Weekly Reflection #4

nickparker2000

Photo credits: Salvino Fidacaro on Unsplash

The benefits of Google Classroom and my changed opinions on the platform 

Before really exploring Google Classroom today through the class materials, I assumed the platform was mostly a glorified digital hand-in bin. Essentially, it was a place to post assignments, collect student work, and maybe post the occasional class announcement about an upcoming field trip or reminder that the class had an assignment due date that was approaching. I pictured it as a functional tool but limited in what you could actually do with it. I also pictured it as something you used because your district required it rather than because it meaningfully shaped teaching and learning, or could actually aid you in your job significantly. I really had no knowledge or experience on the platform as I graduated in 2018 before Google Classroom had really been embedded into the Victoria school district. It just wasn’t used then like it is today. 

What surprised me the most about Google Classroom was how much it actually supports both instructional and administrative work for teachers. Instead of acting like the static submission tool that I thought it was, it functions more like a digital hub where materials, communication, feedback, and organization all intersect. The Classwork tab, in particular, makes it easy to organize resources by topic or unit, which helps students who miss class or need to revisit material without constantly asking for clarification. It also provides a place for teachers to have all of their materials in one spot, instead of having folders of loose papers in old filing cabinets in their classrooms as has been the standard for many years. We’ve all had the teacher who couldn’t find an assignment or handout because it was trapped under a massive mountain of papers on their desk. With Google Classroom, that won’t ever happen.

I also didn’t realize how much the integration with Google Docs, Slides, and Sheets would change feedback practices. Rather than waiting until an assignment is submitted, teachers can actually leave comments while students are still working on the assignment. This shifts feedback from something that happens after learning to something that actively shapes it, which aligns closely with formative assessment and supports student growth in real time. This is assessment for learning. This perfectly aligns with the modern assessment and feedback practices of today. 

Another key feature of Google Classroom that changed my perception on its usefulness was the ability to assign work to specific students or groups. When it comes to differentiating in class, I’m very concerned about accidentally embarrassing a student who might deal with a learning disadvantage by giving them different materials than other students during my practicum. Using Google Classroom, this could become a much quieter and more respectful process. Using the platform, teachers can ensure that students receive what they need (modified instructions, enrichment tasks, or additional support) without being singled out in front of peers. This makes differentiation feel more normalized and integrated rather than like an exception or something that feels embarrassing to some students.

Lastly, the platform could also be useful when creating groups for groupwork situations. Instead of telling students to create groups on their own, which can be incredibly intimidating for certain students and lead to certain students being left out, you can use Google Classroom to assign different materials to different students. For example, 5 students might get document package A, while the next 5 students might get document package B for the assignment. This way the groups are already put together, and there is no added social pressure placed upon students. 

A cool webpage to check out on the use of Google Classroom would be “60 Smarter Ways to Use Google Classroom” by TeachThought. Much as the name suggests, the site provides 60 things that teachers can use Google Classroom to do to help aid their teaching. Some of the interesting ways they suggest are: 

  • When an assignment, lesson, or unit doesn’t work, add your own comments–or have students add their own feedback), then tag it or save it to a different folder for revision.
  • Add voice comments to student writing (this requires a third-party app to do so).
  • Make substitute teacher work or make-up work easy to access.
  • Collect data. This can happen in a variety of ways, from using Google Forms, extraction to Google Sheets, or your own in-house method.
  • Check which students have accessed which assignments
  • Create practice quizzes using Google Forms, which automatically grade themselves

Two potential drawbacks

One drawback to using Google Classroom that I can think of off the top of my head is that it doesn’t take into consideration the various learning styles that students have today. While some students might flourish through typed assignments and having everything online, other students could be old-school like me and prefer hard copies of assignments or instructions. In order to mitigate this, the teacher must have a few hard copies on hand still in case someone wants one. A second drawback would be the technological barrier that some students face when it comes to access to a computer. If classrooms are moving onto this platform, students who don’t have access to a computer won’t be able to follow along or see class materials.

Sources:

Heick, T. (n.d.). 60 Smarter Ways to Use Google Classroom. https://www.teachthought.com/technology/use-google-classroom/