Name of Lesson: Exploring Mobile Google Apps

Grade Level: Teachers Subject: Mobile Technology Integration Prepared by: Tracy Arner Overview and Purpose: The purpose of this lesson is for teachers to discover the Mobile Google Applications that they can access via their mobile device. Teachers will search for the Google Applications, practice using them professionally and then reflect on how they can integrate one of them into a lesson in their classroom. Educational Standards- ISTE NETS- T 3a. Model Digital Age Work and Learning-Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. 1d. Facilitate and Inspire Student Learning and Creativity-Model collaborative knowledge construction by engaging in learning with students, colleagues and others in face-to-face and virtual environments. 3c. Model Digital Age Work and Learning-Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats. Objectives: Specify skills/information that will be learned

Teachers will demonstrate ability to search for apps in the Google suite of tools by participating in a round robin share out. Teachers will explore and use three Google tools of their choice. Teachers will analyze how at least one of the three tools can be integrated into an existing lesson for their students.

Materials Needed: Mobile Device for each participant wireless Internet access Other Resources: (websites, videos, books, etc.) ISTE NETS-Teachers ISTE NETS-Students Google Education Information: Give and/or demonstrate necessary information

1. Demonstrate for teachers how to find the app store for their device using a doc
camera and projector for a face-to-face session or a Camtasia video for an asynchronous session. During search discussion facilitator will explain how to tell the difference between a third-party application that works with Google and a Google app. 2. Demonstrate buying apps from the app store. Gmail, Google Earth, Google Drive, Google Translate are four apps that can easily be used in the classroom. 3. Teachers will locate the app store for their particular device-iDevice or Android.

4. Teachers will search either using the general search term Google or by using the
title of the specific app that they are trying to locate. Gmail will be the first app.

5. All teachers will purchase Gmail and facilitator and teachers will walk through setting
up their Gmail app for the district Google apps for Education account. This is the same process that teachers will demonstrate to their students in the classroom. 6. Teachers will take the time to investigate and purchase free Google apps for their device until the have at least three. 7. Teachers will then brainstorm and take notes either on paper or on their device about how the apps they chose could be used with their students. Notes should be just enough to share out during round robin and to get started with the Think-Pair-Share activity. Verification: Steps to check for student understanding

1. Facilitator will walk around the room and view teachers searching for and purchasing
apps and answer any questions.*

2. Facilitator will do round robin sharing where teachers will name one app that they
chose and one idea for classroom use in 30 seconds.* *Asynchronous classes will utilize discussion boards for sharing. Activity: Describe activity that will reinforce the lesson Think-Pair-Share/Yes-and activity* Think: The teachers have already done the Think portion during the review of the apps they selected. Pair: After teachers have purchased their apps, explored their functionality, and taken notes, they will pair up with another teacher, preferably the same grade level or subject area. Share: Teachers will take turns with their partner in which the first teacher will share the name of the app that they chose and a statement about how they would use that app with students. The partner would then reply with a yes-and statement. The first teacher would add on to the yes-and statement with a yes-and statement of their own. Example: Teacher A: Teacher B: Teacher A: Teacher B: members. Teacher A: Teacher B: I will use Google Docs with my students. Yes, and I will assign my students to groups. Yes, and I will give each group a research template Google Doc. Yes, and students will divide the sections of the template amongst the team Yes, and students will research and add data to the Google Doc. Yes, and students will then peer review each others section.

The Yes, and activity will continue until teachers have completed the discussion of an entire lesson plan. Ex. Teachers will incorporate the use of Google Docs into a collaborative group writing assignment on state history in which students use Google Search and Google Earth to explore their designated state and work together on writing and refining a research paper.

*Asynchronous adaptation: Teachers will self-select or be assigned to groups by facilitator in which they will share a Google doc to type their Yes, and activity. They may choose to work on the document synchronously or asynchronously although the activity is most effective when done synchronously. Notes Facilitators should keep in mind that participants are likely to have varying levels of tech ability and when in face-to-face sessions it is helpful to mix the tables so that there are higher and lower ability participants at each table. Facilitators of this session in an asynchronous environment should have a Google Doc template ready to share with the participants that includes the directions for the activity and a designated area for the initial use case statement.