One type of
hardware that a lot of school districts have added to their tech tools are
Chromebooks. One major reason that Chromebooks are appealing is that they are
often cheaper than a regular laptop. Chromebooks do not rely on Windows to run and
use their own operating system. Users familiar to browsing the web with Google Chrome
will adjust well to the Chrome Operating System. Chromebooks can be as simple
or complex as you make them. They are easy to use to access websites and email.
Users do not have to use the same Chromebooks since their unique logins provide
access to files on their Drive, an online storage cloud. If the user needs a
word processing program, they can use Google Docs or Sheets depending on their
needs. Chromebooks do have the ability to add extensions to the Chrome Browser depending
on the users’ needs. If you have students with learning disabilities, there are
extensions like SpeakIt!
for text to speech or
OpenDyslexic for readability. Control Alt Achieve has a
great article (including a webinar) about different extensions for students
who may need additional help. If you’re looking for a list of extension names, then
check out Diane
Brauner’s article.
Chromebooks are handy
for both teachers and students. Schools that use Google for Education and
Google Classroom will find Chromebooks easy to use. The Google Classroom
extension makes it easy for teachers to share items and students to access the
materials in Google Classroom. Since users log into the Chromebook with a Google
username, they will have access to their drive and other items they may have saved.
This is especially handy for students who won’t have to worry about losing
files from one school year to the next.
Chromebooks fit easily into several
different technology-enabled learning modules, but let’s discuss the role they can
play in the R. A. T. Model.
Seeing how this model looks at how technology
replaces, amplifies and transforms learning, Chromebooks can be utilized in any
of these ways. It is important to note that the R. A. T. Model is not a linear
path where you work your way through replace, amplify and transform. Rather “teachers
will have an array of R, A, T, technology integration practices in their teaching”
(Hughes, n.d.).
Replacing paper
and physical copies of books with a Chromebook is more convenient for teachers
and students. Instead of using paper or making worksheets, Google Docs can be
used and submitted online. Now I love being able to hold a book and read it,
but trying to supply an entire elementary school with textbooks is a different
matter. Digital textbooks will eliminate the need for a physical storage space
and be more accessible for students whether at home or school.
Using a
Chromebook to amplify good teaching practices can be as easy as utilizing some
of the extensions that I mentioned earlier. The extensions like SpeakIt! can make learning easier for students. There
are also ways to enlarge the print on screens for any students with vision
issues. Also, teachers can use Google Forms to create quizzes which make grading
simpler for the teacher and provide quicker feedback for students.
If you’re wanting to transform your classroom with a Chromebook, just flip your classroom. There are many programs like Flipgrid and Seesaw that can used on a Chromebook to help. Also, there are different websites and tools that can give your students other options for completing assignments in a more creative way like Prezi, WeVideo, or Audacity. Both Prezi and WeVideo are web-based programs you can use. Audacity is a downloadable program and Ollie Mattison walks you through how to install it on a Chromebook here. Some school districts limit what extensions and programs can be downloaded on student Chromebooks, so you may need to reach out to your technology department for permission.
One last thought on the R. A. T. Model is that it can be applied in multiple ways. Start with instructional methods and think about how you can use the Chromebook for instruction. You can also think about the student learning process and how a Chromebook can help in this area. I often saw students more motivated when provided engaging activities using the Chromebook. Also, groups enjoyed being able to work on Google Slides together. I did help my third graders set up their slides with outlines so that everyone had a space to work and knew which slides were what. The last area to consider are the curriculum goals. Dr. Hughes has created a Question Guide to help you think through how technology can be used for instructional methods, student learning processes and Curriculum Goals.
Need ideas for what apps to
use on a Chromebook?
- The Google App Hub may be a resource for you to check out. The apps are chosen specifically with use in schools and they even take suggestions for ideas or apps to add to the list. If interested, you can read more about how the apps are selected.
- The Oak Park Unified School District has a PDF with some ideas about Drive, Google+, Chrome Web Apps, Flipping the Classroom, Open Educational Resources and Assessments. Some of the programs or resources mentioned may not be used by all districts, but it has some helpful ideas.
- If your school is 1:1 with Chromebooks, then Google Classroom would be a handy tool to use. Incorporating new technologies can be overwhelming and confusing, so check out Ditch That Textbook’s article, “The Google Classroom Quick-Start Guide + Resources, Tips and Tricks!”. There is also information about a free Google Classroom course on the website.
- Many educators are already familiar with Kathy Schrock and the guides available on her website. Schrock’s “Chromebooks in the Classroom” guide includes information about Chromebooks, tutorials and how to use them in the classroom.
While
Chromebooks are a great tool, internet is required to use web-based programs
and set up the Chromebook. Chromebooks can be used offline to work on files, but
need internet to access websites just like laptops. If files are saved on the
Google Drive, they must be saved locally before going offline to access them.
J.R. Raphael has some good
suggestions for users wishing to work offline. Ditch That Textbooks also
has tips
for using a Chromebook offline for an eLearning day or homework.
References:
Hildenbrand, J. (n.d.).
Chromebooks in education: Everything you need to know. Illinois Learning
Technology Purchase Program. Retrieved July 2, 2022, from https://iltpp.org/in-the-news/chromebooks-in-education-everything-you-need-to-know
Hughes, J. E. (n. d.). R.A.T. Model. Tech Edges. Retrieved June 27, 2022, from https://techedges.org/r-a-t-model/
My district has been 1 to 1 with student chromebooks for at least 8 years. They are a great tool, for all the reasons you've detailed here. However, your last paragraph makes an important point-if there's no internet, use of the chromebook is severely limited. I have experienced this to be a real issue at work, because teachers unfortunately sometimes become over-reliant on the devices and the internet, and panic or become irate when the internet goes down, because they don't have a backup plan. As you explain in your post, chromebooks, as well as any other device, should be used to add to already sound, strong, teaching-they should not be used to replace it entirely, and teachers should still be able to confidently teach without them, in the event of technical difficulties.
ReplyDeleteI remember dreading when the internet was down, but I also had the experience of teaching with less technology. I'm showing my age, but when I started teaching in 2006 we had to use overhead projectors with vis-à-vis markers. I remember being thrilled to get an actual projector which connected to my computer and being able to use an Active Slate. Then I moved and was pumped to have my very own Smartboard. You make a good point about having backup plans because technology is not always reliable. This could be a topic to address in a staff meeting- "Teaching *gasp* Without Technology- what to do when technology has a mind of its own".
DeleteAt my previous school, each classroom had a set of Chromebooks; the classroom experience was as you described it. I saved so much time copying and printing worksheets, and the students seemed more engaged while completing a task because they felt like they were playing. I found it easier to differentiate my instruction due to the use of google classroom or selecting an online game with different difficulty levels. During virtual instruction, they became life savers as they were ways for teachers to connect and interact with all their students. As you mentioned, the best feature of a Chromebook is the accessibility setting and extension that they offer so that everyone can have access and be successful in their experience.
ReplyDeleteMy experience with Chromebooks is limited to serving as a substitute. When students returned from the Covid lock-down, one school I worked in did not have 1:1 Chromebooks yet and I was subbing for a teacher that was in quarantine. We set up a Chromebook with Zoom at the front of the classroom and scrambled to provide each student with their own chromebook while they were in school. I worked as an in-person assistant while she taught. I learned a tremendous amount about the Chromebooks in the three weeks I was her sub but have so much more to learn. I was not aware of the available extensions you describe in your post, thank you for introducing them to me.
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