Go Go Gadget Google! - PAEA 2016 Education Forum

Go Go Gadget Google! - PAEA 2016 Education Forum

Go Go Gadget Google!
PAEA 2014
Objectives
At the end of this workshop, attendees will be able to:
1. Recognize a role for utilizing interactive technology in PA education.
2. Develop an interactive Google application, such as a GoogleDoc.
3. Employ a Google application in the setting of the workshop.
4. Utilize Google applications to promote critical thinking and active learning
in the classroom.
5. Utilize Google applications to promote self-reflection and self-evaluation by
students.
6. Utilize Google applications to survey students in the form of informal
course evaluations.
7. Utilize Google applications to promote faculty portfolio development.
8. Utilize Google Calendar application for transparency in scheduling.
The Research
“The use of authentic learning to develop cases that we
implemented in Google Drive enabled us to help change
how students perceive their own role in the learning
process.
“This critical interaction with information and with each
other helped them to move towards autonomous learning,
empowering them to control where, what and how they
learn.”
-Rowe, 2013
The Research
“Text-based online learning tools have been shown to
provide opportunities to express and share ideas, time for
reflection, better understanding of in-class topics and the
development of critical thinking.”
-Ghodrati & Gruba, 2011
Background: Interconnections of
Learning
Students
Google
Apps
Students
Personal
Learning
Space
YouTube
Faculty
PollEv
Modified from Chu, et al, 2010
Google Apps
B.R.A.I.N.
S.T.O.R.M.
How We Use Google Apps...
Your Mission...Should You Choose To
Accept...
Use a Google App to create a fun,
interactive tool or application!
….this message with self destruct….
References
Rowe M, Bozalek V, Frantz J. Using Google Drive to facilitate a blended approach to authentic learning. British Journal Of Educational
Technology [serial online]. 2013;(4):594. Available from: Academic OneFile, Ipswich, MA
Ghodrati, N, Gruba, P. The role of asynchronous discussion forums in the development of colaborative critical thinking. Ascilite: changing
demands, changing directions. 2011
Chu L, Young C, Zamora A, Kurup V, Macario A. Anesthesia 2.0: internet-based information resources and Web 2.0 applications in anesthesia
education. Current Opinion In Anaesthesiology [serial online]. April 2010;23(2):218-227.
George D, Dreibelbis T, Aumiller B. How we used two social media tools to enhance aspects of active learning during lectures. Medical
Teacher [serial online]. December 2013;35(12):985-988. Available from: Educational Research Complete, Ipswich, MA. Accessed May 29,
2014.
ÓBroin D, Raftery D. Using Google Docs To Support Project-Based Learning. AISHE-J: The All Ireland Journal Of Teaching & Learning In
Higher Education [serial online]. March 2011;3(1):35.1. Available from: Publisher Provided Full Text Searching File, Ipswich, MA. Accessed
May 29, 2014.
Brodahl C, Hadjerrouit S, Hansen N. Collaborative Writing with Web 2.0 Technologies: Education Students' Perceptions. Journal Of Information
Technology Education [serial online]. January 2011;10:IIP73-IIP103. Available from: Education Research Complete, Ipswich, MA. Accessed
May 29, 2014.
SUWANTARATHIP O, WICHADEE S. THE EFFECTS OF COLLABORATIVE WRITING ACTIVITY USING GOOGLE DOCS ON STUDENTS'
WRITING ABILITIES. Turkish Online Journal Of Educational Technology [serial online]. April 2014;13(2):148-156. Available from: Education
Research Complete, Ipswich, MA. Accessed May 29, 2014.