Point Systems Made Simple With Google Docs

Abstract

Using a typical point system, student behavior is evaluated at regular intervals, and students receive points based on demonstration of desired behavior. Points can then be used to buy preferred activities or items. In most cases, the classroom teacher keeps track of points earned/spent using some sort of paper filing system or notebook. This article presents how Google Docs can be utilized to improve and simplify the management of classwide point systems. Google DocsGoogle Docs is a web-based document, spreadsheet, presentation, and data storage service offered by Google (see www.docs.google.com). It is free to use but a Google account is required. Google Docs is one of many new types of collaborative technologies used in school and classroom environments to enhance communication among administrators, teachers, and support staff (Ohler, 2009;Oishi, 2007;Vogel, 2009). Tools offered by Google, such as Google Docs & Spreadsheets and Google Calendar, support collaboration among individuals and can be used by school teams for a variety of purposes: (a) to plan cotaught lessons or put together a multidisciplinary curriculum, (b) to schedule meetings, (c) to assign and divide tasks for projects, or (d) to organize an upcoming schoolwide event (Ohler, 2009;Oishi, 2007).Google Docs allows users to create documents within the application itself or upload already existing files. After a document is created, the creator of the file can share access to the document with other users by inviting them to view or edit the document. A distinct benefit of Google 395386I SC46510.

The impact of learner characteristics on training transfer expectation: a survey of Thai teachers’ perception of cloud computing tools

“…In parallel, since the LTSI is a property of Bates and colleagues and was made for commercial purpose, we had to secure an authorization to use the instrument for academic research. Fortunately, Bates et al () already had a version of the LTSI in Thai and even proposed to us another translated version, for instance in Mandarin. We compared Yamnill and Mclean’s () LTSI translation in the Thai language with Bates’s translated version and found some differences which were explained by the fact that Yamnill and Mclean () used an old version of the LTSI that is version 2 which was recently updated to version 4.…”

“…Bates et al () LTSI scale was used to assess the respondents’ learner characteristics and transfer effort performance expectancy. LTSI questions are constructed using a Likert‐type scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree).…”

“…The emergence of cloud computing technology in the education sector is reshaping most of the process related to learning, teaching and administration (Alabbadi, ; Mathew, ). Although advocates of this innovation argue that cloud computing has the potential to facilitate collaboration, availability of online applications (Blood, ; Chen‐Feng & Liang‐Pang, ), flexibility to create learning environments (Casquero et al , ; Rizzardini et al , ), support for mobile learning (Chen et al , , n.d.), computing intensive support (Chine, ; Leony et al , ), scalability (Rajendran & Veilumuthu, ) and cost saving in hardware and software (González‐Martínez et al , ), school teachers are still slow in integrating these expensive innovations into their day‐to‐day practice (Akarawang et al , ; Ifenthaler & Schweinbenz, ; Muhoza et al , ; Nikolopoulou & Gialamas, ; Viriyapong & Harfield, ). Previous researchers have explained teachers’ reluctance to use cloud computing in teaching context through the lens of self‐efficacy, that is teachers’ low computer self‐efficacy, resistance to change (Forehand et al , ; Ivy et al , ) and environmental factors such as workload structure, limited infrastructure, poor administrative support, lack of time, technical difficulties and poor funding (Summak et al , ).…”

“…The emergence of cloud computing technology in the education sector is reshaping most of the process related to learning, teaching and administration (Alabbadi, 2011;Mathew, 2012). Although advocates of this innovation argue that cloud computing has the potential to facilitate collaboration, availability of online applications (Blood, 2011; The impact of learner characteristics on training transfer expectation 257…”

Co-planning in Co-teaching

“…As co-teaching teams work together throughout a school year, the question that often arises is whether co-planning can be accomplished when common schedules and distractions of all types regularly occur (Carter et al, 2009; Santoli et al, 2008). Research has shown several ways in which co-teachers are making co-planning practical and effective within the normal constraints of their teaching schedules (Author, 2014; Blood, 2011; Brown et al, 2013; Conderman & Hedin, 2013; Dieker & Rodriguez, 2013; Leatherman, 2009; Murawski, 2012; Ploessl, Rock, Schoenfeld, & Blanks, 2010; Rice et al, 2007; Sayeski, 2009). Three general principles seen across the literature include (a) going beyond a typical school day to include online interactive solutions, (b) using the individual expertise of each educator, and (c) dividing and conquering so that each person does not have to do it all.…”