Educating Educators

Learner’s Curiosity

According to (Keller, 2010) curiosity is aroused by uncertainty is aroused by or a desire to close a perceived gap in one’s knowledge. A learners curiosity arises as they discover their need to closed gaps between knowledge and deficiencies. Google classroom offers an opportunity for students to keep assignments and activities organized and receive immediate feedback. Students’ Response to Feedback: An Exploratory Study; this research works on teacher feedback has concentrated on the perceptions of students and teachers feedback response. (Leffroy, 2020). Withing this study it debates the importance of giving students feedback in written and/or audio format. Google for Educators allows various ways of providing feedback. Some of the components include open blog communication, auto-grading components and formal assessment providing instant grading and feedback. Students benefit from getting feedback and it feeds into the curiosity of what they know and what they need to learn and remediate. In my classroom students receive weekly communications with expectations. Across curriculum students can monitor their assignments submission, grades and needed interventions.

Meaningful Learning

According to (Edmond, 2022) Engineering design and communication courses are typically dynamic, active learning spaces that bring together a complex array of knowledge and skills. Google for Educators gives students the opportunity to work with a teacher guided component, but it gives student the ability to find meaningful learning in their process. Relevance can also be achieved by creating meaningful challenges, especially with people with high needs for achievement. (Alschuler, Tabor, & McIntyre, 1971; McClelland, 1984). A student learning needs to become a significant experience, as instructional designers it is important to find different methods of making learning meaningful. Google for Educators is a compilation of APPS that help students in the process of making learning in a productive process. One of the most used components is Google Classroom. This platform has a blended program created for education institutions and it concentrates in simplifying creativity. This springs a simple way of sharing files between teachers and students. As an educator, I have found that Goggle Classroom is an excellent way of managing files, grading and it gives students an opportunity to complete group projects electronically as well.

Learners Believe to Succeed

Learners need to believe in the process of being successful. This might seem like an easy task, but it can get complicated when students lack confidence in themselves. According to (Bandura, 1997). When people do not have positive expectancies for success or when they have unable to avoid failures and catastrophes over which they have no control, they can develop feeling of helplessness (pg. 81) Finding effective method in the classroom can make the process of building confidence, easier among students. Based on Cool Tools for teachers, Google Classroom (google.com/edu/classroom) is a new tool to help teachers create and manage assignments. This was featured in the September "Cool Tools" column, the student-response system. (Byrne, R. 2022). The user-friendly components have made Google of educators and effective tool in my classroom. From communicating with students, posting assignment, grading, and assigning formal and informal assessment has been a helpful tool in the classroom. Students have found an easy way to find effective access to technology and creating a positive learning environment.

Reference:

Byrne, R. (2021) Cool Tools Retrieved from EPSCOhost: https://web-p-ebscohost- com.oclc.fullsail.edu/lrc/detail/detail?vid=5&sid=8f3f7299-e9e5-4529-aa2b-fda0de58e311%40redis&bdata=JnNpdGU9bHJjLXBsdXM%3d#AN=99743227&db=lkh

Cenlan, W., Tala, M. Taor, X, & Hui, L (2022). How learner engagement impacts non-form online learning come through value co-creation; and empirical analysis Retrieved from EPSCOhost: https://eds-p-ebscohost-com.oclc.fullsail.edu/eds/detail/detail?vid=2&sid=b8debeb3-09d7-45d9-bbdd-71c6af40850e%40redis&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=157871775&db=ehh

Edmund, M.N. (2022), Transcending Lockdown: Fostering Student Imagination through

Computer Supported Collaborative Learning and Creativity in Engineering Design Courses. Retrieved from EPSCOhost: https://web-p-ebscohost-com.oclc.fullsail.edu/lrc/detail/detail?vid=9&sid=1cbee62a-a2b0-45a1-bf09-533f24df7d81%40redis&bdata=JnNpdGU9bHJjLXBsdXM%3d#AN=155344603&db=lkh

Keller, J.M. & Deimann, M. (2018). Motivation, volition, and performance. In R.A. Reiser, & J.V Dempsey (Eds.), Trends and issues in instructional design and technology (4th ed.) (pp. 78-86). New York, NY: Pearson

Lefroy, R. (2020) Vol.54 Audio or Written feedback: The secondary school English student experience, Retrieved from EPSCOhost: from https://web-p-ebscohost-com.oclc.fullsail.edu/lrc/detail/detail?vid=12&sid=c9054897-285d-48b7-8441-6949932f817e%40redis&bdata=JnNpdGU9bHJjLXBsdXM%3d#AN=146411769&db=lkh