-read (all of it)  reflection of the event written by Lisa DeLapo, who brought her students to present to teachers (seriously, why doesn’t this happen more?).


6 - Teachers that I personally reached out to and encouraged them to present (for the first time) and share the quality work they are doing with a bigger audience. #sharingmatters


5 - Teacher, Trainers, Leaders that Google generously allowed to come work with all of us for a few days.


3 - Number of Students that shared the “Demo Slam” stage (first ever student slam!)


1 - Thankful EdTech Guy in Napa trying to do his part to help all teachers become their own personal version of great.


Immeasurable:  Number of students/teachers that will be empowered by the simple addition of GAFE concepts like sharing to already existing great teaching.


TY EdTechTeam!

Thursday, February 13, 2014

Guest Blogger Rita Zeinstejer: Traveling to England w/ Google Apps for Education

Guest Summit Blogger: Rita Zeinstejer 
Google Certified Teacher 2008 
Presented at the EdTechTeam Mexico Summit ft. Google for Education
Looking for a summit near you to attend or present at? Click here.

Traveling to England with Google Apps for Education

As an EFL teacher in Rosario, Argentina, for over 30 years, my aim has always been help my students speak and feel English to communicate meaningfully and naturally. Colleagues, parents and students themselves, however, have had a different goal in mind when approaching a new language: that of sitting for an exam, and if an international one, all the more honourable!


With the advent of the Internet, my personal goals became attainable. Before, only those who had the willingness to make the effort to study printed textbooks lessons or else the skill to imitate the only model they had in front of their class --only those privileged students of English could achieve a good command of their target language, not to speak about the fortunate ones who had the economic means to travel and get the necessary direct practice to mingle with native and non-native speakers and hence gain more exposure and a more accurate use of the language. After many years, and making the most of these times when traveling has become a more popular and more doable objective for all, I decided to launch an accompanied trip to England here in my area, taking upper intermediate students of English with me, to allow them to feel the importance of learning English, to realize how the language they’ve been investing time in learning now becomes the main tool that will let them interact with people in other countries in the world.

 This was my ultimate goal, but I had another aim in mind: that of helping my students appreciate the value of getting introduced to the English culture prior to their trip, thanks to the power of the web and Google and all of its Apps. Convincing teenagers that the Internet is the wealthiest source of information as well as the most valuable means of communication --other than a chatting or gaming tool-- was quite a job. I took my students to the Multimedia Centre in the Institution where I worked for +30 years, and gave them the chance to browse different blogs. We had a talk, a discussion, and we analysed objectives. I opened our first class blog with Google's Blogger at http://travellingtoengland2011.blogspot.com/ and enticed them to share on this new site, our main channel to post queries, news, answers and information.

They would have the chance to virtually explore those cities we would be visiting during our real trip and the way for the integration of Google tools was paved. They chose which city in England to explore and process information on. They got together in groups of twos and threes and they were responsible for the final outcome, copyright considered. They selected different Google Apps and made good use of them. The students in the project were from 16 to 25, and while Blogger and Google Sites were our core tools where they housed all other their content, they also integrated Google Maps, Google Earth, Google Search, Google Street View, and I added Google Forms for a quiz I put up once all pages had been completed.

 Aims of the Project

 • familiarize learners with Google Apps for Education
 • appreciate the value of Google Apps for Education
 • allow them to practise English in authentic, meaningful situations
 • allow them to get in contact with English culture
 • raise awareness of the importance of going global
 • help students hone the four skills
 • expand learners' cultural understanding and horizons

 I’ve been repeating this successful experience every January, when I gather new groups of teenagers avid of visiting England. And Google has always been my hub, the virtual space where to get to know prospective travelers to the United Kingdom, the information centre I open up for them to explore, to do research on, and to investigate. And, most importantly, to collaborate and share with the world.

Sunday, February 2, 2014

From Beta to Full-Blown Integration: Casey Finch's EdTechTeam Grant

Casey Finch, 8th grade social studies teacher from Fox Ridge Middle School in Aurora, Colorado, came to our EdTechTeam Rocky Mountain Summit featuring Google for Education and applied for our Student Device Grant afterwards. All attendees of EdTechTeam Summits are eligible to apply, and we've been so thrilled to see the magic transform classrooms around the world so far! We hope you'll attend a 2014 Summit and apply for your own class set this year.



 Photo by Casey Finch. 

 Casey's been documenting the process on his blog, and is also sharing his edtech musings on his Twitter @FinchAcademy. We caught up with Casey this month -- in between his teaching, coaching, and facilitating the live Tweet of the President of the United States State of the Union address!-- to see how things have been going since he first piloted his class set of Nexus 7's last fall.

"I have been incredibly fortunate since my teaching career officially started in 2007. This was right around the time Google Apps for Education (GAFE) was starting to take off. At my first school, we received a training in how to incorporate Google into our classes. I was pretty blown away by the collaboration piece and saw a HUGE potential. I immediately brought this into my classes. Soon enough I was sharing and training my grad school colleagues. In 2009, when I moved to my current school, I made it a priority to fully embrace and teach GAFE to our school.

I was lucky to attend the EdTechTeam Rocky Mountain Summit and applied because I knew this would be a great way to test out a new device that was designed to work with GAFE, much like the Chromebook CR-48 I tested. Luckily I was picked and these devices proved to be extremely useful for my students, especially the size. Now are district has just rolled out Chromebooks and our tech department is consulting me about the potential of using Nexus devices at the district level. What a great experience! We also got the chance to meet some of the other winners, including Beth Mossholder and Julie Stewart, and I was invited to attend their "Geek Camp" just down the street from us.

 Really, it has been a great learning experiment for me. I learn most of the stuff from my kids as they found incredibly unique ways to use the devices that I would not have created on my own. With the 'cohort' that has the devices, we are able to do a lot of cool things in the classroom using Schoology, the web, and drastically reducing paper. The devices provide much more tailored learned that allows kids to work at their own pace and I think there is great potential for these devices."

 Some of the tips from his blog include his students' favorite cases, apps they used, and how he transitioned from a beta to full-blown integration. Read his blog for more! Google also has plenty of exciting Play for Education options for integration apps into your tablet environment quickly and easily.

 Our next EdTechTeam Rocky Mountain Summit featuring Google for Education is October 10th and 11th at Monarch High School-- we hope you'll join us then, or join any of our Summits around the world!

Tuesday, January 21, 2014

Google Apps Around the World



By Molly Schroeder, cross-posted on followmolly.blogspot.com

Over the past three years, I've had the opportunity to travel around the world and connect with teachers that are implementing Google Apps into their classrooms. I've had the privilege of planning the speaker schedule at the Google in Education Summits Produced by the Ed Tech Team and it’s taken me to may different corners of the earth to meet some of the most amazing, talented and creative teachers.

I’d love to share some of the amazing ways that teachers are implementing Google Apps all around the world. I recently sent a Google Form to my network and asked them about a project that they have recently done with students. Take some time to learn from this Global group of teachers.









Meet Jane MacKenzie-Hoskyn from Cape Town, South Africa!

School: Parklands College

Google Apps Project
Zoom to the d'Orsay

Description of the Project
In addition to a demonstration, students are given both verbal and digital instructions, together with a rubric, on how to access and 'walk' through the virtual Musee d'Orsay to enter the Impressionism Gallery. The instructions are made available through a Virtual Learning Environment. To develop VISUAL LITERACY, in pairs, they EXPLORE, COLLABORATE and IDENTIFY Impressionist works, discuss the characteristics and the techniques, SHARE their ideas and observations, before answering some questions and doing a VISUAL ANALYSIS in a Google form. The form is shared to all the students so that they can see each other's answers. The teacher then discusses their responses before the formal lessons on Impressionism commence. This is an engaging activity that serves as an introduction to Impressionism before the commencement of formal lessons.

If you want to learn more about Jane MacKenzie-Hoskyn’s project, visit these links.
http://one2onejourney.blogspot.com/2013/05/zoom-to-orsay-visit-to-virtual-art.html

Apps used in this project
Gmail, Drive - Forms, Google Art Project



Meet Matt Wells from Sydney , Australia!
School: All Saints Catholic Boys College, Liverpool

Google Apps Project
Using Forms and Scripts to Automate My Day

Description of the Project
In my daily work I am making use of scripts such as Autocrat, Formmule, Doctopus and Flubaroo to automate my own work and the work of others. I am also actively promoting the use of these tools to others. I recently presented to our school support staff of a method of delivering telephone messages to staff using a From and Formmule.

When I implemented the Google Ninja program at All Saints Catholic Boys College, I redesigned the quizzes to be powered by Formmule so that students would receive instant feedback when they completed the quiz.

If you want to learn more about Matt Wells’s project, visit these links.

Presentations:
https://sites.google.com/site/mbw761/flubaroo
https://sites.google.com/site/mbw761/formmule
https://sites.google.com/site/mbw761/doctopus

ASCBC Ninjas
https://sites.google.com/a/syd.catholic.edu.au/ascbc-ninjas/

Apps used in this project
Gmail, Drive - Docs, Drive - Forms, Drive - Spreadsheet, Google Sites



Meet Wes Warner from Brisbane, Queensland, Australia!
School: Genesis Christian College

Google Apps Project
Awards data collection

Description of the Project
We are going paperless to collect student data eg: What events have they participated in, what church and community events have they been involved in. We are using forms now to collect and publish this data term by term.

I am wanting to use a script like autocrat that will automate the entire process.

If you want to learn more about Wes Warner’s project, visit these links.
https://docs.google.com/forms/d/1991uPS7UPet7NZ1zyYaIz1_jVhBA-kdLpF9KV9jant8/viewform

Apps used in this project 

Gmail, Drive - Forms


Meet Shaun Kirkwood from Singapore , Singapore!
School: Singapore American School

Google Apps Project
Parent Teacher Conference Scheduling

Description of the Project
We use the Autocrat Script and Google sites in combination to create hyperlinked documents for parents and teachers to use to sign up for conferences. This is in place of a wiki which used to cost us $6000 a year, and didn't allow simultaneous editing, editing without an account, and required hours and hours of back end work. Now that we have our website set up, we simply run the script, then documents are created, and since the spreadsheet is already published on the site, the parents always have the most current link. It's a thing of beauty!

Apps used in this project Drive - Docs, Drive - Spreadsheet, Google Sites



Meet Kern Kelley from Newport, Maine , United States!
School: Regional School Unit #19

Google Apps Project
Digital Portfolios

Description of the Project
We use Google Apps to collect, manage and publish digital portfolios from Pre K to graduating seniors. It's help students not only see how learning does not happen in 9 month chunks, but as a continuum throughout their academic career and beyond.

If you want to learn more about Kern Kelley’s project, visit this link.
http://thetechcurve.blogspot.com/2013/01/digital-portfolio-system.html

Apps used in this project 
Gmail, Drive - Docs, Drive- Presentations, Drive - Forms, Drive - Spreadsheet, Drive - Drawings, Google Sites, YouTube, Blogger, Google Voice, Calendar, Google+, Google Search, Google Maps, Picasa, Google Books, Bookmarks, Hangouts



Meet Dorothy Burt from Auckland , New Zealand!
School: Pt England School

Google Apps Project
Why do we pay Taxes?

Description of the Project
I was invited to take a group of ten year old children to speak to the senior managers of the Inland Revenue Department about how they learn in the digital age. This meant flying children to our capital city, Wellington - some of whom had never been on a plane before. This cohort of children represent two groups who the government traditionally struggles to connect with in terms of the taxation system; young people and Maori/Pacifika people.
How do you prepare young children for this? Especially when I am not their class teacher and they would need to conduct this Inquiry independently. I set up an Inquiry with them "Why do we need to pay taxes". We found a shared Google Doc and email and chat VERY helpful during the learning process. The children used Google tools and explored online, interviewed family and teachers, and other resources. They published their findings on their blogs and we used a Google Site to collate their independent findings. We sent this URL to the IRD in advance of our visit.
https://sites.google.com/a/ptengland.school.nz/ird/
PS. The experience on the day in Wellington went amazingly from both perspectives - the children and the IRD folk.


If you want to learn more about Dorothy Burt’s project, visit these links.
https://sites.google.com/a/ptengland.school.nz/ird/

https://picasaweb.google.com/115739482497647806762/2013AmbassadorKidsInAction?authkey=Gv1sRgCMfew97OzoGM_gE

This photo shows the kids with the bosses of NZ's tax system

Apps used in this project
Gmail, Drive - Docs, Drive - Forms, Drive - Spreadsheet, Google Sites, YouTube, Blogger, Google Search, Google Maps, Picasa, Hyperstudio



Meet Rab Paterson from Saitama, Japan!
School: International Christian University

Google Apps Project
Educational Multimedia Projects

Description of the Project
I have the students chose a research topic and group them according to topics chosen. Then they research their topics using Google Search, Books and Scholar, collect data using Google Forms, write their papers and peer review them using Google Docs, make presentation slideshows using Google Presentations, narrate them using Quicktime X and / or iMovie and upload these video presentations to Youtube and at the end the groups design and build a Google Site that stylistically matches their group theme and this site hosts all the papers, slideshows, narrated video presentations and all the other digital bits and pieces the students created in their projects. Finally they write up their reactions to this project on their blogs at Blogger.com including what they feel they learned from this.

If you want to learn more about Rab Paterson’s project, visit this link.

https://sites.google.com/site/hiptomusic/ - for an example of a final group project website hosting papers, slideshows, presentations, narrated screencast presentation and intro video.

Apps used in this project
Gmail, Drive - Docs, Drive- Presentations, Drive - Forms, Google Sites, YouTube, Blogger, Google Search, Scholar and Books from Google, QuicktimeX and iMovie from Apple



Meet Lise Galuga from Ottawa, Ontario , Canada!
School: Ministry of Education, Ontario

Google Apps Project
Connecting Kids

Description of the Project
Ontario is Canada’s most populated province spanning an area of nearly one million square kilometers. Although our country is officially bilingual, only 4% of Ontario’s population speak French as their mother tongue. This reality means that our French-language schools, especially those in outlying areas, have few students and, by extension, few teachers. Some schools may only have three or four students in the same grade. When working in such isolated environments, teamwork is key and requires the support of online collaborative platforms. Google Apps are becoming the universal standard toolkit for connecting our classrooms. To maximize the effectiveness of these tools, I leverage the collective expertise of the GCT community which allows me to optimize cooperation among our teachers and students, allowing them to cultivate success in their communities.

If you want to learn more about Lise Galuga’s project, visit these links.
www.galuga.ca

Apps used in this project
Gmail, Drive - Docs, Drive- Presentations, Drive - Forms, Drive - Spreadsheet, Drive - Drawings, Google Sites, YouTube, Google Voice, Calendar, Google+




Meet Jason Jurotich from St. Louis , Mexico!
School: EBC

Google Apps Project
Exams

Description of the Project
I use Google Spreadsheets/Forms for the monthly exams of the students and Google Docs for their writing assignments. The real time collaboration to correct their work and functions within Spreadsheets to automatically grade their exams has been wonderful.

If you want to learn more about Jason Jurotich’s project, visit this link.
http://www.youtube.com/playlist?list=PLfCL9tw4dakOuZR2qVS60jGriTZ_FH5R_

Apps used in this project

Gmail, Drive - Docs, Drive - Forms, Drive - Spreadsheet, YouTube


Meet Abena Bailey from Putrajaya, Malaysia!
School: NISP

Google Apps Project
Cultural Crossovers

Description of the Project
We use GAFE to connect with classrooms. One example comprises of our learners making requests for media from our partner school in a Google spreadsheet on a given topic e.g. cultural events. Our partners respond by putting their names beside the requests and then fulfilling them by recording media in their local context. We reciprocate in the same way. Once we have received the media, it is incorporated into a presentation which compares us to our partner school and all findings are collated on a website which we browse and feed back on.
This is a great handshake project for learners to get to know about each other before we continue with more ambitious collaboration through the year.

If you want to learn more about Abena Bailey’s project, visit these links.
http://goo.gl/GKtcu9

Apps used in this project
Gmail, Drive - Spreadsheet, Google Sites, YouTube

Meet Dianna Pratt from Singapore , Singapore!
School: Singapore American School

Google Apps Project
Migrant Workers Outreach Program Computer Classes

Description of the Project
Migrant Workers Outreach Program, known as MWOP, is a HS service club. The mission of the club is to help the Migrant Worker Adult population in Singapore to enhance their computer and english skills. The workers come from all over the region from India to the Philippians. The club has been in place for over 10 years and recently changed the curriculum to include Google Apps. The curriculum is about Productivity and Communications. For example, students make resume's with Docs, set up a budget with Spreadsheets, use advanced search techniques to find useful resources in their own languages, and learn about creating a site for a business to name a few of the learning. HS students have created the curriculum and they teach the classes and they are amazing. I am just their sponsor and do what they say.

If you want to learn more about Dianna Pratt’s project, visit this link.

Here is the FB page the students have made: https://www.facebook.com/pages/SAS-Migrant-Workers-Outreach-Program/205588786122886

Apps used in this project
Gmail, Drive - Docs, Drive- Presentations, Drive - Forms, Drive - Spreadsheet, Google Sites, YouTube, Blogger, Google Search, Google Maps



Meet Tracy Poelzer from Kamloops, BC, Canada!
School: School District #73 Kamloops/Thompson

Google Apps Project
Four Shot Video Project

Description of the Project
Inspired by Jim Sill's YouTube workshops and his description of 4 shot videos, I put together this project for use with both staff and students. Everyone I have done the project with loves it! Participants work in teams to create short, 4 shot videos that tell a story and have a "surprise" at the end. Participants draft a storyboard on paper and have it approved by the instructor prior to getting a device/camera to use to do their recording. Using YouTube video editor, they edit their video clips and add a music track, making it into a polished finished product. All videos are marked "unlisted" in YouTube privacy settings. Participants share the link to their finished video through a Google form embedded onto a page of the project site, and the finished playlist is embedded into the final page of the project site.

If you want to learn more about Tracy Poelzer’s project, visit these links.
https://sites.google.com/site/4shotvideos/ (Template that anyone can copy and modify/adapt)
http://fourshot.weebly.com (original project site with student playlist)

Apps used in this project
Drive - Forms, Google Sites, YouTube



Meet Jessica Hale from Kuala Lumpur , Malaysia!
School: Oasis International Schools

Google Apps Project
Diversity and Web Connections

Description of the Project
As part of the High School 'tech bootcamp' for our 1 to 1 laptop program, we facilitated a session entitled 'Diversity and Web Connections' to help the students visually understand how small the world can get when they are connected digitally. First, we provided a link to a document with explanations, instructions, etc. On the document, there was a link to one google map for entire high school (250+ students). Each student linked to the map and placed a pin on someone in another country. We were then able to facilitate a discussion on how these connections affect them socially and educationally.
If you want to learn more about Hale, Jessica’s project, visit these links.

Link to Session Document: https://docs.google.com/document/d/11oYwIrYUm9ArYKbHS8s1MwfgSLsSjoSnDhmpUPBwz0w/edit?usp=sharing

Link to Google Map: https://maps.google.com/maps/ms?msid=209322096228454097568.0004aa255cfec21aa6551&msa=0&ll=39.095963,128.320313&spn=143.350882,310.078125

Apps used in this project
Drive - Docs, Google Maps


Meet Linda Lindsay from Makawao, HI , USA!
School: Seabury Hall

Google Apps Project
Student International Hangout

Description of the Project
We joined Jennifer Scheffer's first Student International Hangout http://jennscheffer.wordpress.com/2013/08/08/a-student-run-international-google-hangout/ Though there were technical problems, our students liked the idea of an open forum. They came away with ideas for hosting their own international hangout.

If you want to learn more about Linda Lindsay’s project, visit these links.


Our School's First Student International Google+ Hangout!http://www.mauilibrarian2.com/2013/11/our-schools-first-student-international.html 
and
The Hubbub about Goldiblox -- Our 2nd Student Hangout
http://www.mauilibrarian2.com/2013/12/the-hubbub-about-goldiblox-our-2nd.html


Apps used in this project

Google+


Meet Holly Hoskins from Dubai , UAE!
School: American School of Dubai

Google Apps Project
Web Design

Description of the Project
Students in Web Design host their websites using Google Drive. This has allowed them to publish websites they create using both HTML and CSS from scratch and Dreamweaver without having to pay for or register a domain.

If you want to learn more about Holly Hoskins’s project, visit these links.

https://googledrive.com/host/0Bzq-o_PGWQY4NV9RYXk1NUVvM2M/
https://googledrive.com/host/0BxQcupleclllbTRFMU82Q2pKZkk/index.html
https://googledrive.com/host/0BwE6vvn3IZQwZGlBT191SHNWTk0/

Apps used in this project
Gmail, Drive - Docs, Drive - Forms, Google Search






Meet Jennie Magiera from Chicago, IL United States!
School: Chicago Public Schools / Academy for Urban School Leadership

Google Apps Project
Layering Google Apps for Student Success

Description of the Project
Our students are leveraging Chromebooks and Google Apps on the iPad to become authors, artists, curators and community leaders. They are creating original content through YouTube, collaborating through Google Drive and curating their world through Google Art Project and other powerful Google Tools. Students are rocking performance tasks by creating interactive Google Maps or developing media-rich Google Presentations. All the while, student achievement is measured daily through formative Google Forms assessments, which are graded and analyzed through a suite of Google Scripts.

Apps used in this project
Drive - Docs, Drive- Presentations, Drive - Forms, Drive - Spreadsheet, Drive - Drawings, Google Sites, YouTube, Blogger, Calendar, Google+, Google Search, Google Maps, Google Earth, Google Scripts

It is so amazing to see this global network of teachers working to transform how students create and collaborate for learning.  To hear more about how teachers are using Google Apps all around the world follow the hashtag #gafesummit.




Don't miss the Google in Education Summit coming to a region near you in 2014!

Additional US and Global Summits at www.gafesummit.com