Have students engage in the writing process collaboratively from anywhere with Google Docs.
Give students ongoing and simultaneous feedback on writing in Google Docs.
Use Google Doc Revision History to monitor collaborative activity and hold students accountable.
Use Google Docs to collaborate on the same lesson plan at the same time with a colleague.
Collect data in a Google Sheet.
Analyze data in a Google Sheet using charts, pivot tables, and add-ons.
Use the dynamic motion chart in Google Sheets to show information about several indicators over time.
Use the Research Tool in Google Docs, Sheets and Slides to drag and drop images, cite sources, and search for quotes.
Use the EasyBib Bibliography Creator in Google Docs to create and manage a bibliography in a Google Doc.
Use Google Slides to create dynamic and engaging presentations.
Invite an expert into your classroom through Google Hangouts.
Invite a relative/grandparent into the class to through Google Hangouts to share a perspective on a career using the content, or on personal experiences from a historical period.
Hold virtual office hours or homework help through Chat within a Google Doc.
Create a website for your class including an embedded Google Calendar to track events, activities and assignments.
Use student websites to create student digital portfolios and showcase student work.
Better yet, have students create websites to showcase their work.
Have students reflect on their daily learning through shared Google Docs. Students can read each others’ reflections and comment on the responses they agree with.
Use Google Classroom to organize and manage your classroom.
Access an extensive library of video learning content on Khan Academy. Use the Class feature to organize your students and content and analyze progress.
Access approved video content with Safari Montage to offer students multiple access points to the content… or to create their own playlists for the content.
Introduce coding to your students with the Hour of Code.
Use TedEd to find and create lessons around a TEDTalk, YouTube Video or your original video content.
Use Glogster to create multimedia ‘glogs’, high-impact, poster-like creations incorporating text, audio, video, images, graphics and more.
Use TechSmith Snagit to capture still images or capture audio and screen video to create screencasts.
Add the WeVideo app to capture and edit video presentations.
Use GoAnimate for Schools to create fun and engaging animated videos.
Use the MindMeister Add-on to turn any bullet-point list into a visually appealing mind map and insert it into your Google Doc.
Use GeoGebra or Desmos to explore dynamic graphing tools and lessons.
Use CK-12 to access curated online STEM aligned content.
Use Google Forms to create a classroom survey and analyze the results in Google Sheets.
Use Google Forms to create a formative pre-assessment and then a summative ‘exit ticket’ to gauge student learning and guide planning.
Use the Flubaroo Google Sheets Add-in to automatically grade simple assessments created in Google Forms.
Identify Montage video resources to provide daily writing prompts, activity modeling, and out-of-the-box content area expertise that students find interesting.
Use Google Drive for cloud-based storage of critical curricula and other important files.
Aggregate videos for blended learning via a Montage playlist.
Use Google Search to identify exemplars of problem-based learning, blended learning, or mobile learning.
Source reviews of curricula, apps, and other pedagogical tools.
Find curated collections of resources currently tucked away in the dark recesses of some obscure web page using expert keyword search tactics—gold mine!
Use Google Search to find new professional opportunities as your niche ed-interests and expertise in education evolve.
Have students analyze emerging cultural trends using Google Trends.
Have students use Google Drive to save digital portfolios.
Communicate with colleagues via Google+.
Have students trace a fictional or real character’s journey through Google Earth.
Have students manage and communicate project-based learning work on Google Calendar.
Sync your browser tabs, search history, and extensions between devices with Google Chrome sync.
Use Google Scholar to review research on learning trends and strategies.
Use Google Calendar to create “appointment slots” for writing conferences or parent conferences.
Use Google Custom Search to create search engines which will direct your students only to sites you’ve vetted.
Use Ngram viewer to search trends of two different (but related) terms as they’ve appeared in literature over time and have students hypothesize and/or research reasons for the shift in usage from one term to another.
Use Google maps to tell digital stories with text, photo and video all embedded into a trail students lay on the map. With screen capture software, they can even narrate their “journeys”.
Connect art to your curriculum by creating and sharing galleries in Google Art Project. Or have students create, narrate (via screen capture) and share art galleries.
Locate 3 sources of information that support an idea, and rank them in terms of their credibility.
Use Google Search to find the original source of an “old” idea.
Use Google Search to identify experts who can function as sources of data.
Use Google Search to find related keywords, names, dates, and other curiosities while reading fiction and non-fiction text to contextualize reading.
Use Google Search to locate multiple filetypes (filetype:______) that address the same or similar topic, then defend which one is most compelling and why.
Provide groups of students a query, then have them use Google Search to find and defend the most credible source of information on that topic.
Explain the single most important way Google is and is not like a library.
Find an information search result that is non-optimal for one search objective, then explain what kind of search that result would’ve been optimal for.
Defend or attack using the “out of date” Google search results.
Identify publishing needs by searching Google posts “within the last 7 days” and analyzing the quality of only recently published information.
Use Google search by voice in mobile learning situations.
Use the Google Advanced Search function to filter results by reading level.
Identify experts who can inform both the online and offline search process.
Find collections of information that contextualize a topic before or after searching (i.e., Learnist, Pinterest, etc.).
Use Google search results and the QFT strategy to narrow a topic from open-ended abstraction to concrete and retrievable data.
Imagine what Google will look like in 2023 using Moore’s law and trends from 2003 to 2013.
Engage students in beginning to manage their favorite brands online by measuring Google search results against professional goals and personal beliefs, and understand how Google generates those “non-optimal” results.
Use Google Trends and Search Filtering by date to describe the ebb and flow of quality information.
Search social media sites for sources of information and media trends (rather than information itself).
Defend or critique the Google Trend “Forecast” using both existing search data as well as existing cultural trends.
Use Google Scholar Search to find and use the “Works Cited” page of credible academic journals, then curate these sources for use in future searches.
Experiment with keyword Google search variations, then analyze the relationship between phrasing and search credibility.
Defend or critique the process of Googling entire questions (versus simply Googling key words and phrases).
Use “Define:_____” in Google Search to find the definition of a word rather than wasting time on dictionary sites.
Use “exact phrase” searching to find different ways a line, quote, or other text is used differently across the internet—and which sites cite sources and which do not.
Redesign (via a quick sketch) the Google results page to provide a more visual way to display search data on various size screens.
Guess the impact autocomplete has had on search results using specific examples (i.e., how it can support or distract the search process).
At the end of a research project, have students artistically explain the difference between search and research.
Engage students in a silent “discussion” using a shared Google doc to ensure all voices are heard as students post their ideas and thoughts to the same question(s) and respond to one another in writing.
