I have worked closely with high school history teacher Dan Viles for years and last September we decided it was time to go paperless. Through the switch, Dan would focus on the Social Studies content while I would help students with any technical questions that came up. With access to a cart of laptops and class full of kids, we developed a work flow that went from discussion to publication. Students began by collaborating on group notes using a Google Spreadsheet. The structure of the spreadsheet allowed students to do research and assist each other using the built in chat feature. Online resources were combined using Google Notebook. When the notes were complete, student would work on an essay using Google Docs and then once proofed, edited, and complete they would publish it to Blogger which would automatically be collected by our Google Reader.


    When the project began students, of course, pushed the boundaries. Seeing what naughty words they could get away with in the chat. We made it clear anything written would be treated as if said out loud and soon the novelty wore off and they used the tools in earnest. Another ploy that cropped up was the 21st Century version of "The dog ate my homework." Otherwise known as, "Google ate my homework."  There was a standing offer that any work could be handed in on paper if a student was truly concerned with losing their stuff. None did. In one occurrence, a student had an essay three weeks overdue and a parent came in regarding the resulting grade. We pulled up the revision history, noted the time and dates of changes and found nothing more than six hours old. The parent apologized for taking our time and left with the student in tow.

    My favorite story about using Google Docs came late one night before an essay was due. Just for fun, Dan pulled up a few of the Docs (which his account was a collaborator on) and watched the students create their essay right before his eyes. When the students would notice he was online with them, they would type questions, asking his opinion about a point or if that sentence made sense. He was able to provide help to them as they needed it.

    One of the most interesting aspects of the project that none of us thought of when we began the project was how important the work would become to others. These were not single answer assignments, so the work the students created was freely shared. One student came to us this year and found a comment one of her blog posts:

Abby said...

"Wow. Your two written things on Touching Spirit Bear have really helped me and my friend with our LA projects while we read the book. Thank you so much for posting these, it really really really helped, especially this one (seeing as there's no info on Circle Justice ANYWHERE)"

    The student was so excited at the connection she had made. And rather than an essay being graded and forgotten, it lives on as a point of reference for others. This year the entire history department uses Google Docs which has spilled over into other departments like English and Math. As an educational tool, it's been simply amazing.
    The final step was having students bring together the work they wanted displayed in their online portfolio. The district then purchased each graduating senior their own domain name which was forwarded to their account. Acting as their 21st century business card, students can give this web address to perspective employers, interviewers or use it in what ever way they saw fit. http://msad48.googlepages.com/welcome

Kern Kelley
M.S.A.D. #48