In the last tech cycle I got ākonga in my focus group to use google docs to record their learning during the lesson. I used two different approaches. The first one I created the document and saved it to their Tech Science folder. In the second approach I got ākonga to create the document and required headings etc themselves.
Successes for both approaches included increased engagement from ākonga, greater attention to what they were recording and it resulted in a clear record of their learning. An additional success for the getting ākonga to create their own document was that it enabled them to take more ownership of their learning and the freedom to choose the format of how they wanted to record their learning.
Challenges that were shared across both approaches included that not all students were very efficient at locating or creating the document in their tech science folder. Some students were slower to type than others and did not have the same level of digital literacy. Additional challenges for the second approach included that not all ākonga saved their document in the correct folder which meant that when I went to mark it I had to find it. Further, giving them the freedom to choose the format for recording their learning meant that when marking or leaving comments I have to respond to a diverse range of note taking which becomes more time consuming.
One of the biggest challenges is for me as a teacher going through and marking their work. This becomes very time consuming. Opening the documents and leaving comments can take some time. Perhaps it is not necessary for me to mark every piece of work that they do, but them how am I to ensure that they are completing the task to the desired level?
The next step would be fore me to use google docs in combination with other digital learning tools such as google forms or Hapara workspaces to see if this can provide a virtual learning hub that is both effective and efficient for learning and for monitoring/assessing and marking learning.
Inquiry: How can digital technologies be used in science technology to increase student engagement and learning?
7 – Promote a collaborative, inclusive and supportive learning environment.,
8 – Demonstrate in practice their knowledge and understanding of how akonga learn,
11 – Analyse and appropriately use assessment information, which has been gathered formally and informally,