Using Google Docs to Enhance the Teacher Work Sample

Gugino, Jessica

doi:10.1177/0162643417729135

Cited by 10 publications

(10 citation statements)

References 22 publications

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“…An e-portfolio can help satisfy both the need to evaluate the performance of teachers who are already working and students seeking to work in school [2].…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…The choice of IT tools depends on the purpose of creating the e-portfolio and the digital competence of the teacher. The development of Web 2.0 and the presence of cross-platform solutions that can be used on phones, tablets, facilitate the choice of different tools or their integration: Weebly, OpenSchool, G Suite For Education, book creator, Seesaw, Evernote, VoiceThread, Easy Portfolios, My Implementing e-portfolios based on Google Docs can support the best practices in special education [2]. The teachers have also determined the effectiveness of using Google Docs and Google disk to build e and social networks.…”

Section: Professional Categories Of Teachers Who Participated In the mentioning

confidence: 99%

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Teachers' Readiness to Use E-Portfolios

Vorotnykova¹,

Zakhar²

2021

ITLT

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An e-portfolio is one of the tools for monitoring and evaluating the professional activity of school teachers and their achievements. An e-portfolio can be used for teachers’ professional development. It provides openness and transparency of both teachers’ and educational institutions’ work. The purpose of the study is to analyze teachers' readiness to use e-portfolios for both self-evaluation of their own professional experience and continuous professional development. The article analyzes various approaches to the structure of e-portfolios based on the analysis of international experience, the legislation of Ukraine and the survey of teachers. The purpose, tasks, requirements of normative documents on the use of e-portfolios are generalized.The multi-level structure of an e-portfolio is defined and the requirements for its dynamic content are substantiated. Teachers' needs for advanced training in using a variety of IT tools for creating e-portfolios have been systematized. It has been determined that the use of e-portfolio can satisfy both the needs of evaluating the effectiveness of teachers’ work and the formation of self-esteem and reflection skills, facilitate teachers’ continuous professional development, dissemination of advanced pedagogical experience and teaching practices. Different types of e-portfolios have been analyzed. IT tools for creating an e-portfolio have been identified. The content of the corresponding educational module for teachers in the system of postgraduate pedagogical education has been substantiated. The content of a portfolio is defined by the goals of its creation. For teachers, the emphasis in e-portfolio creation is not on learning, as it is for students, but on professional activity, self-assessment, and marketing. The results can be teachers' understanding of why and how they have learned throughout their careers, the importance of reflection for future professional development.

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“…An e-portfolio can help satisfy both the need to evaluate the performance of teachers who are already working and students seeking to work in school [2].…”

Section: Statement Of the Problemmentioning

confidence: 99%

Section: Professional Categories Of Teachers Who Participated In the mentioning

confidence: 99%

Teachers' Readiness to Use E-Portfolios

Vorotnykova¹,

Zakhar²

2021

ITLT

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“…The e-portfolios led to a systematic approach to self-reflection, with participants disclosing the documenting and reflecting, increasing their awareness of effective teaching strategies and the need for improvement. Likewise, according to Gugino (2018), multimedia in e-portfolios allowed enhance teachers' reflective practices and technological competence (Eissa, 2019).…”

Section: Multimedia E-reflective Portfoliosmentioning

confidence: 99%

Padlet Mobile Training Model for Novice Omani EFL In-service Teachers

Al Aamri,

Gabarre,

Gabarre

et al. 2023

SSRN Journal

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“…It encourages Literacy researchers to investigate new teaching trends in Composition. The process of sharing, providing, and receiving comments on the uploaded documents secures a golden opportunity to receive instant feedback (Gugino, 2018). Receiving feedback and resolving the shared issues create a space for participants to negotiate related meaning in their writing productions.…”

Section: Introductionmentioning

confidence: 99%

Google Docs in Undergraduate online Composition Class: Investigating Learning Styles’ Impact on Writing Corrective Feedback

Zaky¹

2021

Asian J. Interdiscip. Res.

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Google Docs, as a collaborative online writing tool in Higher Education, facilitates and enhances the Composition pedagogical practices in face-to-face and virtual classes. The purpose of this quantitative study is to investigate the students’ learning styles’ impact on their Peer Assessment using Google Docs. Participants included 149 Composition students in a Public Health College of a private university in New York City. The statistical findings of this study revealed that students’ learning skills in online writing classes could drive their perceptions of using Google Docs as a Peer Assessment Writing tool. These findings highlight the high correlation between students’ desire to interact after writing in English and their perceptions of using Google Docs as a collaborative writing tool. The findings also revealed statistically significant relationships between students’ perceptions of using Google Docs and their preferences of receiving feedback in different language areas. An increase in students’ perception of receiving feedback on their grammar, the flow of ideas, mechanics, quality of ideas, and Vocabulary, in that order, strongly led to an increase in their perceptions of using Google Docs. However, the findings indicate that there was no statistically significant linear relationship between students’ perceptions of their technical skills and their perceptions of using Google Docs in their online writing classes. Median Google Docs’s perceptions of males and females were not statistically different. There were no statistically significant differences in students’ Perceptions of Using Google Docs across the various age groups.

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Using Google Docs to Enhance the Teacher Work Sample

Cited by 10 publications

References 22 publications

Teachers' Readiness to Use E-Portfolios

Teachers' Readiness to Use E-Portfolios

Padlet Mobile Training Model for Novice Omani EFL In-service Teachers

Google Docs in Undergraduate online Composition Class: Investigating Learning Styles’ Impact on Writing Corrective Feedback

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