Week 9 POT – Our Students Online

The articles College Students on the Web and Growing up Digital, Wired for Distraction were interesting, but the information was not surprising.  Maybe we should teach via text messages?!

Here is a draft of the FAQs for they hybrid Vocational ESL I teach.  I look forward to getting ideas from other POT participants’ FAQs, since this is my first shot as writing them for online classes.

This class is hybrid.  What does that mean?

Hybrid means that this class partially conducted online.  The class meets Monday through Wednesday at the Community Learning Center Room 113 12 – 3:20 p.m., but you will need to complete three hours of online study and class work each week.

I’m not sure online study is right for me.  How can I know?

Do you know how to navigate the internet? (for example, click links and scroll)  Do you have three hours per week available to spend doing class work online?  If you answered yes to both questions, this class is perfect for you. If not, we have other classes that are not hybrid and maybe better suited to your needs and interests.

I don’t understand how to do the online work.  How can I get help?

You may meet with me before class Monday – Wednesday, during class break times, or after class.  You can visit the instructor in the Community Learning Lab Tuesdays 5 – 9 p.m. or Thursdays 9 a.m. to 3 p.m.  You can call or text me at (760) 555-5555 or email me at kreyes @ miracosta.edu.  I will get back to you within 24 hours.

What will I do online?

For the three online hours required per week as part of your participation in this class, you will work on the Blackboard course for this class and use Burlington English.

  • The Blackboard assignments and activities include speaking and pronunciation activities on voice boards, reading and grammar exercises, vocabulary practice, writing assignments, and quizzes.  The activities you should do each week are listed in the Week section.
  • For career preparation, you will choose a career area and complete activities on Burlington English, a program you can download for free to any PC.  These activities include vocabulary, listening, speaking, reading, dialogs, and pronunciation.

How do I log in?

For both Blackboard and Burlington English, you will log in with the user name and password provided to you in class by the instructor.

Is there any special equipment I need?

For Blackboard, you only need internet access.  For Burlington English, you will also need internet access.  You can download the program for free to a PC (the program does not currently work on Apple products, such as Macintosh computers).  Download instructions are provided to you in class.  For some assignments, you will use Office products (Microsoft Word and PowerPoint), but you will normally be provided time in class to work on these assignments during our assigned computer lab day (Wednesdays).


I have used Survey Monkey quite a lot to poll faculty, particularly when I was department chair.  I had not used it much with students, instead opting to use Blackboard surveys.  However, when proposing hybrid status for some our noncredit ESL classes, I wanted to get some info (and to provide support for the rationale in my sabbatical application).  Unfortunately Survey Monkey does not give you graphics or let you download the results of surveys without a paid subscription.  Nonetheless, it’s easy enough to copy and paste the results into Excel.

Here are results of a survey I conducted with our Levels 5 – 7 ESL students last year


and the results of a survey from a few weeks ago

Student Tech Accessiblilty Survey – Fall 2014

These are the results of a survey of our department’s faculty regarding their technology learning needs.  Our WIA grant requires that we submit an annual technology plan, so we plan tech trainings for our faculty based on info gleaned from the survey.

NCESL 2013 Tech Needs Survey

I will be training the faculty on using Quizlet (a flex workshop available to any MCC faculty) on Thursday, Nov. 6, 5 – 5:50 p.m. at the Community Learning Center, room 135. Here’s the handout for anyone who wants to try out Quizlet for creating vocabulary/ terminology practice for your students.

Quizlet Flex Workshop with handout for download

The individual activities (flashcards with audio, games, tests) can be embedded on a Web page or CMS.

Some examples:

Week 8 POT – Creating Class Elements

I love creating class materials – whether print or online. Materials creation is a passion because it gives me the chance to customize the teaching and learning to the unique needs and interests of students in a particular class while infusing the materials with my own personality (and humor). Unfortunately, this has been a busy week – the first week of a new eight-week term in Noncredit at MiraCosta College – so while I had some great ideas (so I thought) for creating some online elements for my current class, they did not really turn out as I had hoped because it was a rush job.  However, we’ll just consider this an experiment and a learning experience. I have used/use a lot of external sites (as I have mentioned in a previous post, I believe) – in addition to the Voice Tools and graded and ungraded tests and surveys in Blackboard – to create exercises and learning materials that I link or embed within Blackboard.  I also have students use some of these sites for projects. They include the following:

…and others. For this week, I decided to try making some screencasts using TechSmith Relay (formerly Camtasia – which I had been trained on through an @One course 10 years ago) is available to MCC faculty for free!  It was very easy to use but I should probably learn more about the different options and functions if I plan to use it more in the future. The results are less than stellar (ha! Pretty bad…), but I only did one take (and again, I am coming off a challenging week and am suffering from seasonal allergies at the moment, in addition to the fact that, like many people, I don’t much care for the sound of my own voice). PLEASE – NO ONE WATCH – embarrassing! The captions turned out mostly awful … and laughable


“…so if I change some words and perhaps a concrete and it’s up to a more academic higher on making love…”

“also remember that you were first sent to the tip aircraft needs to be contented”

“…I like airbags almost ready.”

And my favorite – “…no going back I see this sentence and they told me that cry…”

HUH?!?! Actually it’s a wonder anyone can understand me at all considering what the speech-to-text results yielded as captions! Therefore, I did the tedious task of removing them all rather than editing them because I have a ton of other things I need to take care of today and my lack of patience. I’m sure there is a way to turn off captioning or to remove all captions… anyone know? Anyway, the point of the first screencast is listening comprehension, and the words are there on the screen, so there’s not a necessity for captions – in reality, I don’t want them for ESL students doing this type of exercise.

Here’s what I did and the lessons learned with each:

This one is a lecture and note-taking exercise about the American Education System. First, again, do not trust captioning! Or, if you want to use captions, do plan on spending considerable time editing them. I uploaded the screencast before editing out the “Waiting” that appeared at the beginning, and once it’s uploaded, there is no editing, as far as I can see within Relay, but in Youtube, I was given the message that editing enhancements were detected, so I was able to get rid of the beginning snippet there.

Handout: American Education System notetaking Assignment Prompt: Education System Comparison This one shows students how to format Word documents. Lesson learned: Write a script and do a few run-throughs first. I flubbed up the words/terminology and pronunciation a few times.
  This one shows students how to use Word Readability Statistics and Synonyms. Lesson learned: Make sure to include a handout or link because everyone will have different versions. Handout:  Microsoft Word Readability Statistics and Synonyms
This one shows students how to send me their files through Blackboard Messages. Lesson learned: Nothing much else here that has not already been said except that I want to use “Assignments” in the future, but I need to explore that further, so that I can annotate students’ work online and save paper/time.
  That’s it for now!

Week 7 POT – Intellectual Property

This week’s topic is interesting.  The clips within the Laws that Choke Creativity TED Talks video were hilarious. I agree that mash-ups and the democratization of creativity are pieces of our culture today (as I watch my daughter create My Little Ponies Photoshop drawings on her computer and give the ponies new names and personality traits).  I especially liked Pres. Obama’s recent rendition of “Get Lucky.”  Why can’t students likewise use their creativity to express themselves in new ways with humor while honing technical skills without being considered “pirates”?  Thank goodness we at least live in a country in which making fun of one’s leaders is protected by the Constitution!

In all seriousness, I confess that I am guilty of borrowing others’ ideas for teaching my discipline, but I would hesitate use their materials as my own for my own professional gain, which is actually something that has happened to me.  It was my fault, though, to share so freely what I had worked so hard on.  On the other hand, sharing best practices — including materials — is what builds camaraderie and instructional quality in a department.  I can understand why teachers and students in certain disciplines (the arts, for example) are more proprietorial, but when someone is using another’s work (such as in a presentation or a mash-up) as part of a bigger creative project and is giving credit where credit is due by citing the original source, I see no problem with that.  It’s when said person is making money off someone else’s work that it becomes a sticky conundrum.  For instructional purposes, personally see no problem with using, for example, an image from the internet that’s not my own original work to help students better grasp a point.

In the end, I think that if people are sharing online, they must know that these materials may be used by others.  I suppose, though, that we do need to teach students about citing sources and the dangers of plagiarism.  This is a bit challenging with my audience, many of whom come from Asian cultures in which copying is a form of respect. A few years ago a colleague at a community college in Orange County told me that she received an email from a bank threatening litigation if a PowerPoint slideshow she had uploaded to a class Web page was not removed.  It was created by a student who make a presentation about his job, including a picture of the bank, where he worked.  That just seems ridiculous to me. Again, ultimately, the line between legal and illegal use should come down to whether or not one is making money off someone else’s work, in my opinion.

A statewide Technology-Integration Mentor Academy for adult educators I was involved in several years ago has several interesting resources about copy-right and copy-left, which I have linked on my professional development wiki, including the idea of registering original work with Creative Commons’ various permission levels.

I subscribe to Tech & Learning online magazine, and I had bookmarked this article Copyright Flowchart: Can I Use It? Yes? No? If This… Then… this past summer, which has as helpful flowchart.  However, to practice, I created simple flowchart first on Bubbl.us, which I didn’t like as much as this one I made on Text 2 Mind Map, which is very easy to use and does not require registration: OK? Not OK?

Week 6 POT – Student Activities

From the list provided in the Ko & Rossen textbook (second edition), I would say that I will definitely do these types of student activities online when I teach hybrid courses:

  • Have students use Web resources (no-brainer)
  • Group activities (good fit w/ESL in which the whole point is improving students’ abilities to communicate their ideas to others in English)
  • Peer editing / evaluation – more just evaluation (ESL students are not quite skilled enough to “edit” each other’s written word)
  • Guest speakers – I don’t have any great ideas on whom I would invite but I love the idea.  It helps ESL students to hear different voices, accents, etc. – exposing them to authentic English in use/not just “teacher English”
  • Summaries – very important for students I teach
  • Class exchanges – I have done this before and would enjoy doing it again – it gives students a chance to speak and write for an audience of their peers

On the other hand, I don’t anticipate having students do these types of activities online because they don’t seem to be a good fit with my discipline or with the abilities of my students:

  • Debates – at least not now – maybe in the future?  Students from some countries would need a lot of training in appropriate language for debate – it’s foreign to them – or they simply don’t have the English to know how to hedge and appear not too direct (i.e., rude).
  • Role playing/simulations (except for the fact that sometimes I have students do project in which they imagine the audience is Americans for whom they need to explain the business customs – as an example – of their native countries, but I would hardly call that role playing….)
  • Case studies – maybe in the Vocational ESL class but in general English/grammar class, it doesn’t really fit

I like the suggest in the chapter of using rubrics, which I already do for doing summative assessment of students’ writing and oral presentations. I hadn’t thought about using rubrics so much for assessing online speaking tasks – probably in ESL a simple checklist is easier to use (e.g., speaker greeted, speaker supported his/her point with at least one example, speaker concluded the conversation/discussion). The types of speaking tasks I currently have students do online are pronunciation quizzes, using Wimba Voice Board. I don’t have students do as many communicative / discussion speaking tasks online because I don’t actually teach online yet and have the luxury to have students do those types of activities onground when we meet. I imagine that grading written discussion boards would be made easier with a rubric, as well, but from what I have been hearing from instructors who have been teaching online, reading and responding to all discussion threads can consume your life, so perhaps a very simple point system would be better (0 = didn’t do, 1 = participated in discussion, 2 = actively participated, making points that demonstrated depth of thought).

I recently attended a CALPRO Webinar on rubrics.  Its content was especially designed for ESL, but one important point is that not all tasks are worthy of a rubric.  From another workshop I recently attended on teaching writing, I have learned that using rubrics is useful for providing formative feedback, not just a summative score (as I most often use them).  However, I do always provide students with the rubric, when used, before submission of an assignment.  I would do the same in an online environment, and I realize that Blackboard has rubrics built in, though I have never used them within Blackboard.  I’m interested in seeing and learning more about how others share rubrics with students in an online class and how instructors teaching online use rubrics to provide feedback to students on their work.

Curious to hear/read how others grade discussion boards. Again, I teach noncredit, so grading is not something we are required to do, but I give grades to make students accountable and give them extrinisic motivation to do the work.

Week 5 POT – Creating Community Online

In my discipline, ESL, creating a sense of community in the classroom is critical to success of the instructor, the instruction, and the students.  If students feel comfortable in their learning environment and with their classmates, they will be more willing to take risks in using the language they are learning (the affective filter idea).  In addition, the fact that the courses I teach are noncredit (students don’t pay because we offer free class supported by a government Workforce Investment Grant), so it is often said that students “vote with their feet.” In other words, if they quit, they haven’t lost anything besides their time.  Fostering a supportive, warm, welcoming environment, therefore, also supports retention.  Finally, the millennials are so socially-connected, if they make up the enrollment of any class, they bring with them the expectation of a social community.

Over the years, I have gotten pretty good at creating community in my F2F classes.  I know all my students’ names by the end of the first day of class, and they have had a chance to meet others in the class through various ice-breakers.  Translating that into an online platform will be a challenge, but luckily courses I teach in the future will be hybrid only, so I will still be able to foster the community building in the onground portion of my classes.  Therefore, the challenge will be to sustain community online, although I am not anticipating that to be a huge challenge.  My students already friend each other on FB without my asking them to do so.  They create a supportive network and form friendships that last even after the class is over.

I imagine that the methods I will use to sustain community in the online portions of my classes will be through activities in which read and comment on each other’s writing and projects, voice message boards, discussion boards, and eventually/hopefully video and videoconferencing.  Even though I will continue to do ice-breakers, pair and group work, and many communicative and cooperative learning activities in the F2F portion of my classes, I’m excited to see how these pan out in an online environment.  Research in my field has shown that many second language learners who are hesitant to speak up and participate in class (for a variety of reasons, including not wanting make mistakes in front of classmates for risk of losing face) come alive online!

Something new I learned from the text is about Blackboard’s Group Activity Areas, and I hope to be able to try them out soon.  For grading, I have used Engrade, which I really liked, but lately I have been using Blackboard’s Gradebook, even though it’s clunky and even though we don’t give grades in noncredit.  Students want to see how they are doing in the class, and with our college’s credit-to-noncredit transition goals for students, it’s important for them to see their progress.  Again, I prefer Engrade, but to not have students looking in multiple places for different bits of the course, I chose to stay within Blackboard.

To conclude this post, a couple of take-aways from this week’s Manifesto slideshow that I plan to print out and hang above my work computer are the following:

Online teaching should not be downgraded into facilitation.

Community and contact drive good online teaching.


I also like (and already do) some of the activities suggested for building community online, as shown in this slideshow “Facilitating a sense of Community in Online and Blended Learning Environments”

Week 4 POT — Syllabi

Duh!!! I just realized that I have the second edition of the textbook, Teaching Online: A Practical Guide, which I checked out from the PDP office. No wonder the chapters are different….

I am not really sure what the creators of the POT course are referring to in the assignment (The reading includes a number of recommendations you might find questionable or interesting. How does what you read contrast with the method presented in the workshop?) Perhaps it has just been an exhausting week and I’m having trouble reading between the lines, but I’ll try…Hopefully the old (2nd edition) of the book I have doesn’t differ so much that I’m missing out on a ton of updated information.

MiraCosta Letters professor and POT moderator Jim Sullivan has in the past often presented on the interactive syllabus, and after viewing Jim’s syllabi and learning more about what a syllabus should contain and how it should be written for basic skills students in particular, I did a revamp of my syllabus a few years ago using a newsletter template that is visually appealing, changing the wording to make it less distant (from “the instructor” and “the student” to personal pronouns “I” and “you,”), adding an “About Me” section with my photo, and a “Tips for Success in this Class” section.  I have some ideas of how I could transform it to be suitable for online display, but I have also realized that (without being aware of it), I have actually have incorporated pseudo-online syllabi before, when I used to use blogs and wikis for on ground classes. Looking at those now, I can see that they were very basic and could be improved upon quite a lot, but my original purposes were more to provide students with online supplemental practice, display student work, and keep my lessons and materials organized (this was before the cloud).

I guess there are a couple of point I can with a smidgen of intelligence reflect on – I appreciate that the authors mention that the syllabus needs to be explicit about participation, grading, expectations, and so on.  On the other hand, I have seen some syllabi for on ground classes that are so explicit that they end up being 6 – 8 pages of text that is unfriendly and reads like a contract or a manual, and it’s very hard to find specific information!  Obviously disciplines are different, so we need to write our syllabi with our audience in mind, but for my audience (nonnative speakers of English), the syllabus needs to be like an Ikea product assembly instruction pamphlet (I don’t mean with translations in 25 languages but rather with lots of visual cues).

I believe that with an online syllabus, being explicit could be somewhat remedied with links, but even then, who wants to click 15 times?  The example of online syllabi provided in the edition of the book I have are just too wordy, in my opinion (one for a UCLA writing instructor: Seventy-five percent of your grade will be based on completing assignments..blah,blah,blah…That is, you could receive a B for blah, blah, blah…[it goes on and on and includes rhetorical questions that seem a bit sarcastic and very conversational in nature]). I get their point – to provide students with the “voice” of the instructor, but with the tools available now, a video or audio file would better suit this purpose.

A fine example of how course information (grading criteria) could be better conveyed to students is a simple pie chart (this is not my original idea – I saw it on Pilar Hernandez’s syllabus for her online Spanish class).  This is not a good example (I just grabbed it from Google Images), but to give an idea of what I mean:


The other sample syllabus provided in the chapter, by the author, is also not very visually appealing.  I am by no means a layout/design expert, but there is nothing on the page that catches my (tired) eye.

I did like that the authors equate the syllabus to a contract, and I usually have students in my classes sign a contract to ensure that they have read the syllabus and understand the policies of the class.  I believe that, going online, the syllabus will need to also be considered a contract to students (not just expectations of students but what students can expect from the instructor in terms of email reply times, online meeting times, etc.).

So, POT course developers, not sure if this analysis was what you were hinting to with the questions posed for this week.

I end with a video that has absolutely nothing to do with this post whatsoever but in order to fulfill the requirement of this week’s assignment (to embed a video).  I wish I could speak with all these accents – notice that the French accent is not even in English.  If I can tie this video to this week’s assignment in a very loose way, I suppose I could say that we all have different “accents” and thus our syllabi should be individual, reflecting the teacher’s personality, be suited to the discipline, should create interest, be clearly articulated, and should consider our audience above all… that was a stretch!

Week 3 POT – Exploring Online Course Design

I viewed the video tours of two instructors, Jill Malone – who teaches Media Arts and whose class my husband has taken, though on ground, and Pilar Hernandez – whose course I have had the opportunity to view previously because I served on her 6-year tenure review committee a few years ago and conducted an observation.  I tried to view a couple other tours of MCC instructors I know, but the links weren’t working.  For Jill’s class tour, she includes weekly video lectures.  Her courses are primarily project-based, so she includes  critique assignments.  For Pilar’s class, there is an opening default page with links to essential how-tos for the course.  She posts weekly activities culminating in final graded submissions due every 2 weeks.  Because Pilar’s discipline (Spanish) is more similar to mine than Jill’s, I think her course design would be one I would want to emulate.

In considering design elements I will use in online teaching, at this point, I would have to say that nothing is off the table.  I really think that I will experiment with a wide variety of elements and tools to find out which are the best fit with my discipline, my students’ and my technology skills and time restrictions.

Here are some preliminary ideas, without having taught online yet (only doing flipped/blended learning at this point):

  • Peer Review:  Although a lot of my students are not very adept at peer review, I would like them to be able to view each other’s work (paragraphs, primarily) to see model assignments (paragraphs, projects) besides my own or former students’, for commenting on each other’s works, and to just get ideas for their own assignments.  To support the writing process and encourage revisions, I like that Blackboard has a function in which comments can be made on students’ writing, but I haven’t had the chance to practice with it yet.  I also know of teachers who use screencasting (using Jing and others) to make short videos for commenting on students’ writing with annotations.  It seems like that would take up all my weekends, but I love the idea because students don’t always understand written comments on their writing assignments.
  • Assessment:  Again, in noncredit courses, students do not receive official grades, so I just want to get an idea about whether or not my instruction is effective and that they are understanding and retaining what I am teaching.  I already have a healthy test pool in Blackboard of multiple choice grammar quizzes, which I will continue to use in teaching a hybrid course. Right now the tests are not timed and can be taken only once.  I tell students that if they receive lower than 70% to tell me and then I will clear their test attempt so that they can try again.  I will continue this practice but probably reset the test options to allow students multiple attempts. To practice and review for quizzes, I usually have in-class games (Jeopardy, competitions using audience response systems/clickers, etc.).  Luckily, with a hybrid class I will be able to continue this practice; transforming these activities to online/individual review tasks will be difficult.  For other practice activities, here are some tools I currently use (free, easy to use and difficult to replicate within Blackboard) – Quizlet (flashcards with audio, images, quiz, games – can be used with many languages) for vocabulary (example) and parts of speech (example), SpellingCity for listening, pronunciation, and spelling, and a whole bunch of ESL grammar sites.  There are not a lot of good reading and writing sites for ESL, unfortunately. I also use videos I find on Youtube for supplementary practice (such as JenniferESL) and have made a couple of my own (this pronunciation one has gotten me a lot of subscribers) for pronunciation practice. To assess students’ pronunciation, I use Wimba voice board in Blackboard, but I would like to experiment more with other uses of the Wimba tools. In the future I hope to have the time to create some more of my own nongraded activities for students to use for practice and self-assessment within Blackboard.  I would also like to find a way for students to have digital portfolios of their writing and projects, within Blackboard, if possible.  Right now students just send me their work through Blackboard Messages.


  • Lecture:  If any courses I teach were to be offered completely online, I would need to modify and narrate the numerous PowerPoints I have created over the years.  Right now my lectures are not straight lecture because I try to follow the learning pyramid (image above) that indicates that student retention is low when the instruction is pure lecture.  Therefore, I include short conversation questions related to the content to break up lecture and let students practice.  I also provide students with a listening and note-taking form (lecture notes) that have some key parts removed.  This way, students have to engage by being active listeners and practice their listening and note-taking skills.  I’m not sure how this will work in an online format.  I imagine that I will still provide students with note-taking forms but that the discussion will be on discussion boards.  Again, whichever form the online lectures take, with my target audience (and probably with everyone’s), it will be very important to accommodate many, many different learning styles by providing content in print, with visuals, and with audio and plenty of support and easy navigation.  Also, since my lectures are PPTs, I imagine that I will need to upload them to a slidesharing site (I have used Slideshare but I don’t think it includes audio and AuthorStream – not sure if it still includes audio).  These sites convert a PPT into a flash that can be embedded.  This is great for students who don’t have PPT or have a different version so that they don’t have to download to view; on the other hand, it doesn’t work for students who don’t have internet or are using a non-Flash capable device (some phones or tablets, right?). I’ll need to explore further… Anyway, I don’t think online lectures will be quite the same because the spoken element/practice will be removed given that students working online won’t have a classmate sitting next to them, but that’s the flipped classroom model – practice activities happen F2F inside the classroom.
  • Discussion forums:  I have used these before (Blackboard Discussion Board), and will bring them back, both open (for students to discuss freely) and targeted (on class content).  I need to review what it takes to lead successful discussions online.  I don’t really like BB discussion board all that well.  I have used Padlet in class as a CAT (classroom assessment technique). Students LOVED it because they can see what others are entering on the wall in real time and they can post links, videos, photos.  I hate going outside of BB a lot because it can confuse students, but with Padlet, they don’t need a password or anything if the wall is set up with certain privacy and moderation options.  Here is an example from last year and an example from a few weeks ago with the current class I am teaching (Thursday before Labor Day weekend – hence the question about weekend plans).
  • Communication:  Obviously the benefit of online learning is anytime convenience.  Therefore, of course most of the communication will be asynchronous; however, I have (very little) experience with Blackboard Collaborate (formerly Illuminate?) but much more experience with Adobe Connect (which, unfortunately, MiraCosta doesn’t offer).  I would love in the future to try out some synchronous activities with my classes.  Most likely this will just be chat at first, but eventually I’d like to try voice chat or video conferencing.  We’ll probably have to do it F2F in a lab because I really don’t know at this point what kind of access my students have, although I am currently surveying all students in our Levels 5 – 7 classes on their technology access and should have some answers in a few weeks.  I have heard a lot of online teachers say that they have used synchronous communication for office hours or Q and A sessions but with mixed results, so I don’t plan to jump in but try a couple of very well-planned and -though out activities F2F first.
  • Research:  Being language students, my students don’t do a lot of research except for a few paragraphs or projects they write.  For example, for an upcoming paragraph, they will write what they think has been the greatest invention, so they will need to use the Internet to find out when it was invented and by whom.  For a team project using passive voice, they will create a PPT or Web page about one of the new wonders of the world, so they will need to gather information.  Students now are much more tech-savvy, but for a few who still get lost in cyberspace or don’t have the skills to critically evaluate a Web site’s credibility and worth, Instagrok is a site I will explore and perhaps refer students to in the future.

I am interested to find out what Google Classroom offers. Wouldn’t it be nice to have a CMS that has every tool you have ever wanted?