Google Sheets
Description
Google Sheets is an online cloud-based spreadsheet program that integrates with the google suite of products. Free to use and easily compatible with Microsoft Excel, Sheets provides much of the functionality of Excel but also adds features only feasible through cloud computing. Foremost, sheets can be used collaboration between users as well as be accessed by other online structures which can provide even more opportunities to leverage the power of the spreadsheet!
Google Sheets is an online cloud-based spreadsheet program that integrates with the google suite of products. Free to use and easily compatible with Microsoft Excel, Sheets provides much of the functionality of Excel but also adds features only feasible through cloud computing. Foremost, sheets can be used collaboration between users as well as be accessed by other online structures which can provide even more opportunities to leverage the power of the spreadsheet!
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Justification for Using this Tool
Justification 1 - Constructivism
Justification 3 - Problem Based Learning (PBL)
Justification 1 - Constructivism
- Spreadsheets of any kind can be used to collect, transform and display data in various ways. Thoughtful use of these features allow students to conduct their own investigations, with math-based relationships, as well as encourage students to create their own mathematical models of observed relationships. In this way, spreadsheets act as a cognitive tool; requiring learners to think critically as well as requiring them to construct their knowledge (Jonassen, 1995).
- Using a cloud based collaborative tool, like sheets, has the potential to improve student learning by reducing transactional distance and allowing collaborative learning (Harasim, 2000). Depending on context, some students may encounter barriers to normal participation within a class which takes place at a particular place and time. By allowing students to work asynchronously and remotely these potential barriers (transactional distance) they experience are reduced (Moore, 1993).
- Allowing students to co-construct their knowledge in collaborative environments is a powerful advantage that Google Sheets has over other spreadsheet programs. Students that collaborate may participate in group meaning making- a group construction of meaning that is a powerful learning tactic (Stahl, Koschmann, & Suthers, 2006).
Justification 3 - Problem Based Learning (PBL)
- Google sheets is well suited for the application of PBL, a constructivist principle of learning (Hunter, 2015). Hunter (2015) describes key elements of PBL as: ill-defined problems that closely relate to real life scenarios; systematic effort to engage learners in formalising their prior knowledge; group discussion; access to learning resources, learners directing their own learning. Real world scenarios (or problems) can be described and google sheets can be used to facilitate the solution or resolution of the scenario provided. For example: Real data can either be provided or acquired and entered into google sheets. Students may be asked to draw conclusions regarding a scenario: Can shoe size be a good predictor of height? Is height correlated with quiz scores?
Strategies for Use
Strategy 1 – Flippity Flashcard Review
Strategy 1 – Flippity Flashcard Review
- Use Google Sheets to collaboratively create a database which www.flippity.net can then turn into online flashcards.
Strategy 2 – Scavenger Hunt
- Use Google Sheets to create a series of challenges which, when complete, will open up virtual locks.
Helpful Resources
Resource 1 – Flippity
Resource 1 – Flippity
- Imagine you could turn a google sheet into flashcards, a word search, or an interactive timeline. Flippity has over a dozen free applications (with templates, exemplars, and instructions) that take your google sheet and turn it into “cool stuff”.
- A well organized article discussing the pros, cons and nine example applications of using google sheets in a variety of contexts.
- While created using Excel, these free tutorials and templates are still exceedingly useful for google sheets. A plethora of ideas, tutorials, and examples divided by subjects.
References
- Clark, R. C., & Mayer, R. E. (2011). E-learning and the Science of Instruction. (3rd ed.) San Francisco, Ca: Pfeiffer.
- Harasim, L. (2000). Shift happens: online education as a new paradigm in learning. The Internet and Higher Education. 3(1-2), 41-61. doi:10.1016/S1096-7516(00)00032-4
- Hunter, B. (2015). Teaching for Engagement: Part 1: Constructivist Principles, Case-Based
Teaching, and Active Learning. College Quarterly, 18(2). Retrieved October 16, 2016 from http://collegequarterly.ca/2015-vol18-num02-spring/hunter.html - Jonassen, D. H. (1995). Computers as cognitive tools: Learning with technology, not from technology. Journal of Computing in Higher Education, 6(2), 40.
- Learning Theories, Constructivism.
- Moore, M. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 23-38). London, England: Routledge. Retrieved from http://www.c31.uni-oldenburg.de/cde/support/readings/moor93.pdf
- Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning. In R. K. Sawyer (Ed.), The cambridge handbook of the learning sciences (pp.409-425). New York, NY: Cambridge University Press