I learned some really interesting things throughout my research process. First, right early on in the semester, I was already aware that my school district has been actively promoting the use of technology in learning and teaching. Evidently, every student in my class is provided with a chromebook, as well as allowed to use a cellphone in the classroom when required by any activity. When I started my research, I could find most of the information on the school's technology website, where there are resources designated for different user groups: staff, parents and students. Teachers, in particular, get a lot of support, not only in the form of in-school assistance but also training and invitations to Tech conferences.
Another interesting observation is the school's exclusive focus on Google Apps. For example, students complete some of their projects on Google Docs and Slides. Teachers receive training in using all aspects of Google Apps (gmail, calendar, etc.), as well as encouraged to attend a Google Educator training academy. As I perceive, one strength of this 'policy' of universalizing Google Apps is that it becomes easier for teachers to readily access students' works and collaborate with each other, especially through a school-wide learning management software. Not only my placement school website, but also many universities and colleges' open-source learning management sites (CTools, Canvas, Moodle) have links to Google. Other than Google, my co-operating teacher and some of her Social Studies colleagues also enjoy using Kahoot for whole-class formative assessments. But I have not come across any other instance of the use of other particular softwares (e.g. Blackboard, etc.). I will be curious to learn more.
Another interesting observation is the school's exclusive focus on Google Apps. For example, students complete some of their projects on Google Docs and Slides. Teachers receive training in using all aspects of Google Apps (gmail, calendar, etc.), as well as encouraged to attend a Google Educator training academy. As I perceive, one strength of this 'policy' of universalizing Google Apps is that it becomes easier for teachers to readily access students' works and collaborate with each other, especially through a school-wide learning management software. Not only my placement school website, but also many universities and colleges' open-source learning management sites (CTools, Canvas, Moodle) have links to Google. Other than Google, my co-operating teacher and some of her Social Studies colleagues also enjoy using Kahoot for whole-class formative assessments. But I have not come across any other instance of the use of other particular softwares (e.g. Blackboard, etc.). I will be curious to learn more.