Co-constructive Tool

 Reviewing Google Docs as an Option for Working Together

Learning Google Docs here has gone beyond just typing, because it has become a place for us to discuss, learn together and cooperate meaningfully. I initially employed it just for some basic writing, but soon I began to understand the many ways it helps with collaboration and interaction in learning.

With Google Docs, I have grown in my ability to think about what I learn and work together with others. When I create group lesson plans or participate in peer review, the ChatWords tools let me communicate with classmates fast and like we are all in one room together. For example, when we were doing a group project on environmental education, we all used Google Docs to prepare, review and perfect our work as a team. Not only were we working alongside each other; we were growing our knowledge step by step.

I really like that Google Docs makes people want to participate actively. Different voices are included and their voices matter. Sharing suggestions in the comments helps others and the outcome becomes more valuable. I want my classroom environment to resemble this style of digital collaboration, where many help each other and discussions improve ideas.

Group assignment made using google doc 

Using Google Docs is simple which makes it accessible to many people. Experiencing Embassy wasn’t difficult for someone without much tech skill. Being cloud-based let me code from my phone while eating, my house’s computer or workstations at school. This helped keep my projects protected and accessible which made crunch time for assignments much less stressful.

As well as academic use, Google Docs was valuable for planning our school club activities and writing drafts of scripts with others. As a result, I realized that co-construction supports team projects, effective communicating and being a good leader.

In short, I now see Google Docs as both a place to create text and a way for teams to collaborate mentally. Not only has it improved my skills for being a teacher, but it has also shown me how to be a helpful member of the group. In the future, I will rely on Google Docs to support teamwork, mentoring and mutual learning with my students.

comment section used to comment each others work and discuss  

ICT as a Situating Tool

Turning Classroom into Real-life Lab 

 It was really eye-opening for me to learn about the "ICT as a Situating Tool." My knowledge of the value of digital technology in education was limited before that time, but I had never given any thought to how revolutionary ICT could be in changing how students learn and interact with their education. In addition to being exciting, the idea of using technology to enable students to "situate" students in dynamic, realistic settings rather than only "present" their knowledge served as an inspiration for my profession. I started to realize that ICT, as a situating tool, is not limited to the classroom and gives students the chance to actively participate in virtual worlds or simulations in authentic settings.

According to what I learned during the class, "simulating tools" are new digital platforms or programs that could allow students to learn in a simulated environment. This gives students a genuine mediated experience that improves their experimentation, manipulation, and exploration while also strengthening critical thinking, problem-solving, and subject comprehension.

Many students may feel that math is just a collection of numbers and rules that have no bearing on their personal lives. But when ICT is used properly, it makes it possible to visualize the concepts and explore them practically. 

I believe I was occasionally a little taken aback by the sheer volume of tools being offered, and I felt that I had a lot to learn because I had been exposed to techniques and technology that I had never used before. Furthermore, when schools around the world lack the gadgets or Internet connectivity necessary to support the frequent use of such cutting-edge tools, I occasionally find it difficult to comprehend what they can actually do to maximize the value of digital tools. The main takeaway, though, was that when we think imaginatively, even basic, free, low-tech tools may have a significant influence. It's not about the newest technology, but rather about finding new ways to use what we already have.

This made me reflect on my educational experience, specifically my engagement with PhET Simulations, a suite of digital simulations based on research that aims to improve understanding of math and science subjects. The fact that PhET is based on a constructivist mindset, which enables students to create their own knowledge via inquiry. Using the simulations allowed me to test my hypotheses, change variables, and explore various outcomes in a secure virtual environment, which really made me feel immersed. Energy transfers, physical interactions, and chemical collisions were all examples of multi-dimensional learning that used even the most difficult ideas.

PhET Simulation (free website)

In my opinion, PhET gave me the chance to take my time, learn at a speed that was comfortable for me, and even go over ideas again until I fully grasped them. For the first time in my life, I felt like I was in charge of my education. Without the stress of making mistakes, I was developing my own theories, thinking back on my findings, and altering my perspective. It was energizing to switch from passively absorbing preexisting knowledge to actively creating my own knowledge.

PhET was emotionally comforting and a self-motivating factor. It's common to question whether I'll be able to use all of the tools efficiently when I'm first introduced to them. I started to feel more confident and excited after getting to know the PhET atmosphere.

It served as a reminder that it's okay to start small and hone our talents. Above all, it reaffirmed that education has purpose when it is linked to some kind of real-world experience. I am eager to use ICT in my teaching practices in more significant ways going forward. Instead of merely providing verbal explanations of things, I want to create classes that allow students to investigate them. In order to make sure that ICT serves as an aid rather than a barrier to improved learning, I will also look for easily available, cost-free resources that may be used even in settings with limited resources. Giving students the opportunity to expand the places they can explore on their learning journeys will be essential in improving their learning experiences.

My perspective on the use of technology in education has changed as a result of this session. It encourages me to use my imagination to think of a variety of fresh resources that I might not have thought of otherwise in order to create a learning environment that is student-centered, interesting, and useful—a place where students connect what they are learning in the classroom to the larger context of the world.

Simulation on 5 subjects

Simulation based on pH scale

https://phet.colorado.edu/en/simulations/ph-scale

(link for the pH scale simulation)

https://phet.colorado.edu/en/simulations/browse?subjects=biology&type=html

(this link will directly sent you to PhET simulation home page)

Is Google Classroom Constructive Tool?

Notes from the classroom states that, a constructive tool refers to any digital or technological tool that helps students actively construct knowledge by linking new digital tools with students' prior knowledge that enables the active construction of new understanding. Rather than just receiving information, students use these tools to create, explore, and reflect, which deepens their understanding. This approach supports learner-centered instruction by enabling students to use technology as a means of building on what they already know.

Constructive Tools are general purpose tools that can be used for manipulating information, constructing one’s own knowledge or visualising one’s understanding (Williams, Michael D. (2000). Integrating Technology into Teaching and Learning: Concepts and Applications, An Asia-Pacific Perspective. Singapore: Prentice Hall).

According to Mukundan (2024), Google Classroom is a free, web-based learning management system (LMS) from Google designed to simplify teaching and learning online. It allows teachers to create virtual classrooms, share assignments, announcements, resources, and feedback with students, and fosters student collaboration through various features. 

Google classroom is basically a virtual classroom where learning can still take place in online platform where teachers and students can learn even without needing to physically seat in the classroom. Whereby, teachers give assignments using different types of learning materials such as uploading YouTube videos, Google Drive files, and even add links. Interactive activities can also be created using PDFs and Word Doc from drive. Teachers can also create grading system based on assignments such as total point grading, weighed by category grading or no overall grading. 

One thing about Google classroom being a constructive tool is that virtual discussions can take place. Teachers can create a answer question driven discussion and even comment on other students answer which promotes active learning and critical thinking. With this students can learn to analyze, evaluate, and apply knowledge in a meaningful way. Announcements section is also there where teachers can give updates on students regarding assignments, class works, deadlines, tests or any other information need for students'.

To conclude Google Classroom is used by teachers by designing activities that encourage students to actively build knowledge rather than passively receive it. They can assign collaborative projects using Google Docs or Slides, prompt students to reflect and connect ideas through journal entries or discussion questions, and provide timely feedback to guide deeper thinking.

Students Section