Google Docs in the Classroom

As I began utilizing online collaboration tools for my teaching and learning last year, one of the first sites I immediately grew fond of was Google Docs. As soon as I began using it in the middle of the year in my AP US History class, I saw its value in assessment of writing, studying for exams, and preparing outlines in an interactive and reflective way. It immediately led to increased writing about the material we were covering, which directly led to improved performance on formal essays. It was also extremely effective as an organizing tool for a staff committee I chaired.  We were able to discuss differences and outline thoughts leading up to each meeting, which led to seamless and productive face to face gatherings. It eliminated many of the physical restraints such as time and other commitments that can plague staff committees.

The one frustration that came with using Google Docs was confusion and messiness that multiple editors can bring to an existing document. At times, clauses were accidentally deleted, or answers were misplaced or spaced in awkward ways. My AP class this year can attest to that from their summer assignment.  However, the new comment feature on the site seems to alleviate the only negative I saw.  It maintains all the collaborative benefits multiple sets of eyes on the same document can bring, but allows for the document itself to remain intact.  I was excited to use it in the classroom to analyze war quotes to begin a unit on morality and WWII earlier this week with my America & the World classes with juniors and seniors.

Allowing the students to comment on the document rather than edit opened up many new possibilities for classroom application of Google Docs.  The document remained clean, which allowed the students read the quotes without distraction and focus on what they want to say about each one.  The way they were able to discuss and dissect what they were reading while informally improving their ability to articulate their thoughts after reading with their writing was exactly what I was hoping for.  Being in the computer lab together allowed for the students to follow up written thoughts with conversation.  It was a rare occurrence where we were working on our reading, writing, listening, and speaking skills all at the same time.

I envision us using this tool in the future as a way to model the great reading strategies championed in Mike Schmoker's, Focus, as it allows me to show the students exactly what I would highlight through a difficult reading.  Comments provide readers the opportunity to essentially write in the margins, like one would do on paper.  Students that may be unsure of what to highlight and comment on in text would immediately benefit from seeing in real time what others are choosing to note.  Peer editing becomes cleaner, and I now have the ability to discuss writing samples with students in a more direct and efficient manner. I continue to be impressed with Google Docs, and the way it allows me to promote good reading habits and analytical writing in innovative and modern ways.