Module 3. Google docs

Last year I was introduced to google docs because I wanted to explore a new way of getting the students to respond to a source analysis activity that I had created.  My aim was to avoid using the traditional medium, whereby the students read the source, made notes and fed back to the class.  By using google docs I was able to put the students into a small group and they were to read and comment upon the source by uploading their understanding on the document, which was instantly visual on the board.  This allowed us to comment on each others feedback, thus giving instant peer feedback.  We were also able to create a summary of the knowledge that was then distributed amongst the class.

The good thing about using google docs is that I was able to see who was giving effective feedback in real time and who was refraining from participating in the activity, I feel this method made the students more accountable and rid the activity of inappropriate feedback as I was able to see who had written what.  This was also a really good activity for the students to do as they enjoyed the fact that they could see their feedback being showcased to the rest of the class.

In my new role I use google docs with the staff during staff meetings or training sessions.  For instance I have currently an action research project going with a team of 5 teachers.  At our first team meeting I created a google doc survey for the purpose of the team giving feedback on a particular education article they read, which was then summarised and distributed to the whole team.  The good thing about this was that the whole team did not have to spend hours reading through this whole research paper, but instead sections were given to individuals, who then read it, summarised it and uploaded it onto the google doc feedback sheet.