Tag Archives: GAFE

How one teacher discovered the perfect teaching tool: a business

Posted by Melissa Horwitz, Marketing Manager, Google for Education

(Cross-posted on the Google for Education Blog.)

Editor's note: Teachers are uniquely inspiring people. It takes a teacher to engage students, bring the classroom alive and turn classroom concepts into lifelong passions. We’re thrilled to celebrate everyday heroes like Matt from High Tech High, whose story is below, at ISTE this year in Denver. If you’ll be at the conference, stop by booth #2511 in the expo hall to demo the latest Google for Education tools. We’ll also be sharing over 50 presentations from educators and Googlers in room #103.


San Diego’s High Tech High encourages its teachers and students to think outside the box. Instead of traditional curricula, the school emphasizes experiential projects and student-teacher equality, like using teachers’ first names in the classroom. These are some of the many reasons why Matt Martin has been teaching chemistry there for 4 years. In keeping with High Tech High’s interdisciplinary approach to learning, Matt’s students aren’t just amateur chemists — they’re entrepreneurs-in-the-making who use knowledge from all of their classes to take on classroom challenges.

Matt wants his students to learn about the real-world applications of chemistry, not just the contents of their textbooks. Matt and his students work together on projects, like the Mad Scientist program, which gives students the opportunity to design their own experiments. When one student had the idea of making soap with sodium hydroxide, otherwise known as lye, Matt saw the potential to turn a one-time experiment into a full-fledged business. All the students needed was a name. They came up with the Wicked Soap Company, an e-commerce business dedicated to handcrafted soaps. With help from some real-world scholars, John Cahalin and Elyse Burden, Wicked Soap Company has grown into a self-sustaining enterprise. While initially only 20 percent of the soap students produced was usable, the class has boosted the number to 80 percent over time.

Matt’s students love working for Wicked Soap Company. It has encouraged them to take pride in the uniqueness of their education. “The soap project was an amazing experience and was the first time I had ever done anything like it,” said one of Matt’s tenth-grade students. “ I became a business strategist, selling soap to people from all around the world and informing them about something that separates us from all chemistry classes.”
Matt Martin, chemistry teacher at High Tech High

A formula for success 

Students were so eager to get involved with Wicked Soap Company that Matt decided to extend the project over multiple semesters. Matt’s 50 chemistry students — and dozens more supporting the company — rely on technology like Chromebooks and Google Apps for Education that let everyone participate and learn together. As technology becomes increasingly vital to education, the guidance and instruction teachers like Matt provide has never been more important.

Many of Matt’s students have also discovered the intersection of their skills and interests. By merging students’ various interests — whether it’s in math or English — Matt created a classroom experience like no other. “I’ve learned so much more than just science, or making soap,” said another tenth-grader, “I’ve also learned about the dynamics of entrepreneurship. There was nothing more satisfying than watching people buy and admire something that I made.” Students haven’t just earned experiences, though — they’ve earned profits.
Student from Matt's class making soap
With Matt’s guidance, students have enthusiastically used Wicked Soap’s profits to give back to their community. They’ve donated over 1,000 bars to local homeless shelters. Students also purchased a motorized wheelchair for a senior student who would attend UC Irvine in the fall. When a community member’s house burned down, students donated all of their income the next day in support. It hasn’t been all work and no play for Wicked Soap’s staff, though. Students have gone on outings they wouldn’t have been able to attend otherwise, like a trip to see the Padres take on the Rockies.

There’s no doubt Matt takes an unconventional approach to teaching chemistry, and students are more engaged in the subject as a result. “I walked into this class knowing nothing about chemistry,” said one of Matt’s students. “Now I feel like I have learned so much and am more interested in chemistry. I even want to do experiments on my own time now that I have been introduced and shown how to run an experiment.”

Wicked Soap Company, the fruit of Matt’s Mad Scientist program, shows how it takes a teacher to create engaged, successful students. As a chemistry teacher, Matt didn’t just teach how to make solutions and compounds — he showed his students how to discover their passions.
Wicked Soaps, almost ready for sale
If you’ll be at ISTE in Denver, come visit our Booth #2511 in the Expo Hall and our Session Room #103 to hear more stories like this one.

How one teacher discovered the perfect teaching tool: a business

Posted by Melissa Horwitz, Marketing Manager, Google for Education

Editor's note: Teachers are uniquely inspiring people. It takes a teacher to engage students, bring the classroom alive and turn classroom concepts into lifelong passions. We’re thrilled to celebrate everyday heroes like Matt from High Tech High, whose story is below, at ISTE this year in Denver. If you’ll be at the conference, stop by booth #2511 in the expo hall to demo the latest Google for Education tools. We’ll also be sharing over 50 presentations from educators and Googlers in room #103.

San Diego’s High Tech High encourages its teachers and students to think outside the box. Instead of traditional curricula, the school emphasizes experiential projects and student-teacher equality, like using teachers’ first names in the classroom. These are some of the many reasons why Matt Martin has been teaching chemistry there for 4 years. In keeping with High Tech High’s interdisciplinary approach to learning, Matt’s students aren’t just amateur chemists — they’re entrepreneurs-in-the-making who use knowledge from all of their classes to take on classroom challenges.

Matt wants his students to learn about the real-world applications of chemistry, not just the contents of their textbooks. Matt and his students work together on projects, like the Mad Scientist program, which gives students the opportunity to design their own experiments. When one student had the idea of making soap with sodium hydroxide, otherwise known as lye, Matt saw the potential to turn a one-time experiment into a full-fledged business. All the students needed was a name. They came up with the Wicked Soap Company, an e-commerce business dedicated to handcrafted soaps. With help from some real-world scholars, John Cahalin and Elyse Burden, Wicked Soap Company has grown into a self-sustaining enterprise. While initially only 20 percent of the soap students produced was usable, the class has boosted the number to 80 percent over time.

Matt’s students love working for Wicked Soap Company. It has encouraged them to take pride in the uniqueness of their education. “The soap project was an amazing experience and was the first time I had ever done anything like it,” said one of Matt’s tenth-grade students. “ I became a business strategist, selling soap to people from all around the world and informing them about something that separates us from all chemistry classes.”
Matt Martin, chemistry teacher at High Tech High

A formula for success 

Students were so eager to get involved with Wicked Soap Company that Matt decided to extend the project over multiple semesters. Matt’s 50 chemistry students — and dozens more supporting the company — rely on technology like Chromebooks and Google Apps for Education that let everyone participate and learn together. As technology becomes increasingly vital to education, the guidance and instruction teachers like Matt provide has never been more important.

Many of Matt’s students have also discovered the intersection of their skills and interests. By merging students’ various interests — whether it’s in math or English — Matt created a classroom experience like no other. “I’ve learned so much more than just science, or making soap,” said another tenth-grader, “I’ve also learned about the dynamics of entrepreneurship. There was nothing more satisfying than watching people buy and admire something that I made.” Students haven’t just earned experiences, though — they’ve earned profits.
Student from Matt's class making soap
With Matt’s guidance, students have enthusiastically used Wicked Soap’s profits to give back to their community. They’ve donated over 1,000 bars to local homeless shelters. Students also purchased a motorized wheelchair for a senior student who would attend UC Irvine in the fall. When a community member’s house burned down, students donated all of their income the next day in support. It hasn’t been all work and no play for Wicked Soap’s staff, though. Students have gone on outings they wouldn’t have been able to attend otherwise, like a trip to see the Padres take on the Rockies.

There’s no doubt Matt takes an unconventional approach to teaching chemistry, and students are more engaged in the subject as a result. “I walked into this class knowing nothing about chemistry,” said one of Matt’s students. “Now I feel like I have learned so much and am more interested in chemistry. I even want to do experiments on my own time now that I have been introduced and shown how to run an experiment.”

Wicked Soap Company, the fruit of Matt’s Mad Scientist program, shows how it takes a teacher to create engaged, successful students. As a chemistry teacher, Matt didn’t just teach how to make solutions and compounds — he showed his students how to discover their passions.
Wicked Soaps, almost ready for sale
If you’ll be at ISTE in Denver, come visit our Booth #2511 in the Expo Hall and our Session Room #103 to hear more stories like this one.

Technology fast-tracks success for students with language-based disabilities

Posted by Margaret Kuzmicz, director of technology at Carroll School

(Cross-posted on the Google for Education Blog.)


Editor's note: Small schools are seeing great success with Google for Education tools. We spoke with educators and administrators from smaller districts across the United States to better understand how technology has helped them innovate, create more efficient processes, and make a positive impact on their students. This is the third in a series of posts where we explore the impact small schools are making on their students. To learn more about using Google for Education tools, visit us here.

All over the country, innovations in technology are showing us that it’s possible to provide more access to information than ever before. At Carroll School, located in Lincoln, Massachusetts, we rely on these innovations to bridge the divide for our students with language-based disabilities by alleviating their challenges with reading, writing and organization skills.

Students with language-based disabilities, like dyslexia, are extremely bright, curious and creative. But they oftentimes struggle in regular classrooms to build the core skills they need to excel in school. This is why Dr. Edwin Cole, a neurologist, and a small group of passionate individuals were inspired to found the Carroll School in 1967 and dedicate it to helping children with language-based learning disabilities.

Our faculty and staff at the Carroll School meet the individual needs of students by creating small, supportive classroom environments They use innovative approaches like cognitive intervention, founded in emerging scientific research. We’re also a very technologically progressive school, and our cloud technology, Google Apps for Education, allows us to create interactive experiences for our students. To our delight, incorporating technology has made a big difference for our students, who say that it’s made it easier for them to learn how to write, stay organized and get feedback from teachers

Students can overcome writing challenges


Students with language-based disabilities have to overcome an extra set of challenges while learning to write, specifically with spelling. Many of our students use Voice-to-text, a feature in Google Docs that uses voice recognition technology to dictate essays, stories and other writing projects.

“When I’m writing, Voice-to-text in Docs helps me concentrate on just talking about the subject, rather than worrying about how things are being spelled. I think it's even better than Siri on my phone,” says one eighth grade student at Carroll School. With Voice-to-text, students can share their unique perspectives and opinions, without getting mired by their challenges with writing.

Teachers can give instant, personalized feedback


Our students each have different needs and learning styles; we keep our class sizes small so teachers can provide individualized help. The cloud has made getting personalized attention faster and easier. Now, teachers share assignments through Google Docs and can then give students instant feedback on their work.

“I have difficulty with writing, but it’s easier when I can get help from my teacher. Before using Docs, I’d have to wait a few days or weeks after turning in an assignment to see my teacher’s edits. In Docs, [my teacher] can suggest the edits to me and I can make them myself before turning in the assignment,” says one fourth-grader at Carroll School.

This ongoing feedback and interaction also helps our students stay engaged and on-task. When students see their teacher in a shared homework assignment, responding to their work in real-time, it motivates them to stay on top of their work.

Organization is now a given


Kids of every age — and many adults too — struggle to stay organized, especially when keeping track of multiple assignments, papers and resources. Organization is important for students to succeed in the classroom. By using the cloud to store their work, our students’ now complete and turn in more assignments in an organized way, and stay on top of their tasks.

Students can access their schoolwork easily in class or at home. Says one ninth-grader, “I find myself printing way less. Last year, I had to print out almost all of my homework, but now I can just turn it in with Google Classroom.” Additionally, students say they feel more prepared for class. “With Classroom I have all of my classes in one place, so I don’t have to run around to each teacher to check on stuff,” says a ninth-grader at the school.

Technology is making a visible impact. It’s helping our students succeed in the classroom. Now, both students and teachers say that more assignments are turned in on time and students are more confident. There’s one downside, says one fourth-grader at the school, “Unfortunately, this means we can’t use not knowing the assignment as an excuse for not doing our homework anymore!” Though I think that’s one downside we can live with.

Technology fast-tracks success for students with language-based disabilities

Posted by Margaret Kuzmicz, director of technology at Carroll School

Editor's note: Small schools are seeing great success with Google for Education tools. We spoke with educators and administrators from smaller districts across the United States to better understand how technology has helped them innovate, create more efficient processes, and make a positive impact on their students. This is the third in a series of posts where we explore the impact small schools are making on their students. To learn more about using Google for Education tools, visit us here.

All over the country, innovations in technology are showing us that it’s possible to provide more access to information than ever before. At Carroll School, located in Lincoln, Massachusetts, we rely on these innovations to bridge the divide for our students with language-based disabilities by alleviating their challenges with reading, writing and organization skills.

Students with language-based disabilities, like dyslexia, are extremely bright, curious and creative. But they oftentimes struggle in regular classrooms to build the core skills they need to excel in school. This is why Dr. Edwin Cole, a neurologist, and a small group of passionate individuals were inspired to found the Carroll School in 1967 and dedicate it to helping children with language-based learning disabilities.

Our faculty and staff at the Carroll School meet the individual needs of students by creating small, supportive classroom environments They use innovative approaches like cognitive intervention, founded in emerging scientific research. We’re also a very technologically progressive school, and our cloud technology, Google Apps for Education, allows us to create interactive experiences for our students. To our delight, incorporating technology has made a big difference for our students, who say that it’s made it easier for them to learn how to write, stay organized and get feedback from teachers

Students can overcome writing challenges
Students with language-based disabilities have to overcome an extra set of challenges while learning to write, specifically with spelling. Many of our students use Voice-to-text, a feature in Google Docs that uses voice recognition technology to dictate essays, stories and other writing projects.

“When I’m writing, Voice-to-text in Docs helps me concentrate on just talking about the subject, rather than worrying about how things are being spelled. I think it's even better than Siri on my phone,” says one eighth grade student at Carroll School. With Voice-to-text, students can share their unique perspectives and opinions, without getting mired by their challenges with writing.
Teachers can give instant, personalized feedback
Our students each have different needs and learning styles; we keep our class sizes small so teachers can provide individualized help. The cloud has made getting personalized attention faster and easier. Now, teachers share assignments through Google Docs and can then give students instant feedback on their work.

“I have difficulty with writing, but it’s easier when I can get help from my teacher. Before using Docs, I’d have to wait a few days or weeks after turning in an assignment to see my teacher’s edits. In Docs, [my teacher] can suggest the edits to me and I can make them myself before turning in the assignment,” says one fourth-grader at Carroll School.

This ongoing feedback and interaction also helps our students stay engaged and on-task. When students see their teacher in a shared homework assignment, responding to their work in real-time, it motivates them to stay on top of their work.
Organization is now a given
Kids of every age — and many adults too — struggle to stay organized, especially when keeping track of multiple assignments, papers and resources. Organization is important for students to succeed in the classroom. By using the cloud to store their work, our students’ now complete and turn in more assignments in an organized way, and stay on top of their tasks.

Students can access their schoolwork easily in class or at home. Says one ninth-grader, “I find myself printing way less. Last year, I had to print out almost all of my homework, but now I can just turn it in with Google Classroom.” Additionally, students say they feel more prepared for class. “With Classroom I have all of my classes in one place, so I don’t have to run around to each teacher to check on stuff,” says a ninth-grader at the school.

Technology is making a visible impact. It’s helping our students succeed in the classroom. Now, both students and teachers say that more assignments are turned in on time and students are more confident. There’s one downside, says one fourth-grader at the school, “Unfortunately, this means we can’t use not knowing the assignment as an excuse for not doing our homework anymore!” Though I think that’s one downside we can live with.

Bring the world’s changing forests inside the classroom

Posted by Emily Henderson, Google Geo Education Outreach

(Cross-posted on Google Lat Long Blog.)

Forests are the mighty lungs of our planet. They absorb carbon dioxide, and emit oxygen on which all people and animals on Earth rely. For the sake of our future, it is critical that all people, including the next generation, understand our global forests in order to manage them sustainably. Today, Science in the Classroom, Dr. Matt Hansen of the University of Maryland, and Google Earth Engine are presenting Global Forest Change Explorer to help engage young people in forest conservation.
Tracking patterns of change in a hotspot zone, Alaska
The Global Forest Change Explorer website contains maps that are available for interactive analysis as well as an accompanying activity worksheet. The Explorer Tool allows students to quickly visualize trends in forest loss and gain, compare different countries and eco-regions, and apply the forest data to try to predict underlying causes where there is significant change in forest density. The Explorer Tool relies on open data that is used by remote sensing and GIS professionals in their work.
Fly to different parts of the world and compare data
A number of years ago, Dr. Matt Hansen and a team of researchers at the University of Maryland turned to Google Earth Engine to map high-resolution global forest cover with Earth Engine's cloud-based image processing and computing. The team mapped global forest loss and gain from 2000 to 2012 at 30-meter resolution for the entire globe. In 2013, the methods and results were published in Science Magazine and online for everyone to explore. These findings are now an important part of the website Global Forest Watch, which gives governments and decision makers free access to the data and tools required to monitor and manage their forests.
Dr. Matt Hansen presenting at the World Economic Forum
Science in the Classroom (SitC) thought this was great research to bring into the classroom and make available to anyone online. SitC packages annotated research papers with supplemental teaching materials to help pre-college and college students understand the structure and workings of scientific research. SitC and Google Earth Engine built the Global Forest Change Explorer to make Dr. Hansen’s data accessible to a younger audience.
Annotations provide supplemental context to Dr. Hansen's paper
We live in a dynamic world where the pressures of population growth increasingly impact and threaten our forests. However, as we continue to make advances in technology, we have better tools to research the health of our planet. Educators can easily flip their classrooms into science labs by combining SitC materials with Global Forest Change Explorer. With these tools, students will leave sessions with a richer understanding of environmental change, more curiosity, and a desire to actively participate in protecting our forests.

Get started with Global Forest Change Explorer today!

Education news from Google I/O: tools to take learning further

Posted by Cyrus Mistry and Ope Bukola, Product Managers, Google for Education

Editor's note: We’re writing to you today from Google I/O, our annual conference for developers. Over 7,000 developers gathered for the three day event at the Shoreline Amphitheater in Mountain View, California —right down the street from Google. If you missed the live-stream this week, don't worry; we've got four highlights so far for education below.

Even more apps for Chromebooks
Earlier today we announced that Android apps are coming to Chromebooks, which means teachers and students will have access to more content on their Chromebooks, including a large amount of offline and touch-optimized apps. From Google’s Admin console, administrators will be able to deploy Android apps such as Skype, LightSail, Open eBooks, Office & Explain Everything to students. This feature will be available to administrators during the 2016/17 school year for use on supported Chromebooks. Learn more, including when you can preview some of the apps, in the blog post.

More than one million students have gone on an Expedition
When we look back on our favorite memories from school, many of us think of field trips. Last May, we introduced the Expeditions Pioneer Program, which lets teachers take their students on virtual reality trips to over 200 places using Cardboard. This year at I/O, we announced that over one million students from more than 11 countries have taken an Expedition through the Pioneer Program, to places like Buckingham Palace, the polar bear capital of the world—and in seventh grader Lance Teeselink’s case—Dubai’s Burj Khalifa, the tallest building in the world.
Lance, aspiring architect, takes an Expedition to the tallest building in the world with his seventh grade class

Our team is hard at work to make Expeditions more widely available. Stay tuned to our blog for the latest information. And if you’re ready to bring your class on their first Expedition, sign up for the beta here.

Stronger integrations between Classroom and other apps
Teachers use Classroom as mission control for their classes, launching assignments & discussions across subjects and topics. We announced on Wednesday that we added new coursework integrations to the Classroom API, which lets reporting systems like gradebooks and student information systems sync assignments and grades from Classroom, so that teachers don’t need to manually transfer the data. It also allows learning tools to create assignments, turn in work, and send back grades to Classroom. See how developers like Tynker, GeoGebra, and OpenEd are already using coursework in the Classroom API to strengthen their integrations.

Expanding coding resources to younger students
On Monday, at I/O Youth (our third annual conference for Bay Area students and teachers) we announced a new collaboration with Scratch, MIT’s programming language and community for children. The new partnership will enable developers to design creative coding and learning experiences for kids. We took the first step this week, releasing an early developer preview of Scratch Blocks code. We hope that developers will use Scratch Blocks to create consistent, high-quality programming experiences for kids everywhere.

Keep exploring
Watch the live stream or recordings of this year’s events in full on the Google I/O website. And for more behind-the-scenes looks at Google, from self-driving cars to Project Loon, check out Nat & Lo’s YouTube channel.

More ways for schools & organizations to manage YouTube

Posted by Matt Ward, Software Engineer

In August 2015 we launched YouTube Settings in Google Apps to give schools and other organizations a way to manage the YouTube experience for users logged in to their domains and on networks they manage. Today we’re happy to announce a number of new features to make these more flexible and easier to use.

Channel whitelisting 
Administrators and designated approvers can now whitelist entire channels, not just individual videos. For example, if you want to ensure that all current and future videos uploaded to your organization or school’s channel are watchable by your users, you can now simply add the entire channel to your approved list. Learn how to designate approvers.
Using YouTube settings in Google Apps for Education already gives your users access to all the videos on educational YouTube channels like Veritasium, but now your domain's video approvers can add other channels as well, like your school's YouTube channel.
More flexible options for administrators 
Administrators have new capabilities to help them manage YouTube to meet the needs of their organization.

  • Administrators can now choose between two levels of Restricted Mode restrictions -- strict or moderate -- for their logged-in users.
Admins can select between a strict and moderate level of restriction for YouTube.

  • Network managers can now use an HTTP header to enforce either strict or moderate restricted mode on managed devices. 
  •  Network managers can also use this new DNS configuration if they want to enforce moderate restricted mode on wifi networks they manage. 
  • Coming soon, logged-out users on YouTube’s mobile apps on restricted networks will also get a restricted experience. 
  • And since we know this can be tricky to set up, network managers can visit this page to ensure their network restrictions have been configured correctly.


YouTube for Schools 
In August we announced that we would no longer be maintaining YouTube for Schools (YT4S). As of July 1, 2016, YT4S will no longer be available. View the YouTube Settings in Google Apps Help Center for additional details.

More information 
Learn how to enable YouTube settings for your Google Apps domain and join the discussion in the product forum.

Mobile comments are here in Docs, Sheets & Slides—just in time for #ChocolateCakeDay

Posted by Alison Zoll, chemist, baker and wife of Jim Zoll, Slides engineer

(Cross-posted on Google Docs blog.)

When Jim, one of the engineers on the Google Slides team, brought a zucchini chocolate cake into the office last week, we knew we had to get the recipe. So we asked him and his wife, Alison, to let us in on the family secret—just in time for #chocolatecakeday. They worked together in Slides (mobile commenting across Google Docs just launched today!) to perfect the recipe. Alison writes: 

Growing up, my grandma made zucchini chocolate cake often, especially when there was a surplus of zucchinis at the local farmer’s market. The cake is ridiculously moist and pairs well with many different frostings, though cream cheese is my favorite.

Thanks to mobile commenting, Jim and I went back and forth on the recipe—Jim on his Nexus 9, me on my iPhone—until we had it just right:
Check out our family recipe in Slides. We call it Straka’s Zucchini Chocolate Cake—in honor of my grandma.

Get the apps on Android and iOS (Docs, Sheets, Slides).

Happy #chocolatecakeday, from our family to yours.

Take a school trip to Buckingham Palace and the Great Barrier Reef

Posted by Jennifer Holland, Program Manager, Education

Great teachers posses a special sort of magic - they can transport the most distant places right into the room while revealing hidden secrets in the most local of things. For many of us, nobody has conjured more of this magic than the great Sir David Attenborough. Today we are bringing Australia's Great Barrier Reef into classrooms around the world using Google Expeditions in an experience designed and produced by Sir David Attenborough and Alchemy VR. With guidance from the world-famous broadcaster and naturalist, students at Barclay Primary in London were able to dive deep into the warm tropical waters to discover what life as a clown fish looks like (colorful!) and how it feels to be surrounded by a school of young snapper fish. As Sir. David Attenborough says:
“The Great Barrier Reef is a wonder of the natural world and I’ve been fantastically privileged to visit twice, most recently for my BBC1 TV series Great Barrier Reef with David Attenborough. Through virtual reality, I’m lucky enough to be able to share my experiences with audiences of all ages to allow them to explore and learn about these diverse ecosystems in a more immersive way.”
Over 500,000 students around the world have already taken a virtual trip through the Expeditions Pioneer Program since it began this past September. When we ask what locations students would like to visit, we get lots of far-flung suggestions - outer space! the bottom of the sea! the Pyramids! But all over the world we’ve consistently got one special request - Buckingham Palace! Today, thanks to the Royal Collection Trust, we are able to make that request a reality and are releasing an Expedition of Buckingham Palace so schools all over the world can virtually visit the Palace and learn about its historical significance. The Palace has also worked to produce a YouTube 360 video, so that anyone with a smartphone can be taken on their own private tour with the Paintings Curator for Buckingham Palace.
Fancy going on your own expedition? We’re happy to share the next locations of the Expeditions Pioneer Program on our website and we’ll be continuing to add more cities and countries throughout the spring. Today, we’re also announcing a beta version of the Google Expeditions app for select schools and educators that sign up to participate. You’ll be able to download the app to your own Android phones and tablets, use it in class, and provide us feedback about what features and places you would like in the future. For more information about the beta, you can sign up here.

Learning in new dimensions with Google Classroom and GeoGebra

Posted by Mark Kaercher, Shaker High School Math Teacher

Editor's note:Mark Kaercher teaches mathematics at Shaker High School in Latham, New York. He is also one of his school district’s Instructional Technology Resource Teachers. Here, Mark shares his experience with using Google Apps for Education alongside GeoGebra, available as an app for Chrome and now as a native Android phone app.

Every so often, over the course of a long teaching career, we find a special tool or resource that makes us wonder how we ever taught without it. Personally, I’ve had a lot of success with GeoGebra, a free mathematics program for teachers and students. GeoGebra lets me build and share interactive worksheets that demonstrate geometry and algebra concepts. Along with relying on it myself, I’ve helped other educators use GeoGebra by creating how-to videos and leading training sessions.
My first GeoGebra worksheet, created in 2011
 So when my school started using Google Apps for Education last year, there was a big question on my mind: Is it compatible with GeoGebra? Not only do they work well together, but Google Apps has helped me get a lot more mileage out of GeoGebra. Instead of just a teaching tool, it’s now become a hands-on learning environment. This has transformed my classroom into a math lab where students use Google Apps and GeoGebra to explore shapes and patterns, complete assignments, and share their work with both me and their classmates.

During a typical class, I start by posting an agenda in Google Classroom to get us all on the same page. Then I might create a GeoGebra assignment and ask students to paste screenshots of their work into a shared Google Docs file.

Everyone has their own Chromebook to use, so they can each work individually in GeoGebra – and they can even save a step by signing into GeoGebra with their Google Apps account. Now, with the new Android phone app my students can create, search, save and share their ideas and homework from their phone, saving to Drive and sharing in Classroom. Meanwhile, I track their progress and grade their submissions in Classroom.
Sometimes I have my students record screencasts of their GeoGebra worksheets using the Screencastify extension for Chrome. They can save their videos to Google Drive and share them with me through Classroom. You can see more about how I do this here.

It’s been really neat to see how beautifully Google Apps and GeoGebra work together to bring my lessons to life. It’s also been exciting to watch my students embrace and learn these new tools – to the point that they’re sometimes the ones showing me how to do something. I was especially proud when some of my students helped me demo Google Apps and GeoGebra at a recent school board meeting, sharing their growing passion for using instructional technology in the math classroom.

I’ll always be a math teacher, but I also see myself as a technology teacher. I want my students to understand that technology isn’t just about taking selfies and sending texts. Now, thanks to GeoGebra and Google, they’re using it to interact with mathematics in a whole new way.