The Big Three: an Assessment of Google Docs

Munoz – Big Three 1

The Big Three: An Assessment of Google Docs

David J. Munoz

University of West Georgia Munoz – Big Three 2

The Big Three: An Assessment of Google Docs

Google Docs is an easy-to-use online word processor, spreadsheet and presentation editor that enables you and your students to create, store and share instantly and securely, and collaborate online in real time. You can create new documents from scratch or upload existing documents, spreadsheets and presentations (Green, 2010). There's no software to download, and all your work is stored safely online and can be accessed from any computer.

What does the technology really do?

Google Docs' sharing features facilitate you and your students to decide exactly who can access and edit documents. You'll find that Google Docs helps promote group work and peer editing skills, and that it helps to fulfill the stated goal of The National Council of Teachers of English, which espouses writing as a process and encourages multiple revisions and peer editing (Eapen, 2007).

Teachers are using Google Docs both to publish announcements about upcoming assignments and to monitor student progress via an interactive process which allows you to give guidance when it might be of maximum benefit – while your student is still working on an assignment. Through the revisions history, you can see clearly who contributed to what assignment and when; if a student says he or she worked on a given project over the last two weeks, it will be documented. Furthermore, there will be no more “dog ate my homework” excuses (Kieser, 2009; Golen, 2009).

Students will find that Google Docs can help them stay organized and keep on top of their assignments. They never have to remember to save their work; it happens automatically. It's easy to collaborate online with fellow students, even when they aren't in the same place, and they can get feedback easily from teachers, parents, relatives and tutors, and enter updates anytime from anywhere (Poyntz,

2010). And kids can go back to the revisions history to see how their assignment has evolved, and who has helped. Munoz – Big Three 3

What specific and necessary problem does this technology solve?

Google Docs help solve and aid the following situations:

1. Students can work from both school and home since documents are stored securely online. The

storage of information is constant and ongoing, which allows for interaction between all

stakeholders (Brunsell, 2010; Horejsi 2010). The documents are all very accessible. All you need

is browser and internet connection, no software version requirements (Poyntz, 2010). Google Docs

solves the accessibility problem at J.C. Booth.

2. Students will be more accountable because the technology will allow for constant supervision and

monitoring. No more “I forgot my work” excuses (Poyntz, 2010). I believe this is a novel idea!

Why can’t we have accountability in the workforce like this concept? Maybe Google Docs will

lead to technology program that will allow for more accountability.

3. After students invite you to their documents, you can review, comment, and grade their work at

any time (McPherson, 2007). It’s hard for students to tell fibs when you can see their work. You

can import existing PowerPoint presentations or create new ones from scratch which allows for

free, on-line information storage (Cong, 2007; Du 2007). I believe this is a huge asset for the

Google Docs in my school.

What technology already exists to solve your problem, and how is Google Docs better?

At J.C. Booth, a T-drive is used to load and save student work which is not very assessable to the students at home or at school. Teachers have access to the stored information, but not parents. The interactions among students in classrooms are very limited when it comes to introducing new technologies in the learning environment. The faculty at J.C. Booth also allows for student information storage to occur on select websites (teacher’s personal website), but will not allow for student interaction outside the classroom setting. Munoz – Big Three 4

As far as Google Docs competition, there are numerous expensive platforms in the market presented from Microsoft and Amazon, but unlike Google Docs, these programs are not free (Eapen, 2010).

Many competitive platforms are not presented toward the education market which allows for a more meaningful interaction at the educational level (Kieser, 2009; Golden, 2009).

Conclusion

The educational setting is very unclear at the present time with monetary cuts at the national, state, and county levels. So what better way to enhance the learning environment, than to implement Google

Docs, a new technology, which would allow for total student accessibility, more student accountability, and increased student interaction? Did I mention it was free! Google Docs would enhance any learning environment in a classroom setting and would set the stage for the next generation (Poyntz, 2010). I’m a teacher in Fayette County, where Google Docs has been implemented and is making a profound impact. Munoz – Big Three 5

References

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October 18, 2010, from Research Library. (Document ID: 2066486761).

Eapen, B.. (2007). Collaborative writing: Tools and tips. Indian Journal of Dermatology, Venereology and

Leprology, 73(6), 439-41. Retrieved October 18, 2010, from Research Library. (Document

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Green, T.. (2010). TechSpotting: Observations of Technology Integration and

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(Document ID: 1986262951).

Keith McPherson. (2007). new online technologies for new literacy instruction. Teacher

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ID: 1204860811).

Kieser, A., & Golden, F.. (2009). Using Online Office Applications: Collaboration Tools for

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(Document ID: 1903519691).

Poyntz, N.. (2010). In the Grip of Google. History Today, 60(7), 53. Retrieved October 18, 2010, from

Research Library. (Document ID: 2079040991).

Yu Cong, & Hui Du. (2007). Collaborate on the Web. Journal of Accountancy, 203(6), 48-49. Retrieved

October 18, 2010, from Research Library. (Document ID: 1285032561).