Self -reflection on the co -constructive tool

                                         Google Docs

The use of collaborative technology in an educational context increases students' engagement with course content enriches the learning process and enhances active participation through content creation. During the session, we were introduced to what is a co-constructive tool and what are its benefits. From various examples/ tools, we used Google docs as a collaborative tool and it was quite an interesting tool to be used. Google Docs is a free, web-based word processing, presentations and spreadsheets program. Unlike desktop software, Google Docs lets people create web-based documents, presentations and spreadsheets that anyone in the group can update from his/her own computer, even at the same time. Instead of emailing around files and having to deal with the confusion and extra work involved in managing different file versions and manually aggregating input from others, anyone in the group can edit the document online from anywhere.

Using Google Docs have benefited me in various terms. We were able to provide each other valuable feedbacks in a timely manner. When I used Google Docs I was able to read and comment almost as soon as my friends shared their work with me. Using Google Docs to leave comments, I found myself giving friends more supplements and feedbacks than I usually do when they write on paper and share it to me. This provides everyone with more individualized instruction and gives us valuable formative information that will help us in future.

I honestly never heard of Google Docs for until now and after using it I am stunned to see it actually help us learn and save our time. In the beginning, I had troubles using it because I was not used to it but after using for three-four times, it saved my time and it also made my assignment look good in a complete and sufficed manner. I was able to write a lesson plan (pic on right) using Google Docs and share it with my mates. When I wrote even a sentence in a paper, I had to think twice whether it made sense or not but upon using Google Docs, my peers corrected my mistakes. Also, I was able to comment and suggest on my peer's contribution. 

 

I think using this tool will result in higher quality writing and lead to being able to provide peer feedback in the same manner by every person who uses it. It also makes group assignments a time-consuming task, and in many cases, group work and collaboration does not occur in an optimal way. Instead of waiting on a due date, assessors will be able to stay on top of reading and commenting on the peers’ and students’ work. And, since our docs are all stored safely in Google's servers, we don't have to worry about losing data from a hard drive crash or a nasty virus. 

Google Docs helps us to improve group assignments, allowing us to interact and collaborate online, thus enhancing our learning experience. I believe this powerful online application can be an excellent resource to overcome everyone’s isolation and engage everyone in online knowledge construction.

Many collaborative web second-generation tools (Google Docs, Wiki, etc.) have entered language classrooms and have been redefining the dynamics in interactions among members of the class. These tools are designed to be highly interactive and collaborative as they provide multiple writers with the virtual space to contribute to an evolving text. Web-based writing tools, such as Google Docs, extend classroom interactions to out-of-class, where college students, who often have difficulties meeting face-to-face, work on their collaborative writing projects with ease and efficiency.