Lesson Plan Description
In my lesson plan titled ‘What Does ‘Mean’ Mean?‘ a selection of five adults explored the terms mean, median, mode and range through an online game called Bamzooki at BBC.com. The lesson is aimed at 3rd Grade students but is adaptable for upper grades. The lesson in class would take two 45-60 minute class periods however, I taught this lesson online. Some of my students in this trial lesson completed the lesson in one sitting, while others needed more time because they were unfamiliar with Google Docs and the website at BBC.com. The object of my lesson shifted slightly because of the change in audience. Instead of reinforcing understanding of the terms the lesson became more about recalling these terms and expressing understanding. Through the Google Doc & Forms in the lesson students learned about and showed their understanding of these essential questions: · What is data? (addressed through the game) · What are the similarities and differences between mean, median and mode? (addressed through the Google Form) · What ways might you use mean in your life? (addressed on the Google Doc) Via email I asked the students to access the Google Doc and answer the initial question, What does “mean” mean? and then take the Google Form quiz before trying the online game. After the game, they were requested to revisit the Google Form and take the quiz a second time to show learning. One major change to the lesson is the final activity. Due to the online nature of delivering this lesson and the technology access and/or knowledge that my family members have (my elementary students would have this prior knowledge) I simplified the lesson by omitting the final activity (create a visual definition of one of the terms). Instead, I ended the lesson having the students only revisit the Google Form to clarify their understanding. Narrative For this lesson I aimed to teach 3rd Graders about the data terms mean, median, mode and range using Bamzooki’s online game as the main focus of the lesson. I substituted family members for 3rd Graders since it is summer break. At first I did not think this would work well because my family members are all adults and I thought most would understand these terms without hesitation. However, I found that there was a variety of understanding and confidence among the five adults that participated in the lesson. Some, like my husband who is a high school math teacher, didn’t need to play the game and could have taught this lesson to high school students on a deeper level. While others have never used Google Drive before and were not sure how to access these tech tools. This necessary prior knowledge is an issue that would not have been as extreme in my 3rd Grade classroom because we would use this technology on a regular basis during the school year before it was time to implement this lesson. Other than this, the lesson went well and these students showed a better understanding of the terms. Most knew mean right away and expressed ways they use it in their everyday life. Others found some of the terms harder to recall but the game proved to assist them in remembering the words Reflection The goal of this lesson was met and students were able to show a better understanding of the data terms after using the Google Doc and Form and playing the online game. One affordance of this lesson is the multiple learning styles that can be reached with the variety of activities the lesson presents. Students were not only able to watch/play an engaging online game but they also listened to the narrator’s description of the terms and they read the definitions. Cognitive learning was also apparent in this lesson because these students have many life experiences with the terms, however, they don’t always identify the use of the terms with the name. By going through the lesson the students recalled the names and some even learned the terms for the first time, in essence, giving a name to something they already do. This was communicated to me via email when two participants read through the lesson prior to trying the activities and expressed a lack of confidence with the topic but they were then able to successfully answer the quiz at the end of the lesson. Another affordance of this lesson was the accessibility. In the case of this initial implementation, students were not in a traditional classroom so using a web-based game and Google Drive allowed them to access the material at their own pace. This affordance would work well in my regular classroom as well students could access this lesson while away from school reinforcing their learning. A constraint in the lesson exists in accessibility of technology for the students in this trial lesson. This would not be the case in the regular school year. A Google Form was used to test whether students understood the terms better after playing the game. It was apparent that learning took place when I compared the results of the first quiz and the final quiz. They were held accountable because the quiz gave real-time results and the results are accessible online. Two of the five students were unsure of how to access the Google Docs however I was able to show them how with a few simple directions restated for their understanding. Other than this, the technology worked well. This technology allowed for users to be more engaged in the topic and have fun while learning. I was aiming to help the students remember these terms more deeply than a traditional lecture might result allow. This lesson could be taught without the use of technology however the level of engagement and excitement for the topic would likely be less, as I have seen in the past. Students enjoyed playing the game and reflecting using the Google Doc and Form. What Does ‘Mean’ Mean?
By: Katie White Subject Area: Math Grade Level: 3rd grade, but adaptable to upper elementary Length: 2 days, Day 1: 45-60 minutes (to be taught as a review and formative assessment); Day 2: 60-75 minutes Objectives: 1) Students will be able to correctly explain the terms mean, median, mode and range. 2) Students will be able to correctly calculate the mean, median, mode and range of a given set of data. 3) Students will be able to articulate the importance/usefulness of the terms mean, median, mode and range. Standards: 1) Everyday Mathematics (from UCSMP) Grade 3 Grade Level Goals, Content Strand: Data and Chance Goal 1 Collect and organize data or use given data to create charts, tables, bar graphs, and line plots. 2) CCSS.Math.Content.3.OA.B.5 Apply properties of operations as strategies to multiply and divide. Essential Questions: · What is data? · What are the similarities and differences between mean, median, and mode? · What ways might you use mean, median, and mode in your life? Required Technology: · Online access to BBC.co.uk and access to http://www.bbc.co.uk/bitesize/ks2/maths/data/mode_median_mean_range/play/ · Student access to Google Docs for sharing their understanding · Headphones · (optional) iPad Materials: Projector and screen, student computers &/or iPads, and Internet Procedures Day 1: (procedures 1-7: 25 minutes, 8-14 35 minutes) Attention Grabber: 1. Ask students to complete the pre-assessment quiz, a Google Form, What does “Mean” Mean? (to be used again at the end of the lesson). 2. Allow students a few minutes to take the quiz, and then share the results. (5 minutes) 3. After students have completed the quiz, ask students to open the Google Doc “What Does “Mean” Mean?” Here they will answer the open ended question: How might you use mean, median, mode and range in your life? https://docs.google.com/a/jisedu.or.id/document/d/193dmLqC0ebAvCt6QIoVZAQjBcNtx7wc6KPCw4zIKWXo/edit (5-7 minutes) 4. Students Turn and Talk to their math partner about their answer to the questions. 5. Allow the class to share some answers aloud. Guide sharing to encourage students to find common understandings and differences. Main Lesson: 6. Remind the students they have been learning about these data terms for several lessons during Everyday Mathematics. Inform them that this is a chance to use these skills and terms in a different and possibly fun way. 7. Model how to find the website via the provided link, http://www.bbc.co.uk/bitesize/ks2/maths/data/mode_median_mean_range/play/. Demonstrate how to start, stop, and rewind the video, and show how to interact with the video. Also, demonstrate how to access the read button (definitions of the terms) and the quiz button. 8. Tell the students the remainder of the class will be spent playing the game, reviewing the terms, and taking the quiz. 9. At this point, instruct students to go to http://www.bbc.co.uk/bitesize/ks2/maths/data/mode_median_mean_range/play/ and to use headphones. 11. Once students have all accessed the website and are all wearing headphones circulate the classroom to answer questions and monitor progress. 12. When students are finished, ask them to return to the Google Doc, What Does “Mean” Mean? and ask them to revise their answer based on what they learned while playing the games. 13. Students should finish the video and their Google Doc revision answer by the end of the class period. Day 2: 1. Briefly discuss the activities from the previous day. 2. Ask students to share with their math partner what they think is good about the Bamzooki and one thing they learned that they didn’t know before playing the games. 3. Students should then open the 2nd Google Form https://docs.google.com/a/jisedu.or.id/forms/d/1gVaNmEOuFYAOAdcFe-SDZutZoH-u3X5QgBHaG3RJEyQ/viewform Instruct students to complete the questionnaire. This should be the same one as before however a new copy. 4. Once all students have completed the questionnaire the second time. Share the results with the class and compare them with the first results. 5. Ask students to return to the Google Doc and conduct a whole class discussion about how these math terms are used in everyday lives. 7. Ask students to choose one of the four terms and then create their own definitions. Next, instruct them to go to Explain Everything on their iPads or create a new Google Doc (Entitled – Data Terms). 8. Now each student will create a definition of one of the terms explaining the following information: (Use pictures, diagrams, words and possibly narration (with iPads)) · Define the term, e.g. apple: a type of red fruit · Give an example of how to find the term in a mathematical situation · Explain one situation where you might use this term in the real world. Digitally share the Google Doc or Explain Everything document with the class. Allow students to work alone or with a partner, ensuring each student creates their own. Lesson Explanation Content: The lesson objectives, standards, and essential questions are listed in the lesson plan. The math terms mean, median, mode and range are difficult to teach because three of the four words begin with the letter “m” which are often confusing. So, students struggle to remember the terms mean, median, mode and range and apply their knowledge of these terms to a question. Also, these terms are not frequently used by students outside of this math unit. By the end of the lesson, hopefully, students will understand these terms and be able to explain them with increased confidence. Pedagogy: Students will begin the lesson by taking a quiz about a topic which they have been studying but many are not fully grasping. The quiz will introduce the students to the main ideas of the lesson and give everyone a starting point. I will use this information as a pre-assessment which will allow me to measure students’ understanding of the content at the end of the lesson. Next, students will be given the chance to answer an open ended question via a collaborative document and then share their thinking with classmates to build common understandings. For both the quiz and the open-ended question, students will be pulling from their prior knowledge. Once this framework is in place I will give a brief whole class lesson on how the technology/website works. Through the website and the lesson surrounding the website, elements of cognitive learning should be present as students bring prior knowledge of these terms with them and apply this knowledge in different situations improving their understanding of the terms. Social constructivism takes place when students collaborate on the Google Doc to share their understanding of how these terms apply to real life situations. Behaviorism is present within the game as students try to answer the questions correctly and are given an audio and visual signal if they make a mistake. The multiple intelligence learning theory is also present in this lesson because the website allows for students to go at their own pace, while viewing, listening to and reading the content. Content and Pedagogy: The 4 terms will be learned through several teaching strategies such as whole class instruction, independent work on the website, collaborative work with the Google Doc and face-to-face discussions (both whole class and partners). This is valuable in giving student with different learning strengths the opportunity to achieve success at least one point during the lesson, in turn, engaging a variety of learners with this sometimes confusing and easily forgotten content. Technology: Students will use BBC.co.uk’s interactive video, Google Docs and possibly iPad’s Explain Everything App. These technology choices are relevant to the lesson because they take this typical topic and bring it new life. By playing an interactive game to learn the terms, taking an online quiz, and discussing their understanding via a digital collaborative document students are more likely to take an active part in their learning, and they are also held more accountable for their understanding than with traditional lessons of this content. The technology also allows real time collaboration and assessment. It is possible to teach this content without the use of this website and the Google tools however history shows that students are not fully grasping the meaning of these terms and they will likely be more engaged when using a digital device. Technology and Pedagogy: This website allows students to work at their own pace which gives students with different learning abilities the chance to succeed and feel confident about their learning. The website also allows for cognitive learning when students build on their prior knowledge of the content because the user is able to control where they are in the video and repeat selections if necessary. As students play the games behaviorism learning is taking place when given signals which let the know if they have made a mistake and need to try again. The Google Doc allows social constructive learning to take place when students work collaboratively to share their ideas and learn from each other’s answers to the open-ended question. Technology and Content: This website allows for these math terms to be learned because students are challenged to understand their meanings in order to succeed in the games and complete the quiz correctly. The Google Form also measures their understanding of the terms and the Google Doc will show how they can apply this knowledge to their own lives. Assessment: Throughout the lesson students will be learning about the terms mean, median, mode and range and how to use them in different situations. The object of the lesson is to not only memorize the terms but also understand them. Students will show their understanding through both the quiz and the open-ended question on the Google Doc. The quiz will require students to know the definitions. When students give a definition of the terms in either Explain Everything or on a new Google Doc they will also be showing their understanding. These three assessments should be used to measure students learning in this lesson. I have learned so much during this course. The amount of tech tools and ideas we were exposed to was immense and we only got out feet wet with most of these new tech tools and ideas. I am really looking forward to using more of these things in the classroom in the coming months.
One goal I had in CEP 810 was to create a class website. I saw this goal become a reality during the course of CEP 812. My school asked me to be a tech coach and facilitate the grade level website. This role allowed me to work on another goal as well. I not only had a website but I was also leading and coaching my coworkers on some of the tools and features of the website such as adding video, building class blogs and adding new material to the site. My colleagues now come to me with tech questions and I am able to give them answers. I’ve also shared some of the tech projects I created from CEP 810 with my colleagues. Each of these minor accomplishments is building my reputation and filling my tech toolbox for moving into a technology coordinator position, which is my ultimate goal. I also had goals to learn how to screen cast and podcast. Both of these goals I accomplished during CEP 812. I now need to continue to work on my podcasting skills. I understand how to podcast and how to share podcasts but now I need to become more efficient. I find myself spending too much time trying to record without errors and also trying to share without success. With more practice I will know what makes a good podcast, a good script, and efficient sharing. I also want to improve my skills with Prezi. This is the type of presentation tool that I really like to use however I have only just begun to explore Prezi. I hope to become efficient at using Prezi because I enjoy the creativity and also the options for emphasizing information. I think that Prezi will be more exciting than PowerPoint or Google Presentation for elementary students to watch as well as my fellow teachers. By using Prezi when I have a presentation to make I will become more efficient and also use more of the great features. I look forward to returning to the classroom with these new tech tools, skills, and ideas. I plan to share my understanding of Prezi, Glogster, Box.com, Jing and QuickTime, using Google tools in the classroom, Podbean.com, Voki.com, and my Weebly blog. Prezi is a great presentation tool that is unlike the others such as Google Presentation because it allows for more creativity, which is a passion of mine. Glogster.com, Podbean.com, and Voki.com are each great resources for sharing student understanding, presenting lessons, or just getting attention. These will be very useful in the classroom to engage students. Box.com is a great resource that I learned about during this course. I will be able to use it when posting documents to our grade level website. It allows for a full document to be displayed and it’s easy to upload to Box.com and then embed elsewhere. I will share these resources with my grade level team during our PLC meetings. My team has asked for time to learn tech tips during each meeting and I have so much to share with them. I also look forward to not only using these things for my upcoming units of inquiry but I plan to teach my students how to use Jing, Glogster, and make a Voki as options for sharing their understanding of the units. I have several new and existing goals since taking CEP 812. I will continue to build my repertoire of tech skills and knowledge and my reputation in effort to reach my goal of becoming a technology coordinator. To do this I will explore some of the resources that CEP 812 brought to my attention including but not limited to I’d like to build my class blog and make it interactive for my students. I will be able to accomplish most of this on my own however I will seek help from our current tech coordinator with my schools sharing rites and possibly sharing sources such as DragonTales. A goal I hope to accomplish between now and next summer is to take my technology sharing beyond my grade level team and offer professional development to my whole school on our professional development days. In order to reach this goal I’ll need permission and support from my superiors at school but I feel confident this won’t be a problem. This will take courage and confidence on my part with the technology. Here is a link to my most recent Glogster displaying both what I’ve gained during CEP 812 and what I plan to continue to use and share beyond CEP 812: http://ktamelia.edu.glogster.com/cep-812-and-katie/ Transitions in Prezi and text and script: 1. Whole view of Prezi 2. Problem: How to effectively teach paragraph writing to Elementary students. The problem is teaching elementary students effective paragraph writing in a way that makes an impact. So many times students are taught paragraph writing lessons but students don’t retain the information or don’t understand it in the first place. 3. Solution: Create a Google Doc to teach paragraph writing. The solution is to create a Google Doc that not only teaches students how to write a paragraph but also gives them opportunity to practice paragraph writing, see other students writing which creates a little pressure and examples as well, and with lessons presented in a popular BrainPop Jr video it engages students even further. 4. Engage students with videos, collaborative writing, and peer-to-peer immediate feedback all on one document. TP- I chose a Google Doc as my technology and a video lesson as my pedagogy because I wanted my students to have an exciting learning experience through watching a popular video and practicing their understanding on a Google Doc because students can view each others work and offer each other feedback. 5. The Google Doc is Collaborative. TC- The technology of Google Docs is a great way to teach the content of paragraph writing because students can get and give immediate information in a single collaborative document. Often paragraph lessons are taught whole class and then students practice on worksheets that have little to do with the other content in the classroom. In this way, students easily forget the elements of a paragraph. The lesson looses importance because students are not applying their understanding to a meaningful activity. With a Google Doc students are typing on the same document as their peers. They feel the excitement of seeing their friend’s writing appear on the page right before their eyes. 6. Reach a wide variety of learners and have a more effective lesson by adding media to your Google Doc. PC- The pedagogy of a video lesson is also important to teaching the paragraph writing content. Watching a video allows students of different learning needs to obtain the information. As students watch the video they learn the key features of paragraph writing and they also experience an example paragraph being written on the video. The video can be rewatched, it can be stopped and started, there are notes on the side, and there is an option for closed captioning which benefits those who are visual learners and those who are learning English as a second language. The interactive nature of Google Docs and the video multimedia motivate students. Students are also able to use computers to hide their faces, which can encourage some quieter students to be more confident. 7. Using a Google Doc allows students learn how to effectively write paragraphs by watching videos, practicing writing paragraphs, and receiving immediate feedback. So one way to solve the problem of teaching paragraph writing effectively and getting results that are successful is by presenting the lesson in a Google Doc and using a video to teach the lesson. It’s easy to set up. Watch this video tutorial to see how I made mine. Then try it yourself! Implementation I began my WPP early due to the fact that I started maternity leave recently. To begin, I created a Google doc that included a hyper-linked title and instructions for the first activity. I hyper linked the title to a Brainpop Jr video on how to write paragraphs. I also linked it to our class Blog on our grade level website. Next I invited my students to the Google Doc. During tech time the week before I went on leave I introduced the project to my class. They were thrilled that I would still be communicating with them even while I was at home. I taught them how to access the shared Google doc. I gave them several options. One, option to access the Google doc was through the email invite that I sent them. For most of the class this was the first time they would access their school email. This was something I wasn’t expecting to have to teach although it was not hard since all students have a Gmail account which they can access through our school website. The second way I showed them how to access the Google Doc was through our class blog on the grade level website. I wanted to also show them how to access the Google Doc through their Google Drive however this would have meant setting up each students’ Google Drive which would take a bit more time and individual attention than I had at the time. Once all students were on the Google Doc I used a Smartboard to show them several things. First I showed them the Google Doc and the assignment. Next I showed them how to write or add text to the Google Doc. Then I showed them how to access the linked Brain Pop Jr video, they are all familiar with Brain Pop videos. Next I showed them how to comment on each others writing. After that I let them try it for themselves. Each student went to the Brainpop video and watched it. I encouraged them to watch it several times to make sure they understood the assignment. After watching the video they began their paragraphs. It took students three 15 minute work times to complete the assignment including commenting on another students’ paragraph and editing their own. One Delight was how easily students followed instructions about all the technology I showed them during the first lesson. I did not need to give further instruction on how to find the Google Doc or how to access the video beyond the first lesson. Another delight and great feature of Google Docs is that I receive updates in my email every time a student works on the project. One bump in the road is simply the fact that I am finding myself doing online teaching for this project. It hasn’t been a real challenge yet but I know it would be easier to implement and give further instruction if I were in the classroom. Although, it’s also a surprise how easily I am getting around this bump in the road due to the great communication of a Google Doc and my fantastic substitute. Findings and Implications (Revisions are in italics for easy identification)
Others should also consider the fact that Google Docs record the history so that you can always look back at all the changes made since created. This is helpful if students accidentally delete part of an assignment.
I will make several changes when I do this project again. First, I would allow a lesson for “play” on a Google Docs so that students could explore Google Docs and the features before getting to the lesson. Second, I would like to be present in the classroom while implementing this project again so that I could reinforce the lessons and gain greater feedback of students' understanding through their other class writing. Thirdly I would give more lessons on paragraph writing in a shorter time frame to keep the momentum going. Due to my current situation I was unable to give all the lessons I had planned in order to make this project most effective. Research
Julie Meloni, Getting Started with Google Docs in the Classroom, Chronicle.com, August 18, 2009, 10:04 am This article from The Chronicle of Higher Education, Getting Started with Google Docs in the Classroom offers both many reasons for using a Google Doc in the classroom and also lessons learned from using Google Docs in the classroom that are helpful to read before introducing a Google Doc to your class. Run a Paperless Classroom with Docs, Google.com This article from Google offers information on how to use a Google Doc in the classroom. It offers helpful information about managing Docs, formatting, and improving the writing process as well. The article is streamlined but helpful. Susan Oxnevad, 6 Powerful Google Docs Features to Support the Collaborative Writing Process, Gettingsmart.com September 3, 2012 I found on gettingsmart.com an article titled 6 Powerful Google Docs Features to Support the Collaborative Writing Process, by Susan Oxnevad. This article has several tips that I had not considered until now, such as the research tool and the smart spell checker with grammar support. Andy Havard, How To Effectively Teach Students Using Video, Gettingsmart.com September 15, 2011 This is an article about using videos to teach and how best to go about doing so. It also offers some statistics of using videos in the classroom. Ways to Use BrainPOP in the Classroom, Brainpop.com This article is from Brainpop and it offers many different reasons for using Brainpop in the classroom such as to develop note taking skills using the note taking features of both Brainpop and Brainpop Jr. and also using videos for test reviews.
My WPP on teaching paragraph writing more effectively by using a Google Doc was implemented as planned for the time frame we had. The students spent 10 minutes of tech time once a week for 3 weeks working on the Google Doc I made and learning to write paragraphs. I began maternity leave shortly after introducing this project to my class. My substitute took over the in class management (time to work and reminders) while I communicated about and developed the project from home. Although, I had hoped to do more lessons with the class but communication of expectations was watered down by my absence, so we needed to do the first lesson a second time.
One issue that came up was how the students found it fun to comment on the Google Doc. I didn’t prepare for their excitement so we lost one lesson to the wrong type of comments and had to do the commenting lesson a second time. Instead of commenting on the paragraph elements students left each other personal comments or opinions about their favorite subjects. We will continue this project beyond CEP 812 and students will complete another lesson on identifying the topic sentence and they will complete a quiz on the parts of a paragraph.
I would make several changes when I do this project again. First, I would allow a lesson for “play” on a Google Docs so that students could explore Google Docs and the features before getting to the lesson. Second, I would like to be present in the classroom while implementing this project again so that I could reinforce the lessons and gain greater feedback of students' understanding through their other class writing. Thirdly I would give more lessons on paragraph writing in a shorter time frame to keep the momentum going. Due to my current situation I was unable to give all the lessons I had planned in order to make this project most effective. http://www.youtube.com/watch?v=t75gnMTdyEw
1. What tool did your group use to deliver the PD tutorial? Why? Our group used Google Presentation to present our professional development tutorial on the use of Google in the classroom. We chose to use Google Presentation because of its ease of use and how it supported what our tutorial is all about. It was also accessible by all group members due to it being part of the Google Cloud. Each group member could also edit the presentation at any time, even as another member was editing. For the video our group used the QuickTime screen-recording feature and then uploaded it to YouTube. 2. What did you learn during the development process of the final product? While making this tutorial I practiced my own tech skills and learned more about online group work. I was able to practice and improve on my screen casting techniques and editing while using QuickTime to make my tutorial video about Google Docs. During this project I gained a better understanding of how to trim clips to remove unwanted video sections and how to use an external microphone to more clearly capture my narration. I learned how to use Photoshop to make the intro slide image. In Photoshop put Google Tool logos on a chalkboard and placed the chalkboard on a MacBook Air screen. To do this I took screenshots of the Google Tool logos and then placed them on the chalkboard background. In order to do this I had to remove the background of each Google Tool logo. Next, I found an image of a MacBook Air screen and I put the chalkboard on the screen but behind the toolbar. This was a challenge but I enjoyed learning how to do this. It was the first time I used Photoshop successfully. There are some limitations to Google Presentation, which I discovered when trying to edit the slides. It would have been nice if we could use the notes handout for our storyboard however this was only available in the printing options. There was no way to type directly on the notes handout. I also learned about editing a Google Presentation. I discovered how to set the transitions and how to time animations. The slide background color editing options proved frustrating. I wanted a light brown frame/background on each slide and it showed up fine in editing mode however during the slideshow the background was dark brown. I could not figure out how to keep it light brown. Throughout this whole process we worked as a group and shared the responsibilities. I learned that online group work can be a challenge and that it takes patience and good communication especially when working with members in different time zones. We agreed on most ideas for the project but we also had some differences of opinion and I found it easiest to go along with the group unless there was really something I felt strongly about. 3. What would you do differently if you had to develop a similar product again? If I were to do this again independently I would probably make the presentation more visual in that I would have more videos and less text. I am a visual learner and would prefer to watch a 10-minute presentation that had video tutorials throughout to break up the presentation. If I were to develop a similar plan again with the same parameters, in that we work in a group, I would pretty much do things the same way because it would be easier to execute than having multiple video tutorials in one presentation. As a group, issues with sound quality and recording programs could make the presentation less successful. I felt that we did a good job with this project and that we all worked hard. I was happy with my role. I enjoy being creative and it was a good experience learning how to design and edit in both Google Presentation and QuickTime. The final project shows our various talents and strengths and it also makes a good tutorial for those interested in using Google in the Classroom. |