From Paper to Paperless: Effects of The Paperless Classroom Using Google Apps for Education

When we think about the history of communication and collaboration in education it has been very dependent on in-person interactions. However, this is not the case in the new age of education. Today, we are able to communicate with people and collaborate from anywhere in the world. No longer are we confined to the four walls of a classroom. Thanks to the initiative to implement technology for all students (1:1 technology) and google apps for education (GAFE) education has been transformed forever.

This shift from paper and lecture based to utilizing technology has led us to a simple question; How has the paperless classroom changed the teaching practices of classroom teachers? A paperless classroom is a relatively new concept and is constantly evolving. Throughout this chapter you will hear of first hand stories and accounts from teachers who are utilizing GAFE in their classroom and how it has changed their teaching practices forever.

History of the Paperless Classroom

Over the last 100 years of documented education history, not much has changed. Classrooms are still the same basic structure as they were in the early 1900’s. Students sit in desks and are often taught through direct instruction lessons by a teacher who holds all the knowledge and power. Recently, this has begun to change. Utilizing GAFE and other technology tools the students are put in charge of their learning by allowing them to explore the wide reaches of the internet to gain their knowledge.

Technology use in the classroom has grown by leaps and bounds.

Infographic Source – http://openeducationchallenge.eu/blog/122

While the basic structure of the classroom remains the same, the classroom experience is vastly different mainly due to the addition of technological tools.  Originally, teachers lectured from the front of the classroom with only a chalkboard and chalk.  In the 1970s, calculators were introduced into math lessons.  That was followed by the use of basic word processing computers.  When the World Wide Web came to fruition in the 1990s, schools began investing in computers that enabled students to conduct research without having to go to the library.  In the 21st century, technology was transformed into an essential tool in the classroom.  By 2009, nearly 100 percent of classrooms had one or more computers (Hults, 2015).  These computers, today, supply students with additional ways to learn material, search for relevant information, and aid teachers in organizing and diversifying their lesson plans.

Teacher Experiences with GAFE

In order to understand how teachers are feeling about using GAFE in their classroom, a survey was sent out to teachers within two separate buildings (Franklin Woods Intermediate and Teays Valley East Middle School). The teachers who responded to the survey have varying levels of experience and usage within their classrooms of this technology.

Below is a drop down with teacher survey responses to multiple questions about their experiences with GAFE.

The teachers who responded to the survey had overall positive things to say about GAFE in their classroom. This is still a new tool and many teachers are still getting used to the idea of technology in their classrooms. The beginning steps of this allow us to see that teachers are willing to try and want more exposure to this in their classrooms. Many teachers commented on how they like that this technology has allowed them to work more closely with students on assignments by checking in often and giving frequent feedback. Other teachers expressed their fondness of being able to communicate with more than one student at a time through the different documents students may be working on.

While the majority of the responses were positive, some teachers expressed concerns with so much technology integration. One of the concerns expressed in the survey was that technology in the classroom takes away from face to face communication.  According to the National Center for Education Statistics, in 2013, “71 percent of the U.S. population ages three and over use the Internet (US Dept. of Education, 2016).”  Teachers have concerns that students are getting too much screen time and not enough face time.  They are hiding behind their screens and not facing “real” situations and holding “real” conversations.

Another concern is that of teacher feedback.  For students who have an identified reading disability or a student who just struggles with reading, is the typed feedback, no matter how quickly it’s received, effective?  Does the student understand the corrections suggested by the teacher in his or her comments?  Some teachers would argue that there is no replacement for the small group or one-on-one conferences.  Teachers will continue to have varying opinions on technology use in the classroom.  One fact that will continue to be true is that technology will continue to be integrated into our classrooms as it has become basic to everyday life and it’s successes.

Student Experiences with GAFE

While the main purpose of this chapter is focused on how GAFE has changed teaching practices, we also wanted to focus on how the students feel about the change from paper to a paperless classroom. The survey was given out to students at both schools as well.

Below, you will find the survey results they provided to similar questions posed to teachers.

The students who responded to the survey, overall, agreed that GAFE has benefited their learning experience.  Just like the teachers, students are adjusting to the new technology tools being used in class.  The majority of the students appreciate GAFE’s ability to open doors for peer to peer communication outside of class.  It was noted that students who are shy have the confidence to speak up with their peers and teachers through email or comments in GAFE.  In most of the responses, the students stated they enjoyed the timely teacher feedback and lack of lost assignments.

Benefits of GAFE in Classrooms

The Google Apps for Education have allowed teachers to permanently transform the way that they teach. The main ways that this has changed teaching, as stated in the interviews above, was with collaboration and communication.

Collaboration changed drastically for teachers and students alike using GAFE. Using these tools teachers are able to collaborate with other colleagues from their building and beyond. Also, it has allowed students to work with partners on projects in an easy way through sharing documents between one another. This allows students to work outside of school on projects with their partner, which before was something that was very difficult to do.

Communication is another way that GAFE has impacted and forever changed teaching practices. Before, feedback was something that could take a very long time to provide to students. Now, it is as easy as a short comment on a google document to help students with their writing. Or, it could be as simple as an email to a student who is in need of assistance.

How to Use Google Apps for Education In Your Classroom

The infographic above shows some of the apps available through GAFE and how teachers may use these apps in their classrooms.

The above video explains the benefits of one app through GAFE called Google Classroom. This is a hub for teachers to be able to communicate with students in and out of school, and also assign work. This app is one of the main features that GAFE offers to make communication, work, and collaboration easier for both teachers and students..

The Future of Paperless Classrooms

Gone are the days of students sitting in rows and learning from a textbook. The whole world has been opened up to students through the use of 1:1 classroom technologies that utilize the Google Apps for Education. Students are beginning to reap the benefits of this transformative teaching practice. They are learning from more sources other than their teachers as well as collaborating much more easily and effectively with their peers.

GAFE and other technologies have allowed for a huge change in the way that teaching and learning is being done. This has allowed for a shift to a new style called hybrid teaching. Hybrid Teaching is where teachers transfer a portion of their teaching and classwork into an online format. This format of teaching is explained by the University of Wisconsin to state, “A hybrid course is designed to integrate face-to-face and online activities so that they reinforce, complement, and elaborate one another, instead of treating the online component as an add-on or duplicate of what is taught in the classroom.” This type of new teaching is very evident in a GAFE classroom. This allows teachers to transition into a completely paperless classroom, if that is the step they choose to take.

Students and teachers are beginning to see the benefits of collaboration and communication among their students and their colleagues using GAFE. Teachers are able to address students needs and provide feedback much more quickly than in the past. The paperless and hybrid classrooms have forever changed the way that teachers teach and students learn. It is now more engaging and student centered, allowing for more authentic and deeper learning. Technology does not replace best practices for teachers.  Technology allows us to enhance our students’ learning experiences and to facilitate greater learning.