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The results show that this would not be the best tool for me to solve my technology problem. Although students can access this tool outside of the classroom and it does allow students to interact with their classmates and teacher, that's pretty much all it's useful for in my situation. I am not familiar with this tool and it would take me some time to learn, and the students would need practise time as well. There is only a video response option for students to use which would not meet their learning needs as I would not be able to adequately see the progress on their project and give them proper feedback. I don't think I'll be pursuing this option for my assignment.

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The results show that using Google Apps for my tool to solve my technology problem is basically a home run! Since my students are already familiar with having Google accounts and accessing Docs, I believe Google Classroom and Sites will be a perfect fit. It is a technology they're comfortable with and will be able to meet all of their learning needs. Also, the apps don't seem like they'll be a huge learning curve for me to use which is a nice added bonus!

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Bates, A. W. (2015). Modes of delivery. In Teaching in a digital age: Guidelines for designing teaching and
learning. Vancouver, BC: Tony Bates Associates Ltd. Retrieved from
https://opentextbc.ca/teachinginadigitalage/part/chapter-10-modes-of-delivery/

BC Government (2021) Classroom Assessment & Reporting. Retrieved from https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/program-management/assessment/classroom

EDDL 5101 (2021) Week 5: Exploring Digital Solutions—Asynchronous Teaching and Learning Tools. Thompson Rivers University. Retrieved from https://eddl.tru.ca/eddl-5101-educational-technology-for-learning-fall-2021-webster/eddl-5101-week-5-exploring-digital-solutions-asynchronous-teaching-and-learning-tools-fall-2021-webster/

OECD (2012) The Nature of Learning: 7 Principles of Learning [Brochure]. Retrieved from https://www.oecd.org/education/ceri/50300814.pdf

Flipgrid (n.d.) Retrieved from https://info.flipgrid.com/

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How will Flipgrid help my students and I accomplish our goal?

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How will Flipgrid help my students and I accomplish our goal?

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How will using Google Sites & Google Classroom help my students and I accomplish our goal?

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How will using Google Sites & Google Classroom help my students and I accomplish our goal?

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Cloud-based apps: Google Sites & Google Classroom

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Cloud-based apps: Google Sites & Google Classroom

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Key Technical Considerations When Integrating Asynchronous Tools

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Key Technical Considerations When Integrating Asynchronous Tools

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Ease of Use: Students will need to be familiar with the process of submitting their assignments and knowing how to find and understand my feedback. If they have to spend all their time figuring out how the technologies work, it’ll distract from students learning, reliability is crucial. The technology I use with my students needs to be chosen carefully so that it'll meet their learning needs (Bates, 2015).

Availability of Technology: We share the Chromebook cart with other classes in the school and will need to make sure they are available when they are to submit their project. Or another option is to use the school iPads, but the Google Apps will have to already be installed on all of them as these are also shared among the school.

Digital Literacy: This will be the first time my students are submitting assignments and receiving feedback virtually and will need to know how to appropriately respond back virtually to me if necessary.

Internet Connectivity: For the most part my school's internet connection is great, but when every student is logging on at the same time it can get slow. This is an easy trigger for my students to get frustrated and want to quit. It will take some training and practice for this response not to occur as frequently.

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Instructional Benefits of using Asynchronous Tools

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Instructional Benefits of using Asynchronous Tools

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Using asynchronous tools has benefits for both teacher and students!

From a teachers perspective:
- I'm able to engage meaningfully with my students work on my own time. I am not constrained by time for giving feedback, nor by location.
- When students come to school the next day and log into their accounts during Inquiry they'll be able to continue working, hopefully not needing as much teacher guidance to get going.
- A huge benefit will be holding students accountable for getting their work done. I will be able to see exactly where they are, what they haven't done, and where I need to guide them to next.
- Giving formative assessment virtually in a meaningful, regular and substantial way will give my students the opportunity to continually shape the direction of their learning (OECD, 2012)

From a students perspective:
- Receiving visual feedback pinpoints exactly where they need to add more to their project.
- If a student is away sick they'll still be able to work on their project online and benefit from the virtual formative feedback.
- They'll learn how to work meaningfully collaboratively with classmates and their teacher.

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Asynchronous Tools

WHY: These technology tools are independent of time and location, allowing the teacher to communicate and collaborate with their students without being in class at the same time (EDDL 5101 Week 5). The problem I identified was not being able to give regular and quality formative feedback on collaborative inquiry projects my students completed as I never allotted enough in class time. By using asynchronous tools I will be able to have students submit their assignments digitally (at agreed upon stages) where I can have ample time to give substantial and meaningful feedback after school hours and while at home. This asynchronous way of collaborating will encourage my students to get into a routine of being reflective of their learning by revising and editing, something younger students struggle a lot with.

WHAT WILL IT HELP ME ACCOMPLISH:
- I will be able to support my students learning by being thorough in my formative assessments which will ultimately help me check students' understanding of a topic and guide their creation for their inquiry projects.
- Classroom assessment is an important part of the instructional process for students to become reflective, lifelong learners and this process will help me guide students towards that benefit. (BC Government, 2021)
- My students will experience the benefits of formative feedback and recognize the process of editing and revision in regards to projects.
- By incorporating this technology as a way I give regular and authentic feedback I will be guiding my students towards becoming self-regulated learners who are actively engaged in their learning (OECD, 2012).