We’re more than half-way through a professional development session on learning how to best use Google Classroom. The session is being run by my colleague, Tom Fanning, from the Western Massachusetts Writing Project. I’ve been using Google Classroom since the start of the year, but I asked our district to consider PD for other teachers, since I was getting a lot of inquiry from colleagues about how it works and why use it.
The session has nearly 20 teachers from our entire school district, and Tom has us making pilot Google Classroom spaces, inviting each other in as small groups of “students” to play the role of learner.
My group has three other elementary teachers, and as I was working on their assignments — a cell analogy project, a state history project and a notable African American biography (and mine is a Parts of Speech project) — I decided to keep to a common theme of music across my work.
My cell analogy project used a musical score as the point of comparison. I chose Taj Mahal as the Massachusetts history project, since he is the state Blues Artist. And I researched John Coltrane’s musical legacy for the biography project.
Look. Google Classroom is a fantastic work management tool that my students enjoy using and which has certainly made my work as a teacher a whole lot easier. It’s also clearly another finger reaching out to grab more Google users. We talked about this in our PD session and I talk about it with my students. Google wants to nurture young eyeballs for later in life, when it can target them for advertising, and make money. To think otherwise is to delude ourselves.
For now, I see more positives on our end than negatives with our dive into Google Classroom, but it’s always important to keep the larger perspectives in focus, on what we give up when we use free technology with our students. I’m glad we addressed and debated Google’s mission and motives in our PD. We can all move forward, knowing to some degree what we and our students are getting into.
Peace (in the rooms of music),