Ready? Set? GOogle! Love at First SITE

New Google Sites enables the designer to make an aesthetically pleasing, informative, and custom website with ease.

Why e-Portfolios?

Employers want evidence of digital competency.  Providing a platform for students to create e-portfolios allows them to graduate with evidence of digital literacy and a professional website that can be linked to professional networks such as Linkedin.  All CSUCI students have access to New Google Sites through their Dolphin Pod Drive.  

A Current Example:  Class Website Project

Currently my Education 522 Students are creating websites in place of writing an end of term paper.  Students are applying critical thinking and illustrating competency in course objectives by creating websites as if they are the teacher for a fictional 3rd Grade Class (Brookhart, 2016).  Students have been provided several anchor pieces  to inform their site design.  Using a Google Doc students are linked to specific information regarding the makeup of their school, classroom, and students.

The reasoning behind this project is as follows:

  1. Move beyond inert knowledge by applying new learning to an authentic problem (Cognition and Technology Group at Vanderbilt, 1990; Love, 2004).
  2. Apply digital literacy and citizenship in a professional forum
  3. Learn to use technology for future application in the K-12 Classroom
  4. Lay the digital groundwork for an EPortfolio

To view the the project, visit the links above or our class website.  Student work is submitted in Google Classroom.  But you do not need to have a Google Classroom to use Google Sites.

Student Perception?

Several students have commented on ‘lost sleep.’  Not due to technical issues, but because they have lost track of time designing the aesthetics of their SITE, choosing between graphics, and revising content.  I have observed students excitedly electing to share their sites with peers in class.  

But this assignment is still in progress and I anticipate the end product and student feedback will provide substantive data to measure its effectiveness.  

Nonetheless, students are learning digital skills, applying classroom theory, and climbing Bloom’s Taxonomy to the highest level – CREATE!

Your Turn!

Ready to try it out? Visit this Google Support Site.  Happy Creating!

References

Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19(6), 2–10.

Brookhart, S.M. (2016) Start with higher-order thinking.  Educational Leadership, (74)(2), 10-15.

Love, M.S. (2005) Multimodality of learning through anchored instruction. Journal of Adolescent & Adult Literacy, 48(4), 300-310.