Module 5/6 Post
Type of Equipment: Chromebook
Description:
A Chromebook is a lightweight, typically inexpensive laptop that runs using the Google Chrome operating system (OS). Chromebooks are manufactured by many different companies, including Dell, Lenovo, Samsung, Acer, HP, and more.
The primary thing that separates a Chromebook from a more traditional laptop is the way the user stores and saves files. Chromebooks operate completely using Chrome, meaning that there is no "hard storage" available on the device itself. Everything must be saved to some sort of cloud feature (many people use Google Drive for this, but anything web-based is possible). Programs cannot be downloaded to the Chromebook, so it is not ideal for users who need specific, non-web-based programs.
They are often used in K-12 schools because they are inexpensive, lightweight, and not too complicated. They also have a typically longer battery life and quicker start-up time since they do not have to run large or complex programs. They offer most of the functionality of a traditional laptop and are easy for students to learn how to use. If a school or district uses the Google suite for things like email and documents, Chromebooks might be a better choice for technology integration over a non-Google tool like Macbooks or iPads.
Connection to the R.A.T. Model
The R.A.T. model (Replace, Amplify, and Transform), as outlined by Joan Hughes from Tech Edges, describes three different ways that technology can impact your instructional practices.
Resources for Teachers and Librarians:
Description:
A Chromebook is a lightweight, typically inexpensive laptop that runs using the Google Chrome operating system (OS). Chromebooks are manufactured by many different companies, including Dell, Lenovo, Samsung, Acer, HP, and more.
The primary thing that separates a Chromebook from a more traditional laptop is the way the user stores and saves files. Chromebooks operate completely using Chrome, meaning that there is no "hard storage" available on the device itself. Everything must be saved to some sort of cloud feature (many people use Google Drive for this, but anything web-based is possible). Programs cannot be downloaded to the Chromebook, so it is not ideal for users who need specific, non-web-based programs.
They are often used in K-12 schools because they are inexpensive, lightweight, and not too complicated. They also have a typically longer battery life and quicker start-up time since they do not have to run large or complex programs. They offer most of the functionality of a traditional laptop and are easy for students to learn how to use. If a school or district uses the Google suite for things like email and documents, Chromebooks might be a better choice for technology integration over a non-Google tool like Macbooks or iPads.
Connection to the R.A.T. Model
The R.A.T. model (Replace, Amplify, and Transform), as outlined by Joan Hughes from Tech Edges, describes three different ways that technology can impact your instructional practices.
- REPLACEMENT: When you replace an instructional practice with technology, you are essentially digitizing something in your classroom with no changes. As Hughes describes, the "technology serves merely as a different (digital) means to the same instructional end" (Hughes, 2020). With a Chromebook, that might look like a teacher uploading a digital version of a worksheet to Google Classroom and having students fill it in digitally.
- AMPLIFICATION: When you amplify an instructional practice with technology, you are improving on that practice with the technology tool in question. As Hughes describes, "the tasks stay fundamentally the same while the technology extends our capabilities in effectiveness or streamlining" (Hughes, 2020). An example using a Chromebook might look like a teacher using Chromebooks to complete research questions using an online encyclopedia over a hard copy from the library.
- TRANSFORMATION: When you transform an instructional practice with technology, you are fundamentally changing the practice in a way that is only possible with the technology tool. Hughes states that transformation means, "new cognitive forms could emerge, new people could be involved, or new content may be accessible" (Hughes, 2020). With a Chromebook, that might look like a class video chatting with an expert across the world to ask questions, which would not be possible without the technology.
Resources for Teachers and Librarians:
- "Google in Education: 30 Ways to Use Chromebooks in Schools" includes a lot of good "basics" about using Google Drive and other popular web-based tools with Chromebooks
- "Google for Education: 50 Tools to Inspire Students with Chromebooks" lists 50 different web-based tools with brief descriptions of their capabilities
- Scholastic's "Chromebooks in the Classroom" article offers ideas for classroom use across various content areas
- "Chromebooks Apps for the Classroom" has a variety of suggested tools
Ashley,
ReplyDeleteYou're absolutely right! Great minds do think alike! I really enjoyed your post, and especially your resource section. I am at the point where I would really have to think twice about moving to a district that doesn't have 1:1 technology. The ability for my students to be able to research and create on a daily basis is truly transformational. In the "old" days, we used to have to sign up for the library (which was the only place with technology) and in my school we only got a 2 week block per school year. That entire chunk of time was taken up with our big research project. Now, we can do mini projects all year long thanks to Chromebooks!
Thanks also for the tip on WeVideo. I definitely need to check it out. I heard all about it on a blog post, but should take a look at the possibilities. I've gotten my students to use Flipgrid a bit, but I haven't explored WeVideo yet.
Thanks for a great post!
~Linda Mackay
Hi Ashley,
ReplyDeleteThanks for your thorough explanation of the Chromebook. I came from a school that was 100% 1 to 1 iPads. Now, I'm in my first year as the librarian at a different one-to-one school, but 2nd-5th have Chromebooks and the younger students have iPads. I have a set of iPads in the library for use during my lessons, and I am always surprised at the number of older students who are unsure of how to use an iPad. I have considered asking students to bring their Chromebooks to the library, but then I would be the one who doesn't know how to use the tool! I really do need to learn more about Chromebooks and their applications in the library. I had the impression that they were nothing more than a device for word processing, accessing links provided through Google classroom, and taking AR tests--yuck! At least that's how I see students using them.
I will definitely explore the links you provided in hopes of using the tech for a higher purpose!
Thanks!
Shelley Christ Ward
Ashley,
ReplyDeleteI really liked how you explained Chromebooks in contrast with ipads and regular computers. I especially liked how you explained the Chromebooks' fit within the R.A.T. model. Your examples were excellent and give a clear picture of what it looks like in an actual classroom experience.
This past year, I became a new librarian and had the responsibility of helping teachers and students with their Chromebooks. I was surprised by several things you mentioned in your post. The Chromebook is not just a laptop like others. As you mentioned, the users files are not stored on them. Also you cannot use other software that is not supported. What most of my teachers found annoying was that you could not play DVDs (using a USB plug in DVD player) on them.
The inability to download programs to Chromebooks does concern me because specific programs are very beneficial to students who are differently abled. The storage being Cloud based is beneficial in many ways for students have easy access to files, but there is still the problem that many schools do not have great internet access. Many is the day where I though something was saved to my Cloud files, only to get home and discover that only part of the document was recovered due to poor internet access at the school.
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