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RRL in Reasearch No.2 (Foreign)

This document reviews literature on Google applications that can be used for educational purposes. It discusses how Google Docs allows for collaborative document editing from any device. Google Forms and Spreadsheets can be used to create surveys and organize data. Google Slides is similar to PowerPoint for creating presentations. Google Classroom is highlighted as a tool for teachers to create and manage classes online. Overall, the literature indicates that Google applications can positively impact student learning through collaborative work and engagement.

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28 views3 pages

RRL in Reasearch No.2 (Foreign)

This document reviews literature on Google applications that can be used for educational purposes. It discusses how Google Docs allows for collaborative document editing from any device. Google Forms and Spreadsheets can be used to create surveys and organize data. Google Slides is similar to PowerPoint for creating presentations. Google Classroom is highlighted as a tool for teachers to create and manage classes online. Overall, the literature indicates that Google applications can positively impact student learning through collaborative work and engagement.

Uploaded by

ervinfloydmateo
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Review of Related Literature:

(foreign)

 Google Documents offer collaborative web-based word processing for formatting texts

and

paragraphs. With Google Documents, learners can work together in the same document at the

same

time (Conner, 2008; Oishi, 2007). It allows learners access, creates, writes, collaborates, and

edits

their documents from their computers, tablets, or smartphones. Therefore, it is an easy way for

communication (Zhou, Simpson & Domizi, 2012). Moreover, learners can add links, insert

images

and drawings, and then share their Google Document or save it as a Microsoft Word or a pdf file.

Google Docs represent valuable online collaborative group work tools that have a positive effect

on students' sense of a learning community (Abdelmalak, 2015). Another application of Google

is the spreadsheets, which is similar to Microsoft Excel sheets. It can be used for doing

mathematical

or statistical functions. With Google Forms, learners can gather and organize information easily.

Learners have different options to design their forms, surveys, and quizzes. Once learners have

responded to Google form, their responses appear as a summary or in a separate spreadsheet to

show details. Google forms and spreadsheets are always current and saved on the web (Conner,
2008; Siegle, 2007).

 Google slides offers similar features to Microsoft Powerpoint, providing learners with a

variety of options to introduce and present their topics or subjects. These options include

presentations. themes, different fonts, embedded videos, and animations. (Taprial &

Kanwar, 2011). Like other Google applications, learners can collaborate and share their

presentations online with others. To enhance the functionality of Google Docs, learners

can also install add- ons. They can easily browse the store to find and install the tools

they need by simply clicking the Add- ons menu.Wen (2014) has identified nine valuable

add- ons for Google Docs, such as clipboard. Translate Easy Bib and Track Changes and

many more.

 Google Classroom is an advantageous educational tool that provides support for online

and blended learning at no cost. Teachers can conveniently establish and manage classes

by inviting students via email or using a class code. They can further add a range of

materials, such as assignments, tests, questions, and a class Drive folder, to facilitate the

submission of student files. Additionally, teachers can utilize the Stream feature to

engage with their class, sharing posts and creating and scheduling announcements.

Research conducted by Heggart and Yoo (2018) has indicated that Google Classroom has

a positive impact on students' participation and learning.

References:

Conner, N (2008). Google Apps: The Missing Manual. Sebastopol, C.A: O’Reilly Media

Oishi, L. (2007). Working Together: Google Apps Goes to School. Technology & Learning, 27
(9), 46-47. Retrieved from https://eric.ed.gov/?id=EJ773232

Zhou, W., Simpson, E., & Domizi, D. (2012). Google Docs in an Out-of-Class Collaborative Writing Activity.

International Journal of Teaching and Learning in Higher Education, 24(3), 359-375. Retrieved from

https://files.eric.ed.gov/fulltext/EJ1000688.pdf

Abdelmalak, M. (2015). Web 2.0 technologies and building online learning communities: Students'

perspectives. Online Learning, 19 (2), 1-20. http://dx.doi.org/10.24059/olj.v19i2.413

Siegle, D. (2007). Moving Beyond a Google Search: Google Earth, SketchUp, Spreadsheet, and more.

Gifted Child Today, 30 (1), 24-28. Retrieved from https://files.eric.ed.gov/fulltext/EJ750568.pdf

Taprial. V., & Kanwaw, P. (2011). Google Beyond google.

Heggart, K. R., & Yoo, J. (2018). Getting the Most from Google Classroom: A Pedagogical Framework for

Tertiary Educators. Australian Journal of Teacher Education, 43(3), 140- 153.

https://doi.org/10.14221/ajte.2018v43n3.9

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