Post date: Mar 04, 2014 7:44:7 PM
Mr. Boyle's students are now quite accustomed to today's version of peer editing. They are working with Google Apps, where each student has their own account and can create documents to share with peers and the teacher. The system works like this: Each student in the upper grades at Blessed Trinity has a Google Apps account. We currently allow just three services on the student accounts: Drive (which includes access to a word processor, spreadsheet, presentations (think simplified PowerPoint) forms and photos, including online file storage of any files), Sites, and Calendar. Students log into their own personal account and can create documents and files and then share those files with others - peers and teachers. Their peers and teachers are then able to either comment on or edit the document, depending on the permissions given to them by the student who owns the document, which can be seen by the student in real time. In addition, there is an ability to connect online with people with whom the document is shared to have real-time discussion about different points in question. This has opened up some great discussions about peer editing that might not otherwise have happened in the confines of the classroom and the school day when a teacher or peers are available for comment on one printed page.
Here is what Mr. Boyle had to say about the process of using Google Apps as opposed to peer editing on paper:
I have been using Google Apps now for several years, and they give my students a tremendous advantage in their English skills. I am a language arts teacher, so the apps really help me in teaching the students important skills such as writing. Predominantly we utilize Google Drive, which students use for all of their papers and even for essay exams! I teach the students how to use Google Drive when they first come to me in 6th or 7th grade and they learn how to log in and write papers or create presentations on it. Then, I teach them how to share their documents and presentations with other students and myself. The result is that we are able to edit work through comments online rather than having to write and mark with red pen, which is more time consuming and results in slower feedback for the students. This even works for exams. Students will do an exam for me then share it on Google Drive. I will offer comments on it and then deliver their grade on Google Drive. This, again, has allowed me to give back tests with feedback more quickly, which helps the students understand any mistakes and take charge of their learning.
Google Drive also helps students develop editing skills, as they are responsible for sharing and editing their work with other students. The students do it online and then are able to share their ideas and discuss the paper at home rather than eating up valuable class time. Finally, the quality of work I receive from students is much higher because they can “take the paper with them” anywhere they have an internet connection and I am able to give them constant feedback on it. For example, students will often send me things as they are working on, and I will offer comments and suggestions that they will fix as they are writing. Furthermore, if they still have questions, they can write comments to me and we can discuss how to make it better - all while they are outside of school.
In addition to writing, students can share videos and presentations with the rest of the class or myself. Students begin to think of Google Drive as their own “personal portfolio” and take more ownership over their work. When this happens, they truly value what they do and work harder to make it more polished. Hence, in my classroom, Google Apps have been truly valuable in making students more accomplished writers and overall language arts students.
Because I'm not the one benefitting from this process, I also asked Mr. Boyle to get some feedback from his students who have been using it in his classes. Here is what three of his students had to say:
As an eighth grade student, I have seen my school change. One of these changes that benefitted me is Google Drive. Google Drive is a cloud office program that allows all of the students to write their assigned document, and then share it with their teacher via the share button. This is beneficial because the teacher is able to view our document and then make comments on what changes need to be made.
Being able to use Google Drive for our class work and to write papers is very helpful and convenient. Typing is much easier than writing a long paper by hand, and also much faster. Google makes it so you don't have to worry about forgetting your papers. They are always with you online, wherever you go. Google Drive also allows teachers to give you feedback quickly. With normal papers, you usually have to wait until the next day to get advice or help. However, with Google Drive you can instantly share documents with anyone, and they can edit or leave comments on the documents. I really think more schools should implement Drive accounts for students, because it allows us students to be more organized and helps us exceed at our work.
Google Docs is extremely helpful and easy to use for school. It is helpful because you can share your ideas and papers with your teachers and friends and they can give you feedback. Another thing is that your teachers can comment on your papers letting you know how you can improve your writing. Also, with the sharing ability, you are able to work on projects with your partner even when you're both away from school. Google Docs allows you to work on your paper from any computer, whether it's the mobile lab or your computer or iPad at home. Doing presentations or spreadsheets are very easy and simple to learn how to do. Overall Google Docs is quick, convenient, and user-friendly.