Short Description

We begin our presentation with an overview of Google Tools and the benefits of using them in your classroom. We will also discuss the pros and cons of using Google Tools. We will discuss methods to increase student access to information, decrease workloads, and create collaborative opportunities. The second part of this presentation will present a hands-on session that will help you work with the tools. We will cover Google Docs, Reader, Sites, and Calendar.

Purpose of presentation

With the current economic times, budgets are feeling the strain, as are teachers and faculty in both K-12 and Higher Education settings. With web 2.0 tools, specifically Google Tools, we are empowered to use the technology to decrease our budgets, create a paperless environment, and introduce collaborative learning environments into our curriculum.

The researchers work to empower teachers to embrace our digital natives and create a world of digital immigrants that are comfortable with the technologies and are given new opportunities to empower their students to reach new heights. Students often feel that they must ‘power-down’ when they enter the classroom. It is our desire and passion to help teachers and faculty feel comfortable with these learners. In order for our students to compete in the current job market, they must be cross-trained in all aspects of life and their curriculum with technology. Those who can meet the demands of the current job market will reach the highest levels of success. When we keep students away from technology, due to fear and lack of training, we take away opportunities that are readily available overseas.

Objectives of the presentation

Part 1 of this presentation works to:
•    empower faculty/teachers to take control of their classrooms
•    introduce collaborative learning environments into your curriculum
•    create collaborative communities of practice among cooperative teachers
•    create a paperless learning environment

Part 1 of this presentation is a theoretical introduction to Google Tools. We will share our classroom sites and other examples of practical uses of the technologies.  Attendees will leave this seminar/session with resources found on Google docs.

Part 2 of this presentation works to:
•    present Google Documents and gives pros and cons as compared to Microsoft Word
•    present Google Spreadsheets and gives pros and cons as compared to Microsoft Excel
•    present Google Presentations and gives pros and cons as compared to Microsoft PowerPoint
•    present blogging as a method of reflection for both students and faculty
•    present Google Reader as a method of managing blogs
•    present Google Calendar as a method of organizing classes and curriculum
•    present Google Sites as a wysiwyg method of creating websites

Part 2 of this presentation is a hands-on seminar that will allow attendees the opportunity to create accounts and begin the process of creating digital resources. Attendees will leave this seminar/session with working models of the aforementioned tools.

Practical applications

Faculty can use the tools to create collaborative opportunities that previously were more difficult to set-up.  Students can collaborate with other students throughout the US and worldwide.  Students are given the opportunity to work in collaborative groups without regard to other team members’ schedules, opening up opportunities and engagement. Faculty can keep all resources digital and can carry their documents from computer to computer. Students and faculty enjoy access to documents from the web which leads to lighter backpacks, lower copy costs, reduces lost homework or hand-outs, and keeps parents informed with access to all curriculum materials.  Lesson plans are stored online and are easily accessible to substitutes and other faculty members. These tools give you immediate access from either the office or home, making grading portable and paperless.

Relationship to the conference theme

Web 2.0 tools increase the accessibility to collaborative opportunities leading to engaged students and a more involved parent support system. Everyone benefits from the use of Google tools. Students can work on projects with students at different locations across the world increasing engagement, collaboration, social connections, and cultural knowledge via new medias to which our students are native.

Information (data or theoretical base) to support what is advocated.

The researchers have integrated these resources into the classroom over a 5-year time period. The benefits of the tools and the pedagogy is well documented and tested with a great number of students, and with personal use in our curriculum.

Presenters

Sandie H Waters

Dr. Sandie Waters is an Assistant Professor in the Elementary Education Department at Utah Valley University, former Adjunct Faculty and Distance Learning Endorsement Coordinator in the Instructional Technology Department at Utah State University, and Program Coordinator of the Intern Program of the Association for Educational Communications and Technology. She has previously taught and conducted research at Indiana University, Bloomington, Utah State University, and Utah Valley University.

Dr Waters’ research focuses on the integration of Web 2.0 technologies into schools and higher education, the impact of Web 2.0 technologies on collaboration and creativity, and socially responsible open education. She has taught Distance Education, Technology Integration, Computers in Education, Foundations of Education, Projects in Instructional Technology, Practicum in Distance Education, Web 2.0 Tools in Education, and Learning Theory. She is currently working on ‘backpack’ technologies and will begin working with schools, principals, tech coordinators, IT specialists, and teachers to empower them to bring 21st Century Technological Tools into Utah’s educational system in Summer 2009. She is currently writing a book regarding Web 2.0 and backpack technologies to be published by an open publisher.

Dr Waters’ personal interests include Karate (1st Degree Black Belt), Life Coaching, bicycling, hiking, blogging , facebooking, texting, IMing, and of course my friends.

Suzy Cox

Her personal interests including spending time with her family, running, reading, and exploring new technologies.

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The management of knowledge has always been at the heart of education and research in terms of development and improvement. This reality together with the complex interplay of social, economic, and technological forces are strengthening the importance of knowledge and its management.

Significant changes have been witnessed with the arrival of the knowledge age. During the industrial age, learning was assumed to be largely an individual activity and a consequence of formal instruction. However, today’s reality supports that learning is a collaborative problem solving activity that involves far more than instruction alone. It occurs through progressive construction of individual knowledge, not simply through information transfer.

Changing societal and workplace demands of our current century call for learning processes that support inquiry, self-reflection, problem solving, communication, and collaboration. This kind of learning process, at variance to those of industrial age, requires continual updating, so a top quality on-going education system is essential for living and working in the knowledge age.
Future implies increased collaboration with community, institutions, and students. Then the focus in education will be on the learning and collaborative knowledge construction. Thus, the purpose of education will move from being curriculum driven to being learning centered. It is stated by many researchers that key aspects of the emerging pedagogy for the information society are emphasized as active, integrative, creative, collaborative, and evaluative.
Today’s knowledge society emphasizes innovation and intellectual capital and makes knowledge management a strategic issue that holds one of the highest potentials for gaining efficiencies, and creating value in organizations. Consequently, the asset base is shifting from traditional tangible assets to an intangible asset base such as innovation, effective utilization of knowledge and human capital resources.

To increase the capacity of identifying, distilling, harnessing and using information to construct knowledge for the organizational learning process became an indispensable objective for any organization. As being very powerful tool to reach this objective; knowledge management represents the core work of organizations in education and research. It deals with the creation, interpretation, critique, and distribution of knowledge within communities of scholars, researchers, experts, learners and teachers. However, only some education organizations are pioneering knowledge management by creating necessary infrastructure, and support systems. It is necessary to understand how to strengthen the management of knowledge for supporting activities, and planning quality standards. Furthermore, knowledge management initiatives are required to adapt to meet new challenges and retain the leading organizations in education and research.

This presentation will discuss knowledge management concept in the context of education. Presentation will thus recall fundamental concepts of knowledge management and relate with the field of education through different perspectives to explore the ways to solve educational problems. The presentation will also include knowledge management experiences obtained in different lectures.

Biography
Tarkan Gürbüz is an Instructor at Middle East Technical University, Department of Computer Education and Instructional Technology in Ankara, Turkey. He holds a PhD and MS in Computer Education and Instructional Technology, MBA in International Business, and a Bachelor of Science degree in Mathematics. His areas of interest include distance education, e-learning, human computer interaction, knowledge management, and teacher education.