Cloud Computing

http://download.springer.com.ezproxy1.lib.asu.edu/static/pdf/13/art%253A10.1007%252Fs12045-014-0030-1.pdf?originUrl=http%3A%2F%2Flink.springer.com%2Farticle%2F10.1007%2Fs12045-014-0030-1&token2=exp=1436733305~acl=%2Fstatic%2Fpdf%2F13%2Fart%25253A10.1007%25252Fs12045-014-0030-1.pdf%3ForiginUrl%3Dhttp%253A%252F%252Flink.springer.com%252Farticle%252F10.1007%252Fs12045-014-0030-1*~hmac=8c7347d3ebeeedf3c10d3e79fe2ca877ab6b177a02564b61532391a2116606e0

This article gives a good description of what Cloud Computing is, some of the history behind it, and a good introduction to terminology.  This is all very new to me,so I found it extremely helpful.  I also like that it addresses some of the concerns people/organizations have regarding Cloud Computing.  First of all, I had no idea I was already using it, as I use Google , Facebook, and Yahoo.  I also had no idea it dates back to McCarthy.  There is an amazing quote made by John McCarthy in 1961, regarding computers of the future someday being organized like a public utility.  Very interesting stuff!  This article also provides a good description of the services available as well as the different Cloud types (Public , Private, Community and Hybrid.)  Again, I find it a very good introduction into Cloud Computing.

Rajaraman, V. (2014). Cloud computing. Resonance, 19(3), 242-258.doi:10.1007/s12045-014-0030-1

http://ac.els-cdn.com/S1877042815030566/1-s2.0-S1877042815030566-main.pdf?_tid=d509b0f4-28d5-11e5-9749-00000aab0f27&acdnat=1436733637_0622d1afdd144fdac45b4751fe5b4dbd

This is a case study regarding a high school in the Czech Republic and how Cloud Computing can be beneficial by increasing public access while reducing financial expenditures. This case study showed that not only was money saved, but so was time.  Cloud Computing made it possible for people to work from anywhere, which I guess was considered a good thing.  It also made clear that a drawback is that if there is no Internet access, it is impossible to use. Finally it stated that certain measures must be supported in order for this to work for a public institution, such as defining clear rules concerning the providers responsibilities and having reliable and fast Internet connection, among others.

Maresova, P., & Kacetl, J. (2015, May 13). Cloud Computing in the Public Sector – Case Study in Educational Institution ☆. Retrieved July 12, 2015.

http://www.astrj.com/Applications-of-cloud-computing-services-in-education-case-study,568,0,2.html

This case study was very informative as it looks at a variety of the tools, how they were used in education, and some of the benefits and risks involved with Cloud Computing. The results found that teachers and administrators like Cloud Computing, because the systems are easy to set up and maintain.  Students like the clarity provided, and easy access to the information.  As with the previous article, it was pointed out that the user must have access to the Internet, or no work can be done.  Also, as with phones and cable, switching providers can be complex and time consuming.  Finally it is important for users to know how the data will be collected and stored regarding security issues. 

Cieplak, T., & Malec, M. (2014, November 23). APPLICATIONS OF CLOUD COMPUTING SERVICES IN EDUCATION – CASE STUDY. Retrieved July 12, 2015.

http://login.ezproxy1.lib.asu.edu/login?url=http://search.proquest.com/docview/1651837344?accountid=4485

Schneckenberg, D. (2014). Easy, collaborative and engaging--the use of cloud computing in the design of management classrooms.Educational Research,56(4), 412-435. Retrieved from http://login.ezproxy1.lib.asu.edu/login?url=http://search.proquest.com/docview/1651837344?accountid=4485

The article wanted to know what properties of cloud computing and constructivist methods allow students to learn collaboratively and if the results foster problem solving skills for the students. So the study wanted students to not only work with cloud based systems they also wanted students to interact with each other to find meaning in what happened. For the study post-graduate business classes were chosen and the evidence that was gathered was students' comments and feedback, direct observation, individual and group brainstorming activities, and literature reviews from the students. During this the study the teacher did not give many lectures and instead left it up to the students to find articles and ideas. The teacher was mainly a facilitator of discussions between the students. Many of the students enjoyed using the cloud computing tools, which was mostly from Google Apps for Education, since it felt more informal and that it was up to the individual to learn and focus on the subject. Overall, the study found that by using Google Apps the students had more motivation and participated more in the learning culture of the classroom. Students were able to find and present their own information while the teacher was able to act more as a guide to help the students achieve the goals for their open-ended assignments.

http://login.ezproxy1.lib.asu.edu/login?url=http://search.proquest.com/docview/860366540?accountid=4485

Behrend, T. S., Wiebe, E. N., London, J. E., & Johnson, E. C. (2011). Cloud computing adoption and usage in community colleges. Behaviour & Information Technology,30(2), 231-240. Retrieved from http://login.ezproxy1.lib.asu.edu/login?url=http://search.proquest.com/docview/860366540?accountid=4485

http://login.ezproxy1.lib.asu.edu/login?url=http://search.proquest.com/docview/1037909344?accountid=4485

Denton, D. W. (2012). Enhancing instruction through constructivism, cooperative learning, and cloud computing.TechTrends: Linking Research and Practice to Improve Learning,56(4), 34-41. Retrieved from http://login.ezproxy1.lib.asu.edu/login?url=http://search.proquest.com/docview/1037909344?accountid=4485

Constructivism is a theory where people integrate their prior knowledge with unfamiliar information to make new learning. Many cloud applications have tools that help enforce engage prior knowledge by allowing students to retrieve and share information. Also cloud based tools have characteristics such as synchronous typing and allowing users to publish on the internet which enforced the constructivist view that knowledge is created collaboratively. There are many effective teaching strategies that can be paired up with cloud computing. One example is peer assessment where students can use a tool such as Google docs to assess the thinking of one another which always students to develop metacognitive skills. A class could also engage in a simultaneous class discussions where the entire class can share their thoughts at once rather than having to wait for someone to finish up speaking in a regular classroom. Students could also collaborate on a creating a rubric for an assignment or a project. This would allow students to think about what entails a complete and quality project for the given class. All of these are grounded in a great deal of research that has already been done. The only new component is how to use cloud computing in order to enhance student learning.

Fox, A., Griffith, R., Joseph, A., Katz, R., Konwinski, A., Lee, G., . . . Stoica, I. (2009). Above the clouds: A Berkeley view of cloud computing. Dept. Electrical Eng. and Comput. Sciences, University of California, Berkeley, Rep. UCB/EECS, 28, 13.

The second case study talks similarly about the Amazon’s Elastic Cloud Computing but this time about the financial practical feasibility of transferring an actual companies IT department to this type of computing (Khajeh-Hosseini, Greenwood, & Sommerville, 2010).  Although the analysis happens to be for an oil and gas company, it still links to the economic feasibility for the company I work for to transition to this mode of computing as well since most of the hurtles will be similar.  The case study found that there could be a 37% savings by transitioning, but this does not take into account the impacts that will be had upon complex work structures.  Therefore, with only 37% difference, the transition may indeed not be worth it.  Based on this article, I am inclined to think that the only type of company where this computing might work for is a genetic sequencing lab like TGen.

Khajeh-Hosseini, A., Greenwood, D., & Sommerville, I. (2010). Cloud migration: A case study of migrating an enterprise it system to iaas. Paper presented at the Cloud Computing (CLOUD), 2010 IEEE 3rd International Conference on.

Vecchiola, C., Pandey, S., & Buyya, R. (2009). High-performance cloud computing: A view of scientific applications. Paper presented at the Pervasive Systems, Algorithms, and Networks (ISPAN), 2009 10th International Symposium on.

Article 1 (Theoretical Lens):

Choice Theory

Robert Bristow, Thomas Dodds, and Leonard Plugge “Cloud Computing the Power to Choose”

  This first article relates to choice and what choice has done to educators and learners in relation to evolving technology.  Bristow, Dodds, and Plugge (2010) write, “Some of the most significant changes in information technology are those that have given the individual user greater power to choose.”  I think choice has had a profound effect on technology users.  From what brand of computer to use, what web browser, email provider, apps, or programs, there is so much choice today with regards to technology.  With these myriad of choices, sometimes this becomes debilitating.  The comedian Aziz Ansari actually just wrote about this in his new book about dating in the age of the Internet Modern Romance.  He posits that with all these choices, it’s actually much for difficult to find contentment and happiness because we’ll perpetually be wondering, what if I made Choice B, C, or D instead of Choice A?  In a sense, with more choices comes more second guessing.

  Still, cloud computing and its ubiquity is a way around all of that, at least in terms of technology.  It alleviates the strain from having to worry about what physical device to own.  It doesn’t matter if you have your Mac, your Android phone, or the PC at school.  Cloud computing allows for access to your data from anywhere because it is not based on a physical device.  And so, we may be at work lamenting the choice of dinner reservations or our new fiancé (though, let’s hope not!), but we’ll never have to worry about that with our data because of the advent of cloud computing. 

Article 2: 

Del Siegle “Cloud Computing: A Free Technology Option to Promote Collaborative Learning”

  Cloud Computing allows for options in the classroom.  It is an amorphous platform not constricted by a physical device or presence.  Siegle (2010) writes this in his journal article, “Cloud computing may be multiple people collaborating on documents in real time across the Internet, such as Google Docs, Zoho, and Windows Live Office. It may be a web-based software program that eliminates the need to install the software on the user’s computer, such as in Picnik, Splashup, and Pixlr. Or, it may be simply storing documents in the clouds, on remote computers connected to the Internet.” Cloud Computing is something that has so many different facets right now, and that is a very good thing.  I think that much of this could formalize into one platform in the next few years.  For instance, Google could, and just might, popularize this and thus, it would utilized by the bulk of the world, but for now, there are so many different ways to cloud compute. 

  Still, I think I’ll go with Google in terms of Cloud Computing.  I learned a lot about Google Docs last week, and I’m very excited to give this a try next year.  I am planning on designing an assignment that can be shared with my fellow Social Studies teachers so that I can really test out Cloud Computing.  I’d like my students to work on a writing assignment and then be able to pass it over to my fellow Social Studies teachers so that they can add something to the overall project as well from their curriculum.  I’m not sure what this will be at all, but I am excited to collaborate with them.  I think Cloud Computing is the key to all of this, and it’s something that could not have been done just a few years ago.

Article 3:

Ling Chen, Yang Liu, and Margaret Gallagher et al. “Introducing Cloud Computing Topics in Curricula” 

  Cloud computing solves a problem in education.  Previously, the data saved on one device would not be able to “follow” a student to his or her next class.  The data was fixed to a physical location or device.  What that means is students were not able to work in a cross curricula manner.  A student could not, say, take her data from her English class over to her Social Studies class.  That is, until now.  Cloud computing allows for this.  Chen et al. (2012) write, “Scientific computing is interdisciplinary in nature. With the growing computing power and storage, computer simulation and modeling are becoming powerful tools for a variety of science and engineering disciplines. Scientific computing communities are well-aware of the need to process large amounts of collected or simulated data more efficiently.”  This “interdisciplinary nature” that the authors write about is a major step forward in education.  Data can now “follow” students from their classes, but also it can follow them through grade levels.  Data is no longer lost after a school year.  One practical use I’m thinking about at my school is that we ask our students to do reflective blogs over the course of their high school careers.  This is something that is very new at our school, so we’ll see if it sticks, but our hope is that a student would blog for four years, be able to access these blogs for this time period, and thus be able to see profound growth from his freshman to senior year. 

  Cloud computing allows for this growth because previously, the blog data may have been lost after one year or so.  Now, using a website like Blogger, there is no threat to losing one’s data.  Our students are asked to reflect on their thoughts and feelings over the course of each school year with specific blog prompts, and ultimately, they will be tasked to re-read everything they’ve posted to the cloud for the purpose of a deeper sort of reflection.  Cloud computing in this respect is a major step forward in education because it makes data perpetual and infinite as opposed to finite and closed. 

References

Bristow, R., Dodds, T., Northam, R., & Plugge, L. (2010). Cloud computing and the power to  choose. EDUCAUSE Review, 45(3), 14-31. Retrieved from  http://login.ezproxy1.lib.asu.edu/login?url=http://search.proquest.com/docview/964192  37?accountid=4485

Chen, L., Liu, Y., Gallagher, M., Pailthorpe, B., Sadiq, S., Shen, H. T., & Li, X. (2012).  Introducing cloud computing topics in curricula. Journal of Information Systems   Education, 23(3), 315-324. Retrieved from  http://login.ezproxy1.lib.asu.edu/login?url=http://search.proquest.com/docview/134746  675?accountid=4485

Siegle, D. (2010). Cloud computing: A free technology option to promote collaborative learning.  Gifted Child Today, 33(4), 41-45. Retrieved from  http://login.ezproxy1.lib.asu.edu/login?url=http://search.proquest.com/docview/762467  92?accountid=4485

-Charisa

I have used a few other cloud tools, so other suggestions could be:

Dropbox, OneNote (I use this one A LOT for grad school), Sharepoint (I use this at Connections and I saw someone else was also using this tool), Padlet (does this count as a cloud tool??), and iCloud.

Cloud computing: The beliefs and perceptions of Swedish school principals

by: Nena Lim, Ake Gronlund, and Annika Andersson

In this article, Lim, Gronlund, and Andersson explore the uses for cloud computing in Swedish schools. According to the National Institute of Standards and Technology, cloud computing is characterized by five essential characteristics: on-demand self-service, broad network access, resource pooling, rapid elasticity, and measured service (p. 91). It was found through the surveys given to principals at 144 schools that Google Drive, Dropbox, OneDrive, and iCloud are the cloud tools of choice, with Google cloud and app related services playing the most important role in Swedish schools.  Using cloud products, such as Google Drive, allows for easier access to data and software anywhere, and at any time. It was also found that:

Principals find cloud computing facilitates communication and collaboration among students and teachers. They also perceive cloud computing to be beneficial as it supports virtual laboratories, independent learning at home, and peer-to-peer learning (Lim, Gronlund, & Andersson, 2015, p. 94).

Reference:

Lim, N., Grönlund, Å., & Andersson, A. (2015). Cloud computing: The beliefs and perceptions of Swedish school principals. Computers & Education, 8490-100. doi:10.1016/j.compedu.2015.01.009

http://pl8cg5fc8w.search.serialssolutions.com.ezproxy1.lib.asu.edu/?genre=article&issn=03601315&title=Computers%20%26%20Education&volume=84&issue=&date=20150501&atitle=Cloud%20computing%3A%20The%20beliefs%20and%20perceptions%20of%20Swedish%20school%20principals.&spage=90&sid=EBSCO:aph&pid=

Using a Cloud-based Computing Environment to Support Teacher Training on Common Core Implementation.

by: Cory Robertson

In this article in the Techtrends journal, Robertson explains Anaheim City School District’s experience with using a cloud-based platform to provide teacher trainings on the Common Core State Standards (CCSS). For the purpose of his article, it was found that Google Apps for Education (GAFE) was, at the time, the most “...comprehensive and collaborative avenue for creating, sharing, and editing documents, calendars, and social networking communities” (Robertson, 2013). By using GAFE, the Anaheim City School District was able to efficiently communicate the shift in standards without pulling teachers out of the classroom for multiple meetings and trainings on the CCSS. Teachers across the district were able to use real-time editing and collaboration features to create multiple units based on the CCSS without ever having to leave their schools to meet face to face.

Reference:

Robertson, C. (2013). Using a Cloud-based Computing Environment to Support Teacher Training on Common Core Implementation. Techtrends: Linking Research & Practice To Improve Learning, 57(6), 57-60. doi:10.1007/s11528-013-0702-9

http://web.b.ebscohost.com.ezproxy1.lib.asu.edu/ehost/detail/detail?sid=198502e2-d905-424a-af46-d72cc18ec38f%40sessionmgr198&vid=0&hid=106&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=91587620

Enhancing Instruction through Constructivism, Cooperative Learning, and Cloud Computing

by: David W. Denton

  In this theoretical lens article, Denton explains how the Constructivism and Cooperative Learning theories directly relate to the use of cloud computing, especially in higher education. Denton explains that:

In many ways, the features of constructivism and cooperative learning are enhanced by cloud-based technologies...Cloud applications contain tools that support activities for accessing prior knowledge such as retrieving and sharing information. Furthermore, constructivism suggests that bodies of knowledge are created collaboratively and that the results of these constructions are influenced by time and place (Richardson). Many of these features of cloud-based applications emphasize these characteristics, such as synchronous typing and Internet publishing (2012, p. 2).

Similarly, cooperative learning requires learners to come together to complete a common task or goal; by using cloud technologies, individuals can complete tasks using real time collaboration and editing tools available in certain cloud-based applications, such as Google Docs. I found this article extremely interesting and very helpful in my research of cloud-based applications.

Reference:

Denton, D. (2012). Enhancing Instruction through Constructivism, Cooperative Learning, and Cloud Computing. Techtrends: Linking Research & Practice To Improve Learning, 56(4), 34-41. doi:10.1007/s11528-012-0585-1

http://pl8cg5fc8w.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Making+connections%3A+higher+education+meets+social+media&rft.jtitle=Change&rft.au=Wilson%2C+Cynthia+D&rft.date=2013-07-01&rft.pub=Taylor+%26+Francis+Ltd&rft.issn=0009-1383&rft.eissn=1939-9146&rft.volume=45&rft.issue=4&rft.spage=51&rft.externalDBID=BSHEE&rft.externalDocID=341514903&paramdict=en-US

FACTORS AFFECTING THE ADOPTION OF
CLOUD COMPUTING: AN EXPLORATORY STUDY

http://www.staff.science.uu.nl/~vlaan107/ecis/files/ECIS2013-0710-paper.pdf

  Cloud computing is a
fairly new concept and there isn’t much research done on it.  This article focus on the 3 main factors
affecting adoption,.  Those factors were technical, organizational, and environmental.  The three main technical benefits were that using cloud computing is cost effective,
it saves time, and it easily accessible. The big drawback was concerns with bandwidth and connectivity.  In regards to organization, those that used
it saw that it improved collaboration, team engagement and communication, and had more learning and information sharing. The two issues were convincing employees to use it and the IT managers were afraid of losing control of their IT environment.  Environmentally speaking, the big issues were
security and legal issues. 

Reference:

Morgan, Lorraine; Conboy,
Kieran; Factors Affecting the Adoption of Cloud Computing: An   Exploratory Study; Proceedings of the 21st European Conference on Information   Systems; Science Foundation Ireland;   http://www.staff.science.uu.nl/~vlaan107/ecis/files/ECIS2013-0710-paper.pdf

http://ac.els-cdn.com/S1877042810001709/1-s2.0-S1877042810001709-main.pdf?_tid=ccebe100-2a86-11e5-b3a6-00000aab0f26&acdnat=1436919595_268934bf121feca228372185a12fd348

  Cloud computing in the educational realm in 2009 made up only 4%.  Today, that number has grown.  Platforms like Microsoft and Google have established clouds in schools to provide email, contact lists, calendars, document storage, creation and sharing of documents, and the ability to create
websites among other things.  Now,
instead of having only one service provider, you can have multiple providers with different interfaces utilizing varied architectures and the ability to use a plethora of technology resources.  What use to
cost a lot can now be accessed for free. It’s all about availability and scalability.  It’s a little too early to see the long term impact that it is having on learning, but the short-term impact is positive.  Collaboration is a huge positive.  Students and administrators have quicker, cheaper, and easier access to application platforms on demand.  On demand, it’s the wave of the future.  It’s making life a lot easier. 

Reference:
Ercan, Tuncay; Effective Use of
Cloud Computing in Educational Institutions; Procedia Social   and Behavioral
Sciences; Vol.2 (2010) p.938-942.

Piovesan, S., Amaral, M., Arenhardt, C. & Medina, R. (2012). U-SEA: A learning environment ubiquitous using cloud computing. International Journal of Emerging Technologies in Learning, 7 (1).

This article argues that cloud computing is necessary to give students equitable opportunities in learning, due to varying “computational contexts” different students may experience. For example, one student may have a computer had home with quite a bit of memory and processing speed, and another may have to use the public library to work. This article looks at not only using the cloud for storage, but also using it for learning management systems, educational records storage, etc. To this article, “ubiquitous” is defined as available to all students everywhere with an Internet connection, regardless of the speed of their connection or the processing capacity of their computer. The text has been translated from Portugese into English, and the translation of syntax is a bit rough at times, but if the reader realizes that is the case, it is easier to make sense of the sentence ordering, etc.

Speelman, P., Gore, D. & Catarino, J. (2012). Cloud computing and creativity in education. Association for the Advancement of Computing in Education, 921-924.

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCMQFjAAahUKEwjx6eLz8NvGAhUBlogKHfSHCY8&url=http%3A%2F%2Fwww.scirp.org%2Fjournal2FPaperDownload.aspx%3FDOI3D10.42362Fce.2013.48A001&ei=jqmlVfHqFoGsogT0j6b4CA&usg=AFQjCNFiTdZngzyWYUqagcdAZXRO9mbdAw&bvm=bv.97949915,d.cGU

  Higher education institutions invest in technology to improve student learning experiences.  This requires a constant effort to stay on the cutting edge of technology and the latest advancements available.  Lately, there have been two trends in education.  The first has been a movement towards wireless access to virtual learning environments.  The other is the use of cloud computing.  Mobile apps are trending and people’s
smartphones are full of apps.  The
younger generation, “Digital Natives”, are very familiar with these technological advancements and are more than willing to use them in virtual learning environments.  The new challenge
is to figure out new pedagogical approaches in these mobile circumstances.  There is also the challenge of user friendliness.  Not all apps work properly.  When there are glitches, finding help isn’t always easy.  Either way, the future job market expects global collaboration and we need to prepare our students for that.  Using the cloud is one step in the right direction.

Reference:

Benson, Vladlena; Morgan, Stephanie; Student Experience and Ubiquitous Learning in Higher   Education: Impact of Wireless
and Cloud Applications; Creative
Education, Vol.4,   No.8A (2013)
p.1-5.

Mockus, L. (2010). Cloud computing and mobile learning tools in special education courses. Association for the Advancement of Computing in Education, 2809-2813.

This case study looked at the use of several applications in special ed classrooms. The teachers used quite a few Google applications, such as Google Docs, Gmail, and Google Calendar because of the mobile applications of those programs. The special education students and their parents appreciated the ability to upload calendars with pre-loaded alerts and reminders that would alert their mobile devices. They also liked having the capabilities of Gmail with the security and official nature of their school email. Lastly, the document sharing abilities of Google Docs aided the students in collaborating and seeking help from tutors, etc. The pilot also tested other mobile apps such as Screenr, Skype, and Mental Case Flashcards. The faculty enjoyed creating screenshot videos and trainings for their students to help them complete their projects through Screenr. Students used Skype to form study groups, and found the Skype study groups to be very helpful in understanding and studying course content in groups. Teachers also used Mental Case Flashcards to provide portable flash cards that were easy to use. Most students found them very helpful and wanted more concepts in the course to be covered on the flashcards. Overall, the researchers found that SPED students are reacting positively to new mobile technologies and cloud computing.

https://edutrainingcenter.withgoogle.com/training
 

http://dailygenius.com/use-google-apps-for-education/
 

https://docs.google.com/presentation/d/1_6fh7wXkugHQbbA2ILrjsFqysvclJCbul2I3Oc912D8/present?slide=id.i0
 

https://www.youtube.com/watch?v=-AI1CNpa0rU
 

http://k12guide.googleapps.com/pd

This week I have been learning Evernote, which I think will work well in my classes, as well as for administrative purposes.  Evernote is exactly what the name says, a way to take notes, keep journals, do group work, etc. and it is stored forever within the Cloud.  I have watched and read some tutorials and found it to be a pretty basic concept.  Evernote makes it very easy to go paperless, plus I have it on my laptop and my phone—so I never have to be without the information.

https://www.youtube.com/watch?v=8Jj6Sn0YTv8

(2015, 01). Going Paperless with Evernote. Retrieved 01, 2015, from https://www.youtube.com/watch?v=8Jj6Sn0YTv8

10 Tips On How to Use Evernote To Its Fullest

April 21, 2011 by Claudine Motto

http://thesolopreneurlife.com/10-tips-on-how-to-use-evernote-to-its-fullest/

Motto, C. (2011, 04). 10 Tips on How to Use EvernoteTo Its Fullest. Retrieved 07, 2015, from http://thesolopreneurlife.com/10-tips-on-how-to-use-evernote-to-its-fullest/

Seven Deadly Sins: Evernote Tips You Should Avoid

By Mary Landesman

http://antivirus.about.com/od/securitytips/a/evernotetip.htm?utm_term=Evernote%20Manual%20PDF&utm_content=p1-main-2-title&utm_medium=sem-rel&utm_source=msn&utm_campaign=adid-730c4419-7154-40c9-8297-e24db359e4bb-0-ab_msb_ocode-31660&ad=semD&an=msn_s&am=broad&q=Evernote%20Manual%20PDF&dqi=&o=31660&l=sem&qsrc=6&askid=730c4419-7154-40c9-8297-e24db359e4bb-0-ab_msb

Landesman, M. 7 Deadly SIns: Evernote Tips to Avoid. abouttech. Retrieved 01, 2015, from http://antivirus.about.com/od/securitytips/a/evernotetip.htm?utm_term=Evernote%20Manual%20PDF&utm_content=p1-main-2-title&utm_medium=sem-rel&utm_source=msn&utm_campaign=adid-730c4419-7154-40c9-8297-e24db359e4bb-0-ab_msb_ocode-31660&ad=semD&an=msn_s&am=broad&q=Evernote%20Manual%20PDF&dqi=&o=31660&l=sem&qsrc=6&askid=730c4419-7154-40c9-8297-e24db359e4bb-0-ab_msb

http://lifehacker.com/5837191/five-best-note-taking-applications

How to use Google Docs:

https://www.youtube.com/watch?v=w7xnHJmBcg4

How to use Google Drive:

https://www.youtube.com/watch?v=DFR8JZV8mAM

How to use Google Calendar:

https://www.youtube.com/watch?v=NombARlSmC8

How to use Google Spreadsheets:
https://www.youtube.com/watch?v=CwyM2np54oU