Getting the Most from Google Classroom: A Pedagogical Framework for Tertiary Educators

Autor/inn/en	Heggart, Keith R.; Yoo, Joanne
Titel	Getting the Most from Google Classroom: A Pedagogical Framework for Tertiary Educators
Quelle	In: Australian Journal of Teacher Education, 43 (2018) 3, S.140-153, Artikel 9 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Higher Education; College Faculty; Educational Technology; Technology Uses in Education; Teacher Education Programs; Preservice Teachers; Elementary School Teachers; Student Participation; Group Dynamics; Internet; Information Management; Computer Mediated Communication; Computer Software; Program Effectiveness; Blended Learning; Online Courses; Use Studies; Teaching Methods; Student Surveys; Journal Writing; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Gruppendynamik; Procurement of information; Informationsbeschaffung; Computerkonferenz; Online course; Online-Kurs; Benutzerschulung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerbefragung; Zeitschriftenaufsatz; Ausland; Australien
Abstract	Many tertiary institutions have embraced digital learning through the use of online learning platforms and social networks. However, the research about the efficacy of such platforms is confused, as is the field itself, in part because of the rapidly evolving technology, and also because of a lack of clarity about what constitutes a learning platform. In this study, two early career academics and instructors examined the effectiveness of using Google Classroom for final year primary teacher education students to encourage student voice and agency, and to consider how the platform might influence future pedagogies at the tertiary level. The data showed that Google Classroom increased student participation and learning and improved classroom dynamics. It also revealed concerns around pace and user experience. This data was used to construct a framework to evaluate of the use of online platforms; it identifies four concepts (pace, ease of access, collaboration and student voice/agency) that explore the usefulness of other online learning platforms, as well as pedagogical practice. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01