Felicia+Thomas

//** Felicia S. Thomas FNDS 6170: Advanced Educational Psychology **//

** //INTRODUCTION // **
In Daniel Pink’s, "A Whole New Mind", the importance of utilizing right-directed thinking with left-directed thinking is explained. Although we live in a society of abundance and automation, Pink explains that simply being high tech is not sufficient. Therefore, we need to incorporate high concept and high touch with our well-developed technological abilities. Pink suggests that in this Conceptual Age there are six essential right-directed aptitudes that need to be mastered to complement our left-directed reasoning. These six concepts include: design, story, symphony, empathy, play, and meaning.

Pink concludes that design is a combination of utility significance and is a classic whole minded aptitude. Pink states that the concept of story is essential in our lives because it represents a route to understanding that does not pass through the left side of our brains. Because symphony is largely about relationships, Pink feels that this concept is essential for anyone who hopes to thrive in the Conceptual Age. In addition, Pink suggest that empathy is an important concept because it helps us view things from another's perspective. Empathy is also an essential part of design and never stands alone, but instead it connects with design, story, and symphony. Play is a concept that Pink suggests is extremely needful within society as a whole. This concept includes games, humor, and joyfulness. According to Pink, people very rarely succeed at doing something unless they are having fun while doing it. Finally, Pink discusses the concept of meaning. According to Pink, the pursuit of meaning is the motivational drive that powers human existence and technology which helps make the search for meaning more possible. Pink states that being happy and finding meaning with our lives enables us to be more productive, satisfied, and increases our overall health and well-being.

The paragraphs below contain descriptions of the following technologies, how they can be used in the classroom, and how Pink’s concepts apply to each.

1. Moodle 2. Classroom Performance System 3. Accelerated Reader Program 4. Twitter 5. Cellular Phones 6. Google docs

Pink, D.H. (2006). //A Whole New Mind: Why Right-Brainers Will Rule the Future//. New York: Berkley Publishing Group.



==== __What Is Moodle? __  ====


Moodle which stands for 'modular object oriented dynamic learning environment' is a virtual learning classroom that is designed to help educators have the best tools possible in order to promote learning. This virtual learning classroom is a free and open source e-learning software platform. The user base for Moodle is quite significant with 49,256 registered sites and 28,177,443 users in 2,571,855 courses. Moodle is based on the social constructivist theory which allows for a student centered environment where learners are able to work independently reflecting on their own work and on the work of other students; while at the same time, being connected to a group of learners who can share ideas and reflect on each other's work. In addition, Moodle emphasizes that learning occurs as a reflection of the experiences we construct about the world around us.  __

Moodle Within The Classroom __ 

Within the classroom, teachers can use Moodle as a way of delivering content to students. Moodle can be used to create class schedules, assignments, chat discussions, quizzes, surveys, e-mails, and can also be used to conduct workshops. Practically anything associated with teaching can be done by utilizing Moodle. In addition, students are able to take advantage of the online forums and also have access to their grades and assignments 24/7. Moodle's philosophy is that //learning is particularly effective when constructing something for others to experience; therefore, collaboration is the heart and soul of Moodle.// The downside to Moodle, as with any other online educational tool, is that there is always the possibility of a server problem that may prohibit teachers and students from accessing their information for a short period of time.

__Incorporating Moodle Into The Classroom __

The two main goals of Moodle are to provide context and to encourage social interaction among students. Incorporating Moodle within the classroom is a method that will allow students to explore and engage in hands-on-activities and will strengthen their understanding of concepts and processes; rather than simply learning through memorization. Therefore, I will use Moodle to conduct classroom debates in courses such as history, science, and literature. This will allow for collaboration among my students while also helping to bridge technology and education. Moodle is not a technology that is meant to replace the teacher. Therefore, in order for Moodle to be successful in the classroom, I will have to prepare in advance and make certain that I am familiar with all of the material that the students will be utilizing. Because Moodle allows teachers to go paperless, this will enable me to be more organized and focused on my students and the instructions that I provide to them during class. Also, Moodle will easily allow for any feedback to be provided for my individual students in relation to their assignments as well as their grades. Finally, by incorporating Moodle and this technology into the classroom my students will never lose their work and I can forego hearing the age old excuse of "my dog ate my homework."

<span style="color: #69189a; font-family: Georgia,serif; font-size: 170%;"> <span style="color: #69189a; font-family: Georgia,serif; font-size: 210%;">__<span style="color: #69189a; font-family: Georgia,serif; font-size: 80%;">Applying Pink's Views __ <span style="color: #69189a; font-family: Georgia,serif; font-size: 140%;"> Moodle encourages Right-Directed thinking. All throughout Daniel Pink's text "A Whole New Mind" the importance of Right-Directed thinking is promoted. The technology associated with Moodle fits into Pink's concept of design by providing a service that is functional, as well as something that is whimsical and even emotionally engaging. The collaboration that Moodle invokes further fits with Pink's concept of design; due to the fact that this technology teaches users how to work with others and how to be inspired by others. The latter of which promotes Pink's concept of meaning. <span style="font-family: 'Georgia','serif'; font-size: 10.5pt; line-height: 115%;">

<span style="font-family: 'Georgia','serif'; font-size: 10.5pt; line-height: 115%;">[] <span style="color: black; font-family: 'Georgia','serif'; font-size: 10.5pt; mso-ansi-language: EN; mso-bidi-font-family: 'Lucida Sans Unicode';"> [] <span style="font-family: 'Georgia','serif'; font-size: 10.5pt; line-height: 115%;">[] [] [] []

Pink, D.H. (2006). //A Whole New Mind: Why Right-Brainers Will Rule the Future//. New York: Berkley Publishing Group.

<span style="color: #800080; display: block; font-family: Georgia,serif; font-size: 200%; text-align: center;"> <span style="color: #69189a; display: block; font-family: Georgia,serif; font-size: 400%; text-align: center;">Classroom Performance System <span style="color: #800080; display: block; font-family: Georgia,serif; font-size: 200%; text-align: center;"> <span style="color: #69189a; font-family: Georgia,serif; font-size: 170%;">__What Is A Classroom Performance System?__ <span style="color: #69189a; font-family: Georgia,serif; font-size: 140%;"> Classroom Performance System, often referred to as CPS, is being called the future of tomorrow’s education. CPS is a student response system which uses wireless connectivity. The Classroom Performance System includes software that is installed on the instructor’s computer (PC or MAC), CPSOnline, and response pads that students are responsible for purchasing. The student response pads are devices, basically the size of a television remote control, which are personalized and can be used for more than one course simply by purchasing an additional access code online. Once an instructor has created their CPSOnline course, at the CPSOnline web site, students can then register their response pads to the specific course. Instructors are then able to download the online roster to their CPS program on their computer, never having to manually load the student names into the roster. The Classroom Performance System transmits all data securely by utilizing SSL encryption which is the same type of technology being used by financial institutions and banks. During lecture time an instructor does not have to have access to the internet in order to use this system, but instead can use zip drives, USB drives, or some other type of removable media.

<span style="color: #69189a; font-family: Georgia,serif; font-size: 170%;">__CPS In The Classroom__ <span style="color: #69189a; font-family: Georgia,serif; font-size: 140%;"> The Classroom Performance System benefits instructors as well as students. Through secure individualized accounts instructors can upload class participation, grades, test scores, and attendance records. Students also have secure individualized accounts allowing them to view their grades and other classroom response information. The CPS allows instructors to take attendance, administer tests and quizzes, ask questions, receive immediate feedback, post grades and results, and provide feedback to students online. Quizzes and test can be administered with CPS in an electronic format or with paper. The CPS system replaces the scantron and using this method allows students to move at their own pace through the written exam, entering their answers via the CPS response pad. The CPS even allows for varying versions of tests to be administered in an effort to prohibit cheating. In addition, grades are calculated immediately and grading is no longer an issue for the instructor. Instructors can also stimulate class involvement and discussion by verbalizing questions throughout their lecture, and by having the students respond with the correct answer via the CPS. Using CPSOnline students can login and view their personal grades comparing them to the scores of the entire class. The capability is also provided so that students can review every question and even see the correct answer for those questions that they may have missed on the exam. This allows students to study information that they do not fully understand in more depth. The Classroom Performance System is now being used in all 50 states and in ten countries worldwide.

<span style="color: #69189a; font-family: Georgia,serif; font-size: 170%;">__Incorporating CPS In The Classroom__ <span style="color: #69189a; font-family: Georgia,serif; font-size: 140%;"> Using a Classroom Performance System will enable me to test my students and provide them with immediate feedback in regards to their grades. It will also be helpful to my students because once the exam is completed they will have access to the correct answers; thus enhancing their ability to learn the material. In addition, by utilizing this technology the enrollment in my classes can be increased due to the fact that less time is needed to take attendance and to grade examinations.

<span style="color: #69189a; display: block; font-family: Georgia,serif; font-size: 170%; text-align: left;">__Applying Pink's Views__ <span style="color: #69189a; display: block; font-family: Georgia,serif; font-size: 140%; text-align: left;"> The Classroom Performance System is an example of Pink's concepts of design and symphony. The CPS is an invention created to serve the needs of teachers and students within a class setting. Because the CPS is a good design, it will have a tremendous impact upon the future of education and on how things are accomplished within a classroom. The CPS involves the concept of symphony due to the fact that it is a design that brings the pieces together that involve a student's response to their teacher's request utilizing technology.

<span style="color: black; font-family: 'Arial','sans-serif'; font-style: normal; msobidifontfamily: Arial;">[|www.mhhe.com/cps/whatiscps.shtml]

Pink, D.H. (2006). //A Whole New Mind: Why Right-Brainers Will Rule the Future//. New York: Berkley Publishing Group.

<span style="color: #69189a; display: block; font-family: Georgia,serif; font-size: 250%; text-align: center;">Accelerated Reader Program <span style="color: #69189a; display: block; font-family: Georgia,serif; font-size: 200%; text-align: center;"> <span style="color: #69189a; display: block; font-family: Georgia,serif; font-size: 170%; text-align: left;"> __What Is The Accelerated Reader Program?__ <span style="color: #69189a; font-family: Georgia,serif; font-size: 140%;">The Accelerated Reader Program is a method of technology that is used in many elementary classrooms throughout America. This program provides teachers with a method for assigning their student’s books to read that are designed specifically for their learning level. Once the student has completed reading the book assigned to them, they are able to log onto an account created by their teacher. This allows the student to take a quiz pertaining to the information that they have read. After taking the quiz, a grade is given, and the teacher has immediate feedback related to the student’s vocabulary and reading progress.

<span style="color: #69189a; display: block; font-family: Georgia,serif; font-size: 170%; text-align: left;">__ARP In The Classroom__ <span style="color: #69189a; display: block; font-family: Georgia,serif; font-size: 140%; text-align: left;"> Using an Accelerated Reader Program within the classroom creates a lifelong desire and love for learning, as well as for reading. In addition, this program allows teachers to personalize reading practices on a student’s individual learning level. This makes essential reading practice more effective for the student. Also, the program allows teachers to manage all reading activities and provides them with the capability of assessing the student’s reading by utilizing four types of quizzes. The four types of quizzes that teachers can utilize are as follows: textbook quizzes, reading practice, vocabulary practice, and literacy skills. The Accelerated Reader Program also provides detailed reports so that teachers can assess their student’s progress. The Dashboard provides teachers with a high-level overview of the student’s performance by school, demographic group, and grade level.

<span style="color: #69189a; font-family: Georgia,serif; font-size: 140%; line-height: 140%;">There are approximately 155 research studies and reviews which support the effectiveness of the Accelerated Reader Program. Of these studies 129 were independently led, 20 are published in peer-reviewed journals, and 29 are experimental or quasi-experimental. The Accelerated Reader Program is said to be fully supported by scientifically based research, according to the consensus of key federally funded organizations that are charged with evaluating educational products. Some of the research conducted contains data such as the following:

<span style="font-family: 'Calibri','sans-serif';">Grows Dramatically While Low Scores Decline (ITBS) ** <span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 10.5pt; line-height: 140%; text-align: center;"> <span style="color: #69189a; font-family: Georgia,serif; font-size: 140%;">In regards to reasons why the Accelerated Reader Program should not be used in the classroom there are really very few downsides to this program. Of course, without proper supervision and analysis this program does not produce positive effects for the classroom as a whole. Students must read the assigned material in order to take the quiz and teachers should not allow students to read multiple books prior to quizzing. If students are allowed to read ahead they do themselves an injustice because they will find it harder to concentrate and quiz on the information related to the subject that was assigned.
 * Fourth-Grade Students' Reading Achievement

__<span style="color: #69189a; font-family: Georgia,serif; font-size: 170%;">Incorporating ARP Into The Classroom __ <span style="color: #69189a; font-family: Georgia,serif; font-size: 140%;"> By utilizing the Accelerated Reader Program in my classroom, I will enhance the reading and vocabulary skills of my students. In an effort to increase the student's interest and learning skills, I will devise a method that will reward my students that choose to excel in this program. Students who read and quiz above the minimum requirements for the class will enjoy a Field Day at the end of the school year. This Field Day will include: games, food, and activities that are fun as a reward given to the students who work hard in the Accelerated Reader Program. By invoking these methods into my classoom, I will increase my students reading, vocabulary, and learning skills while also teaching them that hard work and dedication will pay off in the long run.



<span style="color: #69189a; font-family: Georgia,serif; font-size: 170%;">__Applying Pink's Views__ <span style="color: #69189a; font-family: Georgia,serif; font-size: 140%;"> <span style="color: #69189a; font-family: Georgia,serif; font-size: 140%; line-height: 140%;">The Accelerated Reader Program is a technology that includes several of Pink’s concepts. These concepts include: design, story, and play. This technology is designed in a manner that utilizes the concept of story by assigning students books to read and then testing them on the information that they have retained from the stories they have read. Design occurs because the ARP utilizes a software application that students have access to via a computer that quizzes the students and then grades their responses. Also, by rewarding students who reach their ARP goals, Pink’s concept of play comes into effect. In order to be successful and happy in life play must be included. By rewarding hard work with play, student’s are encouraged to excel.

<span style="color: #666666; font-family: 'Verdana','sans-serif'; font-size: 9pt; line-height: 115%; mso-fareast-font-family: 'Times New Roman';">

[] <span style="color: black; font-family: 'Arial','sans-serif';"> [|www.readingmatrix.com/articles/johnson_howard/article.pdf]

Pink, D.H. (2006). //A Whole New Mind: Why Right-Brainers Will Rule the Future//. New York: Berkley Publishing Group.



<span style="color: #69189a; font-family: Georgia,serif; font-size: 170%;">__What Is Twitter?__

<span style="color: #69189a; font-family: Georgia,serif; font-size: 140%;">Twitter is an organization that is privately funded and based out of California. This organization has grown into a real-time short messaging service which functions over multiple devices and networks. Twitter is a micro-blogging network that has a 140 character size limitation. Information transmitted is known as a tweet and technology is used to create this information. A tweet occurs when someone posts a comment to a network. These tweets are sent to a person’s blog, cell phone, or other specified location. Tweets generally are used to describe what someone is currently doing, what they are currently working on, where they are going, and so forth. However, tweets are not limited to such frivolous information and can involve functions such as: responses to other tweets, providing links to valuable resources, and posing questions to someone’s network.

<span style="color: #69189a; font-family: Georgia,serif; font-size: 170%;">__Twitter In The Classroom__

<span style="color: #69189a; font-family: Georgia,serif; font-size: 140%;">When using Twitter in the classroom there are several benefits. Twitter limits a person’s comments to the 140 character minimum; thus helping to reduce ramblings that might occur and forcing students to be brief with their responses. It further provides a means of communication in which students can keep track of what others are doing and working on. Tweets allow for collaboration and can be used to ask others for help related to particular projects or questions that might arise. In addition, Twitter can be used in the classroom to gather real world data allowing for real time data to be obtained, and applied, to a project that is being completed. Tweets can also be tracked by utilizing a chart which graphs the tweets by time of the day and day of the week when the tweet occurred. This can be beneficial in a class setting whenever students are working together on a project and are tweeting their findings and results to one another. By tracking the times that the students tweet one another, a teacher can determine those students who participated and contributed to the assignment as opposed to those who did not. <span style="font-family: 'Georgia','serif'; font-size: 10.5pt; line-height: 115%;"> <span style="color: #69189a; font-family: Georgia,serif; font-size: 140%;">The reasons why a teacher might choose not to use Twitter in the classroom can be due to the fact that student responses are limited to the 140 character maximum. Furthermore, Twitter is based on a network that has proven to fail; at times being offline and inaccessible to its users during what those users consider to be critical periods of time. In addition, tweeting is a relatively new technology and some professionals in the field of technology feel that it is a passing fad that will not have a long term effect upon society.

<span style="color: #69189a; font-family: Georgia,serif; font-size: 170%;">__Incorporating Twitter In The Classroom__

<span style="color: #69189a; font-family: Georgia,serif; font-size: 140%;">There are many ways that Twitter can be utilized within a classroom. By invoking a term often referred to as Tweetstory, students can become involved in creating a story line built upon what others have already tweeted. Students enhance their collaboration skills by building upon the work of others in an effort to complete the story. Once that process has been completed students can then access Twitterfall and edit the tweets into a story that is understandable. By utilizing this tool in the classroom, I will be able to sharpen my student's skills in regards to writing and editing. Twitter can also help me to involve my student's parents in their assignments. By creating a twitter account for my class I can give parents access to the site and they can follow up on their child's progress and assignments. In addition, Twitter can also be used to communicate with experts in a field related to the subject being taught. Therefore, by utilizing Twitter in the classroom, it is possible for students working on a specific math or science project to tweet an individual that is an expert on the subject, who can then provide valuable insight into the project; thus allowing students to receive input from an outside entity that is well versed in the subject matter. For example, NASA has twitter streams that could be utilized for an earth and space assignment. <span style="font-family: 'Georgia','serif'; font-size: 10.5pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; msoansilanguage: EN-US; msobidifontfamily: 'Times New Roman'; msobidilanguage: AR-SA; msofareastfontfamily: Calibri; msofareastlanguage: EN-US;"> <span style="color: #69189a; font-family: Georgia,serif; font-size: 140%;">As a teacher, I can also utilize Twitter to monitor what my student’s have learned. This will be accomplished by having my students tweet about what they are learning, difficulties they have faced, resources they have found, tips they want to share, and examples of how they resolved issues. Students who tweet while doing their projects will allow me to monitor the progress being made and will enable me to see where I need to provide assistance.

<span style="color: #69189a; font-family: Georgia,serif; font-size: 170%;">__Applying Pink's Views__

<span style="color: #69189a; font-family: Georgia,serif; font-size: 140%;">Using Twitter in the classroom touches on several of Pink's concepts. First, it is a concept that involves design because it is an invention that creates an experience that is functional and socially stimulating. Thus, it incorporates both Left-Directed and Right-Directed thinking. In addition, by using Twitter, a teacher invovles the concept of story which occurs when high concept and high touch intersect. Another concept involved is play. In this Conceptual Age, we all need to be involved in some manner of play. Utilizing Twitter in the classroom allows play to become a part of the learning process because it allows students to learn while using tools that they enjoy and find relaxing.

<span style="color: #548dd4; font-family: 'Georgia','serif'; font-size: 10.5pt; line-height: 115%;">

[] [] <span style="color: #548dd4; font-family: 'Georgia','serif'; font-size: 10.5pt; line-height: 115%; mso-bidi-font-family: Arial;"> [] <span style="color: #548dd4; font-family: 'Georgia','serif'; font-size: 10.5pt; line-height: 115%;"> []

Pink, D.H. (2006). //A Whole New Mind: Why Right-Brainers Will Rule the Future//. New York: Berkley Publishing Group.

<span style="color: #69189a; display: block; font-family: Georgia,serif; font-size: 200%; text-align: center;">CELLULAR PHONES

__<span style="color: #69189a; font-family: Georgia,serif; font-size: 170%;">What Are Cellular Phones? __

<span style="color: #69189a; font-family: Georgia,serif; font-size: 140%;">Cellular phones are devices that practically everyone possesses. Students of all ages and demographic backgrounds generally have a cellular phone, whether that device is currently activated or not. Cellular phones are mobile devices that, for years, were used to communicate only by voice. However, cellular phones of the 21st century are tremendously advanced from those that were available ten or fifteen years ago. Today, cellular phones are used as data collectors, audio recorders, digital cameras, digital camcorders, personal game devices, phone books, personal calendars, address books, and are also used for internet access. Today's cellular phones are really mini personal computers that people are carrying around with them twenty-four hours a day.

<span style="color: #69189a; font-family: Georgia,serif; font-size: 170%;">__Cellular Phones Within The Classroom__

<span style="color: #69189a; font-family: Georgia,serif; font-size: 140%;">For years, the issue as to whether or not cellular phones should be allowed in the classroom has been debated. Some argue that cellular phones in the classroom distract students from learning. This argument is partly a result of texting features, videos and games that can be accessed, and even the fact that students can access the internet. The debate is that by having these options available students do not pay attention in class and goof off. Although these arguments can be valid, the focus should be on how to utilize the tools that students find intriguing; instead of separating them from a technology that they find fun and interesting.

Studies show that teens are very social beings. Because teens are very social it is no surprise that mobile devices are the number one technology amongst this age group. A study by Harris Interactive revealed that approximately 75% of teenagers plan to have a cellular phone for as long as they live. This same study revealed that 40% of teenagers believe that a cellular phone is the only type of phone that they will ever need for communication.



<span style="color: #69189a; font-family: Georgia,serif; font-size: 140%;">Since cellular phones are so popular amongst young people, the use of these devices in the classroom is beginning to gain support. Cellular phones can enhance a students learning process by providing a means for students to check the spelling and definitions of words, looking up reference images, pulling up maps and satellite imagery, researching a topic, documenting science lab projects, fact checking on the fly, e-mailing questions to instructors, taking quizzes, recording and listening to podcasts, as well as for interacting with a classroom response system.

__<span style="color: #69189a; font-family: Georgia,serif; font-size: 170%;"> Incorporating Cellular Phones Into The Classroom __

<span style="color: #69189a; font-family: Georgia,serif; font-size: 140%;">In an effort to incorporate cellular phones into my classroom, I think it would be effective to utilize tools that are common with many of today’s mobile devices. By utilizing the camera feature of the device, I can assign students tasks that would involve taking pictures of specified items. For example: cameras can be used to take pictures of various shapes and then the students can determine the circumference, ratio, length, height, and depth of those items. This assignment will incorporate technology while also applying the basic principles of geometry. In addition, I will utilize students with cell phones to access the internet and research topics that are discussed in science class to provide insight into some of the latest developments within the field. Other areas where cellular phones can be useful in the classroom include: the subject of geography by utilizing global positioning systems, media classes by utilizing the video feature, collaboration amongst students by utilizing download features that include spreadsheet and word processing documents, and cellular phones can also be used as audio recorders to review lectures at a later time for further review.

__<span style="color: #69189a; font-family: Georgia,serif; font-size: 170%;">Applying Pink's Views __

<span style="color: #69189a; font-family: Georgia,serif; font-size: 140%;">Daniel Pink’s concept of applying symphony teaches us the importance of seeing the big picture. In addition, it also teaches us that we should be able, and willing, to cross boundaries and combine disparate pieces into one single entity. As educators, we should incorporate the use of cellular phones into our classrooms in an effort to utilize this technology that young people enjoy and generally have readily available for their personal use. By utilizing this technology, we understand Pink’s theory of seeing the relationship that exists between young people and cellular phones. Instead of banning cellular phones from the classroom, we are inventing a new method in which these devices can be used. Thus fulfilling Pink’s concept of symphony. <span style="font-family: 'Georgia','serif'; font-size: 10pt; mso-bidi-font-family: Tahoma; mso-bidi-font-weight: bold; mso-fareast-font-family: 'Times New Roman';">

[] <span style="font-family: 'Georgia','serif'; font-size: 10pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: 'Times New Roman';"> [] <span style="font-family: 'Georgia','serif'; font-size: 10pt; line-height: 115%;"> [] <span style="font-family: 'Georgia','serif'; font-size: 10pt; line-height: 115%; mso-ansi-language: EN;"> []

Pink, D.H. (2006). //A Whole New Mind: Why Right-Brainers Will Rule the Future//. New York: Berkley Publishing Group.

__<span style="color: #69189a; font-family: Georgia,serif; font-size: 170%;">What Is Google docs? __

<span style="color: #69189a; font-family: Georgia,serif; font-size: 140%;">Google docs is an application that allows users to create web-based presentations, spreadsheets, and word processing documents. The Google docs application is absolutely free and users have access to the application from any computer via internet access. The data contained in a Google doc is stored safely on one of Google’s servers; therefore, users do not have to worry about losing data due to a hard drive crash or other system malfunction. The following graphic is an example of what users would see when accessing a Google doc.



<span style="color: #69189a; font-family: Georgia,serif; font-size: 170%;">__Google docs In The Classroom__

<span style="color: #69189a; font-family: Georgia,serif; font-size: 140%;">The neat thing about Google docs is that it allows users to share information and files without using e-mail, flash drives, or other forms of media storage. This capability is especially useful to teachers who may assign students to work in groups. With Google docs, students are able to create a project, save the information, and then share that information securely and instantaneously with their peers and instructor. Google docs also allows other students to collaborate and make any suggestions or changes necessary in real time. With Google docs, teachers are able to view a student’s work prior to its final submission, and then they are able to provide any necessary feedback that would help the students enhance their assignments.

To set up Google docs an account for the teacher, as well as for the students, must be created. Next, create and share the document desired, allow access or editing capability to the students, and organize the documents in a user friendly format. This is especially helpful if students will be completing more than one assignment using Google docs. Google docs allow teachers and students to determine exactly who they want to access and edit any of their documentation in an effort to secure the data of the documentation.

By using Google docs in the classroom, it will help to promote editing skills, it will enhance collaboration amongst a student and their peers, as well as helping to instill a group work ethic. Google docs can be used in the classroom to provide feedback, it allows teachers to publish any upcoming assignments and announcements to the student body, it provides evidence when a student tends to slack on a group project, and it allows teachers to monitor whether or not students are actually doing their homework in a timely fashion. By helping students stay organized and aware of their progress and assignments, networking student’s collaboration with their peers, and by automatically saving a student’s work, Google docs is a helpful tool within the classroom. <span style="color: #69189a; font-family: Georgia,serif; font-size: 140%;"> <span style="color: #69189a; font-family: Georgia,serif; font-size: 170%;">__Incorporating Google docs In The Classroom__

<span style="color: #69189a; font-family: Georgia,serif; font-size: 140%;">Within my classroom, I will use Google docs to promote group collaboration. The collaboration amongst students is easily tracked with Google docs, and will help facilitate in my understanding of how much effort was given to the project by each individual student. I will also use Google docs to keep track of my student’s grades, their attendance, and any other pertinent data associated with my class. Because Google docs facilitates the writing process, I feel that by utilizing this technology it will enhance the writing skills of my students while doing so in a fun process. I will also use Google docs to create quizzes and tests using spreadsheet forms made available by this application. In addition, I will utilize Google docs to encourage collaboration presentation skills via the presentation doc associated within the application. I will also use Google docs to collaborate on documents with my fellow teachers, as well as to maintain, update, and share my lesson plans, and also to track and organize cumulative project data.

The only downside that I feel may result from utilizing Google docs within the classroom, is the fact that there is no guarantee of accessing the internet. Therefore, a class may not be able to complete assignments in a timely fashion due to technological malfunctions with the Google servers or with the classrooms internet access.



<span style="color: #69189a; font-family: Georgia,serif; font-size: 170%;">__Applying Pink's Views__

<span style="color: #69189a; font-family: Georgia,serif; font-size: 140%;">As with most forms of technology, Google docs is an example of Pink’s concept related to design. Due to the proper design of Google docs it incorporates both Left-Directed and Right-Directed thinking. The design of Google docs allows for collaboration amongst students. This in turn also touches on another concept of Pink’s called empathy. Students and instructors are better able to put themselves in someone else’s position in a classroom setting because Google docs allows them a greater insight into the mindset of the other person. With Google docs it is easy to understand Pink’s viewpoint of how closely related his six concepts really are. Pink explains that Empathy cannot stand alone. Google docs is an example of how design and empathy fit together to create a useful invention.

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Pink, D.H. (2006). //A Whole New Mind: Why Right-Brainers Will Rule the Future//. New York: Berkley Publishing Group.

//CONCLUSION// **
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<span style="color: #69189a; font-family: Georgia,serif; font-size: 140%;">We are fortunate to live during a time when technology is at its highest advancement. There is an abundance of technology available to educators, and my descriptions of Moodle, the Classroom Performance System, the Accelerated Reader Program, Twitter, Cellular Phones, and Google docs are a brief summarization of some of these technological advancements. In order to be an effective teacher, it is pertinent that I stay abreast of the various technologies and how these technologies can be utilized in the classroom. Although, I have not started utilizing technology in the classroom from a teaching persepctive, with continued education, I will get there someday. Until that day arrives, I am committed and ready to accept the challenges that await me.