Blog Post #5 Google Classroom and Seesaw

Google Classroom and Seesaw

1. Google Classroom 

 

2. Case Study 

• Overview: Google Classroom is a free resource that is commonly used in schools from grades K-12. It is the main hub for students, teachers and parents to track students’ progress. The collaborative platform allows for notifications, announcements, grades, assignment details and quick communication. The features used in Google Classroom are Google Docs, Google Meet and Google Drive. 

• User Engagement: Students can submit assignments, post comments and pose questions, interact with others and even work in groups. Teachers set up their classroom as they see fit for the grade level. They can post assignments, create submission folders, send links, utilize the features and share content. Parents can see when assignments are due to lessen the communication gap between students, teachers and themselves. They can gather insight on teaching style, student accountability and effective communication. 

• Influence on Communication: The platform changes the face-to-face interactive and mainly verbal communication to a more asynchronous method. Most assignments and posts can be done without time restrictions or pressure. One positive is that students are able to develop well thought out responses. One negative is that students are not forced to memorize content or post instant responses. Primarily, interactions between students, teachers and parents are written and untimely. 

• Information Consumption: Information is all out in front for students. Minimal will ever be lost in translation. Students can see learning resources in posts, documents, links and the google drive, which is all shared information. Organization is key to effectively providing students with the ability to asynchronously learn. 

• Impact on Learning: Positive impacts are the ability for teachers to effectively organize the information. Students are made accountable because grades, due dates, links and resources are accessible for both students and parents. Google Classroom provides a more individualized form of learning where assignments can be tailored towards a student’s strengths or weaknesses. The biggest impact is how feedback and collaboration are so effective and instant. “The benefits of GC vary from providing quick and easy access to learning contents, secure cloud storage, collaboration, management, and communication platform that facilitate an effective paperless online classroom (Apriyanti et al. 2019; Sudarsana et al. 2019).” (Kumar, 2020) Negative impacts include students’ spending more time on their devices where some parents may not love the side effect. Internet access can be a disadvantage in certain districts or homes. Lastly, face-to-face interpersonal interactions take a hit. Students lose some form of socialization with the platform. 

• Privacy and Safety: Teachers should be monitoring content, members, comments and reactions. No one outside the sphere of influence should get the link and any inappropriate comments should be addressed instantly. 

3. Required Literacies: 

Analog literacy is the base literacy for using this platform. Before students can know how to properly utilize Google Classroom, they need to know how to read and write. Second, is digital literacy. This can be done by taking time to educate students on using the app. For example, how to navigate the application, locate files and use the tools within. Lastly, is being communication literate. Students, teachers and parents need to know how to properly communicate, absorb feedback and interact with others. Students should be digitally responsible. Parents should be literate in their role of monitoring content and be able to supplement learning. Teachers should identify what types of content are effective and ineffective, providing an equitable learning environment. 

4. Reflection: 

Google Classroom combines remote learning with hybrid/blended instruction. It can be used as a primary form of remote learning or it can be used to supplement in person learning. It allows for autonomy and asynchronous learning but also provides the ability to constantly assess students. “Both students and teachers noted that the classroom provides an opportunity to work at one's own pace, with time to digest and reflect on the discussion.” (Balakrishnan, et. al, 2020)

Assignments and content can be differentiated through Google Classroom which is a major positive to the platform. Parents are kept in the loop and can help hold students accountable while also eliminating communication issues. In order to use the platform properly, teachers, students and parents need to be educated on its full capability. Additionally, educators must understand that each student and class may use the application in different ways. 

1. Seesaw 

 

2. Case Study 

• Overview: Seesaw is a portfolio platform that is primarily used in elementary schools. They can document their work in a digital portfolio that is easily accessible. Educators post prompts and assignments where students can post videos or drawings, use the voice feature or write a response. Parents have the ability to see the work in a similar fashion to Google Classroom.  

• User Engagement: Parents want to be informed on their child’s learning. At the elementary level, staying up with standards and progressing in a timely order is essential. Parents can monitor their child’s work and comment. The instant feedback allows for new goal setting. Students are able to use their creativity to respond. At the elementary school level, they can draw and at the secondary level, they can write more formally. Teachers are in charge of pushing a multimodal form of engagement through various assignments. 

• Influence on Communication: Students can freely express their thoughts and ideas through multimodal platforms. Visual and auditory expression carries more weight than written posts. The impact on the learning will be more memorable when using different modes of expression. At the elementary level, teachers and parents should utilize positive, simple feedback. This lets students know that collaborative efforts by adults who have an interest in their growth and development.  

• Information Consumption: Where Seesaw differs from Google Classroom is that students are in charge of the content. Lessons and assignments are driven by their work. They learn socialization skills, critical thinking and creative expression after teachers provide the necessary information to proceed. 

• Impact on Learning: Seesaw promotes reflective forms of learning. Student-led assignments promote creativity and socialization. The application is very transparent and open to all associated with the learning process. Lastly, differentiated instruction and individualized learning is not only offered but welcomed. Students have the ability to guide their instruction. Navigation is the biggest factor with elementary students. Guidance may be needed to help properly use the platform. 

• Privacy and Safety: Teachers should be restricting access to anyone outside the learning sphere. At the elementary level, content by students should be checked with parents and reviewed by teachers to avoid any unintentional information being shared. 

 

3. Required Literacies: 

This application is primarily contingent on digital literacy. The ability to utilize different modes of reflection and expression is what will drive the learning environment. An educator who is digitally illiterate will not be able to effectively utilize the app. Students and parents who cannot properly navigate and assist in the reflection/expression process can hinder the purpose.

4. Reflection: 

Seesaw can be extremely useful in early education. As a physical education teacher, this application can be used to demonstrate physical and digital literacy through movement and expression. It is primarily used as a formative assessment tool. However, the application relies as much on student’s creativity as it does the educators creativity in creating the assignments. Parents can check in on student progress in real time which is always a plus. The biggest challenge is when you put a camera and microphone in front of a student, you open the door to limiting privacy. It needs to be carefully monitored on all fronts. At its surface level, it is a door to Google Classroom and future digital platforms.

Balakrishnan, R., Singh, K., Harigopal, M., & Fineberg, S. (2020). A Novel "Google Classroom"-Based Pathology Education Tool for Trainees During the COVID-19 Pandemic: Impactful Learning While Social Distancing. Archives of Pathology & Laboratory Medicine, 144(12), 1445+. https://link-gale-com.sunyempire.idm.oclc.org/apps/doc/A647535412/ITOF?u=esc&sid=bookmark-ITOF&xid=ff5312ff 

Kumar, J. A., Bervell, B., & Osman, S. (2020). Google classroom: insights from Malaysian higher education students' and instructors' experiences. Education and Information Technologies, 25(5), 4175+. http://dx.doi.org.sunyempire.idm.oclc.org/10.1007/s10639-020-10163-x