01. Google Sheets: Basic Functions
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Google Sheets is a data tracking tool offered within GAFE. It can be useful for teachers if they learn how to use all of the functions within the software (Schaffhauser, 2013). In this tutorial, Sheets users will learn the basic functions like how to create a new spreadsheet and begin inputting data into the cells in each row or column. The video also explains how to add new pages to a worksheet, duplicate tabs to preserve formatting, and how to insert charts to view data in a visual display.
Due to advances in technology over the past decade, software like Google Sheets has allowed teachers to analyze data together on a nationwide scale. This has allowed for greater reflection and shorter turnaround times when dealing with the adoption and development of new curriculum (Schaffhauser, 2013). Google Sheets is a spreadsheet application that allows users to input data into cells contained within the rows and columns. It also provides tools for members of the educational community to arrange this data into charts, graphs, and other visually appealing formats for the purposes of making data-driven decisions easier and more efficient.
Another useful aspect of Google Sheets is that students can use the software to track and chart their own progress in school. According to Eisner-Hirsch, Parks-Ennis & McDaniel (2013), this practice is useful to students for three main reasons. First, allowing students to assess their performance and chart the results provided them with visual feedback of their progress. Second, students who saw their own progress charts were more likely to demonstrate higher levels of motivation towards their education. Finally, this process benefits teachers by providing them with graphical data that can be displayed to students, support teams, parents, and other stakeholders in a child’s education. This graphical data can be used as evidence to inform pedagogical practices while determining individualized interventions to improve fluency and behavior in the classroom (Eisner-Hirsch et al., 2013).
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