After reading the two articles, I realized I haven’t used google forms for other needs. I would only use google forms just for gathering data. However, now can use google forms to help me organize my classroom. I hope to use google forms for sign-ups for tutorial, organizing grades, and have a place to store student portfolios. I hope to implement add-ons that way I can give immediate feedback to my students. Unfortunately, there is a challenge that prevents me from using google docs as an assessment tool and that is the “translate” option. Students can translate anything on a google form to any language, and in my case, I am assessing students in Spanish, students can translate readings or questions into English. Recently I have caught several students using this option, and I had to resort to paper because I didn’t want students to cheat. I hope google creates more options or someone creates an add-on that prevents people from translating a google form. Other than that, I think google forms can be a great classroom tool that will make grading efficient and most importantly save time.
I believe that flipping can be a great teaching strategy if well planned and organized. I think you need to also adapt to your school level and students individual needs. Also, I believe there has to be an accountability system to ensure students will go online outside of class so they can participate in class using the the learned content learned from home. During my two week lesson implementing technology, I also used a “hybrid” flipped model in order to have more opportunities and practice for oral proficiency in the target language. I didn’t want to go full “flip” because I wanted to transition and see how students would perform. I would assign videos and Quizlet for homework and we would review briefly about what was covered to clarify misunderstandings. During my observation and with a survey of their experience, 80 % of the students enjoyed using the technology. When I asked how much time they put outside the class watching assigned videos and practicing on Quizlet, the results varied, and about 70% did less than 30 minutes per week. Despite the positive results from their assessment, I was disappointed in their efforts outside of class. Students expressed since there was no accountability they did not try. So, I did some research and found an article about a professor using an accountability system, giving quizzes based on the assigned videos, in order to ensure students studied at home. Next year this is something I will try or have students write notes and share in groups as a warm-up and check for understanding and/or accountability. At the end I think if I plan ahead, organize my lessons, and have accountability, I will have a better outcome, I hope.