James Sturtevant author of Hacking Engagement and Hacking Engagement Again

Better Presenting for Teachers and Learners with Engagement Guru James Sturtevant

Engagement guru James Alan Sturtevant provides simple hacks for better presenting for teachers and students, from his latest book, Hacking Engagement Again: 50 Teacher Tools That Will Make Students Love Your Class.

Sturtevant, host of the Hacking Engagement Podcast, shares some of his best engagement tools and strategies for being the Sage on the Stage (yes, it’s okay when done right), but not boring students, and for eliminating those awful student-presentation days that most teachers (and students) hate.

Sturtevant shares EdPuzzle and other cool EdTech tools and a couple of tricks for engagement that don’t require any technology.

You’ll love Sturtevant’s style, in his interview for the Hack Learning Podcast, embedded above. As he says, Buckle up … you’re going to love the episode.

Engage Leaners with Better Flipped Presentations (from Hacking Engagement Again)

THE PROBLEM: SOME STUDENTS SLACK WITH FLIPPED LEARNING

Okay, here’s my problem. In my World Civilization class, all my lectures are flipped. My students are remarkably complimentary of this delivery method.

I feel like my recorded lectures are far superior to my live performances. I guess that’s why I always give a thumbs-down to Pandora’s live tracks; they’re just not quite as smooth as the recorded versions. I wasn’t certain, however, that students were watching my flipped presentations in their entirety.

Hacking Engagement Again

Click the image and look inside now

After all, one could copy lecture notes from a peer. That’s not being engaged; that’s being a slacker. I didn’t think it happened a lot, but I was certain it happened some. Also, I felt a bit disconnected because kids watched my flipped lectures outside of class. I wanted my students’ flipped presentation experience to be more collaborative and engaging.

When I’m stumped, I ask for help. For a more engaging flipped presentation quest, I consulted Jennifer Gonzalez’s magnificent book, The Teacher’s Guide to Tech. This downloadable resource is updated yearly. The version I’m consulting contains one hundred and thirty tech tools. I can’t wait to see what’s added next year! Jennifer’s book contains a section on flipped instruction. I found my solution in minutes!

THE HACK: TRANSFORM YOUR FLIPPED PRESENTATION WITH EDPUZZLE

EDpuzzle is a remarkable free tool. You simply upload your flipped video and then strategically embed prompts. It reminds me of watching an on-demand program. Many cable providers will not allow you to fast-forward, so you must watch the commercials. You can set EDpuzzle so students can’t fast-forward either! They must watch the segment and then respond to the prompt before moving on. The prompts can be multiple choice or extended response.

Another presentation hack from Hacking Engagement Again

Once kids have answered, they hit submit. Teachers can easily access student responses and see if the student even watched the video. It’s a wonderful flipped presentation accountability tool, and it even works seamlessly with Google Classroom. This tool ultimately makes flipped learning more engaging, and it solved my issue perfectly.

WHAT YOU CAN DO TOMORROW

Create an EDpuzzle account. EDpuzzle is free and you can use your Google login.

Upload a video. Select CREATE and then NEW VIDEO or UPLOAD VIDEO. EDpuzzle has a vast library to choose from, or you can upload your own YouTube video.

Insert questions using EDpuzzle. . . .

For the rest of this Hack and 49 more from 33-year veteran teacher and student engagement guru James Sturtevant, check out Hacking Engagement Again.

Hacking Engagement Again debuts No. 1 on Amazon!

For more podcast episodes and show notes, visit HackLearningPodcast.com.

Glass Classroom on Hack Learning

The Glass Classroom and Happy Birthday Hacking Education

Hacking Education, Book 1 in the Hack Learning Series, turns 2 years old this month. We’re celebrating by giving you Hack 9 — The Glass Classroom — here.

Enjoy this excerpt from Hacking Education: 10 Quick Fixes for Every School

Hack 9: The Glass Classroom – Put Learning on Display with Social Media

Transparency is not the same as looking straight through a building: It’s not just a physical idea, it’s also an intellectual one.

— Helmut Jahn, German Architect

The Problem: What Happens in Class Stays in Class

Look Inside

We teach behind walls. These walls block everyone’s view: parents, colleagues, administrators, and other students. When we set up a demonstration, deliver new and exciting content, or give students instructions, these experiences stay between us and the students who happen to be in our room at the precise time when the experiences happen. Sure, they might take notes. We might provide handouts or links to supplementary information, but the real, live experiences float away as soon as they’re over.

The ephemeral nature of our teaching, the fact that what we do in our classrooms is more or less shrouded, contributes to problems like these:

  • Parents who are expected to support their child with homework assignments or projects often throw up their hands, not fully understanding our intention with a given assignment, or misdirect the child to complete a task according to their own interpretation of it.
  • Absent students, even when given make-up work, can never quite replicate the experience of being in class.
  • Our collaboration with other teachers is almost always limited to our description of what we do, rather than being able to actually show what goes on in our classrooms. Even if we take advantage of Pineapple Charts (see Hack 2), we are still limited to observing the teachers in our building, by the constraints of our individual schedules, and by our own comfort with approaching other people about their classroom practices.

What if we could tear down the walls of our classrooms and make our in-class learning activities transparent to anyone who’s interested?

The Hack: Build a Transparent Classroom with Social Media

For four months in 1915, education pioneer Maria Montessori installed a glass-walled classroom right in the middle of San Francisco’s Panama Pacific International Exposition. She wanted visitors to see children at work in a classroom using the Montessori method, a pedagogical approach that had yet to take hold in the United States.

The response was phenomenal: The classroom drew crowds of onlookers; many returned day after day for repeat visits. Newspapers covered the event, and the new approach soon gained traction in America. Even today, some Montessori schools install temporary Glass Classrooms in storefronts and parks to give the general public an up-close look at how their methods work.

A century later, technology allows us to achieve the same goal of sharing our classroom practices without the expense or hassle of constructing actual glass walls. With social media and other mobile apps, we can fully share our classroom activities with others, effectively making our walls transparent.

Whether it’s parents, other students, colleagues, community members, or curious educators from anywhere at all, anyone can experience the learning activities you want to share.

With a class Twitter, Facebook, or Instagram account, you and your students can share photos, status updates, reminders, announcements, and reflections on daily activities. A class YouTube channel could offer regular video glimpses of teaching and learning. And a live streaming video app like Periscope, which you can set up at a moment’s notice, lets others actually watch what’s happening in your classroom in real time. The positive implications of the Glass Classroom are broad:

Parents will become more invested in what’s happening in class, because they will know precisely what is being taught. This will allow them to ask their children more relevant questions about class activities, support them with their homework, and have a better feel for what you’re attempting to accomplish. When you give parents regular, convenient access to the inside of your classroom, you greatly reduce the chance for misunderstanding while building a stronger partnership with some of your most important stakeholders.

Absent students won’t fall so far behind. The more “transparent” your activities are from outside your room, the easier it will be for a student who is sick, on a school trip, or removed for disciplinary reasons to access your lessons. Imagine having a student return from an absence without ever needing to ask you for make-up work.

Community members will become more invested in your school. Although local officials and business owners will readily say they support the schools, that idea is pretty abstract when they really don’t know much of what happens in those schools. Being able to peek inside will give community members a greater familiarity with your daily activities, building a greater sense of unity in your region and planting seeds for relationships that could result in funding opportunities, shared resources, and a greater overall sense of public pride in the local school system.

Teacher repertoires will grow. Having access to models of others’ practice will build teachers’ willingness to try new approaches in their own classrooms. This applies not just to the teachers in your own building; if class transparency is extended beyond your school community, your ideas could reach teachers anywhere. If tens of thousands of teachers converted their classrooms to glass, the opportunities for easy, customized teacher professional development would be astounding.

What You Can Do Tomorrow

Creating a classroom that allows anyone to look inside takes time. You’ll need to educate all stakeholders, build regular sharing into your routine, and learn some new technology. But to get a quick, small taste for what a Glass Classroom is like, try this:

  • Create a social channel for one class. With your administrator’s permission, set up an invitation-only Facebook page or Twitter account for your class (or a single class period if you teach middle or high school). If your school already uses a tool like Edmodo, you may already have an online channel that parents and students have access to; this will work fine.
  • Record instruction. At some point during the day, when you are giving instructions, demonstrating a technique, or otherwise doing something that would be hard to replicate on paper, have someone with a smartphone record you. (Unless you already have permission to record students, just stick to recording yourself this time.) Keep the video short—less than two minutes is ideal. Before you record, explain your purpose to students; build excitement about the idea of being able to see something from class when they are at home that night.
  • Load your video onto your new social channel. Embed or link the video to your class Facebook page, Twitter feed, or YouTube channel. If you’re not sure how to do this, find someone to show you how (your students may be the best resource in this case).
  • Share your channel. Via e-mail, send parents the web link to the channel, explaining that it contains a video that will give them a glimpse of today’s activity and that you are hoping to do more of this in the future. To boost participation right from the start, ask them to add comments or questions to the video post.

A Blueprint for Full Implementation

Step 1: Choose a platform for your social channel.
Before you can start sharing, you need a platform, an online channel from which to share. To build participation and keep yourself from getting overwhelmed, start with just one. Rather than attempting to establish a Facebook page, a Twitter feed, an Instagram account, a YouTube channel, and an Edmodo page, pick one and launch it. You might consider surveying students and their parents to see which platform they use most frequently and start there.

When setting it up your social channel, keep in mind that most of these tools offer privacy settings, allowing you to make your channel public or limit its availability to invited guests. How you select privacy settings may depend on what grade level you teach or what your school’s Appropriate Use Policy says.

Step 2: Define your content.
When you’re getting started, think about what kinds of content you’re going to share on a regular basis. Ask yourself a few important questions: Will you post weekly videos of in-class activities as a way to showcase interesting things? A daily written message about the day’s activity? Short, practical videos to help students and parents understand assignments? Student reflections?

Hacking Google for Education

Talk with students about what they think would be the most useful or interesting kinds of things to share, and how often you should be sharing. Set a tentative schedule and decide who will be responsible for executing those shares—you may want to be in charge at first, but the channel will be more successful if students have ownership and can participate, so keep looking for ways to include them in the operations.

Step 3: Set guidelines.
What rules should be implemented to ensure your channel is a place where learning is celebrated, rather than a catch-all for useless noise or an unsupervised playground where bullies can take over? Work with students to establish a set of basic guidelines for your channel, agreeing to revisit and revise them as you proceed.

Step 4: Educate stakeholders.
Some administrators and parents may have reservations about using social media in this way. They may be concerned about privacy, cyber-bullying, and safety. You can assuage these concerns with education: Whether you do it through in-person workshops or by creating an online video that explains what you’re doing, teach stakeholders about how your chosen platform functions, the privacy settings you have in place, the type of content you’re going to share, and the guidelines you and your students have established for its use.

Step 5: Secure permissions.
When sharing student names and images online, it’s essential to obtain parents’ permission. Your school may already have parents sign a release form for this purpose; if not, be sure to send out your own form before you place student pictures or content on your social channel. If you have a public channel, be sure parents know this, and give them the choice of opting their children out—this means you will need to keep these students off-camera whenever you are recording, and leave their names out of any written shares. Usually, only a few parents will choose this option, but offering it demonstrates courtesy and professionalism, while building a sense of trust.

Step 6: Start sharing.
Your channel will become a vital place for learning only if you use it consistently. Set up a schedule of sharing and stick to it. Whether it’s once a day or once a week, consistency is key to getting stakeholders used to seeing your posts. You can give a bigger boost to your channel by promoting it: If it’s public, make a concerted effort to invite parents, your colleagues, administrators and community members to view and participate in it. Include links to your channel in newsletters and emails—simple strategies that invite curious readers to engage with your content.

Step 7: Be vigilant.
Even with guidelines in place, you must watch your social channel carefully. Set up notifications so you are alerted every time someone adds a new comment or shares anything to your channel. Be sure to make your own voice heard on a regular basis: When students, parents and administrators see you sharing content and reminding participants about appropriate use, they will feel comfortable that your channel is a useful tool for learning, rather than a dangerous playground.

Step 8: Expand.
Once you and your students are comfortable with a single platform, expand your reach to others: You might join more social media platforms, or just add other features or special opportunities to your existing channel. For example, if your class is going to be participating in a TodaysMeet discussion (a kind of private online “chat room” that anyone with the web address can visit), share a link to the the TodaysMeet room with outsiders ahead of time, so they can participate or just observe.

Hack Learning Series books

Find the Series on Amazon

Or if you set up a camera to broadcast an event for a Google Hangout on Air (a free video conferencing tool that will show your event live and store a recording of it later on YouTube), you can then share links to the live or recorded event through your main social media channel.

Overcoming Pushback

Despite the ubiquity of digital learning tools and the omnipresence of social media, you still might encounter some resistance to using these resources. Here are the most likely objections to setting up a Glass Classroom:

My students aren’t old enough for social media accounts. Some platforms have minimum age requirements, which would preclude elementary students from setting up their own accounts. If you want to use these networks, set up an account for the class under your name and share the username and password with students. Alternatively, you could use a social network designed for student use, like Edmodo or Schoology.

Kids are not mature enough to use social media responsibly. Frankly, this can be said about a lot of adults using social media. Digital citizenship is a vital skill set for all people living in this century, so why not teach it in school? If you teach a six year old how to use Twitter or Instagram and these lessons are reinforced throughout the year every year, all students will get it, and they will carry these appropriate practices into their lives outside of school.

Parents are concerned about privacy. From the start, be respectful of these concerns and keep parents in the loop: Share your rationale and vision with parents, educate them about the tools you plan to use, and always obtain written permission before introducing a new level of transparency (see steps 3-5 in the Blueprint for Full Implementation section). And remember, although it limits some of the benefits that can come from a Glass Classroom, your channel can be closed to the public: An invitation-only Facebook page can be set up, or an app like Homeroom (gethomeroom.com) can be used to create a private online album of photos and videos, shared only with parents.

I don’t want people seeing every single thing that happens in my classroom. You may not be comfortable having your work on display, especially when it comes to video sharing. This discomfort may come from insecurities about imperfections in your teaching, general self-consciousness, or the desire for some privacy in order to bond with your students. Keep in mind that what you share doesn’t have to be perfect—you’re sharing it to improve understanding and to build community, not to demonstrate your own skills. If you don’t love being on camera, stick to sharing student work, or have students take turns being the ones on video. And remember, you decide what to share: Unlike a real classroom made of glass, you can put your walls back up anytime you wish.

Parents won’t use it. Like everyone else, parents are saturated with digital messages from everywhere and, naturally, it will be a challenge to direct their attention to your classroom’s social channel. If you choose a platform parents are already using—like Facebook or Instagram—your channel should be a welcome addition to their current social media habits. Regardless of your chosen platform, you can build parent participation if you share a few high-interest activities at the very beginning to really pull in lots of parents and get them used to seeing great content on your channel. Do the opposite—sharing mundane content on an inconsistent basis—and your channel will indeed be a ghost town.

The Hack in Action

Starr Sackstein, a high school English and journalism teacher at World Journalism Preparatory School in Flushing, New York, embodies the concept of the Glass Classroom. For several years, she has been sharing her classroom activity online through blog posts and photos. In the fall of 2014 she began documenting a new, student-centered approach to grading through a collection of blog posts and YouTube and Periscope videos.

“The authenticity of seeing what a learning space looks like is so valuable,” Sackstein says, about sharing her classroom through a social channel. “It’s good for my students to be able to show the world the amazing things that they’re doing.”

With the free Periscope app, Sackstein uses her smartphone to record students at work on various projects and presentations. Sometimes she asks students for feedback about what they’re learning, and a live audience can tweet questions that Sackstein or the students can immediately answer. These recordings can be viewed live on any device equipped with Periscope, so parents and other interested parties can watch in real time. Sackstein then saves the recordings and posts them to YouTube, so those who can’t attend the live session are able to watch and learn later.

Because Sackstein makes these resources available to anyone who’s interested, she gives parents insight into what their children are learning in her class and allows administrators a broader look at her teaching than they’d get from a simple observation. The videos also help co-workers understand exactly what’s going on in her classroom, which provides valuable free professional development for teachers at Sackstein’s school and all around the world. “Periscope is an opportunity for me to share with others how a student-centered classroom looks and runs. There’s a depth, a three-dimensional look at what goes on in my class.” In effect, she’s created a Glass Classroom.

Many teachers feel that the work we do just isn’t fully understood by the outside world. In the past, our ability to showcase that work was limited, but technology now allows us to pull back the curtain and share the fantastic things happening in our classrooms—really share them—with all the nuance, complexity, and immediacy a visitor might get from standing right inside our rooms.

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robots in class from Hack Learning

5 Unusual Ways to Bring Technology to Your Classroom

Technology makes students more engaged. That’s not just a statement; it’s a fact that can be supported with research. A study from 2016 indicates that the iPad improved the literacy of students in kindergarten. It’s effective for all ages, too. Another study, focused on medical school students, shows that those who used iPads scored 23% higher on exams.

Education technology is huge and it’s here to stay. However, it’s also a challenge for modern educators. You have to be very careful with the apps and tools you choose and the way you introduce them in the classroom. The last thing you need is to make technology boring to your students.

We’ll share 5 simple, but unusual ways for you to introduce technology in the classroom.

1 – Bring Robots in the Classroom

Robots are becoming part of our lives. We all loved The Jetsons as kids. Can you imagine how would it be to make that cartoon almost reality for your students? Teachers are increasingly using robots to present a number of concepts from science, language, and math. The students, naturally, love this method. However, most teachers are not entirely ready to introduce it.

Vex Robotics, Lego, and SoftBank Robotics make it easy for you. Of course, you’ll need a considerable budget to get a robot for the classroom and go through training, but the good news is that most schools are willing to provide these resources for such a cause. The NAO humanoid robot from SoftBank Robotics, in particular, is a realistic character that moves, listens, speaks, sees, connects, and even thinks and feels. This is the kind of artificial intelligence that’s making your students ready for the future.

2 – Introduce Augmented Reality

When you and your students use a device to scan or view an image, it will trigger a subsequent action – another image, video, games, 3D animations, QR codes, or whatever else you want to show. This method is called augmented reality, and it’s a huge trend in education.

Hacking Engagement author James Sturtevant

Learn more

Aurasma is the most popular app teachers use for that purpose. You can use it in many different situations:

  • During your school’s art show
  • Making geography lessons more realistic
  • Leading the students to math videos when they scan a math problem
  • Giving your students virtual tours through museums, and much more

3 – Explore Virtual Reality, Too

Virtual reality is a different concept from AR. It’s not related to objects from the real surroundings. This is an entirely computer-generated simulation of a 3D environment, which you can interact with in a realistic way. Your students will need special equipment, such as gloves with sensors or a helmet with a screen inside.

If your school provides such equipment, it would be a shame not to use its potential. If that’s not the case, you can suggest the board to get super-cheap headsets that are compatible with iOS and Android, and cost less than $10 per piece.

Virtual reality is great for astronomy lessons. Your teaching will become much clearer and more fun if your students are seeing how the solar system works. Imagine how cool it would be for them to see the stars, move the planets, and track the progress of comets. You can also use virtual reality to explore the ocean or different places all over the world without leaving the classroom, or take your students through a time traveling experience.

4 – Connect Your Class with the World through Video Conferences

Are you teaching your students about different cultures and societies? Why don’t you use technology to connect them with classes from the countries in question? If, for example, you’re exploring the social or political culture of France or you’re teaching French, you can connect with a classroom from that country. Your students will definitely enjoy the experience.

Learn more

You can also connect your students with college professors and recognized experts from different areas of study. They can act as guest lecturers, who will boost the engagement in the class. You can use LinkedIn or Edutopia to form connections with educators.

5 – 3D Printing Projects for More Fun in the Classroom

3D printing is not new to engineers and designers. They use it to quickly build prototyping tools. For students, however, it is a new and intriguing technology. They can make anything they want, and that’s enough to get them interested.

They can build models of the atom, reconstruct ancient cities, or create art projects thanks to this technology. If you’re teaching a lesson about the wheel, for example, they can build a well-functioning wheel. 3D technology is useful and interesting for students of all ages. The best part is that it’s really simple to master, even for the non-tech teacher.

Are you ready to give technology a chance? Your students will be thrilled if you use any or all of the above-listed methods.

Please share your experiences with these 5 unusual EdTech tools and strategies in comments below or on our Facebook page.

Karen Dikson is a creative writer at Best Essays, and a teacher from New Jersey. Her works have been published on Huffington Post and other educational resources. She loves to help her students achieve their most ambitious goals. Connect with Karen on Twitter.

3 Simple Ways to Stop Bullying that Don’t Require a Longterm Plan

Listen to “86: Three Simple Ways to Stop Bullying” on Spreaker.

According to the National Center for Education Statistics, 42 percent of students who are bullied report that it happens in school hallways and stairwells.

Thirty-four percent say they’re bullied in the classroom, right under their teachers’ noses.

In an article at Edutopia.org, summarizing the NCES findings, author Stephen Merrill says, “it’s the location data that jumps off the page of the report. While the playground is typically considered the epicenter of bullying, it’s the more transitional spaces—the fast-moving, highly social hallways and stairwells—that dominate the landscape of student harassment.”

In Episode 86 of the Hack Learning Podcast, Mark Barnes shares his three simple ideas for Hacking Bullying, without adopting a new program or creating yet another longterm plan.

What You Can Do Tomorrow

1 – Be vigilant — Teachers must be in the hallways at all times, especially during student transition time. If students are entering your classroom, stand at the door. Greet incoming students while keeping an eye out for any sign of bullying in the hallway.

2 – Team up on the problem — Coordinate with colleagues to use some of your teacher-directed plan time to patrol the school, especially in places where bullying often happens out of the watchful eye of adults.

3 – Be proactive — Identify bullies and bring them in with key stakeholders (parent or guardian, counselor, principal) to create steps to eliminate the bullying. Again, coordinating with colleagues and students to find the bullies and bring them in for conferences is a crucial first step that will lead to longterm success.

How are you hacking bullying at your school? Let us know in the comment section below or tweet about it at #HackLearning.

Subscribe to the Hack Learning Podcast, using the links above or download the app on iTunes here.

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Hacking Google for Education

5 Hacks for Going Google at Your School

Going Google in Your School or District
Brad Currie, Billy Krakower, Scott Rocco

Rolling out a G Suite for Education plan for a school or district is an exciting yet daunting undertaking that requires time, support, and patience. The initiative requires a commitment to the Chrome Browser and an ability to look at teaching and learning in a new way.

It can be done in a 1:1 or BYOD setting and involve a plethora of devices including Chromebooks, iPads, or a Windows based computer.

5 Hacks for Going Google at Your School

1 – Assess The Needs of Students and Staff

Gaining insight from stakeholders can a tremendous help when trying to  transform a learning environment. Conducting a Google Form survey to assess staff needs is a step in the right direction.

Consider creating a Chrome Committee that consists of students, staff, administration, tech support, and parents to gain further insight to guide decision making. Informal classroom observations and conversations with staff would help in solidifying the initiative.

2 – Establish a G Suite for Education PLC

Driving pedagogically sound teaching with technology starts with teachers holding consistent conversations around best practices pertaining to student engagement within the G Suite for Education framework. Teachers could meet with their subject area or grade level colleagues within their school or district.

Focusing on such things as the SAMR Model to support developing lessons with Google Apps like Docs, Slides, Sites, Drawings, and Maps can go a long way in promoting the success of students. Creating and maintaining a Google Classroom “Class” for the PLC will help with sharing ideas and resources throughout the school year.

Look Inside

3 – Differentiate Your Approach to G Suite Training

A school or district is only as good as the number of qualified technology coaches made available to support staff. It’s always important to remember that most educators are going to be at one of three ability levels: Beginner, Intermediate and Advanced.

Planning individual or group trainings must include knowing what staff members are or are not capable of doing within the G Suite for Education space. Training can take place before, during, and after school for staff.

Additionally, virtual training should be offered as much as humanly possible. Leaning on the expertise of middle school and high school tech clubs can help teachers integrate Google Apps more effectively.

Holding parent tech nights/mornings 3 or 4 times during the school year can help acclimate them to this new learning environment especially since students will be required to do assignments at home. Shifting the use of time during faculty meetings to focus on sharing best practice tech initiatives can help everyone out in the long run.

4 – Hold a District Wide G Suite for Education Summit

A day of learning consisting of a G Suite for Education Keynote Address and staff-led breakout sessions will be beneficial for all involved. The Evolving Educators have many of the country’s leading educational thought leaders when it comes to Google Apps integration

An additional step to consider is that staff should be given an additional day within one month of Summit to dig deeper so they have to time to apply what was learned. Those who volunteer to present at the Summit should will be offered a chance to attend out of district conferences and workshops to further sharpen their skills.

5 – Support a Google Educator Certification Initiative

A two or three year plan should be put into place to have as many staff members as possible become Google Certified educators, trainers, and innovators. Learn more by visiting https://edu.google.com/training/.

Points of Emphasis for Students and Teachers

For the Going Google initiative to be a success students and staff must commit to a paperless learning environment with Chrome, Gmail, Calendar, Docs, Sheets, Slides, Forms, Drawings, Classrooms and a host of other apps, extensions, and add-ons. A new reality consisting of real time creation, collaboration, and communication must exist. Going Google will transform the way students learn, teachers teach, and leaders lead with G Suite for Education.

Brad Currie, Billy Krakower, and Scott Rocco are co-authors of the soon to be released Hacking Google for Education, Book 11 in the Hack Learning Series. Learn more about them by visiting www.evolvingeducators.com.