Why I Allowed My Status as a Google for Education Certified Trainer to Lapse

I want to preface this with the fact that the Google for Education Certified Trainer program is really great! It required me to learn about G Suite in a way I had not prior to earning the certification, and taught me some thing about teaching an adult audience. It also connected me with a community of amazing educators who also held the credential, people who were generous in sharing materials and advice, and asked questions that would move their own practice forward.

If it’s so amazing, why did I let my certification lapse?

I’m a classroom teacher, and halfway through the year I was certified, I changed districts. Part of the deal is that you have to offer 12 training sessions in a year, which doesn’t sound difficult, but for me it was. While you are able to count that one-on-one coaching session with your teammate, one of the things you have to include as evidence is the training materials you used. I don’t blame Google for asking for this. What else would stop someone who was a little short on their training session quota from fibbing a little about who they met with and what they taught? for me thought, probably 90% of my “coaching sessions” were on-the-fly questions colleagues had about how to do a specific task or fix a particular problem. To create a training tool after the fact felt like busy work that I didn’t have time for, or to tell that colleague they would have to wait until I had time to create a training tool to teach them something that they could learn in two minutes felt self-serving, and as though such a short “training” shouldn’t count anyway.

Had I pushed more to offer training sessions to the staff in my building, particularly before leaving a district I had worked in for several years, I may have met my quota. Being a classroom teacher in a different grade, school, district, and state this school year didn’t exactly put me into a position to feel like I should be leading others, nor did it put me into a position where others knew enough about me to seek out help if they needed it.

If you’re in a role that you’ll be offering a lot of training on G Suite for Education, I highly recommend the program. If you’re the Google Admin for your school or district, I recommend it even more! If you teach your class and sometimes help your colleagues figure out how to do something new in G Suite, the Google Certified Educator program may be a better fit for you instead. The re-certification is every 3 years instead of every year, and you’re not required to offer any training sessions during that time.


Learn to Code With Google Sheets Macros

Last week, G Suite made an update to Sheets that made their product a little more efficient: macros. Perhaps you’ve noticed them in Microsoft Excel, and now they’re available in G Suite.

What IS a macro, anyway? It’s a way to automate tasks you have to do repeatedly, without writing code. To use them, go to Tools>Macros, record yourself completing the series of tasks you want to automate, save and name the recording, and then you can use it over and over again. If you’re not into coding, this can be a game-changer to save you some time later on repetitive tasks. Macros can be recorded so that they are performed over the exact area recorded on (think cells B2 through B7), or on a relative location (the active selection), so think about how you plan to use the macro before you start recording. (If Macros aren’t showing up in your Tools menu yet, check back in a few days. The nice people at Google told me that it could take up to 15 days from their new features roll out on 4/11/18 for everyone to have access to the shiny new features.)

But I AM a (novice) coder, and I’m excited about what this can do to expand my knowledge base. You see, G Suite Macros automatically transform the macro into code in Google Apps Scripts. Once you save the macro, click “Edit Script” to see what your actions look like in Google Apps Scripts code, which is a variation of JavaScript. You can access the script later by choosing “Manage Macros” and clicking the three dots to show the “Edit Script” option.

So, if there’s a task I know how do to manually, but haven’t the faintest idea how to code, theoretically, I can work backwards! I can create a macro for the task, and look at the code the macro created, instead of writing the code, hoping it will do what I want, and banging my head against the desk when it doesn’t for the 934th time. Once the script is created, I can analyze it to learn to write the code for the task I know how to do manually. Since I’ll know the end result of the code, I can use it to learn the commands and formatting that  created the desired result.

Typically, I put lines of code that I’ve found tricky to remember, but I know I’m likely to use again as notes into Google Keep. I make all of my coding notes the same color and give them the label “Code” to easily find what I’m looking for when I need it.


Sharing Hyperdocs: Canvas vs. Google Classroom

One tool I love for its versatility is the hyperdoc. They can be made using Google Docs or Google Slides, and it’s essentially a combination of content resources and a place for students to create their own work, all in one file.

I’ve shared them with students both by the force copy trick on a link in Canvas, and by sharing in Google Classroom so that each student gets a file. Both methods have their benefits; when sharing in Canvas (or another LMS), I can circulate the room while students are working, asking questions and giving feedback as they go, but students don’t submit their work until they are finished. In Canvas, Google files that are submitted are available to the teacher in a format almost like a screenshot, but it’s the whole file, not just one screen worth. Using Speedgrader, the teacher can quickly and easily scroll through a class’s work, scoring it on a rubric and making comments.

In Google Classroom, I can still circulate the room and give students feedback as they work, but in addition to that, the teacher has access to each student’s file from the moment it is created. My students recently worked on a hyperdoc when I was out of town for several days, and opting to share it with them via Google Classroom meant that I was able to provide them with comments containing encouragement or suggestions for improvement even though I wasn’t able to be present in class. Having to open each student’s file separately is a small inconvenience, unless using an add-on like Doctopus, or *gasp* paper and pencil, a rubric isn’t available, and for better or worse, the teacher sees student work whether it has been submitted or not. The positive to that is I was able to leave comments on work in progress, but the drawback is that it’s possible to score work that a student hadn’t quite finished.

Overall, I prefer the workflow available for scoring student work that’s available in Canvas, but the capabilities of viewing work in progress provided by Google Classroom. Assigning the work in both places and submitting the final product in Canvas is an option, but it sounds like it will be unnecessarily clunky. Students would need to look for comments in both places, and I imagine that a lot of kids will click “Turn it in” in Google Classroom and it will be missing in Canvas. No, it’s definitely best if I choose one place to disseminate my hyperdocs, and which one I pick may change depending on whether having access to student files throughout the process or having an easy way to score the work is more important for that task.