02. Google Drawing: Advanced Functions

Published: 25 June 2015
on channel: Mr. Glenn's Cloud Classroom
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Google Drawing is an app designed to let users manipulate images, text, and shapes. It can be a very useful tool for teachers and students in an elementary setting (Robertson, 2013). In this tutorial, educators will learn about some of the advanced functions of Google Drawing. These features include how to create black line masters for graphic organizers, student fliers, and parent communications. Finally, the video shows users how to insert Google Drawings into the other apps within GAFE.

Google Drawing is an image and text manipulation software similar to Photoshop. It allows all members of the educational community to create fliers and student templates, edit pictures, and insert links to other multimedia resources into any file within GAFE. Documents created within Google Drawing can be used to communicate with parents, engage students in learning activities, or serve as a form of assessment. Chambers et al., (2008) stated that “Infusing multimedia content throughout class lessons and tutor sessions appears to help make concepts clear and memorable to children, taking advantage of the well-established finding that linked visual and auditory content is retained better than either type of content alone” (p. 13). With this information in mind, students, teachers, and parents can benefit from becoming well-versed in Google Drawing (Robertson, 2013).

One great feature of Google Drawing that members of the educational community can take advantage of, is the fact that users can download Drawings as a picture file and insert them into other documents. This means that teachers can create templates or add shapes on top of pictures before you insert them into student assignments, which is a helpful feature when creating picture tutorials or demonstrations for students. Teachers should also allow time for students to input their notes into easily accessible cognitive organizers in order to improve student performance on assessments (Boon et al., 2006).


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