Anne Kornfeld
kalambrocha@gmail.com
Please add your school and address.
Grade/Subject: 11-12: Business/Technology/College Prep
About the Grant: |
Materials:
Computers with Internet access and current versions of browsers
(i.e., IE 7, Firefox 2.0) (Java scripts should be turned on as well
as the web browser acceptance of “cookies”)
Description
The
students gain an understanding of the power of the Google
Applications as organizational tools to better facilitate time
management and achievement while utilizing state-of-the-art Web 2.0
tools.
How
it Works:
By
using Google Applications, students will learn to set up
Google/G-mail accounts, personalize their homepage (iGoogle) and
toolbar, and use applications to fulfill assignments, collaborate
with others in online editing, and keep online calendar(s).
Assignments are geared toward college-bound seniors, but Google
Applications can be used in myriad of ways.
Final
Project/Product:
Students
will manage their Google accounts; create an original iGoogle
start-up page and customized tool bar, and have
at least two co-edited documents and filled-out multiple
calendars for at least two months.
Overall
Value:
Having
the ability to access Google’s web-based tools and services makes
students more productive, as their work can be accessed on any
computer, thereby going beyond classroom walls. Applications are
available on mobile devices and offer the possibility for
collaboration while allowing for integration with other programs
such as Microsoft Excel or Open Office. As students utilize their
custom-made homepage, they will be able to save time searching for
previously used sites while having needed information at their
fingertips. Furthermore, Google can be accessed off-line in the
event that Internet connectivity is unavailable.
By
utilizing a web-based application, students avoid compatibility
issues and formatting/program conflicts when working on multiple
computers. Moreover, Google Applications offers tools that can help
students keep logs of assignments, perform peer-editing and
collaborative writing online, and organize their work in a
professional manner. The following applications will be discussed
here: Gmail accounts, personalized start-up pages, Google Calendar,
and Google Docs, which shares and edits documents and offers
spreadsheets, slideshows, and more.
Tips
for the Teacher:
· Google
Applications are offered free to institutions with domain names
ending in "edu".
· If
you already have a Gmail account, you will automatically have a
Google account, but not vice-versa.
· When
setting up Google accounts, a box can be checked to “enable web
history”. With this, students can keep track of their own
searches for further use.
· Students
can customize the Google toolbar to their liking by adding buttons,
bookmarks, etc.
· If
you are the administrator of the accounts, you can share the school
district calendar with all users with one of the calendar functions.
· An
educational wiki with videos explaining the features of Google tools
would be ideally be viewed by the class with an LCD projector
connected to a computer. If this is unavailable, students will need
headphones to view these videos individually. |
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Objectives |
1.
Management of a Google account and Gmail for professional/academic
purposes.
2.
Creation of an individual homepage using iGoogle.
3.
Creation of interactive online calendars.
4.
Participate in collaborative online writing. |
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Websites Used |
http://zenhabits.net/2009/05/how-to-make-gmail-your-ultimate-productivity-center/
This
site provides an overview of time-saving information management
tips, including Google Applications.
http://googletools.barrow.wikispaces.net/
A
wiki dedicated to Google Applications.
http://googletools.barrow.wikispaces.net/Google+Docs
A
wiki section that explains Google Docs.
http://googleenterprise.blogspot.com/2009/07/todays-day-signups-open-for-free-google.html
Google
secure e-mail service for schools.
http://edu.googleapps.com/?utm_campaign=en&utm_source=educators_newsletter&utm_medium=email
Google
applications educators’ community.
http://google.com/educators/p_websearch.html#utm_campaign=en&utm_source=educators_newsletter&utm_medium=ema
http://micropersuasion.com/2007/02/transform_gmail.html
(See
also http://steverubel.com)
Extending
the use of Gmail into a business center.
http://livinginternet.com/i/ia_nq.htm
Understanding
Internet etiquette (“netiquette”) for online work purposes.
http://edu.googleapps.com/tutorials-and-tips Tutorials
& Tips
View
videos and tutorials on using Google Apps in the school and
classroom.
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Standards Addressed: |
Standard
1:
Students
demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology. They apply
existing knowledge to generate new ideas, products, or processes;
create original works as a means of personal or group expression;
use models and simulations to explore complex systems and issues;
and identify trends and forecast possibilities.
Grade: High School
Subject: Technology
Standard
2:
Students
use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual
learning and contribute to the learning of others. They interact,
collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media; communicate information
and ideas effectively to multiple audiences using a variety of media
and formats; develop cultural understanding and global awareness by
engaging with learners of other cultures; and contribute to project
teams to produce original works or solve problems.
Grade: High School
Subject: Technology
Standard
3:
Students
use critical thinking skills to plan and conduct research, manage
projects, solve problems, and make informed decisions using
appropriate digital tools and resources. They identify and define
authentic problems and significant questions for investigation; plan
and manage activities to develop a solution or complete a
project;
collect
and analyze data to identify solutions and/or make informed
decisions; and
use
multiple processes and diverse perspectives to explore alternative
solutions.
Grade: High School
Subject: Technology |
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Lesson 1: |
Title:
Getting Started with Google
Project
Objectives:
1.
To acquaint students with Google Applications.
2.
To create Google Accounts.
3.
To use Gmail to create and send a letter.
Procedures:
1.
Direct students to an overview of Google Applications at the
following wiki: http://googletools.barrow.wikispaces.net/ and in class discussion, solicit from them the advantages of using
the applications.
2. Student
accounts get set up. Explain to students that they can have multiple
accounts for their personal e-mail usage, but this Google account
will be used for class purposes. You may want to administer and keep
a list of working passwords. Passwords must be at least eight
characters long. Standard system user names can be created, i.e.,
last name, first initial and a number to help avoid spammers.
Remember that account names are case sensitive, so
upper/lower-case-letter usage is important.
3:
Accounts can be created at: http://ww.google.com (see
“Create One Now”). Students should follow the prompts. They will be
asked to provide an alternative e-mail account where a verification
letter will be sent from Google. Students will have to check this
other account and should check the e-mail spam folder to see if
verification has gone there and also remove the spam guard for
Google.
4:
After the accounts are set up, direct students to the settings where
they can see the possibilities for changing their accounts. Students
may edit their personal information, filter mail to be indicated as
important, and add applications.
Homework:
Read
the article on netiquette at http://livinginternet.com/i/ia_nq.htm
Assessment:
Each
student sends a e-mail letter of introduction from their new Google
accounts that demonstrates adherence to netiquette
guidelines. |
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Lesson 2: |
Title:
Let’s Get Personal: iGoogle
Project
Objectives:
1.
To create personalized homepages where necessary information can be
called up quickly.
2.
To subscribe to an RSS feed.
Materials: The same materials are needed throughout the lesson.
Procedures:
1.
View the iGoogle Product Tour to see the possibilities for setting
one’s personalized startup page. Students can add content to
subscribe to various calendars, RSS feeds, and widgets as needed: http://googletools.barrow.wikispaces.net/iGoogle
2.
Demonstrate an ideal iGoogle page to the class by showing the
various areas covered on the page. Point out the various functions,
such as Google links (web, images, maps, news, Gmail, etc.), the
account name being used, a link to the account, and sign out. Under
these tabs are “Select
Theme” and “Add Stuff”. These tabs enable the class to do the
main work for this lesson by choosing theme and content.
3.
You can create a Google page after signing in to your account or
going to: http://google.com.au/ig?hl=en Here students can choose a theme according to areas of interest.
They can preview several items by using the “See your page” button,
will be able to change the items at any time. Start by choosing a theme for
the page, or students can use “search for themes” to find a theme
that they like. Some themes change throughout the day to indicate
sunrise, sunsets, etc. After a theme is selected,
choose the “Add It Now” button.
4.
Now add the content. There are over 20,000 iGoogle gadgets
available, so preview and chose those essential to your class’s
purpose. When you click on the “Add Stuff” button, an array of
offerings appear with thumbnail icons of the website and a brief
description of its contents. On the left side of the page, you can
click a tab to see most users and the newest gadgets. For high
school students, I recommend the following sites: The New York
Times, Calendar, Weather, Quote of the Day, etc. This
customization relies on the subject area that you are teaching, so
choose as needed. As students chose content, use the “Add It Now”
button and the content will appear on their homepages in the form of
small modules with a few recent postings. Scrolling through these
boxes accesses older postings.
5.
As certain gadgets are chosen, they may make accommodations for
further customization such as weather, which can tell the conditions
in more than one place. These changes are made by using the “edit
settings” button to expand options. Always hit “Save” after making
changes. If you want the entire class to know about a gadget, there
is an arrow in the upper right corner so you can send an
recommending e-mail. A “Share this Gadget” dialogue box will appear
and you can choose from all Gmail contacts, and additional e-mail
addresses can be entered at the bottom of the dialogue box. Then
click the “Send Invites” button and the notified students can chose
it if they like.
6.
To keep students abreast of new material on a website or the most
current news events on the gadget-adding page, click the "Add Feed
or Gadget” link on the lower-left side of the page and then copy and
paste a URL inside to activate this feed.
7.
By now, there might be a lot of information on the page so
check to see if anything needs to be edited or moved. The module
boxes can be moved by simply clicking the cursor on the top of the
box and dragging it to a new location.
Assessment:
Students
will create their iGoogle page to include the following gadgets plus
two others of their choosing: The New York Times, Calendar,
Weather, and Quote of the Day
(choose
sites to fit your content area interest). |
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Lesson 3: |
Title:
Keeping It All Together with Google Calendars
Project
Objectives:
1.
Create a Google calendar.
2.
Share and make public the calendar.
3
Enter assignments, deadlines, and other important information on the
calendar.
4.
Create an RSVP and event discussion from a calendar.
Materials: The same materials are
needed throughout the lesson.
Procedures:
1.
Look at the overview and setup of the Google calendar attributes.
Solicit from students what they think is important in a calendar and
what the advantages of sharing a calendar can be. Keep in mind that
the Google calendars can also be synchronized with proprietary
software such as those that come with Blackberrys, Apple’s iCal,
Microsoft Outlook, etc.: http://googletools.barrow.wikispaces.net/Google+Calendar
2.
The Google calendar is located at: http://calendar.google.com
Sign
into the account, or the calendar is easily available by clicking on
the upper-left- side link in G-mail.
3.
To set up the calendar, add requested information to a dialogue box.
The time zone is especially important.
4.
A default calendar will then appear and students can begin to place
their class schedule in the boxes by clicking on “Create Event” or
“Quick Ad” links on the left side of the page.
5.
Explain that the calendar can be shown with different views so that
they may want to do some long-range planning. I suggest that they
must always consider one month ahead.
6.
To create a new calendar, go to the left side of the page, click
“Add” then “Create a New Calendar”. Give the calendar a name:
“Deadlines”.
7.
Write a description for the calendar, which, in this case will be
for "Seniors who need to register for college admission tests and
hand in college applications."
8.
Calendars can be made private or public. In this case, the students
can be paired with another to share the “Deadlines” information.
Sharing is done by choosing the preferred calendar and selecting the
“Share” button. Conversely, public calendars can be made private by
using the share tab and clicking its drop-down menu, then turning
off “Make this Calendar Public” and clicking “Save.”
9.
To share your calendar with another person (or group), go to the
“Share This Calendar” link and the details will open in a dialogue
box and choose the specific person.
Homework:
Students
will use their calendar to give details of an event like a school
dance or athletic event. Enter the event on the calendar and
double-click it and a dialogue bubble will appear. Add the details
by following the prompts and hitting “Save”. To invite others to the
event, double-click on the event and a dialogue box will appear and
a “Guests” box will be made available. Here, e-mail addresses can be
typed along with a message box.
After
students have invited each other, they should send an RSVP (the term
may need some explaining) when they receive the e-mail by choosing
an answer under “Will you attend?”. There are “yes/no/maybe” tabs
available. and if yes is checked it will be indicated on the primary
Google calendar that was created.
Assessment:
Students
will have created at least two calendars, shared one calendar with
another, and sent an RSVP to an event. |
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Lesson 4 |
Title: Getting Acquainted with
Google Docs
Project
Objectives:
1.
Students will gain an overview of the uses for Google
Docs.
2.
Students will create, save, and share a document with a partner or
small group using Google docs.
3. Students
will leave proofreading comments on a document.
Materials: The same materials are needed throughout the lesson.
Procedures:
1.
Go to http://googletools.barrow.wikispaces.net/Google+Docs and view the video “Google Docs in Plain English 2:50”. Have a class
discussion on the advantages of using Google Docs. Explain that
Google Docs offers the same capabilities as Microsoft, but allows
access from any computer and allows collaboration on a document up
to 10 people can edit the same document at the same time and
multiple users can be invited to edit (or view) the document online.
2.
Go to the Google Docs area by either clicking on the tab in Gmail or
the sign-in page: www.docs.google.com and enter account name and password. This will bring you to the
Google Docs homepage.
3.
Outline the features of the homepage, which looks rather similar to
a Microsoft Word document.
4.
After clicking on the “New” tab, content can be created here or
copied and pasted from another document. In this case, students will
use their college essay to receive feedback from one
another.
5.
After saving their work to their Google Docs account, use the
“Invite Collaborators” on the upper-right-hand corner. Collaborators
can either have the” View Only” option or the ability to “Edit”.
Choose edit.
6.
In pairs, students will proofread each other’s essays. They can
assist with grammar and give feedback by using the
Insert>Comments tabs.
Students should complete
their interactive writing by giving their partner at least two
positive comments and one comment with an area for improvement or a
question if something is unclear.
Homework:
After
students have given feedback to one another, they should share with
you, add comments, and then do a second draft on Google Docs. Repeat
subsequent drafts via GoogleDocs as necessary.
Assessment:
Students
have given feedback to peers utilizing Google Docs. They will have
at least two documents saved to their Google Docs
homepage. |
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Anne Kornfeld teaches digital media in all of its many wondrous forms
at Newcomers High School in Long Island City, Queens. She also teaches the
Web 2.0 class for Teachers Network.
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