Google Apps FAQs
Saturday, May 25th, 2013 | Author:

As a Google Apps Certified Trainer, I often get questions about how we have used Google Apps or how we have managed the rollout within school so I thought it would be sensible to share some of the questions I have been asked recently and a few answers too.  Feel free to share these if they are useful. If you have any questions, please contact me and I’ll add them to the list.

 

Is it possible to track emails that are sent using Google Apps?

Yes. But there are a few words of caution. All email that is sent can be seen by the administrator. They can do this by going to Reports> Email Log. This will show that person A sent an email to person B but will not reveal the contents (although the email subject is shown).

To track actual messages, there is a way of doing it using the Content Compliance tool. This is accessed via Settings>Gmail>Click an organization and then content compliance. We set this up in school but, apart from during the testing phase, we have not used it at all. The way that this works is that any email sent to or from our domain (@stjohnsapps.co.uk) that contains the “@” symbol is forwarded to an account called “trackedmail@stjohnsapps.co.uk”. If there was ever a need to find out the exact details of a message sent between two people, this email account could be accessed and the emails could be found. As I said, we have not done this and this has been in place since early 2012.

This obviously then has implications as the administrator may be a teacher or network manager and could then access emails that are sent by pupils, but also by the senior leadership team. It is therefore worth pointing this out to all users before they use the email. However, this could, and should, form part of your training and policy documents when you start your Google Apps use within school.

In reality, the best way to monitor emails between pupils is to involve them in the process and teach them to be safe. So if Child A sends an inappropriate email to child B, it will be in A’s sent items and B’s inbox. A may try to delete it from their sent folder and their trash, but B will still have a copy. They should be taught to show this or, better yet, forward this to their teacher or the appropriate adult in charge. This can then be dealt with as necessary.

In my experience, it is often head teachers and governors that want to know if gmail can be tracked. So the answer is yes, but with some effective teaching, you won’t need to use those tools very much at all.

 

How do I make email safer?

There is a way of “locking down” the email so that it can only be sent between users of your domain. This is done via Settngs>Gmail>Click the organization and then restrict delivery. Simply add your domain e.g. @stjohnsapps.co.uk to the list and then that chosen organization (year group) can only send and receive emails from users with email addresses that end in @stjohnsapps.co.uk

This can also be used to enable emails from certain tools. For example, we use Popplet in school but when the children forget their Popplet password, they can click a link in Popplet and it will email them with instructions to reset their password. This is possible because I have enabled emails from @popplet.com too.

The Settings link here has more information.

Can I just use Google Apps with 1 class if I want to try it out?

Of course but I would still suggest asking permission or at least informing others within your school. It will work just as well with one class as it will with all of the classes but you need to check with senior leaders first so that they are aware in case there are any parents that have questions or concerns. One other thing I would suggest is to set it up as if the whole school will come on board soon. For example, don’t set-up a domain called “Mraddisonyear4.com” as you will have to choose another domain name if/when other teachers decide to use it too.

 

How do we manage passwords for pupils and staff?

Every pupil from Year 3 upwards has an account and they are given a default password (usually password) when their accounts are created. In one of their first lessons using Google Apps, they are taught how to change it and manage their password.

For teachers, they are also given a default password when they start and they are also shown how to change it. I tend not to get them to “force change at first login” because I think it is better to show them how to change the password at all times, rather than just the first time they log in.

I also have this link: https://www.google.com/accounts/EditPasswd saved on our main page so that users can change the password at all times.

A blog post on password security is here.

 

Do I need to ask permission from parents before I start using Google Apps?

The Google Apps terms to state:

Customer acknowledges and agrees that it is solely responsible for compliance with the Children’s Online Privacy Protection Act of 1998, including, but not limited to, obtaining parental consent concerning collection of students’ personal information used in connection with the provisioning and use of the Services by the Customer and End Users.

We do allow parents to remove their children from using Google (or any service) if they wish, but we haven’t had to do this yet.

 

How should I inform parents about Google Apps?

As with blogging and a a few other things in school, I suggest telling them via a short note in the end of week newsletter saying that you are using Google Apps and your children might mention email addresses etc and tell them that you will let them know more later. Then 6-8 weeks later, hold a parents meeting to showcase what you’ve been doing. Some schools want to do the parents event first, but I think that it is better to wait a while and show what you have been doing rather than show them when you haven’t done anything yet.

 

How do I make a homepage (like this one – www.stjohnsapps.co.uk)

I simply used Google Sites and made a page. On this page I put links to the tools that we used within school and then made this page available to others. You could make it so that the site was only accessible for users that are signed in to their gmail account, but I have decided to make it public so that others can see it too.

I also put a link to it on our school website here.

The techy bit is directing the domain name “www.stjohnsapps.co.uk” to the google site. This isn’t necessary, it’s mainly just for me to access it quickly. Most traffic comes via our school website.

A bit of hacking
Saturday, May 18th, 2013 | Author:

There are many tools that people get shown either via Twitter or at a Teachmeet and then they sit on the “to-do” list for ages. I know loads of people who haven’t got around to trying differentt ools for one reason or another. Voicethread is on my list, as is Storybird. I’ve dabbled with them, but not really used them in class much.

Hackasaurus is one of those tools for many people. I have shown it at a couple of recent Teachmeets and also at a conference I was at last week, but I hadn’t used it with a whole class until this week. So I thought I would share what we did with it and how it worked.

In case you don’t know, Hackasaurus lets you take a webpage and then edit the text and images that are on there. This looks like the site has been hacked, but in fact it’s just a (very clever) copy. This works best for news sites I think.

I first used it in class to create a stimulus for discussion. I took a Sky News page, hacked it a bit to add a photo of a hotel and then wrote 5/6 paragraphs about the new hotel that was being built in the Indian village we were looking at. The text gave different opinions from different sides such as the hotel company, local businesses and unemployed villagers.  I could have just said to the children “today we’re discussing a hotel development” but by having it as a news page that I have “found”, it made it more real.

So, on to the whole-class test. In the morning, we went down to the pond and took part in some pond-dipping. We took photos of the things we found and then later on, I wanted the children to write about what they had found.  Now, this wasn’t the main focus, it wasn’t literacy, these aren’t the best examples of writing at all, but they are examples of children exploring a new tool that later on will help them to improve their writing. Over lunchtime I uploaded the photos to a Picasa gallery meaning that the children could easily access them. I put the link to this gallery on the schools website (www.3x3links.com/stjohn) and also added a link to a Newsround site too. I find that working with Newsround is much better as it has less inappropriate news stories on the sides and is more suitable for children. I also added a link to a Google Doc (that was open for anyone to edit without signing in) and added this to the school site too.

For the lesson, I demonstrated how to add the X-Ray Goggles to the bookmark bar and then we looked at how to edit text. I realised that Picasa brought another bonus, as the images were stored online, they already had an image URL meaning that the children could copy the URL of the image and paste it into Hackasaurus and change the photo in seconds.

As I said, these aren’t the best examples of writing, but for 45-60 minutes with a new tool, they worked really well. I hope you like them and can see a way of using them in your class too.

The hacked pages that my class made are available here (for best results, right-click and open in new tab/window): http://stjohnsblogs.co.uk/class8/hacking-cbbc/

Word of warning, once your children know how to use Hackasaurus, they won’t believe any webpage you ever show them again. But maybe that’s a good thing? My children now question the information they see online a lot more than they did a few weeks ago!

A how-to guide for Hackasaurus is here: http://www.undertenminutes.com/?p=383

Essentials CPD
Friday, May 17th, 2013 | Author:

Earlier this year, I spent some time working with Rising Stars to create an online CPD course aimed at improving the use of ICT across the Primary curriculum. I realised that I hadn’t blogged about this yet and thought it sensible to share it. The course is titled “Embedding ICT in the Primary Curriculum” and is for all teachers, not just ICT Leaders. The course is completed online meaning that teachers can work through it in their own time and come back to it as often as they need to.

The course is split into four modules:

  • ICT and Literacy
  • Images and Animated Videos
  • Finding and Presenting Information
  • Blogging in the Curriculum

Each module contains some links to free software or websites as well as suggestions of how they can be used in the class. Alongside the activities there are often help videos showing how a tool works.

I hope that this course is useful to teachers and will give them some ideas for using ICT with their children.

The course can be found here: http://essentialcpd.co.uk

A VLE Alternative
Wednesday, April 24th, 2013 | Author:

**This isn’t all finished yet, but I’ve been asked to post my progress so far – it also gives chance for feedback!**

This post was started because many schools in Hampshire are looking for ways in which they can remove their VLE and use an alternative. So I thought I would put together a post based on the common tools within a VLE, particularly the one used in Hampshire, and then give some ideas of alternatives. Many of these alternatives will be Google Apps-based or blog-based, but there are also others too.

The main thing to remember is that choosing a variety of tools is going to take more work than buying a VLE with all of the tools built-in. However, the obvious benefit to using other tools will be cost. Many of the tools used will be free but there is the obvious cost of time in setting up some of these tools and configuring them to meet your needs. Over the coming weeks, these pages will get updated to include how-to guides and videos.

The plan is that this post will develop into something I can share with schools if they decide to drop their VLE and are looking for alternatives.

For help with blogging or Google Apps, feel free to contact me for further advice. To setup Google Apps yourself, use the guide here or just get an overview here.

Some common tasks and VLE tools:

If you have any tools that could be added to these pages, please let me know so that I can add them on.

 

Streaming and Samba
Tuesday, March 26th, 2013 | Author:

I don’t know why it came to me so late, but this morning I had an idea. Why not stream our concert live to the world? Today was our Listen to Me concert which is the culmination of a term’s music tuition from Hampshire Music Service. They give us weekly sessions in a range of styles and then for the last session, we invite parents in and we perform for them. We also performed for the other two classes in the year group too. This term’s concert was Samba drumming.

I’ve streamed things before but it can be a bit hit and miss depending on internet connection, software issues and other factors (such as pressing record to get a copy afterwards!) but today I thought about using Google+. Now I know that Kevin McLaughlin (@kvnmcl) is a huge fan of this and I gave it a go. I had to use an account that wasn’t part of our Google Apps domain, which is fine, I used a generic school account e.g. somethingsomething@gmail.com and loaded it up. I tried it first on a Chromebook but that was having WiFi issues and then switched to a netbook instead, using an external webcam instead of the built-in one. This worked fine. I simply started a Hangout, ticked the enable hangout on air option and started to stream it live. What I really liked was the ability to not only give a link out to everyone watching – the few people who had seen my tweets earlier this morning – but the ability to embed it directly into a blog. So I copied the code, pasted it into a new post and tweeted the link to our blog. This would make it much easier in future as I would know the URL of the stream before it was set up and I could give this to parents ages in advance if needed.

I set the stream up around 45minutes before the concert and muted the mic. There was a lot of silliness, showing off and playing up to the camera before we started, but hey, they’re children and it was a new thing that we hadn’t done before! The concert went well, parents loved it and the children were fab. Afterwards we looked and the children liked that it had put the video onto YouTube for us automatically. We discussed what to do with the 45minutes of ‘rubbish stuff’ at the beginning and we found the trim button in YouTube. We simply used this, removed the excess and saved it. An hour later (maybe less) the video was trimmed and of course, it was already embedded on our blog.

It must be noted that we also had a video camera in use too because we were checking it worked ahead of the Easter production this afternoon! All in all, it was very easy and we might look at doing it for future events.

The copy of the stream is available here and the version from the video camera is available here on our blog.

Following on from Part 1 which looked at registering and setting up the domain for Google Apps, this post will discuss how to configure your domain to get it up and running. Click on a link below to open a Google Document that can then be downloaded or printed as required. I would suggest going through them in the order they are listed.

Creating Organizations and Uploading Users - This includes how to create the CSV/Excel file to upload users in bulk.

Adding Users 1 at a time

Creating Groups – Useful if you want to email a whole class or all staff at once

Choosing which services to enable – Google Apps provides access to lots of services, you might not want them all enabled.

Settings – Choosing which settings are enabled/configured for the different Google Apps tools.

Google Apps Marketplace – Adding Apps from the Marketplace

Advanced Tools and Reports - Not really used by most people, but useful to see what is there.

Part 3 will follow soon, this will look at what to do now that you have Google Apps all setup and running.

 

Westminster Forum – an update
Thursday, February 28th, 2013 | Author:

Today I attended the Westminster Forum to discuss the new Computing Curriculum. Details of the sessions are here.

My brief was to present for 5 minutes on the new curriculum and to see if it was fit for purpose. My question is, what was the purpose? If the purpose is to get more computing into schools, then yes it will do that.

My talk started with an introduction and an explanation that I am a primary school teacher and although I need to know about computing, I also need to be able to teach dance, music, science and a load of other things too. It is hard to train teachers in one aspect of the curriculum when there are so many things to look at.

I talked about my background. I didn’t have any PCs at school and didn’t really see a PC until I was 16 at college. I didn’t program at home on Spectrums etc either. I still went and did a BTEC in ICT and my Primary Education Degree specialised in ICT too. If people want to learn ICT and learn about computers, they will find a way. Even if they haven’t been taught computing.

I then showed the new curriculum and discussed the interpretation. I think this is a big concern. If read in one way, then 3/5 statements from KS1 and 4/6 from KS2 curriculum are focussed on programming and just 1 in each looks at the other bits. So what would happen to all of the ICT we do now? We had already heard from Phil Bannister at the Department of Education saying that it is expected that ICT should be taught across the curriculum and even though this wasn’t mentioned, teachers should do it anyway. My worry is that  many schools will look at the curriculum and just interpret is as reducing the need for all of the fun creative ICT that we have been doing already.

I showed some pictures of a few projects from school using Sketchup, Pivotman, Voki, Google Maps, Audacity and many others and asked if these would be applicable in the new curriculum. There are some statements that might help…

Those statements are:

KS1 – organise, store, manipulate and retrieve data in a range of digital formats
KS2 – select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
I asked what these statements meant. What is data? Is it spreadsheets and graphs? Or is it video, audio and photographs? I said that it would be great to have a small statement giving a little bit more explanation about the definition of data just to try and prevent schools from mis-reading it. 
To view my PowerPoint, download it here. It isn’t very exciting, but then I guess you had to be there ;-)
Overall I was very pleased with how it went, there were laughs and a round of applause half-way through (thanks to Bob Harrison for starting that). Afterwards there were many great comments from people, so that was nice :-)
Other highlights included David Brown (Head of ICT from Ofsted) saying that schools should not lock down their systems and that they should be open. How can you teach an outstanding curriculum, particularly with e-safety, if everything is locked down?? Carrie-Anne Philbin (@missphilbin) was great and really spoke from the heart about the projects she had been involved with. She also got lots of laughs and people nodding in agreement. It was also a pleasure to meet and catch-up with many different people as always.
It was an interesting event and it was good to have different people’s views shared. Will today change anything? Will it matter that the word creative is not in their? Will it matter that data could mean anything?
Who knows. It was very interesting though.
Category: Curriculum  | Tags:  | 2 Comments
Computing Curriculum – Responses
Monday, February 25th, 2013 | Author:

A few weeks ago I asked for feedback regarding the planned changes to the KS1/2 ICT Curriculum.

Here are the responses. I have removed names from the survey.

Click here to open the results.

Category: Curriculum  | Leave a Comment
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