The concept of collaboration is not new. For centuries people have consulted each other and brought ideas together for a common purpose. However, what has changed is the way in which it is being done. 

Today, people located at different parts on the globe are able to meet online and share ideas in real time. This has opened many doors within the realm of education to both students and teachers. Services such as: AgreeAdate, TimeToMeet, ActiveCollab, Zoho Chat, PageShare, Skype, Textflow and Yammer are all examples of online collaboration tools. Because of the vast number of available tools, it is important for teachers to carefully select which ones are best suited for their classroom. 

Dropbox is a popular application for cloud storage and file sharing, and one that I personally use frequently.  One of the benefits of Dropbox is that, once files are uploaded, they can be remotely accessed from computers, as well as mobile devices. Booker (2013) notes how Dropbox offers four great features, which include: sharing stores files, overcoming email limitations, turning in homework, and easy saves from popular apps. With Dropbox, files can be sent to people with the click of a button and shared folders can be created with ease. In addition, Dropbox offers 2GB of initial storage space, which is significantly more than Uleth's webmail service (50 MB). Furthermore, Booker (2013) explains how Dropbox is great for homework, because teachers can share assignments with students, and students can hand in their work, which includes a time-stamp feature. Lastly, Booker (2013) notes that many popular apps, such as Evernote, offer a Dropbox "sync" option that makes saving documents simple and easy. 


I think Dropbox has a number of benefits that make it an ideal application for the classroom. It's simplicity, size and functionality allow for easy collaboration and file sharing. THIS ARTICLE by Jennifer Carey (2012) outlines ways to use Dropbox with students with step-by-step instructions, and even includes screenshots of the process.   


Google Drive is another application that focuses on collaboration. It can be a powerful tool within the classroom because of its many features and possibilities. For instance, Google Drive allows students to simultaneously work on a Word document or PowerPoint from different computers. Although there are some concerns about using Google Drive and privacy, the potential benefits of using Google Drive outweigh the risks. 

One of the ways Google Drive can be implemented within the classroom is through Word document collaboration. For example, in a Language Arts class multiple students can team up to write a short story or poem together. Similarly, in a Math class students can view the same spreadsheet and make changes to it together. In Social Studies or Science, Google Drive allows multiple users to work on the same presentation. My experience with Google Drive in the past has been a positive one. In a few of my Education classes I have used it for writing documents with group members, as well as creating presentations. However, Google Drive offers possibilities that extend beyond just this.

Google Drive can be used as a means for peer-assessment between students. Hardison (2012) describes how he used the features of Google Drive within his classroom, and includes a breakdown of his lessons within this article. Hardison (2012) explains how he used Google Forms as a place for students to give feedback, and Google Spreadsheet as a way for students to check submissions. Hardion's incorporation of Google Drive into his lessons highlights the many possibilities of this application. It is a multi-faceted tool that can pique student interest and extend their learning through non-traditional means. 

Another Google application that is gaining traction within academic circles is Google Hangout. Google Hangout offers a platform for teachers and students to engage in online communication and collaboration. The TeachThought staff offer 32 tips for using Google+ Hangouts in the classroom. Some of these tips include: monitoring comments, staying on topic, setting the length of the session, and being adequately prepared. Google Hangout also offers possibilities for students. 

Between students, Google Hangout can be used as a forum to talk about class and give feedback to one another. It can also serve as a place where students collaborate on projects or assignments. Between classrooms, Google Hangout can be used as a place where presentations are shared and ideas as discussed. Students could come up with a set of instructions beforehand and ask other classes what they are doing in theirs. In Science classes, Google Hangout can be a way in which classes share experiments with one another and share their findings. However, despite the possibilities of this application, there are also risks. 

One of the risks of Google Hangout is privacy. When users sign up to Google+ the settings on their profile set everything to public view. Unless users change their privacy settings everything they do will be accessible to public eyes. Another risk of using Google Hangout is operator error. Although it is not overly complicated, users need to be proficient at using the features of the application. It is for this reasons that I think Google Hangout is more appropriate for high school students. Online collaboration and independent learning is more of a quality that high school students possess, as opposed to elementary or junior high students. However, it could be used in an elementary setting if the whole class was involved, with the teaching leading. Similarly, it could be used in a middle schools or junior high class with more mature students, or as enrichment. However, regardless of the grade level it is important to inform parents because it is an online tool. 

I would send parents an email or letter letting them know the basics of Google Hangout, as well as its educational value. I would also set up a Google Hangout one evening for parents to join and try it out for themselves. This way they would be aware of what the application is all about, as well as its possibilities.        

The number of collaboration mediums reflect the countless possibilities that exist within the context of education. As cloud computing and collaboration continues to grow, so will the number of ways in which it can be used effectively. However, it is important to be selective in what applications are used, as well as how they are used within the classroom. If cloud computing and collaboration is used appropriately both teachers and students can benefit from the many features these applications have to offer.  

References
Fig.1. Collaboration-Cloud.jpg. Retrieved July 13, 2013. From http://activeco.com/wordpress/wp-content/uploads/2012/09/Collaboration-Cloud.jpg

Booker, Ellis. (2013, April 3). Dropbox in the Classroom: 4 Great Uses. Retrieved from 
http://www.informationweek.com/education/admin-systems/dropbox-in-the-classroom-4-great-uses/240152140

Carey, Jennifer. (2012, August 10). Using Dropbox in the Classroom. Retrieved from http://plpnetwork.com/2012/08/10/dropbox-a-superb-classroom-tool/

Hardison, John. (2012, December 26). The Sidekick & the Superhero: Using Google Drive for Peer-Assessment. Retrieved from http://gettingsmart.com/2012/12/the-sidekick-the-superhero-using-google-drive-for-peer-assessment/

TeachThought Staff. (2012, October 18). 32 Tips for Using Google+ Hangouts in the Classroom. Retrieved from http://www.teachthought.com/technology/32-tips-for-using-google-hangouts-in-the-classroom/


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Social networking and media are now part of the fabric of society. It seems that billboards, commercials, newspaper ads, storefronts, sportscasts, news channels and even schools have some sort of reference to a social media site, such as Facebook or Twitter. The social media scene has exploded with newcomers in the past few years. The picture to the right is a sampling of some of the mediums in which users engage in social networking. 
Within the context of education there are a number of possibilities for using social networking and media. 

Arora (2013) explains that social media has increased the number of ways in which students can engage in the social component of learning. Arora (2013) also argues that using social media can help bridge connections between students and their education by eliminating the need to be physically present. I think this is a trend that will continue to grow as mobile devices become more and more popular. Students themselves are also accustomed to always being connected. Therefore, having access to their schoolwork is something that naturally follows. However, there are also some drawbacks of using social networking with students.

According to an online article, using social networking reduces learning and research capabilities, interferes with concentration, stunts communication and language skills and lowers motivation ("Negative Effects of Social Networking Sites for Students," 2012). Although some of the points raised may be valid, the arguments used to support them are unsubstantiated. For instance, it may be true that the development of language skills may be affected, but this is because of the nature of the content being presented. If students are asked the right kind of questions, and are given the adequate support and education then their writing can flourish. I think it is invalid to say that students' command over language is being diminished because of social networking sites-it is simply changing. Twenty years ago shorthand phrases, such as "lol" and "btw" were not being used. I think students are able to communicate more efficiently now, but are perhaps losing some of the depth and color language has to offer. When only 140 characters are available brevity is essential. This brings us to the use of Twitter within the classroom.

Twitter is a medium of online communication that offers quick and easy information. These websites offers different ways in which twitter can be used by teachers:

Twitter in the Classroom #1  
Twitter in the Classroom #2

Some of the ideas on the websites include: posting cultural and educational events, having a student post an inspirational quote tweet each day, creating a Twitter scavenger hunt, and following Twitter accounts that describe the lives and personalities of historical figures. I think that using Twitter in creative ways can help engage students and get them more interested in course content. It will also show students that modern communications technology can be used in the classroom as well and contribute to their learning. Another way to pique student interest via social media is through video sharing.


Sites such as YouTube offer ways to interweave audio and video information with social media. Heick (2012) offers 10 ways to incorporate YouTube into the classroom (How to Youtube your Classroom). Some of the key terms he uses are: brevity, diversity, humor and passive consumption. I think if it is used with an educational frame of mind YouTube can be a very powerful tool. Personally, I try to include YouTube videos into my class whenever I can. New formats such as Videographics offer intriguing ways of presenting information, rather than traditional forms of instruction. Using YouTube in the classroom also shows students that there are numerous educational videos on the site. Making connections between YouTube channels and users also offers students a chance to comment on videos and directly communicate with producers. Even though there are some dangers associated with YouTube, if it is presented in a safe and educational way I think the benefits greatly outweigh the potential costs. 

Overall, it is important to carefully select the social media platform that will enhancing learning. Although there are many benefits to using social media and networking it is also crucial to never overlook the safety and privacy of the students. Reinforcing the principles of digital citizenship and netiquette beforehand can alleviate many potential problems that made arise. Just as the list of social media sites continues to grow, so does the number of ways it can be successfully incorporated into the classroom.

References
Fig 1. logos1.jpg. http://www.socialmarketingcompany.com/wp-content/uploads/2010/01/logos1.jpg. Retrieved on July 10, 2013. 

Arora, Keerti. (2013, April 9). Social Media in Education: Pros and Cons. Ed Tech Review. Retrieved from http://edtechreview.in/index.php/news/news/e-learning/268-socia-media-in-education-pros-cons

Crockett, Lee. 60 Inspiring Examples of Twitter in the Classroom. Retrieved from 
http://fluency21.com/blog/2013/02/19/60-inspiring-examples-of-twitter-in-the-classroom/

Heick, Terry. (2012, July 14).  How To YouTube Your Classroom. Retrieved from 
http://www.teachthought.com/technology/how-to-youtube-your-classroom/

Miller, Samantha.. 50 Ways to Use Twitter in the Classroom. Retrieved from 
http://www.teachhub.com/50-ways-use-twitter-classroom

Negative Effects of Social Networking Sites for Students (2012). Retrieved from 
http://performancing.com/negative-effects-of-social-networking-sites-for-students/ 

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