The Interesting Ways series of resources continue to grow as the community add ideas from the classroom. Below is one of the most popular with over 70 ideas shared by teachers for using Google Forms in a range of different ways.

Make sure that you explore nearly 40 other crowdsourced resource like the one above – you can see the full series of resources on the Interesting Ways page

Over the last year I have begun two presentations that share practical tips in the use of Google Earth and the Interactive Whiteboard in the classroom. I have set the presentations up so that anyone with a practical tip can become a collaborator by sharing editing rights with them. In this way the presentation expands with the advice and tips from real users and from a much wider audience of educators.

All you need to do is send me your email and I will be able to add you as a collaborator to the presentation, so you can add just 1 or even 10 tips for the use of Google Docs in the classroom. (See details at the end of the presentation)

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The Interesting Ways resources have come a long way since 2008 – and this one is up to 34 ideas! I hope that you have enjoyed the short series of posts about using Google Docs and managed to take something that you can apply in the clasroom when you are working with collaborative online tools.

This is the second in a series of 3 posts I wrote for the Official Google Docs Blog – in this one I share some common challenges teachers face when students begin working together on collaborative projects.

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Communication is important, not the tool

The success of our own class projects was not influenced by how well the children could use Google Docs. After all, it is not really about the tool — it’s about the group’s ability to work together as a team. My class found this difficult throughout the year. I did not expect that just because we were using technology that the outcome would be any different. In fact even though each child was engaged with a role within the group and a task to complete, the technology exacerbated the lack of communication. The groups were plodding on with their own tasks and when it buffeted with someone else’s they would get upset. They may be working in the same online space, but that does not automatically indicate they are collaborating well.

With this in mind we raised the profile of the sense of communication within the groups and discussed with the children their teething problems and how we can best resolve them. With every resolution I drew it back to the idea of better communication. The class had a fuller understanding from these discussions of what they were doing when working together in Google Docs and some of the ways that their own communication was causing problems. To reinforce this in future sessions I would regularly stop the class to talk about an excellent example I had overheard from an individual or a group. One such example was when the children in one group lowered their laptop screens so that they could discuss the progress of their work so far. I raised it with the wider group ,we briefly discussed why it was such a good move, and through this we then saw the majority of the groups adopting this strategy.

How student personalities and familiarity with technology affect group work

You know what it is like: you try and balance a team and consider the characters that you put together in a group, but within moments they are falling out! I suppose using Google Docs does not make the task any easier. Out of the 5 groups in my class, 2 worked very well together, 1 was OK and the other 2 had lots of problems and struggled. On reflection, the groups that worked least well together were made up of perhaps 2 or 3 strong personalities that would naturally like to take a lead and this caused conflicts and problems as it has in other activities. When the children have their own laptops and a clear contribution to make within a document, that is appropriately structured, in my experience it can help a group work together.

I had children in my class that were very capable at using technology and were motivated and enthused at its use in our lessons but who often struggled with their literacy or maths, they were more confident when collaborating with Google Docs because of their own personal comfort with technology in the classroom. They pushed themselves forward to take a lead and be more involved when in a more traditional paper-based activity they may not have done. Similarly, the flip side of this is children who are very confident and capable in literacy who perhaps have less confidence when using technology. Even though composing groups within your class to collaborate is similar for any activity, it is important to consider the type of characters who grows in confidence when embedding technology in their learning.

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Next: Interesting Ways to Use Docs in the Classroom

It has probably been around for a while but I have just spotted the Google Image Search within a Google Document. But more significant is that the images are automatically filtered according to a commercial re-use license. Whatever you find there will be acceptable to use. 

You can see how the image search box within Google Docs works below and I have highlighted the small note explaining the license.

Admittedly this is a great advert for Google Docs, but it also struck me that what I considered a simple tool can still create incredible things in the right hands. This little film really challenged my preconceptions about Docs – a sort of “I didn’t know it could do that!” moment.

Just discovered this nice little film which also explores the notion of tools, simple tools, however personal, making complex and beautiful things.

Toronto Comic Arts Festival: Pencil it In from Toronto Comic Arts Festival on Vimeo.

I have been fortunate enough to see many resources created by the thousands of willing educators using Twitter. However in my opinion there is a strong case for using hashtagging more systematically, so that we better organise and structure the resources, ideas and thoughts we all have.

A Twitter hashtag uses this symbol # folllowed by a unique word, abbreviation, acronym or phrase that defines the subject or theme of the tweet it is included in. It is a great way to filter and organise tweets so they are easily found by your network.

Simply put, the more we use tagging the easier it will be to find the most relevant tweets that share resources and advice etc.

One example of a resource created using hashtags is the sentence starter tweets I began under the tags #sentstartdecisions and #sentstarttree. I wanted to gather together ideas for sentence starters that can be used in the classroom. Each tag is specific to a topic or theme that gives other teachers a little bit of a focus for their contributions.

They have proven really successful, with nearly 100 contributions for just these two tags – a great resource for the classroom, to inspire planning and to engage young writers. However the tweets are not that useful as they are – indeed there is also the retweets that use the hashtag, so it is mildly littered with less than useful tweets. I have taken all of the sentence starters and created separate Google Docs presentations with them, a sentence starter per slide. I suspect that in this form it is more useful and accessible to teachers and students.

(Please feel free to edit the above presentations and add your ideas)

In fact by using the Twitter hashtag I have in effect added a step in the process. The Interesting Ways series is so successful because when users contribute they archive and extend a version of the presentation itself – there is no middle man, well there is me and I often add ideas on behalf of people, but there is no middle step, you add your idea and that’s it. Using a hashtag and then having to generate a presentation from that tag before it’s Twitter lifespan runs out is time consuming. (Tweets will eventually not appear in a hashtag search)

On the other hand, adding a sentence starter idea via Twitter is less clicks for a teacher using Twitter – they don’t have to go to Google Docs, add the slide etc. So it is easier to do it there and then and add the hashtag. In fact some school children were contributing with their teachers this week.

I believe it is important we encourage the alacritous members of our network in some form of creation. Whichever way you gather the ideas engage them in creation as much as conversation.

Over the next two weeks in our year 5 class we will be exploring data investigation and the tools with which we can use to undertake them. The first three days of this week we will be looking at some technology that can enhance data handling and make our life easier. In today’s session we learned about Google Forms and I demonstrated how they work with the help of my Twitter network.

We wanted to achieve three things from our maths session today

1. Make a short survey using a Google Form.
2. Complete other people’s surveys and get a feel for the process.
3. Review the data added to our own and explore some of the ways it is represented.

After placing the lesson in the context you see in the first paragraph, I began the session by explaining that I was going to use my Twitter network to help demonstrate how we can use Google Forms to collect data.

I spent some time with the class going through the process of creating a Form from the Google Docs home screen and then adding my questions and running through the different types of questions you can use. We talked a lot about how this type of data collection is only good for some occasions and a pencil and paper method can still be the best way. It is a matter of choosing the most appropriate.

The class would be making a simple favourites or preference type survey and so our shared one was similar. You can see it embedded in the post below.

Once complete, I sent out the link to this to my Twitter network (Look at the bottom of the Form edit page for the link – I used bit.ly to shorten it for Twitter, more on that later!) I did this because I wanted the children to see data being added, I wanted to demonstrate the moment of data submission from the Google Form. This also helps the children see how a spreadsheet is linked to the form. (15 minutes)

We switched to the spreadsheet and the children thought it was rather magical as the responses started to drop into the cells as we watched. I reminded them that as soon as someone clicks SUBMIT we were seeing the result.

The children then worked in groups of three with a single laptop (2 groups per table) – one of the children signed into their Google Docs (part of Google Apps for Education) account and created their own “Favourites” Google Form. To keep the children focused I asked them to only give 5 choices for their questions otherwise they tend to get longwinded and only create one or two questions. (15 minutes)

One of the useful things about writing up lesson experiences on my blog is that it is wonderful to go back and look at what I learned and make adjustments to lessons. With some of these things in mind, once the groups had made their Forms, rather than share via email etc (this just adds a complication) we clicked on the Live Form link at the foot of the page.

So everyone had on their laptop screens their form and I asked them to simply change places with those on their table and complete each others’ surveys. They then moved around the classroom adding their responses to other forms from other groups. Although it is nice to share via email, in my experience of working with Google Forms and lots of children it is much easier to move the children rather than share the Form. The children certainly got more responses this way and contributed more, there was less in the way.

After each child had submitted their responses they clicked on the Go Back to the form link which reset the form for the next child – this worked out really well. (15 minutes)

Up to this point the children were able to appreciate how Google Forms is a great way to gather information and how it organises it for us in the spreadsheet.

Back at their own Google Form the children spent some time exploring the results Summary page to look at how their data can be represented. (5 minutes)

As a class we returned to our Edu Favourites survey of educators in my Twitter network. By the end of my second session we had over 125 responses and it was a great pool of data to explore. Real data from real people that we literally witnessed being entered. I was able to ask children lots of questions from how it was represented. It proved to be a great plenary. Here are the results from the survey, there are currently 170 responses – thankyou if you were one of them. (5 minutes)

As a final exploration of this whole process you could explore the link data. I used bit.ly to shorten the long Google Form URL. bit.ly provides traffic data, with a free account, and you can show the class where the people clicking on the form are from. Currently there have been 269 clicks on the Edu Favourites form link and here is where everyone is from.

You could even do some work on how many didn’t fill in the form and compare it to those who did.

Thankyou for taking the time to help with our maths lesson today, I am always so grateful for your contributions – and some of you have even gone away wondering what Marmite is – life will never be the same again. By the way I hate it too!

The Curriculum Catalyst is about the online education community coming together to produce practical resources that we can all use to support curriculum development.

At the end of last weekend the Catalyst had over 280 topic ideas for the curriculum and over 70 people had voted more that 3000 times for a top topic. It turned out to be SEALIFE and since then I have created an open Google Document to collate our ideas for the topic. (Stage 2)

The document already has over 50 crowd-sourced sealife ideas (thanks for your help so far) for teaching and learning including:

• Subject specific lesson activities
• Books to support the Sealife topic
• Web based resources
• Details of the Ocean layer in Google Earth
• Nintendo Wii games that can be used
• Possibilities for places to visit in the UK
• DVD titles

I hope that it proves useful in sparking some ideas for you and your staff. Please consider adding a short idea to the document to continue developing it. Don’t forget to just explore the 280+ topic ideas themselves (and vote), maybe there is something there you haven’t thought of.

After a week, so this Sunday, I will repeat the process for the next highest voted topic and create a new ideas document to work on. Currently “Imaginary Creatures” is in the lead. All of the weekly docs will be linked from my blog’s Curriculum Catalyst page.

In the past week or so our literacy work has focused on a short sequence from the comic Spiderman #1. Our Superheroes topic is going well and in this post I explain how we have used Voicethread as a creation tool, a writing scaffold and as a way to do peer marking.

We began with the sequence in the comic where Peter is attending a science fair at a local school and is bitten by spider that has been zapped by one of the radiation machines on show. I wanted the short 5 panel sequence to be the focus of an extended narrative. I liked the tight focus on a few moments and the action and comic imagery would really help us to write some interesting narrative.

To begin with we made some notes about the short sequence as a whole class, mainly key words, things that just jumped out from the images and from the facial expressions of Peter.

The next step was to import the five panels from the comic you can see in the above image into Voicethread. I just used a screen capture tool and created some separate image files for each. The Voicethread was to be a collection of first ideas. At this early stage of the writing process I think Voicethread plays it’s hand superbly.

The children have the opportunity to say their ideas aloud. To articulate, listen back, correct and re-articulate very easily. All of the children in the year group worked on writing and recording ideas for the Bitten! sequence and as you know they are privy to all of the comments from their peers in real time. We used the vocabulary above as a stimulus throughout this early task.

After sharing literally hundreds of narrative ideas for the sequence, the children were put with a writing partner. Often we focus on writing in solitude but I think the support and insight children can get from working together is hugely rewarding. They get to see how someone else might approach the same piece of writing.

I modelled the up-levelling or improvement of some simple starter sentences for each of the panels. We worked together as a class to extend and improve on them using the language already collected. The children used Google Docs for their work and I encouraged children to also have open the Voicethread of ideas that we had created. The 5 panels acted as 5 simple paragraph changes. In this step the children are using Voicethread as a source of ideas and as a writing scaffold. They listened and read back the comments others had left and I think found these really useful in kick-starting their work.

As we were working in Google Docs I dipped into their work as they were busy writing. I have written before about how this is less obtrusive than looking over their shoulder or taking their books off of them. I added a header to the Google Doc and then used CTRL+M to add a named and dated comment. I would back this up by a quick chat with the pair if needed to ensure they would act on my advice and feedback.

The children had of course shared their Document with me and their writing partner. In my Docs home screen I used the star label to show which Docs I had marked and which I hadn’t. You can read some more ideas for marking with Google Docs in this blog post.

As part of the writing process I explained we would be publishing some to the class blog. I wanted the feedback from the blog to be part of the improvement process for the children. I think that if you plan to publish examples of work in this way, and the kids know this before they begin, you are not just bolting it on afterwards. The children know that the blog readership will be their audience.

We were able to publish 80 percent of the work from the class, those that didn’t were just unfinished. The comments that we received were fantastic and greatly encouraging for the children involved. We would revisit these later in the process.

Although the children have a finished piece of work at this point we are only part of the way through the writing process I had planned and this is where we turned back to Voicethread again. (We kept a printed copy of this first draft.) I have often said that the use of PDFs in Voicethread is overlooked. Clearly the use of images and video is very engaging, but adding PDFs is really useful functionality.

I did two things before exporting the children’s work from Google Docs. Firstly I added their names next to the title of the work. I knew from who shared it with me who the owner was, but as a plain PDF it would be missing that. The second thing was to increase the size of the text so that it was clearly visible in Voicethread.

Voicethread allows you to zoom in to text or images, but when you need to use the pen highlighter it zooms out. With a full page PDF the writing can sometimes be too small to see. Ensuring the text size is set as high as possible is really important if you want to take advantage of the pen tool.

Once this was done I exported all of the Docs as PDFs (no need to worry about the file names as you added their names to the text already) and imported these into a new Voicethread. I noticed that some of the pages were jumbled, in other words if a piece of work was over 2 pages these pages were split. Naturally you want them next to each in Voicethread - watch out for that, however it is easy to move pages about from the upload screen.

Saying that, it is hard to see from the thumbnails which belong together – maybe that is something for Voicethread to work on. Either a magnify function on the upload page for each thumbnail or better assurance PDFs will stay in the correct order.

Once the Voicethread was ready to go I asked each pair to record an audio comment of one of them reading out their own work. This is a simple step you can take to allow all of the children in the class to access the different pieces of writing. If they struggled reading it, there was an audio version! We talked to the children about adding comments and feedback and I stuck to a simple 2 stars (things they liked) and 1 wish (something to improve) which we have used before. I encouraged them to use the pen tool to highlight words, phrases, sentences and paragraphs that they were referring too and this proved very successful.

Interestingly the process of reading your own work out aloud and recording it made the children realise where they could improve their own work.

The final step was to revisit their original writing and complete the editing process. It is sometimes hard to find time to review work in light of comments but is essential in helping children improve. Those with blog comments on their work were encouraged to look at what was written. Everyone had numerous comments on their own work as part of the Voicethread - they went back to their Google Doc and made alterations and improvements based upon the feedback from me, their peers and the wider audience on the blog.

I went to every single pair and asked them to talk through some of the alterations they had made and guided them to focus on anything they had overlooked.

In short the sequence looked like this:

1. Reading the focus sequence
2. Gathering initial vocabulary and feedback
3. Voicethread of sequence – children add ideas
4. Writing begins – using above resources
5. Writing is published to the class blog and uploaded to Voicethread
6. Voicethread of work – children add feedback
7. Edit in light of teacher, blog and peer comments

This was over the course of about a week and half to two weeks. This sort of timescale really allows you the space to establish some quality and immerse you and the class in the piece of work. After all, we were only writing about a very short moment in time.

It may have only been a few fleeting, painful moments for Peter when he was bitten, but we found this extended writing and review process really successful.

Unfortunately sometimes you have to be honest and admit that some ideas will remain just ideas. I have decided to step away from the online reporting project using Google Docs as I just can’t find the time I want to give it.

It is not about the validity of the idea of using Google Docs for reporting to parents it is just about time. Our first half term was a great unit of work on Sealife and just the normal routine and timetable of things took over.

Time is Running Out by zamboni.andrea 
Attribution-NonCommercial License

I understand that my blog posts have suggested I was starting it this year, and although I have support from school about the concept I have had no extra time to get it started. The discussions and research over the last year have been hugely interesting as to the place of cloud computing applications in school administrative tasks. It does make me think about how schools will need to better support teachers in the new roll out of online reporting that will take place in the next few years. The processes will need to be looked at closely.

I believe Simon Widdowson (@porchester) is going forward with the idea and it will be worth following his future exploits.

For me, perhaps another year, perhaps at another school.