Navigating New Media

  Case Study #1: Google Classroom

Overview

Google Classroom is a one-stop shop for teachers to set up learning activities, grade assignments, and send announcements to their students. The platform allows students to access learning materials or assignments their teacher assigns at the touch of a button. Students receive instant notifications of teacher announcements, upcoming assignments, and when their work has been graded. ]Google Classroom also allows students to enter collaborative workspaces with their peers via the remaining tools within the Google Suite.

User Engagement

Teachers can use Google Classroom to distribute learning materials, create assignments, and grade student work. Kumar et al (2020) state how the platform's versatility allows teachers to assign readings, YouTube videos, or even games using the Classwork Page. Students can utilize Google Classroom to access their assigned materials, submit classwork, and stay on top of due dates. By using this platform, students need no longer fall behind on classwork if they are absent or forgot when an assignment is due. When their teacher assigns classwork, the app will send notifications to their devices as well as their school email (Kumar et al, 2020). Moreover, Google Classroom creates opportunities for students to digitally collaborate on schoolwork using the multiuser function of the Google Suite. For example, a student working in a small group to create a Life Science presentation can make their classmates co-creators on a Google Slideshow. This ensures that the group can work with each other outside of school and can submit their work to Google Classroom without haste. For parents, Google Classroom acts as a source of information on their child's progress in class. Parents who are added to the platform can access copies of their child's learning materials and their graded classwork. Additionally, Google Classroom provides easy access to announcements regarding upcoming school events. If a parent has a question regarding conferences or state testing, they can use the private comment function to contact teachers.

Influence on Communication

Google Classroom expands the possibilities of communication between teachers and students. Before the digital learning platforms existed, students would have to wait until they got to school to ask their teachers questions about an assignment. The private comment function allows students to ask their teachers for assistance regardless of distance (Kumar et al, 2020). Moreover, the platform also expands the possibilities for communication between the students themselves. The comment functions allow students to comment on each other's work when necessary, and the search function allows students to look up each other's school emails in the event they need to get in touch with one another. These enhanced opportunities for communicating with classmates eliminate the need for students to work on assignments face-to-face (Kumar et al, 2020).

Information Consumption

The nature of Google Classroom ensures students have immediate access to learning materials. Before the digital age, students had to rely on paper copies of assignments or reading passages when completing their work. By accessing the app on a device or logging into Google Classroom on their devices, students can search for materials they need or details about an assignment in a relatively short time (Kumar et al, 2020). The versatility of Google Classroom also means that students can interact with a variety of learning materials. Teachers can share documents, videos, photos, and even links to educational games that students can interact with. Moreover, the versatility allows students to complete classwork within different media. One student can submit a video of their response to reading passage, while another can express their thoughts through a journal entry on Google Docs. No matter the media they choose, these same students can all share their work on Google Classroom, which allows their teacher or peers to view their work with ease (Kumar et al, 2020).

Impact on Learning

The ease with which students can access materials through Google Classroom has outstanding implications for learning. If a student cannot recall how their math teacher demonstrated tips for solving an algebraic equation, they can simply search for materials their teacher posted about that topic. On the other hand, they could use the private comment function to reach out to their teacher for tips on solving the equations. The platform also increases teachers' ability to maximize the strengths of their students. Gone are the days when students had to demonstrate meaning through writing on paper. Google Classroom allows students to complete assignments using a variety of different media suited to their strengths. However, students can only access materials that their teachers post to the online classroom. This means that teachers must post materials with fidelity to ensure students can reap the benefit of accessing worksheets and assignments at the touch of a button. The platform loses its efficacy if a teacher does not consistently post learning materials that students can use. Moreover, teachers must also avoid making Google Classroom their primary tool for classwork. Many students do not have easy access to WiFi or a device in their homes and would not be able to complete digital tasks outside of school. Therefore, teachers must provide a variety of options for completing classwork both digitally and physically to address this challenge.

Privacy and Safety

On the whole, Google Classroom offers a high degree of security to its users. Kumar et al (2020) state that the platform is only accessible to those whose email account has been added to an online classroom. Despite the high degree of cyber security, there is the potential for students to abuse the possibilities for peer-to-peer communication. My school district has experienced a select group of students using the comment function to commit cyberbullying and deliver threatening messages to each other. To combat this challenge, teachers must communicate and model their expectations for behavior on Google Classroom. They must also establish a code of conduct with students and parents to identify unacceptable behaviors and how they will be handled. Another challenge occurs when parents are invited to the same Google Classroom as students. The multiple modes of communication could lead parents to abuse the platform for inappropriate communication with students who are not their children. Teachers can avoid such an event by creating a separate Google Classroom for their student's parents or family members. Doing so would ensure parents can still easily access pertinent information from their child's teacher.

Required Literacies

Google Classroom primarily requires users to utilize their Informational and Media Literacy skills. Vanek (2019) describes Informational Literacy as knowing when information is needed and how to find, evaluate, and utilize the information to complete tasks. Students who need to complete an assignment on Google Classroom will need to know where to locate the details and due date, as well as how to access materials that will help them complete their work (notes, assigned readings, etc.) Parents will need a similar set of skills to find a post their child's teacher made regarding an event or assignment they want more information about. Media Literacy focuses on utilizing various forms of media to find, evaluate, utilize, and communicate information (Vanek, 2019). Teachers employ their Media Literacy skills when putting together the learning materials for their Google Classroom. They can choose between presenting information via readings, videos, pictures, etc. Students will similarly employ their Media Literacy skills. They will evaluate the various media their teachers use to communicate information to complete classwork. Students will also explore how the various media Google Classroom accommodates can be used to demonstrate meaning.

Implications

The greatest educational implications offered by Google Classroom are the opportunities for differentiated instruction. Assignments can be individually assigned, which allows teachers to assign work of varying difficulty levels and in different media. The platform also aligns with the overarching goal of preparing students to enter the workforce. In many jobs, students will be expected to utilize technology to locate information and complete tasks using different media (Vanek, 2019). By guiding students through searching for learning materials on Google Classroom to complete their assignments, teachers can provide them with a simulation of what the professional world will look like. Moreover, the same can be accomplished by exposing students to the various print and digital media Google Classroom offers for completing schoolwork.

Case Study #2: Class Dojo

Overview

Class Dojo serves as a digital platform for behavior management and communication. Students who are part of their teacher's Class Dojo group receive instant feedback on both positive and negative behaviors they exhibit. The platform also provides multiple avenues for communication between parents, teachers, and administrators. 

User Engagement

Teachers primarily use Class Dojo to track the behavioral progress of their students. They can assign specific behavior goals to each student within the platform and award points both individually and collectively when the behaviors occur. Teachers can also subtract points in both ways when undesired behaviors occur. Class Dojo also allows teachers to communicate with parents individually or collectively via a secure message feed. This lets teachers do everything from making a post highlighting a lesson, to sending a private message to a parent regarding their child's progress (Cetin, 2018). Students interact with Class Dojo by logging in to see the points they have been awarded for showing expected behaviors. They can also access a Portfolio Page which shows their individual progress as well as a To-Do List for class activities if their teacher has assigned any. For parents, Class Dojo acts as a window to see their child's progress. They have access to their child's portfolio in addition to any published To-Do activities. Parents can also directly message their child's teacher in the way teachers can message them. 

Influence on Communication

Class Dojo ensures that student behavior can be acknowledged immediately and with fidelity. Previously, teachers had to rely on paper-based behavior charts or writing on a chalkboard to document student behavior. A platform such as Class Dojo ensures that teachers can send feedback immediately from their devices and that the feedback can be individual or collective. This streamlined acknowledgment process can help to develop clear communication of expected behavior between students and teachers (Cetin, 2018). Class Dojo also provides teachers with multiple avenues for communicating with parents. Using the class-wide feed, teachers can post photos or videos highlighting lessons or reminders about upcoming school events. Teachers can also use the private messaging function to communicate celebrations or concerns with both parents and administrators. Assuming all parties have Class Dojo downloaded onto a device, these functions ensure a streamlined form of communication between adults (Cetin, 2018). No longer do teachers, parents, or administrations need to rely on email chains or phone calls to communicate about a student.

Information Consumption

The parties who consume the majority of information from Class Dojo are parents, teachers, and administrators. Teachers can access individual and class-wide progress reports to guide their approach toward creating their ideal classroom environment. Parents can also view their child's behavior for the past 14 days using the Progress function. The nature of the platform means students take on a passive role in consuming the information. When a student is given a Class Dojo point or has one taken away, they will be able to log onto their account and see how many points they have and which behaviors their teacher has noticed during class. However, students become active participants within the app by customizing their avatars and reflecting upon the progress within their portfolios (Cetin, 2018).

Impact on Learning

Too often, teachers develop creative ideas for token systems meant to motivate expected student behaviors. However, such a system necessitates teachers to add more tasks to their growing to-do lists such as keeping a written record of class points or remembering to sign off on a student's behavior chart. Class Dojo ensures that teachers can provide real-time feedback to students and that they can access an extensive record of student progress (Cetin, 2018). This allows teachers to focus attention on reinforcing behavioral and instructional goals. Additionally, the platform's inclusion of parents ensures that a student's family can take an active role in helping their child make progress. Just as parents can help their children with academic work, Class Dojo provides them with the information needed to help them also practice expected behavior (Cetin, 2018).

Privacy and Safety

On the whole, Class Dojo offers a very secure environment for students, teachers, parents, and administrators to communicate and view information. One can only access a Class Dojo Group if they are invited by the teacher who owns the group. Moreover, parents can only directly message their child's teacher, administrators, and other parents. The only function which can potentially lead to privacy problems is the Family Chat function. When this is enabled, parents can directly message other parents in the group, which could potentially lead to inappropriate conversations between families. To combat this, teachers can simply turn off the Family Chat Function to avoid potential conflicts. 

Required Literacies

Engagement within Class Dojo requires participants to utilize their Network Literacy and Information Literacy Skills. Vanek (2019) defines Network Literacy as the ability to locate information from various sources and connect them to solve problems. As mentioned previously, Information Literacy is the ability to find, evaluate, and present information. Teachers, parents, and students all need to employee both sets of literacy skills to successfully navigate the app. Teachers must know how to access class-wide and individual progress reports to develop action plans to further their class' behavioral progress. Parents need the same skill to view their child's point total, to-do list, and upcoming school events. Students will utilize both Informational and Network Literacy skills to view their point totals and reports when reflecting on their progress within a portfolio. 

Implications

The greatest service a teacher can do for their students is to disseminate clear expectations for academic work and behavior. In many ways, setting and reinforcing expectations for academic work becomes easy work because of the opportunities for graded feedback. However, it can be tricky for teachers to tangibly reinforce behavioral expectations when they are so focused on academic expectations. Class Dojo allows teachers to provide tangible and timely feedback on student behavior just as they would for graded schoolwork (Cetin, 2018). Moreover, the platform also achieves a goal that many school districts have, which is increasing parental involvement. Just as teachers provide tangible progress reports relating to academics, Class Dojo provides parents with a real-time report of their child's progress toward behavior goals. Having this kind of 24/7 access to data gives parents the opportunity to take an active role in helping their child reach behavior goals just as they can with academic goals.

Works Cited

Cetin, H. & Cetin, I. (2018). Views of Middle School Students about Class Dojo Education Technology. Acta Didactica Napocensia, 11(3-4), pp. 89-96.

Kumar, J., Bervell, B., & Osman, S. (2020). Google Classroom: insights from Malaysian higher education students’ and instructors experiences. Education and Information Technologies, 25(5), pp. 4175-4195.

Vanek, Jenifer (2019). Digital Literacy. American Institutes for Research. https://www.air.org