Since there are so many new technological devices and even mobil applications that it was hard to decide where to start. Checking the articles and attending the seminars, I recognize that as classroom practionist we do not need anything theoratical but we just want ideas that we easily integrate into our lesson next class. That is why I will follow this pattern; first a very brief information about the new (when I say so it can become oldfashioned) tool, later how a teacher make use of it and in what ways. Limited allocated time for lesson preparation forces us to do it in a very short time.
Today, I wold like to start with google docs as nobody skips it. Google docs are briefly online document which can be simulataneously edited.
Also, google docs are very useful because it can be used both on computers and mobiles. Teachers can take the advantage of mobile learning. In its early definition, mobile learning, also known as m-learning, was defined as an extension of elearning through mobile computational devices such as personal digital assistants (PDAs), and mobile phones.
-Google Docs as a warm-up activity
It is always difficult to start the lesson. In the Holy book (for teachers it is the teachers’ book) it suggest to start lesson with a brainstorm activity but in brainstorm as its name suggest it has to be storm of the ideas without any hesitation of filter. However, when we do it in the classroom studens wouldn’t say comfortably.As a teacher you are the one who type all ideas on the board, in google docs,We can start google documents where they can type alone. It can be done through blogging or wiiking as well but the point here is that google documents is very easy too start and for the students the only thing they need is a gmail account.
-Google Docs as a writing activity
In writing activities working collaboratively help students produce more and produce more safely. Collaborative writing involves two or more persons working together to produce a written document. According to Storch (2011, p. 275), collaborative writing is the ‘joint production or the co-authoring of a text by two or more writers’.
Teachers can start collaborative writing activities with brainstorming activities, and it can be followed by joint construction of an essay and then peer-review activities. In the joint construction stage, students can each draft a paragraph after jointly discussing and planning the content for each paragraph. Then the students can take turns to revise each other’s paragraphs. Google Docs can enhance this process by allowing real-time editing.
In the exmaple below, two students were paired for an opinion paragraph. They can type, edit and change at the same time on the paper. Also, on the chat link they can discuss related information about the essay. It is both timesaving for the students and communicative at the same time.
-Google Docs as a project platform
Technology is particularly useful in project work that requires learners to collect information about a given topic. Teachers and students can use Google docs, for example, as a platform for group members to share information that they have collected.
-Google Docs as a data collection or survey tool
In the courebooks preparing a survey, conducting a survey, and discussing the survey results. In general students prepare the survey on paper and collct the data by interviewing; this is a good way too. However, they can prepare the survey on google forms and send it to their friends. To improve their 21st century skills. It can be very effective.
In Figure 2, you can see a task taken from a course book where they are supposed to create a class survey. They prepare a survey on Google forms easily and the other students can answer them on their mobile. Since Google forms give the results in graphics as well. It would be esaier to evaluate.
Storch, N. (2011). Collaborative writing in L2 contexts: Processes, outcomes, and future directions. Annual Review of Applied Linguistics. 31, 275-288.
Çakmak, F. (2019). Mobile Learning and Mobile Assisted Language Learning in Focus. Language and Technology, 1(1), 30-48.