Beyond Integration

We all know about Google Docs and Slides but Google Drawing might be the most powerful yet underused app in the Gsuite.  The power in Google Drawing is that it can be used for so much beyond drawing or manipulating images.  Below are some quick examples that may inspire you to assign work to students using this tool! Use Google Drawing to create digital manipulatives. Teachers can create a Google drawing with draggable manipulatives by copying a single image multiple times and then highlighting them and selecting “align horizontally” and “align vertically” to group them together as a stack.  Then students can drag the images to the appropriate place on the diagram.  Teachers can share individually copies of the drawing template in Google Classroom with the setting “every student gets a copy” so that each student can show their work!  Check it out below.  Click the image to view a video example .      2) Use Google Drawing as a fun way for students to analyze text.

Get your cameras ready or grab your phone and start recording that video. The Richland Two Film Festival gives students and faculty an opportunity to tell their story through video creation. The deadline is fast approaching and we need you to sign up today! Here's what you need to do in order to become a part of this awesome experience. Fill out the interest form by Friday,   December 21, 2018. *Look for the Google Classroom code to sign up in our collaborative class. Print the Parent Permission form and send it to Nichole Allmann - DO-R2I2. Join the Google Classroom using the code that was provided to you after submitting the interest form. Review the timeline and guidelines to familiarize yourself for a successful video.  All videos must be submitted by January 22, 2019 . For more information, please visit the website, r2filmfestival.blogspot.com

When I taught biology, I frequently assigned articles for my students to read. .  Using a variety of texts beyond the adopted textbook helped make the subject more accessible for my students because I was able to choose topics that were far more engaging than the typical informational text found in the heavy and dense biology book.  I would circulate the room as they read, hoping to ascertain a smidge of what they were thinking as they read - such a futile strategy.  Eventually, we developed some reading codes they were to use as they read so that I could peak into the margins of the article and catch a glimpse of their annotations.  Figuring out how to quickly extract the common themes in their annotations was hard, though, when working with 30 or more students reading at varying paces. This is an opportunity where the right technology can really benefit the students and the teacher.  Using a tool like Prism , the teacher is able to assign highlighter colors to specific meanings, mu