8. What is Google Apps ?
• runs under the paradigm of "cloud computing"
• all programs (word processor, spreadsheet, presentation software)
run off Internet servers
• all data (documents, images, etc.) are stored on Internet servers
• can Access programs and data from any device with a browser or
an APP
• Google Apps is free for schools !
• click here for information
17. Checklist graded by both teachers
American teacher was grading both Canadian and American
students.
Canadian teacher was grading both American and Canadian
students.
Students used Google Docs to share the documents with each
other and with both of the teachers
Feedback was given electronically across borders without any
wait time for returning student work
18.
19.
20. Grading for both rubrics
Presentation and Website and Literature Connection Rubrics
graded by home teacher
Revision history of project was checked to see who
participated
Revision history of project was checked to see when the
members of the group collaborated, or added to the documents
and websites
Recommendation
Make sure to have students share as collaborators or owners
to enable the revision function of Google Apps
39. • Self motivation- What skills do I need to organize a
project with people in a different country
• How to set a schedule for themselves
• Follow through
• How to work through a perceived lack of
communication (this happened on both sides)
• How to resolve different understandings of the project
• Overcoming a long distance
• Similar to taking an online course
Student learning -possible obstacles to success
40. I learned about t he
dif f erences in cult ures and it
really made me aware of how
"programmed" we are in New
England. I also gained an
appreciat ion f or doing work
wit h individuals who are not in
t he same area as I am.
I also learned t hat ot hers can
of f er perspect ive on lit erat ure
and t echnology t hat I would not
have learned of elsewhere.
I would suggest really t rying t o ensure t hat
everybody, Americans and Canadians, are
put t ing f ort h t he necessary ef f ort f or t his
proj ect . This would include ensuring t hat
st udent s check t heir google sit es every day and
t hat t hey are involved in t he ent ire process.
Student Feedback Survey
41. Â St ress t he import ance of
f requent ly checking Google Docs or
anot her agreed upon f orm of
communicat ion.
That real t ime collaborat ion wit h people
you don' t see every day is a chore. You
need even more mot ivat ion t han usual at
a t ime when mot ivat ion is even harder t o
come by. The process was usef ul, but
painf ul
Ilearnedhowtosuccessfullyusecertaintechnologiestovirtuallyinteract
withothers, askillthatIpredictwillprovevaluableincollege.
42. Some places to look for global collaborators
epals.com
http://media.iearn.org/projects
http://www.tigweb.org/action-
tools/projects/
43. Liz Spencer
English Language Arts Department Chair
Spencerl@brookfieldps.org
Sydnye Cohen
Library Media Specialist
Cohens@brookfieldps.org
Hinweis der Redaktion
introduce ourselves
Liz - two minute introduction of project
Me - explain about videos and repetition
Karen talks about perceptions and bias
Liz - The teachers collaborated in Google docs to create the Project Guidelines that defined the project students were to complete.
Â
{Highlight key elements of the project}
Background
Task
Purpose
Audience
Procedures
reasons for choosing literature
1st CatcherÂ
then supplemental and Canadian authors
Liz will read this aloud
Show movie after Sydnye talks
Â
Â
January Roger and Sydnye
February-
March
April - students began
Many group Skypes, teachers and then whole class introductions
Phone conversation with all 4 parties where we delinated the responsiblites.
Logistics of schedules
LMS - website resource
Engl teachers - groups based on personalities and work habits
Once we finished talking, students met each other via group skpye... now Karen and I disagree because independence
Plan for google to talk to each other's bubble but it didn't work
(before the assignment)
Start early and communicate often to plan for a first meeting of the collaborating classes
Sydnye - How we were piloting for the district - why we chose GAFE
Sydnye - Students decided they likedÂ
other software better than Google Apps. Other software was not collaborative and communication was difficult
Timeline for assignment. Â Due dates.Â
I.e. research at the same time
read at the same
depends on the resources in your school
Liz-
 Developed questions for first skype for students
This is when we found out about  cultural similarities and differences.
Prom
Victory Lap
open campus
freedom from restrictions
no requirement to take AP test even though they were in AP
US Students were surprised to find that Canadian students only go to college in Canada except if they get athletic scholarships
anecdote - Civil War
Sydnye
Â
Â
Â
Â
* The two teachers communicated over phone and Skype for approximately three months as they generated ideas for the project and developed the tasks for students to complete. The school librarians also participated in some of these communications.
Â
* We decided to look at how literature represented the culture of the 1950's in Canada and the United States and chose The Catcher in the Rye as a title that both districts used in their curriculum. This American text was studied alongside a selection of works written by Canadian authors of a similar era.
* The school librarians created resource pages for the students to use during the research process.
focus their research with good, reputable sources
Ideas for visualsÂ
Liz - The teachers discovered that the Clarington school and the Brookfield school used different approaches to giving students feedback. Both approaches were used in the project--the Clarington checklist was used to assess each group's research and the Brookfield rubrics were used to evaluate student response to the literature and the student created websites.
Liz will talk about this rubric
These rubrics were written for this assignment
Liz - Google apps changes
Sydnye
Sydnye
Liz - no wikipedia
journal and scholarly articles
US kids had practiced this
Liz will highlight important parts
annotated poem Â
Making connections between Catcher and the Poem
Sydnye - At this point class came for instruction on tools to use collaboratively in US - not so in Canada
Sydnye -The reason we chose these two web 2.0 tools was because students were able to work collaboratively both synchronously and asynchronously. Once students saw the impact of a Prezi, they gravitated toward that tool to show their visual images.
Websites were also collaborative
Sydnye group presentations - both parties connected
screensharing  didn't work.  Using verbal cues.
Rest of the presentations were scheduled at the students home school
Students needed to rehearse and know who was going to say what when to have more effective collaborative presentations
It was exciting to hear the voices of the students in the other country.
We invited our principal who was impressed with  the cross country presentations and want to see our presentation today
were graded in each school by the classroom teacher (and I got to come)
real world skill - Liz has quote - working for Google
Because you are not reminded by a teacher in a classroom every day, you have to take the initiative to participate
and meet deadlines.
It's good practice for college and a looser schedule for the US kids
Liz has story about choosing a topic
We will read these student comments from the Google Forms end of year survey