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With Hyperdocs, you can link games and activities. This makes learning appealing to students and they may feel more inspired and less intimidated. Another aspect of this is that students get to work with one another. This collaboration builds communication which is beneficial to all students, but especially English Learners because it gives them the opportunity to practice their language skills with their peers.  With Hyperdocs, you can also feature the students’ interests. You can feature their favorite video games, cartoon characters, and sports teams. You can also feature different traditions and cultures. This captures their attention and makes the content relevant to them. Due to the fact that Hyperdocs is so flexible, a teacher can easily include tools that can aid in translation tools for English Learners.

Another helpful aspect of Hyperdoc is that there is an opportunity for assessment. A teacher can receive immediate feedback when they get the results of the student’s performance. This allows the teacher to make immediate adjustments and understand what the student understands and what they may be struggling with. This may also be a reflection of how the information was presented so the instructor can find a new and fresh strategy.

With Hyperdoc, you can create multiple entry points for learning. Having a variety of options for children to experiment with allows them to be an interactive part of their education. Students can also go at their own pace. In the classroom, the teacher often has to move on to keep the rest of the class at flow which can leave a few students frustrated and confused. With Hyperdoc, students can take their time to grasp through the information with opportunities to repeat.

Hyperdoc is also a chance to learn valuable computer skills. By teaching English Learners these skills, they will be able to navigate in future circumstances and be able to utilize tools. The options are endless with Hyperdoc, especially with our current virtual world. I think that this inquiry based pedagogy approach offers a great deal of opportunities and especially for English Learners.

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I really don't know if I would use hyperdocs as much in a traditional PE setting. We don't have access to chromebooks for the students in the PE department. Usually the teachers do not allow much technology, including cell phones and laptops in the Gym or other environments. I could see hyperdocs work well in a class setting where PE could combine with a science or math class to observe, record and analyze data having to do with Physical Education.

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I think that the use of hyperdocs would solve some of my concerns for edTech education and I think they are a great tool to make the lessons more interactive.  The problem I find with the implementation of hyperdocs in classrooms is that not all classrooms are have the technology required to use them.  My class specifically has to reserve the chromebooks pretty far in advance to plan for the use of this tool. When we do have the computers I will say students have stayed really on task so I think they would really enjoy this but again until we have one on one computers it would have to be an isolated activity.

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I think HyperDocs is one of the coolest ideas I have ever seen! While this is not something that I would want to use every day this could be a fun way to integrate technology into my classroom. This could be a great tool for a weekly review for the students and an assessment for me to see where the students are at in understanding and applying the week's objectives. I strongly believe in math being done by hand since there is more cognitive processing happening when something is being written rather than typed or clicked on a computer, but for enrichment and assessment purposes I feel like this could be a great tool that the students would be excited to use. I will definitely have to work on learning how to navigate google better though.

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Math does seem like a subject firmly planted in a textbook. But with increasing tech like HyperDocs, math can get out of the textbook and be fun for all! I think certain technology can really enabled different students to engage more deeply in math. For instance, when teaching the Pythagorean Theorem, a HyoerDoc could be utilized to help with learning it. A simple Youtube video linked in their would be awesome to show the students the usefulness of it!
Brendan

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Sorry guys, but I have a little bit of a bitter/ sweet vibe with hyperdocs. The "Sweet" is the obvious value that this could bring to any classroom. This is not really a specific technique, but a tool to utilize techniques. Many of the strategies that are provided in "The Art and Science of Teaching" could be used with a hyperdoc, making the experience that much more engaging and valuable from a pedagogical point of view. I recognize the inherent value in allowing students to have choices in ways that they interact on the hyperdoc, letting them create something, having them reflect on what they are learning, and then connect that lesson to other subjects/the real world. All of these different ways of interacting with the subject matter will provide a better opportunity that the memories they form will not fade in five minutes, but remain in long term memory. It would also have instant assessments built into the lesson, as the educators could gauge how much the students are grasping by their contributions. OOOOhhhhh, I just realized how wide this hyperdoc was, so now I am going to stretch mine out and get really weird with it! When the technology is available, I am in full support of using hyperdocs to liven up the classroom and keep the students engaged. So here comes the "bitter". Currently, my students at Eureka High do not have the technology to be able to do this, at least not individually. I think that if I could round up a few Chromebooks, that it would be possible to have students sit in groups and work together to learn and contribute. If that were the case, though, there would have to be assigned roles to keep all of the students engaged and not just fighting over the computer. The hyperdoc concept is itself a form of group participation, so I think that it would work better to let individuals peruse the hyperdoc and interact with it, but you have to make due with what you have.

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Teaching mathematics I have no be able to use a lot of visuals in order to have students understand the concepts I am trying to teach. Drawing and graphing on the board will take a long time to do if I am trying to show multiple examples. Being able to use a hyperdoc that can link different examples to desmos or even a more interactive site would be amazing for getting more information to the students while reducing transition times. The only concern that I have for Hyperdocs is that in order to get the most out of them it appears that students need to be able to have their own devices to access the document. It does not seem possible to be able to have chromebooks available in the classroom everyday. Luckily it seems that most teachers have projectors and I can use that. The best part is that student can access the hyperdoc at home in case they need it to complete homework or if they need additional time to view some of the graph examples. I do like a point made in the video though about being able to link a YouTube video to a google slide in order to reduce distractions that they would get if they were to go to the actual YouTube website. Although it is great to be able to link students to other websites, Google Slides in particular is not very great for math. There is no native math equation editor in Google Slides so I would have to use pictures, or rely more on external links. The interaction students are able to do with Hyperdocs is amazing though, they are able to ask each other questions and it can be used as a tool to drive curiosity.

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One way that HyperDocs would help in an English classroom would be to create more engagement for students. This day in age, we have so many opportunities to facilitate learning with technology, HyperDocs as I understand will bring all those resources together. Specifically with English, this will help students see literature extrinsically, which is an approach that considers outside sources and culture for an analysis of a text, be it a novel, short story, or an article. This is in contrast to intrinsic literary approaches which only consider the text itself for meaning. I believe the latter is still an excellent way to examine a text, but to get young students engaged, we as educators must touch their life on a personal level. This means weaving together multiple texts, experiences, and media sources. If I were to dive into Grapes of Wrath, using HyperDoc, I would put together a few articles from that time period and perhaps a short video of personal accounts about life in the Dust Bowl and movements out west.
-Brendan

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I really like how much collaboration Hyperdocs can create for students in the classroom. I think in a math classroom it might be a little difficult because it is so pencil and paper heavy. However, Hyperdocs could also be used to create the creativity aspect that I want in my math classroom. Students could research some mathematician in the world(past or present) and we could create a google slideshow of all of the people they gathered. They could then go in and look at everyones, and comment on their peers mathematician.
I am still trying to learn how to incorporate technology into a subject that cannot seem to get out of the textbook. I would love any idea that people may think could help!
-Sabrina

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While I have not had as much experience as some other students with these uses of technology in the classroom I have stated before that I think the risk of distraction can be worth it for the benefits of a more diverse educational experience. While I am pretty old-fashioned when it comes to tech in the class, I see that some tools are worth the risk when they enable students to easily catch up on missed classes/assignments or all a student to revisit the lessons with ease. I will say that I have had a hell of a time accessing any google docs for this class through the links in the class modules and those kind of frustrations waste precious class or home time for students. In my experience technology has about a 50-50 track record for actually being efficient

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I agree with your worry about having students getting off-task. Hopefully HyperDocs will be engaging enough that most students will want to stay on task. I always worry with students being on computers because in my experience there is always some students who will try to play games if they can get away with it.
-Collin Kirkwood

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I don't know how much I would use HyperDocs in my classroom. I am trying to find ways to have different activities in ensemble classes and so maybe this could be used in some of those activities. I like how collaborative Hyperdocs are and I also liked how it could be a whole unit if we want. Maybe I could work to include HyperDocs as how I introduce composing and Music History into my classes.

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The social sciences present a unique, and exciting opportunity to use applications such as hyperlinks. I think that as we move farther into the 21st century our classrooms must completely integrate technology, digital media, and how to navigate those resources. In general, Hyperlinks are a great way for teachers to convey content that doesn’t require them to be the center of the class. I find that Hyperlinks would also benefit Emergent Bilingual students as you could integrate their home language, along with English, to create a bilingual google platform that gives exposure to both monolingual students, and bilingual students. I think that we are moving towards computer based classrooms, and I think google will facilitate this transition. Google Suite is utilized at my placement at Zane Middle School, and it makes it so much easier for students to access their assignments, and offer feedback on their peers work. Google Suite, along with the application of Hyperlinks, can dramatically change the way teachers oversee their classes. We can finally move pass the “sage on the stage,” approach, and move on to the proper role of “guide on the side,” where we no longer see students as passive recipients, but instead as active learners who have the ability to learn and grow independently.

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I found Chris J's response!

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I think for me one of the best things about hyperdocs is just how interactive they can be. Right now when I am trying to work with my EB student at EHS, I am struggling on finding a connection, and something like a hyperdoc might be visual and kinesthetic enough that my student would like it. I like how the hyperdocs can be used as a more streamlined lesson plan that ANYONE can follow along, I tend to use google docs a lot whenever I am working on an assignment, so having something like a google hyperdoc in my google classroom could be a benefit both to myself and my students. I mean the variation of different links is just insane, I could have students pull up google maps and use that as a map guide (preplanned destination points), have students do a personal reflection on Padlet, heck I could even have students watch some crash course WH before a huge test for them! This is a huge asset. Not only that but if my class has a very mixed pacing ,where some students get work completed in class while others struggle or drag behind, a hyperdoc would create a pace that WORKS with the student. This sort of teaching creates not only differentiated instruction, but it creates instruction that works for any student. The only part about hyperdocs that could be negative, is the need of technological equipment in the classroom or at home for it to work. For instance if I am working in a certain school district that does not utilize technology efficiently, most likely my students do not have Chromebooks, SMART projectors, etc. But as I go further and further into the education field I notice that technology HAS to be utilized this day in age, and even small town districts are taking into consideration the implementation of technology.

Brahms I love what you said about creating a class collaboration through hyperlinks. Even something as simple as what we are doing right now on Padlet is creating a class discussion. I always feel students learn the most when they are participating in some sort of social interaction with their peers, even something in person like a Socratic seminar can be enhanced online with tools like Flipgrid, where you can like other students responses.

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Hyper docs are interesting and definitely something that I can see as being very useful in the classroom. In the classroom where I student teach, we use hyperdocs relatively frequently, and I do think that one of the more useful ways to use hyperdocs is to increase student collaboration and discussion through collectively-made Google Docs and Slideshows. I think that this is a way for knowledge that is understood by only one or two students to be shared with the rest of the class, helping the information and understanding to reach more students. I also think that this allows students to work and research at their own pace. I do, however, also notice that by using hyperdocs and allowing students to have computers out, there is a greater chance that students will become distracted or off task. much like what Gabriel said. Technology is a double-edged sword. It can help students to understand information, but it is a gateway to greater distraction as well.

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I can see how Hyperdocs can help teachers to organize their class so that students are actively participating in learning at appropriate levels, while he/she is free to work with individual students.  The prep time would be a consideration.  On the Hyperdocs Facebook page, mostly I see a lot of requests to share Hyperdocs that have already been made.  I think like most online sharing programs, this could be useful once there is an available catalogue  of prepared editable docs on different subjects.  I’m going to try making one today for the extra credit assignment and see how much time it takes away from my already staggering workload. I’m sure that won’t be any different once I have a teaching position. On the upside, once made, you can reuse them year after year.  I’m learning to make instructional videos for Photoshop and Illustrator right now too, from my Mentor teacher.

I’m sure I will enjoy creating an educational Hyperdoc, as I usually enjoy creating with technology. I have readily adopted  new technologies for use in artwork and research because they expand my capabilities. However, I have serious concerns about the privacy implications of this and all emerging uses of interactive technology. I personally  experience trust issues while using some educational interfaces, because my privacy has been violated through my use of technology on many occasions.  When I am experiencing trust issues, it interferes with my ability to absorb content, or to fully participate.

There are laws protecting people’s privacy, but those laws get broken a lot, by individuals and corporations. In general, I dislike the pervasive use of technology for social control. Technologies like location tracking, facial and voice recognition, license plate tracking, search engine and internet use tracking, and dna testing can all be used for insidious purposes in the wrong hands, and so it has always been my policy to resist data collection whenever possible for privacy.

Also, managed google accounts do not even offer the same privacy protections to students.

I think the example in the video about Hyperdocs that used a map for students to mark the location of their “Happy Place” is an example of how technologies can be unintentionally invasive of privacy, and possibly put students at risk.  I can think of numerous reasons why, for example, I wouldn’t want to share my home address or the places I frequent with strangers, even if they are my classmates and teachers.  The students were reported as initially choosing their home as their “happy place” in most cases.

I wanted to add a couple links that have more information about the privacy concerns related to Google Hyperdocs and also Zoom! and FlipGrid:
https://hackernoon.com/data-privacy-concerns-with-google-b946f2b7afea

https://searchsecurity.techtarget.com/news/252466678/Zoom-vulnerability-reveals-privacy-issues-for-users

https://privacy.commonsense.org/evaluation/Flipgrid

Tracy Jacobs

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I didn't know about Hyperdocs until going through this week's digital lesson, but I must say that I am intrigued by the overall concept and can see many ways in how the lessons I've seen through my classroom experiences can be adapted in more engaging and interactive ways. For example, my mentor teacher's unit plans for all of her classes wouldn't drastically change if Hyperdocs were implemented, having looked at a variety of examples that Professor Pelayo Zepeda has provided for us. If anything, it would probably be more beneficial for her to use such a model like Hyperdocs since some of her students are taking a digital media elective on campus or are part of a social studies/language arts program that emphasizes digital literacy.

What I like most about Hyperdocs, though, is that it places the teacher into more of a facilitator role, which I think is beneficial when helping students learn more about computer interfaces and applications that will complement their education, along with learning critical thinking skills. Students need to be given the opportunity to compose things by themselves, and in the 21st century the most obvious way of opening that door for them, to plant the seeds of getting them to become interested in thinking critically, is to make educational technology a bigger part of the classroom experience. I can't disregard traditional composition through pencil and paper completely, but as educators we are missing a bigger picture to student learning if we can't connect digital literacies they may already know to traditional literacies they're expected to know but have no real interest in acquiring them.

Taking notice of your concern, Gabe, my response is: The students who lack self-motivation are already off-task and distracted though with how they're currently being taught. I don't fully disagree with where you're coming from because I'm not even an hundred percent certain with the stance I'm taking right now, but I don't think that fear of students becoming more distracted is enough to detract me from at least trying out Hyperdocs. At least from what I've seen from my placement school, the students would probably appreciate it. As anyone who has already commented on/observed this page can see, I turned the color of my post to purple because I want to illustrate a point (kind of). Last week some students in various class periods were printing out their essays on purple copy paper because one of the printers in the computer lab was already holding some. These students were obsessed with printing their essays on purple paper, and while most teachers would interpret this as students just goofing off, I saw it more from the perspective that a lot of students aren't given the chance to express themselves in a meaningful way. A similar case goes for students who draw on the margins of their assignments. While I do like some of the critical thinking skills and strategies that my mentor teacher has implemented into her curriculum, I do think that the lesson template she uses for her third and fourth-period classes specifically lacks creativity and active student engagement. Each unit so far has been students filling out packets containing various activities related to a text they're supposed to read. It is more of the structure rather than the activities that I have an issue with, which is where I feel Hyperdocs can come in and make things more interesting while retaining similar content, albeit with some changes most likely. More than anything else, perhaps, the aesthetic of Hyperdocs in contrast to the predictable, boring sense of having to work on a packet would be enough to keep students more focused.

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 hyperdocs! (i've put my response into deep outerspace because i've said too much) 

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 hyperdocs! (i've put my response into deep outerspace because i've said too much) 

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One of my mentors uses Google Slides essentially for lesson planning & pacing the classroom but often the slides have elements that would be considered a hyperdoc. I will say this… her slides are much easier to look at! Some of the slides presented in the hyperdocs video are really overwhelming (I guess hyper is the word). My students use chromebooks on campus that have rather small screens, so I think that less on the slide really is more. Another way I would personally adapt hyperdocs is by embedding most of the information into the slides (i.e. more slides) rather than having students open up a new browser tab every five minutes. I enjoy the collaborative nature of hyperdocs, but not the hyperactivity/sensory overload.

Access is definitely a major part of to the use of hyperdocs. My mentor has a “computer lab” in her classroom, which is a set of chromebooks that do not leave the room. Even though the slides are somewhat viewable on mobile devices, you cannot get access to all of the features of editing on a cellphone. Student access to the internet at home is another concern. When I was in middle school our programs focused on the use of Geocities (RIP) that are now entirely wiped from the internet. I know that Google also changes their offerings and features quite often. I see that the hyper/dynamic quality of these activities are giving students the chance to build on their tech skills, but I worry that they are too impermanent. Maybe this is relative to our use of technology in society anyhow. As a neurotic educator, I would still need to have some non-dynamic saved format like PowerPoint or Keynote even if that meant my students needed to use paper for the dynamic/collaborative portions. If the internet goes down, so does your hyperdoc! I guess I’m having a difficult time separating access/equity with technology and the hyperdocs on their own.
- Christopher J.

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Hyperdocs do indeed address some of my concerns for edTech education.  I have seen these used in classrooms that I have subbed for in the past, and they have been relatively successful.  My fear however, is that it gives certain students (perhaps those who lack self motivation) more opportunity to be off-task and distracted.  That being said, I like the concept of being able to share everyone's ideas without taking up as much class time, as this is often a limiting factor.  It will also give students more familiarity with the PC interface; both of these things would help me reach my edtech goals.