1st SESSION - GOOGLE WORKSPACE FOR EDUCATION

Main ideas & lessons

• Event setup & communication rules

  • The session starts late (due to the resource speaker’s internet troubleshooting) and is extended.
  • Attendees are instructed to:
    • Ask questions via PM/chat, preferably after reading preliminary instructions.
    • Avoid sending messages in the GC (group chat) because it increases moderation load.
    • Avoid posting reactions (e.g., thumbs up/heart) too frequently, as they can cover announcements/instructions.

• Training purpose

  • The week’s topic is Google Workspace for Education (Google for Education).
  • This session focuses on fundamentals, plus quick updates and AI-enhanced features.

• CPD accreditation / compliance

  • The training is PRC-accredited (listed in the CPD portal).
  • Participants receive CPD units after uploading certificates/records.
  • Guidance was given that self-paced/asynchronous modes are limited or disallowed under newer PRC guidelines, so the sessions are conducted live.

• Trainer credibility

  • The trainer is introduced and credentials are emphasized (including Google certification levels and AI/Gemini-related certifications).

• Core educational value of Google Workspace

  • Google Workspace for Education is framed as:
    • Cloud-based (autosave, reduced device storage needs)
    • Productivity (teaching/admin tasks)
    • Collaboration (real-time co-editing, sharing, commenting)
    • Connected ecosystem (integrations across Docs/Slides/Classroom/Meet/Gemini/Forms)

• 21st-century skills framework

  • Google tools are linked to four skills:
    • Collaboration
    • Communication
    • Creativity
    • Critical thinking
  • Examples emphasize thinking beyond conventional solutions (e.g., “think out of the box”).

• AI-integration philosophy (“80/20 principle”)

  • AI is presented as a helper that provides a starting point.
  • Humans are responsible for context-setting, verification, and pedagogy.
  • Repeated warnings:
    • AI output may include hallucinations.
    • Educators must cross-check sources, confirm facts, and ensure suitability for the learner level.

• “Play shop” learning approach

  • Participants are encouraged to practice interactively (“tinker around”) rather than only watch.
  • Best practice: use the web/laptop version (full features vs. tablet/phone limitations).

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Methodology / instructions presented (organized)

A) How to get answers / ask questions during the webinar

• Before messaging, read the preliminary instructions/announcements, since many answers are already there.
• If you have a concern/question:
  • Message Ma’am Jane (via PM) for issues on her account/topic, or
  • PM the facilitator (avoid relying on frequent GC posting).
• Use chat/PM instead of spamming the group chat.
• Avoid frequent reactions (thumbs up/heart) so instructions remain visible.

B) Accessing and checking PRC accreditation (CPD portal)

• Go to CPDAS (or the CPD portal).
• Navigate to Accredited Programs.
• Search for the provider (e.g., Edtech Teacher Training Center).
• Verify that the training appears under the correct accredited entries.
• Note:
  • If CPD units are not yet uploaded to the master list, they will be processed after certificate issuance.

C) Using Google Workspace tools: workflow and UI basics

• Use the Google app drawer/waffle icon to launch tools (Docs, Slides, Forms, Classroom, etc.).
• Prefer laptop + web version for full functionality.
• Open a tool by using:
  • A direct URL (e.g., docs.google.com, forms.google.com), or
  • The waffle icon → select the app.

D) Demo methodology for Google Docs (Doc creation + AI-assisted drafting)

• Create a new Google Doc.
• Use Gemini integration (when available on DepEd accounts) via the Gemini icon in the Docs interface (side panel or bottom bar).
• Demo steps included:
  • Generate a lesson plan template (e.g., 5E lesson plan for Grade 6 Science on volcanoes).
  • Add differentiated activities using a Gemini prompt.
  • Generate and insert rubrics for performance tasks.
  • Use Smart Chips (e.g., for dates/people) via Insert menu.
• Ethical/quality checks emphasized:
  • Review, verify, cross-reference, and align to learner level.
  • Do not blindly accept AI output and publish immediately.
• Collaboration steps:
  • Use Share to invite collaborators via link/email.
  • Adjust roles: Viewer / Commenter / Editor.
  • Limitation mentioned: collaboration can be constrained when there are many editors.

E) Demo methodology for Google Slides (Slides creation + media + offline/cross-platform considerations)

• Open Google Slides → start a new presentation (blank or template).
• Gemini assistance (when available):
  • Convert/Enhance slides using Gemini (e.g., “turn this into…”).
  • Limitation noted: Gemini may operate one slide at a time.
• Record embedded video content:
  • Slides can record/insert a speaker-style spotlight video (camera integration).
• Embed external media:
  • Insert YouTube videos via Slides embed options.
• Download/format warnings:
  • Embedded online videos may not behave correctly when exported to PowerPoint offline.
  • Suggested approach: prepare/package for offline use in advance.
• Hyperlinks:
  • Insert links to Forms for assessments/evaluation.

F) Demo methodology for Google Forms (AI quiz/form generation + quiz setup + scheduling responses)

• Go to Forms (e.g., forms.google.com).
• Use Gemini assistance (for DepEd accounts with the feature):
  • Prompt Gemini to create a 10-item multiple-choice assessment for a topic and grade level.
• Convert into a proper quiz:
  • In Settings, toggle Make it a quiz.
  • Add an Answer Key for questions.
  • Optionally add feedback for correct answers.
• Control availability:
  • Use Publish options:
    • Set close date and/or
    • Set response limit
  • After publishing, share the responder link.
• Ethical emphasis:
  • AI-created items must still be reviewed for correctness and appropriateness.

G) Demo methodology for Notebook LM (research assistant + grounded summaries)

• Access Notebook LM via notebooklm.google.com or the app drawer/waffle icon.
• Create a new notebook.
• Add sources using two routes:
  • Upload files (PDFs, Google Docs, etc.), or
  • Instruct it to search (web research / deep research options).
• Capabilities demonstrated:
  • Generate overview/summaries grounded in provided sources.
  • Ask questions for study/review.
  • Generate:
    • Quizzes
    • Flash cards
    • Reports
    • Mind maps
    • Audio overview (can be slow/long)
• Deep research:
  • Scours the web for more sources and produces a report with citations.
• Ethical warning:
  • Even with grounded AI, educators should review and verify.
• Limitations mentioned:
  • Notebook LM may have constraints connecting certain URL types or handling some resources.

H) Demo methodology for Google Vids (AI video creation, explainers, avatars, and conversions)

• Launch Google Vids from the app drawer.
• Use Convert slides to generate an explainer video:
  • Import a slide deck.
  • Optionally include:
    • AI voiceover script
    • Background music
    • Animations
  • Edit the script if needed.
• Create a video from scratch:
  • Prompt for storyboard + scene flow (e.g., Grade 6 volcano explainer).
  • Produce a draft video quickly.
• Captions for accessibility:
  • Generate captions/subtitles and place them in the video.
  • Note: captions generation may include errors; regenerate/delete as needed.
• AI avatar / music:
  • Avatar creation and theme song generation using integrated AI music features.
  • Limitations observed: feature availability differs by account; inclusive/sign-language avatar features were sometimes not available.
• Export/sharing:
  • Share/copy link and export options discussed (e.g., export to Drive; downloadable formats like MP4/GIF mentioned).

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What tools were covered (and their teaching purposes)

• Google Docs

  • Collaborative writing, commenting, feedback, lesson plan drafts.
  • Gemini-assisted lesson drafting and rubric creation (when integrated).

• Google Slides

  • Presentation building and design enhancement with AI.
  • Embedding video and recording spotlight.

• Google Forms

  • Formative assessments: quizzes, surveys, data collection.
  • AI-assisted quiz creation; quiz settings + answer key + scheduling closing.

• Google Classroom

  • Mentioned as part of the overall agenda, but not fully demoed in this recording/session (trainer noted he “still owes” the demo).

• Notebook LM

  • AI research and note-taking assistant with citation-grounded outputs.
  • Summaries, study guides, quizzes, flash cards, mind maps, reports.

• Google Vids

  • AI video explainer creation and slide-to-video conversion.
  • Captions, avatar/music, storyboard generation.

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Speakers / sources featured (identified)

Speakers (people)

1. Ma’am Jane (contact for questions/concerns)
2. Ma’am Vanessa (mentioned/addressed during the webinar)
3. Sir Gab / Sir Joseph Gabriel Evocado / Joseph Gabriel Jucado (main trainer/presenter)
4. Sir John (organizer/facilitator; referenced for instructions and sessions)
5. Teacher Dolores (mentioned during demo guidance)
6. Teacher Vanessa de Guzman (asked/raised questions during demos)
7. Teacher Lyn Nikantulinao (asked about usefulness/participated in chat)
8. Teacher Ara (mentioned receiving congrats)
9. Teacher Mary Grace Erenia (mentioned in slide visualization context)
10. Teacher Maria Fe (Gemini icon/access issues mentioned)
11. Teacher Jenina / Jenelyn (limitations mentioned)
12. Teacher Riza / Teacher Rowena / Teacher Thesa / Teacher Alice / Teacher Maria / others (multiple participants referenced by name)

Other sources / entities referenced

• PRC (Professional Regulation Commission) / CPDAS (accreditation compliance context)
• DepEd (Department of Education) and DepEd advisory memoranda
• Google (including a Sundar Pichai quote)
• Google Workspace / Google for Education
• Gemini and Notebook LM (Google AI products)
• Mentimeter (Menti.com) (used for live polling)
• Mumbai Police / Pavlov (conditioning theory) (used as analogy examples)