Author Archives: Googlefor Edu

Android apps, coming to a Chromebook near you

Posted by Karen Greenleaf, Google for Education

Today at Google I/O, our annual conference for developers, we announced that Android apps will be coming to Chromebooks. That means you’ll be able to do things like edit photos in Photoshop Mix, make a Skype call, open up Office files and work offline -- or take a break with games like Minecraft.

In 2015, US K-12 schools purchased more Chromebooks than all other devices combined (source) and adoption continues to increase in classrooms around the globe. To add even more flexibility to these fast, secure and easy-to-manage devices, we will be bringing Android apps to select Chromebooks, offering access to more content, increased offline options and additional touch-optimized apps for touchscreen models.

Android apps for Chromebooks
A few popular Android apps are already available today on Chromebooks through the App Runtime for Chrome program.

LightSail, an adaptive literacy solution for schools, is one example. "Fostering a love of reading among my English Language Learners has been an ongoing struggle in our class. After introducing LightSail on our school's Chromebooks, I have witnessed a true enjoyment of reading, with students reading for up to 40 minutes at a time on a regular basis. That type of stamina is something I have not seen before from these formerly reluctant readers,” says Christina Di Pietro, an ESL & Humanities Teacher at the James P. Timilty Middle School in Boston, MA. Since LightSail’s Android app became available, students have had another tool in their digital backpack to help them build reading comprehension skills.

For schools with supported touchscreen Chromebooks, touch-optimized Android apps like Explain Everything open up a world of possibilities for students. “The touchscreen on the Chromebooks allows students to enhance the content they create using Explain Everything, making their thinking visible and interactive,” says Jennifer Schlie-Reed, a Digital Learning Coach at Eisenhower Middle/High School in New Berlin, WI. "It provides students opportunities to demonstrate their learning in unique ways.”

The Android app Open eBooks will be available on Chromebooks soon, and is part of the White House ConnectED Initiative. Stacy Kinney, a Librarian and Media Specialist at O.A. Fleming Elementary in Freeport, TX, used Open eBooks to “put otherwise costly books into the hands of our children.” Stacy’s school is a Title One campus. “I value the Open eBook app because it makes quality, appealing books accessible to my students and their families.”
Open eBooks app running on a Chromebook
Android app management for school administrators
School IT administrators will have full control over selecting and managing the Android apps made available to their managed users on Chromebooks. They’ll manage Android apps using the same cloud-based Chromebook content controls they love today, through Google’s Admin Console.

We can’t wait to bring more Android apps to Chromebooks, which will come to supported devices in the 2016-17 school year. In the meantime, you can learn more about bringing Chromebooks to your school.

If you’re an Android app developer looking to bring your app to schools, you can learn more here.

Build deeper integrations with Google Classroom

Posted by Ed Kupershlak, Google Classroom Software Engineer

Last year, we launched the Classroom API to make it easier for administrators to manage classes, and for developers to integrate their applications with Classroom. Since that time, hundreds of applications have integrated with Classroom to help teachers gamify their classes, improve students’ writing skills, build interactive presentations and more.

Do more with coursework in the Classroom API 
Today, we’re introducing new coursework endpoints that allow developers to access assignments, grades and workflow. Learning tools can focus on creating great content and, in turn, use Classroom to manage the workflow for assignments created with this content. Gradebooks and reporting systems can now also sync grades with Classroom, eliminating the need for teachers to manually transfer grades.

Several partners have been helping to test the new functionality, including:
  • OpenEd, which provides a library of open education resources for K-12 teachers 
  • Tynker, a creative computing platform for teaching students to code 
  • GeoGebra, a visual mathematics platform that allows students and teachers to author interactive mathematics content
Access course Drive folders, groups and materials 
In addition to the coursework endpoints, we’ve added new functionality to our existing course and roster API endpoints. Developers can now access course Drive folders, groups and materials. Applications can use this new functionality to store files in the same Drive folder as the rest of the resources in a class, or use course groups to manage file sharing permissions.

In the coming months, we’ll be adding more coursework management capabilities. When we do, we’ll post updates to the developer forum and issue tracker. We look forward to working together to make it even easier for teachers and students to use the tools they love with Classroom. Developers, please review the documentation, the FAQ and ask questions on Stack Overflow. Also, don’t forget to let us know what you’re building using the #withClassroom hashtag on Twitter or G+. And teachers, check out this list of applications that already work well with Classroom today.

Inspiring tomorrow’s coders at I/O Youth and beyond

Posted by Pavni Diwanji, VP of Engineering - Kids and Families

Google I/O is all about bringing creative coders together to imagine what’s next. And who better to build for the future than kids, the developers of tomorrow. That’s why we launched I/O Youth - inspiring kids to imagine, invent, and explore through the power of technology.

Today, we’ll celebrate the third anniversary of I/O Youth by hosting 120 students from Bay Area schools at Google I/O. Over the course of the day, kids and their teachers will be inspired by hands-on activities like designing a custom robotic monster and 3D car, bringing them to life using the power of code, directing a digital cartoon, and creating a personalized water bottle design through Made with Code.

Over the course of the day, kids will hear from speakers who use technology to do amazing things every day - like Ryan Germick, head of the Google Doodles team, who’ll talk about the beauty of art and technology coming together; Brent Bushnell, CEO of Two Bit Circus, who’ll take them on a virtual field trip to his workshop, and Anika Cheerla, 13-year old Google Science Fair finalist who built a way to accurately diagnose Alzheimer's disease, who’ll share how she discovered her love for science. They’ll also get to hear about how technology helps to bring some of their favorite things to life from a producer of Design Squad Global by PBS Kids and WGBH, a Nickelodeon creator, and a Pokémon game designer.

We’re also excited to announce our collaboration with Scratch, enabling developers to design creative coding and learning experiences for kids. Today we take the first step in this collaboration with the release of 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.
At I/O Youth, students will get early access to a prototype built with Scratch Blocks
I/O Youth is just one of many ways we’re focused on helping young people to imagine, invent, and explore through the power of technology. Beyond today’s event, we also have year-round programs to help inspire and train our engineers of the future, including:



Google Science Fair - an international competition inspiring teenagers from all over the globe to ask questions about their world and solve them with science. The deadline to submit projects for this year’s competition is today, so stay tuned to see who will win!






Made with Code - our initiative to inspire millions of girls to learn code, and see coding as a means to pursue their dream careers.


CS First - increasing elementary and middle school students’ access and exposure to Computer Science with a focus on girls and underrepresented minorities.




If you’re not joining us at Shoreline Amphitheater for I/O Youth today, follow along on Twitter at #io16 and #ioyouth as we share updates along the way. Here's to celebrating and inspiring our future engineers today, and every day.

Change culture, not curriculum, to get more women into computer science

Posted by Carol Frieze and Jeria Quesenberry, Carnegie Mellon University

(Cross-posted on the re:Work blog)

Editor's note: Carol Frieze, PhD, is Director of Women@SCS and SCS4ALL, Carnegie Mellon School of Computer Science. Jeria Quesenberry, PhD, is an Associate Teaching Professor in the Information Systems program at Carnegie Mellon Dietrich College.They are the authors of a new book, Kicking Butt in Computer Science: Women in Computing at Carnegie Mellon University which tells the positive story of how one school developed a culture and environment in which both women and men could thrive and be successful in computer science.

For over ten years, Carnegie Mellon University has been successful at enrolling, sustaining, and graduating women in computer science at a much higher rate than national averages. Here are six ways we made it happen.

In 2014, the incoming computer science (CS) class at CMU comprised 40% women at a time when the national rate for female CS graduates was around 14%. We set out on a ten-year long research endeavor to understand the story of how CMU got here. We tell that positive story in our new book, Kicking Butt in Computer Science: Women in Computing at Carnegie Mellon University, and here we’ll share the six primary takeaways that contributed to this success, which we believe are applicable to other organizations and workplaces.

1. Women do not need a “female-friendly” curriculum. Curriculum should depend on what we are trying to teach and learn, not on prioritizing one gender over another. Changes to improve the curriculum should be for the benefit of all students. Basing coursework on what people think interests women can perpetuate stereotypes. This approach can also be applied to the workplace. Women do not need “soft” or “female-friendly” roles -- career opportunities should be based on organizational needs, not on what we think we know about women.

2. Cultural change is the key. If the culture of a computer science program is dominated by “geeky stereotypical” archetype research shows that women and minorities (and even other white males) may feel excluded from the field. Data show that, in the case of CS, it is usually women and minorities and people with disabilities who are poorly represented. Efforts should be directed at being more inclusive of a wide range of personalities enabling all to have opportunities including leadership, visibility, encouragement, networking, mentorship, and advocacy. For example, in 1999, the CMU School of Computer Science dropped the programming admission prerequisite, resulting in a more diverse set of incoming students.

3. Culture can be changed at the micro level. Evidence for culture as the key also comes from other countries where girls are well represented in CS. In the US, there is a strong cultural belief that men and women are very different, so different that they are suited to different fields of study and careers. We need to change these perceptions and show that women can be successful in CS. We’ve witnessed cultural change within the CS department at CMU. For example, our student organizations, such as SCS4ALL and Women@SCS, promote diversity, which continues to be part of the larger CMU strategic plan.

4. Cultural factors are more important than gender differences. Men and women may not be so different after all. Our studies with CS majors at CMU show that men and women relate to computer science through a spectrum of attitudes and with more similarities than differences. Indeed, at CMU we’ve not seen the familiar, simplistic gender divide in attitudes to CS. We’ve seen similar attitudes even extend to identifying with the image of a “geek--” a word once shunned. In our studies, the only real gender difference centered around confidence levels, with men showing much higher rates of confidence than women. This is a cultural issue that reaches many areas, not just CS.

5. Institutional support is critical. Institutional support, such as administrative help, funding, and an explicit leadership vision, can signal the authorization and influence to show that diversity is an essential part of an organization’s value system. Support for the creation of a women’s group (or a group of shared ethnicity), can be valuable for building community and for increasing and sustaining the pipeline.

6. Success stories are important. Lots of people have documented the problem of low female enrollment in CS and women leaving the technology industry. But there is less sharing of the success stories. We need to hear more inspirational stories of success like CMU, including our approaches and recommendations. By showing more women how they might succeed in CS, we will help more programs -- and ultimately the profession -- become more inclusive.

Thank you to our teacher and mentor: A letter from Google Science Fair finalists from Bosnia-Herzegovina

Editor's note: This post is part of our series for Teacher Appreciation Week. Look for more content on our blog and social media throughout the week. Don’t forget to add to the conversation using #ThankATeacher. 

This post comes from Anela Arifi and Ilda Ismaili, 2015 Google Science Fair global finalists who are high school students from Bosnia-Herzegovina. Their teacher, Mrs. Aydan Meydan, won the 2015 Inspiring Educator Award, which acknowledges an educator who goes above and beyond in encouraging her students to achieve great things. In honor of Teacher Appreciation Week, Arifi and Ismaili wrote a letter to say thank you to their teacher and mentor, Mrs. Meydan.

Dear Mrs. Meydan,

You inspire us to be confident and to always challenge ourselves. Throughout high school, we’ve turned to you as our mentor and inspiration. When we decided to apply for the Google Science Fair, you supported us every step of the way. You showed us that our science fair project wasn’t just another assignment — it was an opportunity to show the world what we can do.

Some people ask us how a math teacher could be our science fair mentor, and we explain how you put so much time and energy into understanding our project. You learned about chemistry and biology during your free time, so you could guide us. You taught us the importance of being lifelong learners. You’re constantly curious to learn more, whether it’s about our project or a new way of working.

When we reviewed our research paper, we enjoyed teaching you about the properties of biodiesel and explaining the graphs and results, while you taught us the correct format for a research paper. We’re so thankful to have you teach us the principles as we share our knowledge of natural sciences with you.

Thank you for teaching us how to persevere. Whenever we came across a challenge, you told us everything would be okay. Two and a half years ago when we started the project, we reached out to university professors in search of a laboratory to use for our project. Professors responded skeptically — they thought we were too young and pointed out that we didn’t know anything about biodiesel or hydrogen storage. We felt rejected and discouraged. You lifted our spirits by assuring us we’d find the right laboratory. Many students are missing someone who will tell them everything will be okay — and everyone needs that. We all need moral support.
You gave us the confidence to believe that we’re smart and capable. Here in Bosnia-Herzegovina, we don’t always have the chance to pursue every idea, but with you as a great mentor, we had every opportunity to show our talent and passion. Even if we’re in a small country and don’t have as many women in STEM, we can be part of the best science competition in the world.

When we applied for the Google Science Fair, you told us we already succeeded by representing Bosnia-Herzegovina. We’ll never forget when you told us that the most important thing is to be inspired, and to inspire others. The most important part of the competition is to present our project, and if we inspire at least one person, we’re winners.

Thank you for all that you do,
Anela and Ilda

There are only a few weeks left to submit a science or engineering project to the 2016 Google Science Fair. Students that submit a project can nominate their teacher to win the 2016 Inspiring Educator Award.

Talk with your audience — not at them — with Slides Q&A

Posted by Michael Frederick, Google Slides Engineer 

 (Cross-posted on the Google Docs Blog.)

Public speaking can be intimidating — even for veteran speakers with phenomenal ideas and experiences to share. Take Shree Bose, for example.

At just 17 years old, Shree took home the top prize at the first ever Google Science Fair for her research on drug resistance in ovarian cancer. Now, a senior at Harvard, she’s met with President Obama twice, crowdfunded a Minecraft computer program to support STEM education, and has given talks across the globe. But she still gets nervous every time she’s asked to speak at events.

When Shree recently visited our New York office to present to 200 middle school students, we invited her to try a new feature in Google Slides: Slides Q&A. This update—rolling out globally today—helps speakers connect with their audience and collect real-time feedback. With a simple link displayed on a Slides presentation, audience members can submit questions from their phones, laptops, and tablets—and vote on those they want answered the most. Hear what your audience has to say 

Slides Q&A is great for audience members, too. During Shree’s talk, students submitted more than 170 questions and voted 800 times. They enjoyed being able to submit questions online the moment they thought of them instead of having to remember them until the end of the presentation. Some students also chose to submit questions anonymously.

At the end of her talk, Shree left time for Q&A, but she couldn’t possibly answer all 170 questions. So, she sorted the questions based on audience votes—and responded to the top ones. The question with the most overall votes was submitted by a seventh grader named Leila. She says, “I was so surprised when I saw my question was the most liked. I probably wouldn’t want to stand up and ask the question because I’m kind of shy.” Focus on your ideas, not set up 

Slides Q&A makes it easy to interact with your audience—without having to worry about mics or moderators. Slides also helps you get your big ideas and stories on screen—without having to worry about wires or set up stress. Starting today, we're improving this "Show up, don't setup" experience in two ways:

  • You can now present your slides to a Hangout from your iPhone or iPad. So with just your phone or tablet and the Slides app, you can present to any screen using Chromecast, AirPlay or Hangouts. 
  • And for those of you who like presenting from a computer, we're introducing a new laser pointer on the web. Just in time for May the 4th (be with you). 

Today’s Slides updates are rolling out globally on Android, iOS, and the web. So go on, share your stories and present with confidence.

And for a little inspiration, check out Shree’s full talk, #HowCanWe Make the World Better with Science? on the Talks@Google channel.

Appreciating 3 computer science teachers upending stereotypes

Posted by Mo Fong, Director of K-12 Education Outreach

Editor's note: This post is part of our series for U.S. Teacher Appreciation Week. Look for more content on our blog and social media throughout the week. Don’t forget to add to the conversation using #ThankATeacher.

When I was five years old, I immigrated to the U.S. from Taiwan. My sister and I were the only Asians in our entire school, and I remember how my kindergarten teacher, Mrs. Marvin, went out of her way to make me feel welcome in the classroom and country. I stayed in touch with her until her passing a few years ago. Our relationship speaks volumes about how influential teachers can be. Later in high school, my math teacher, Mr. Fee, showed me how to apply my math skills in the real world. His practical guidance shaped my career aspirations to study chemical engineering in college and to become a high school math teacher myself.
After moving from Taiwan to the U.S. at age 5, Mo Fong's first experiences with the U.S. School system was formed by her kindergarten teacher Mrs. Marvin, who helped set her up on a path to success. 
All good teachers inspire students to pursue new opportunities and challenge themselves, but science, technology, engineering & math (STEM) teachers and specifically computer science (CS) teachers have to overcome some obstacles that others don’t. Often, there’s not enough access to CS resources in schools, and school officials haven’t adopted a CS curriculum. Only 22% of public school principals say that CS education is a top priority, despite the fact that more than 1.3 million computer and math-based jobs will be created by 2022, according to a joint Google and Gallup study. CS teachers also have to overcome stereotypes that keep many students, especially girls and underrepresented minorities, away from the subject.

In the spirit of Teacher Appreciation Week, I would like to share the stories of three high school CS teachers who are overcoming these obstacles and inspiring students to be passionate about the problems they want to solve in the world.

Diane Terrell - Exposing more students to computer science 


When I think of Diane Johnson Terrell words like strength, empowerment and role model come to mind. Terrell, a high school math and engineering teacher at Oakland Unified School District in California, became a CS teacher via an unconventional path. She was working as a programmer analyst and quickly realized she was one of the only African Americans and females in the industry. One of the main reasons the field isn’t more diverse is because people haven’t been exposed to the field, Terrell says. Now her students understand they can build amazing things with a CS degree, and they can have a lucrative career doing so.

Terrell also is breaking down the idea that CS is only for boys and the affluent. She's introducing a CS program that more than 400 9th graders will take next year, and teaching youth at her church how to code and develop an app for the church together.

“Many students in my community play video games and post on social media, but they don’t understand that a lot of programming and code goes into building them,” Terrell says. “My goal is to get my students to move from being consumers to being builders by creating apps on their phones.” 

Another inspiring way Terrell is empowering female students to pursue CS is by connecting them with female executives and doctoral students in the field who mentor them and show them that women can be as successful in the field as men. “After spending time with their mentors at UC Berkeley, girls of color learned they have a phenomenal aptitude to change the world,” Terrell says. “Their confidence exploded and they realized how much of a difference they can make.”

Seth Reichelson - Breaking down the computer science stereotype 


The field of CS shares the unfortunate “geek” stereotype that math and engineering do. But that stereotype doesn’t exist at Lake Brantley High School in Altamonte Springs, Florida. Teacher Seth Reichelson, a White House Champion of Change, has toppled those preconceived notions and made his AP CS class appealing to all students. To make the subject relatable and interesting, he changes his in-class examples to be fun, for example by having students manipulate pixels in a picture instead of doing a bug simulation.

“I won’t acknowledge a stereotype because if you acknowledge it, that’s the same as promoting it,” says Reichelson, who learned this strategy at a National Center for Women & Information Technology workshop. “My students have no idea what the stereotype is.”
The computer science class of 2015 at Lake Brantley High School
Reichelson believes that there should be a diversity requirement that the AP CS student population reflect the diversity of the entire school. He believes a more diverse classroom will lead to a greater diversity of ideas and opinions and thus a smarter, better run workplace. “If you have one type of person working for your company, you’re only going to have one type of solution,” Reichelson says. “You have to have a diverse company to have diverse solutions.”


Leslie Aaronson - Turning the classroom into a startup environment 


After working for Nickelodeon for three years, Leslie Aaronson realized she wanted to teach students communication, collaboration and networking skills in a way that reflects the real world. Today as lead teacher of Foshay Learning Center’s Technology Academy in Los Angeles, California, she’s turned her classroom into a startup environment. She encourages students to take control of their learning and be proactive, instead of waiting for the teacher to provide instructions. “I put learning back into the student’s hands. Students show each other their screens, and when they can’t figure out a solution to a problem, I ask them, ‘What have you tried, and who have you talked to?’ I challenge them to explore all of their resources.”

Aaronson teaches her students to meet with professionals, both to develop the skill of networking and to form strong relationships with people in the industry. She coordinates mentor days and field trips for her students to connect with people at local colleges like USC and UCLA.

To showcase their projects, Aaronson’s students develop a digital portfolio that speaks to their technology skills when applying for college or interviewing for jobs. “Some kids come back to me three years later and say that the portfolio they created in my class got them a job. The most rewarding thing is to know I’m helping people get on their feet and achieve great things in life.” 
Leslie with nine of her students who won the NCWIT Aspirations in Computing Award




These are the stories of just a few of the inspirational CS teachers that are educating the data scientists and software developers of tomorrow. Reach out a hand and support teachers like Diane, Seth and Leslie by donating to a classroom in need at DonorsChoose.org, or partnering with a school to introduce a CS program.

Giving thanks (and time back) to teachers with new updates to Google Classroom

Posted by Justine Tiu, Google Classroom User Experience Designer

Matthew Agrall teaches fifth grade at South Elementary School in Des Plaines, Illinois. He juggles teaching all core subjects, leading before-school tutoring, managing fifth grade patrol, participating in student council and playing volleyball in his “free time.”

This is why we created Google Classroom—to help busy teachers like Matt spend less time on logistics and more time on teaching, tutoring and student council-ing. Since we launched Classroom two years ago, we’ve added more than 50 updates to make it easier to manage assignments, communicate with students and stay organized.

Today, on National Teacher Appreciation Day, to show our thanks for the millions of hardworking teachers like Matthew, we’re making it even easier to stay organized and save time with Classroom.

Schedule ahead, post later 

Starting today, teachers can plan ahead by scheduling announcements, assignments and questions to post at a later date or a specific time (great for the early birds who want to get a head start on school planning during the summer ;). Just look for the scheduling option when posting new assignments, questions and announcements. You can find scheduled and draft posts in the “Saved posts” section of your class stream, and you’ll get email and mobile notifications when your scheduled posts go live.

We’re also adding new updates to Classroom over the next week—all designed to help teachers save time and stay organized. Look out for easier-to-read email notifications and updates to our iOS and Android apps.

Coming this fall: keeping parents and guardians in the loop 

We know parents and guardians are instrumental to student success at school. And to the school leaders and teachers who’ve told us they need an easy way to keep guardians updated with what’s happening in Classroom—we hear you! Later this year, we’ll launch email notifications for guardians so they can stay involved and help to motivate their students.

Guardians will be able to sign-up to receive daily or weekly email digests of their student’s progress, upcoming work and class announcements. Administrators will be able to invite guardians directly and set domain-wide policies for guardian linking and notifications.

To teachers like Matthew who are fueling the future—we thank you. Here’s hoping you get all the appreciation you deserve this week . . . and for the rest of the school year.

Incubating leadership: Thank you to the teachers encouraging innovation

Posted by Michael de la Cruz, Google for Education

Editor's note: This post is part of our series for U.S. Teacher Appreciation Week. Look for more content on our blog and social media throughout the week. Don’t forget to add to the conversation using #ThankATeacher.

I’m in awe of Mrs. Zazulak, my daughter’s 5th grade teacher. She is constantly finding new ways to engage students with her inquiry based learning approach. She inspires her student’s creative writing with “Who would win Wednesdays?” and asks them to write any story about what would happen if King Kong faced off against Godzilla. This week is Teacher Appreciation Week in the United States, so we’d like to honor teachers like Mrs. Zazulak and the millions of others who put their talents and passion into educating our children. Below are a few more examples of teachers using creative methods to engage students and teach valuable skills for the future.

Majoring in leadership 

Teachers are dedicated to building the next generation of leaders. Teachers like Lou Ann McKibben at Jackson Preparatory School in Jackson, Mississippi are fostering leadership skills and giving students opportunities to experiment with the kinds of projects and tools they’ll encounter in the workplace. For example, Ms. McKibben, an economics teacher, hosts an annual “Shark Tank” day where students pitch their ideas to local business leaders. She’s giving the students a fun way to guide their own learning, while preparing them to share ideas and drive projects in the workplace.
Ms. McKibben with one of her graduating students



Classroom commerce

In addition to developing crucial skills for the future, teachers are empowering students to dream big. Matt Martin, a chemistry teacher at High Tech High in San Diego, California, gave his students a crash course in entrepreneurship that led them to create the Wicked Soap Company, a student-run ecommerce business. Students are involved in every aspect of the company, from creating the soap to reporting on the business to their classmates. From day one, Mr. Martin has encouraged his students to experiment — the idea for Wicked Soap came from one student’s science project — and to follow their instincts. Mr. Martin’s class uses the revenue from the business to fund field trips, reinvest and organize a scholarship for fellow students. By rallying the class around a complex project, Mr. Martin created an experience that inspired students to try new things, work together and believe in their ability to run a business.
Mr. Martin, chemistry teacher at High Tech High




Encouraging innovation 


Teachers are also redefining traditional notions of the classroom and challenging students to do the same. Stacy Dang, who teaches at Cornwall Terrace Elementary in Pennsylvania, created a virtual classroom that supports inquiry-based learning, a method for prompting students to solve problems themselves. In one instance, Ms. Dang created a shared classroom with second graders from Pennsylvania and seventh graders in neighboring New Jersey. Second graders submitted science questions using online forms for the seventh graders to research and answer with presentations. She also encourages students to teach one another in the virtual classroom through “live lessons.” Teachers like Ms. Dang are encouraging young people to learn from themselves and from one another — skills that will help them to think critically, embrace curiosity and see the world in new ways.

To the millions of teachers, including Mrs. Zazulak, Ms. McKibben, Mr. Martin and Ms. Dang, who create dynamic learning experiences that prepare and inspire our children to lead: thank you for the work you do every day. We’ll be posting more on Google for Education Twitter channel and here on this blog throughout the week. It’s a great time to thank teachers for the difference they make — share what you’re thankful for by joining the conversation: #ThankATeacher.

Going Google and going green: How digital tools help schools reduce their environmental footprint

Posted by Melissa Horwitz, Product Marketing Manager

Editor's note: To celebrate Earth Day, we’re sharing how schools are using technology to be more environmentally friendly.

It’s a tradition in many parts of the world to plant a tree on April 22nd in honor of Earth Day, but some schools are going even further by reducing their use of paper and going digital. Here’s how environmentalism is coming to life in the classroom.

Going paperless 

When Chagrin Falls Exempted Village Schools in a suburb of Cleveland, Ohio, introduced Google for Education tools in 2014, they started down the path to becoming paperless. Today, students access handouts, work on assignments and turn them in using Google Classroom, decreasing the amount of printed pages by 100,000 sheets per year and reducing printing by 20 percent. This spring, teachers told Mike Daugherty, director of technology and information systems at Chagrin Schools, they haven’t been to the copier since the start of the school year.

“The traditional model of printing a worksheet for every student is wasteful and outdated,” says Daugherty. “Now printing is an afterthought for most classes.”

Similarly, with more than 900 students and 40 teachers, Westlake Charter Schools in Sacramento, California, used a lot of paper in the classroom and for administrative tasks. Since introducing Google for Education tools a year ago, the schools have reduced their paper use by a third, saving them thousands of dollars. For example, the board of directors stopped printing dozens of paper meeting agendas and policies, and now share Google Docs on a password-protected website. “Before, our schools went through 120 cases of paper a year on average — that’s over a million pieces of paper,” says John Eick, executive director at Westlake Charter Schools.
Students at Westlake Charter Schools use Chromebooks to access resources and turn in assignments, reducing their paper consumption.




Turning paper-based books into digital books

Tennessee’s Tullahoma City Schools took a creative earth-friendly approach by integrating interactive content into the classroom: they created digital textbooks using Google Docs. These open-source textbooks are accessible on any device and can be edited to include timely information, reducing the number of paper textbooks purchased. “Since our district is 1:1 in grades 3 through 12, we have the capability to deliver digital content electronically. However, those districts who are not 1:1 can still use open-source textbooks since hard copies can be generated and printed for students’ use at a fraction of the cost in comparison to paying a publisher $80 for a textbook,” says Dan Lawson, superintendent at Tullahoma City Schools.

The schools have transitioned to digital social studies and math content, and plan to have digital textbooks for all core subjects in the 2017-2018 school year. They’re also helping other schools create digital textbooks and take a green approach when introducing new technology.
Tullahoma City Schools is reducing the number of paper textbooks in the classroom by creating digital textbooks.




Building awareness about recycling 

Many green programs are spearheaded by schools and teachers, but at Bronx Community Charter School in New York, fifth graders Amma Nkatiaah and Julia Malyzsko led the environmental initiative. Nkatiaah says, “We wanted our classmates to realize how much waste they’re producing.”

The students emailed Google asking them to bring the Expeditions Pioneer Program, a virtual reality program in which students use Android phones and Google Cardboard to go on virtual field trips, to their school and teach their peers the importance of being environmentally friendly. Their wish was granted: the Google for Education team and our partner Subaru brought Expeditions to Bronx Community Charter School, and fifth graders went on virtual field trips to the local sanitation facility and recycling plant to see where their waste goes. Students were immediately inspired to start identifying ways to cut back on their waste.

 “Since we started this big idea, there can be many other students that can follow in our footsteps, or many other people try and maybe get different ideas,” Malyzsko says. “I think it’s really amazing that we get to take the first step and be the root of all of this.”

Bronx Community Charter School students going on an Expedition to a local recycling plant to learn more about being environmentally friendly




These schools are pushing the boundaries on how they use educational technology by adopting a paperless mindset and finding 21st century solutions to use less paper. Here are four ways to make your school more green:
  1. Replace paper-based resources with digital ones
  2. Choose technology with low-energy consumption and long battery life 
  3. Encourage students to find new ways to introduce digital tools 
  4. Start a classroom recycling program for paper and used electronics 
How is your school reducing its environmental footprint using technology? We want to hear from you — share your story below or on Twitter and tag us (@GoogleEdu) or include the #GoogleEdu hashtag.