Please submit your articles here bit.ly/GEGarticle . We love to hear your stories.

New articles wanted for the newsletter

The newsletter has always focused on articles telling us about the events delivered by our wonderful GEGs across the globe. We would really love to add a new section of Quick Google Tips, Tricks and Templates or in-depth product articles. So if you have a super cool idea or a template you would like to share with us all please submit these to the Newsletter articles Form bit.ly/GEGarticle. Hopefully the next newsletter will be even better! We have started it this month with an in depth article all about AI from GEG Supertabi Portugal.

The “Panggung Google Berbagi” GEG in East Java Commemorate Indonesia’s National Resurgence Day

We need to ensure that the increased use of educational technology, due to the pandemic continues. To keep the momentum, several GEG communities in East Java, Indonesia, collaborated to create online workshops for teaching innovation using Google Workspace for Education. This was called Panggung Google Berbagi or PAGI (GEG of East Java's Google Sharing Stage). Our event also corresponded with National Resurgence Day of Indonesia which inspired our theme to be Let's Rise with Google for Education (Ayo Bangkit Bersama Google for Education). The event on May 27-29, 2022, brought together 14 Google educators to demonstrate their practical skills in producing a more evolved digital classroom. Streamlined through GEG Indonesia's Youtube channel, it attracted approximately 500 viewers during the live sessions.

Before the main presentations, there was an inauguration event that introduced GEG communities in East Java and Chromebook. This session brought together Ms. Natalia and Mr. Pandu as the managers of Google Educator Group Indonesia communities as well as Ms. Rose as the Google Education Specialist for East Java regions.

Autocrat was presented by Mr. Abduh (GEG Surabaya) to create payment receipts and by Mr. Hernowo (GEG Madiun) to create an online certificate. Both documents require a list of names to identify, so the add-on helps to simplify the process through automation programming. In Add-ons for productive teaching strategies, Ms. Annisa (GEG Sidoarjo) presented Murf for providing native speakers' voices in a monologue and Beep for recording students' voices to respond to the listening texts. Mr. Ila from GEG Makassar also participated by presenting 5 add-ons in Google, such as One Tab and screen splitter. A solid team from GEG Pasuruan, led by Ms. Liza, also demonstrated the methods to create safe space in Google through "Settings" adjustments and personal add-ons suitable to the users' needs.

Google Crowdsource for Google Speech

The GEG Community across ASIA came together to deliver GEG APAC- Pacific Connect Weekend “Staying Connected 5.0” Live 2022 hosted 3 days, Jan 07 -9,2022 in 16 Languages.

“GOOGLE CROWDSOURCE FOR GOOGLE SPEECH” Session via was presented in English by Tamil Inaiyam and can be found on the YouTube Channel https://youtu.be/WHiNOJ_cXG4 The APAC English Language event was hosted by Nathan Gildart, GEG Community Leader, Google Certified Educator and Innovator.

Spotlight on a GEG leader : Banu Aykın Köylüer - GEG Turkey

Twitter @GEG_Turkey

Website: https://sites.google.com/view/gegturkey/home

Instagram: @gegturkey

Facebook: GEG Turkey

GEG Slow Chat - The Multiple roles of Teachers: How do you do that?

Don't forget to join us for the second GEG Slow Chat.

"The multiple roles of teachers: How do you do that?"

Come and join the GEG Program and GEG DelhiNCR teams to discuss the multiple roles of teachers.

It's being hosted on Saturday July 30, 2022 but if you are not able to participate on that date, as the name suggests it is a slow chat. Join in at ANY time after. All your contributions will be welcome.

GEG Buenos Aires, Argentina - What if you could save a life

GEG Buenos Aires is delivering an exciting and important series of webinars teaching members what to do and how to act in case of an accident (inside the school and in your personal life).

The circle is called: "What if you could save a life? "

The first meeting was very successful and our members are excited for the next.

In our GEG we have a member called Matías Sanders who is an Emergency Medical Technician, Basic Life Support Instructor of the American Heart Association and head of the Active Operations Corps of the Argentine Lifeguard and Assistance Corps.

He leads the series and guides us as leaders and captains of our GEG in the framework of these webinars.

We have a Classroom where we share with the members, tools, tips, games, activities, videos, to make the experience more productive.

Use of Augmented Reality (AR) and Virtual Reality (VR) in education with GEG SUPERTABi Portugal

The use of Augmented Reality (AR) and Virtual Reality (VR) in education allows us to explore the creativity and originality of our students. Giving them the freedom to be the creators and producers of their knowledge makes their learning paths much richer where this knowledge is much deeper and more objective, as there is constant motivation and commitment, always present, in the use of these tools to create immersive environments. AR/VR are great technologies to make teaching and learning for students more motivating, exciting, rich, and truly meaningful. Learning by doing is the way forward in the collaborative learning of our students.

The integrations of these technologies into our teaching processes provide powerful opportunities for students to explore objects and places that are otherwise inaccessible, as traditional tools (videos and books) do not allow. This fact allows our students to have greater control over what they learn, increasing their autonomy and critical thinking in their own learning path.

These technologies provide our students with learning experiences never before possible. Virtually any activity performed in physical spaces (except for some activities that involve bodily contact with other people or with physical structures) can be transported to the Immersive Environment space, which, in turn, opens infinite new possibilities that would otherwise be unfeasible or impossible. in physical spaces (visiting distant places, revisiting the past, “impossible” trips (inside the human body, operating the inside of a machine, simulations of surgical interventions), allowing the environment to be used safely, with unlimited uses and immediate and present feedback, visual and tactile feedback.

Using an Immersive Environment using VR and AR, as an environment for carrying out remote activities, makes it possible to preserve students' privacy, make them more comfortable (especially important for students who feel intimidated in front of a camera), while at the same time, it offers a greater perception of presence and sharing of the same space, and, above all, greater involvement, and attention.

Most Immersive Environments are more than just “games”, as they allow you to carry out virtually any activity (including games), but not limited to games. As in the real world, in a typical Immersive Environment we can chat, socialise, walk, participate in parties, go to exhibitions, or shows, attend, or teach classes, buy and sell, play games or even do nothing.

An immersive environment works as another reality, in which it is possible to socialise, carry out activities and transactions like those we carry out in the physical world, that is, our "first life".

Any person's participation in an immersive environment takes place through an avatar, which acts and interacts on their behalf, who in turn has full control over their alter ego and perceives the world from the perspective of this character who represents them.

This connection between the human person and the virtual character of the Immersive Environment is very strong and is easily perceived by most participants in these environments, being like what happens when we control the character in a game. The consequence is that the participant feels immersed in that world (if using Virtual Reality glasses, the sensation is even greater, very close to actually “being there”). This perception of being with other participants in the same space, even if virtual, is already a gain in relation to videoconferencing, a means of communication that can make us feel close, but not necessarily inserted in the same environment.

In relation to video-conferences with closed cameras, the advantage is that the participant needs to be more attentive so that they can properly control their avatar and interact with the other avatars, in addition to the involvement being naturally greater because it is a gamified environment.

Using an Immersive Environment as an environment for carrying out remote activities makes it possible to preserve students' privacy, make them more comfortable (especially important for students who feel intimidated in front of a camera), while offering a greater perception of presence and sharing the same space, and, above all, greater involvement, and attention.

The use of Immersive Environments in education offers numerous possibilities, such as holding events (traditional "science fairs" and exhibitions, for example), application of active methodologies, socialisation space, gamified activities, among many others. From a pedagogical point of view for teachers, as advantages we have “learning by doing” (constructivism, where students learn through the creation of learning objects), collaborative learning, game-based learning, and gamification.

In addition to that it causes greater motivation and commitment of students in carrying out the proposed tasks, greater satisfaction on the part of students in learning activities, individualised and more objective learning.

While AR allows immediate access without many of the barriers of VR, there are several details to consider when using VR in a classroom. With AR, students can use their own mobile devices or tablets in the classroom. Apps available for AR have a lower learning curve for students and teachers than VR apps. In fact, it would be easy for teachers to start engaging students with AR very quickly.

During the height of the pandemic, teachers were pushed to teach with technology, whether they felt ready or not. This also meant that students were forced to learn in ways they were not exposed to, which created gaps in their learning. Another problem many teachers face in returning to school is a gap in student behaviour.

One way to fill these gaps is through immersive technology. Students have become more motivated with technology in the later years of their education and continuing to provide this in a way that excites students can help with their learning and behaviour.

Using immersive technology can provide students with a more personalised learning experience. Many of the free resources that are shared give students the opportunity to explore an area of the curriculum at their own pace and in their own way. This experience allows students to own their own learning, which allows teachers to not have to be the experts.

Using AR/VR in the classroom allows you to expand teachers' lesson plans and explore new ways of teaching.

Most Immersive Environments are more than just “games”, as they allow you to carry out virtually any activity (including games), but not limited to games. As in the real world, in a typical Immersive Environment we can chat, socialise, walk, participate in parties, go to exhibitions, or shows, attend, or teach classes, buy and sell, play games or even do nothing.

An immersive environment works as another reality, in which it is possible to socialise, carry out activities and transactions like those we carry out in the physical world, that is, our "first life".

Any person's participation in an immersive environment takes place through an avatar, which acts and interacts on their behalf, who in turn has full control over their alter ego and perceives the world from the perspective of this character who represents them.

This connection between the human person and the virtual character of the Immersive Environment is very strong and is easily perceived by most participants in these environments, being like what happens when we control the character in a game. The consequence is that the participant feels immersed in that world (if using Virtual Reality glasses, the sensation is even greater, very close to actually “being there”). This perception of being with other participants in the same space, even if virtual, is already a gain in relation to videoconferencing, a means of communication that can make us feel close, but not necessarily inserted in the same environment.

In relation to video-conferences with closed cameras, the advantage is that the participant needs to be more attentive so that they can properly control their avatar and interact with the other avatars, in addition to the involvement being naturally greater because it is a gamified environment.

Using an Immersive Environment as an environment for carrying out remote activities makes it possible to preserve students' privacy, make them more comfortable (especially important for students who feel intimidated in front of a camera), while offering a greater perception of presence and sharing the same space, and, above all, greater involvement, and attention.

The use of Immersive Environments in education offers numerous possibilities, such as holding events (traditional "science fairs" and exhibitions, for example), application of active methodologies, socialisation space, gamified activities, among many others. From a pedagogical point of view for teachers, as advantages we have “learning by doing” (constructivism, where students learn through the creation of learning objects), collaborative learning, game-based learning, and gamification.

In addition to that it causes greater motivation and commitment of students in carrying out the proposed tasks, greater satisfaction on the part of students in learning activities, individualised and more objective learning.

While AR allows immediate access without many of the barriers of VR, there are several details to consider when using VR in a classroom.

With AR, students can use their own mobile devices or tablets in the classroom. Apps available for AR have a lower learning curve for students and teachers than VR apps. In fact, it would be easy for teachers to start engaging students with AR within the next minute.

During the height of the pandemic, teachers were pushed to teach with technology, whether they felt ready or not. This also meant that students were forced to learn in ways they were not exposed to, which created gaps in their learning. Another problem many teachers face in returning to school is a gap in student behaviour.

One way to fill these gaps is through immersive technology. Students have become more motivated with technology in the later years of their education and continuing to provide this in a way that excites students can help with their learning and behaviour.

Using immersive technology can provide students with a more personalised learning experience. Many of the free resources that are shared give students the opportunity to explore an area of the curriculum at their own pace and in their own way. This experience allows students to own their own learning, which allows teachers to not have to be the experts.

Using AR/VR in the classroom allows you to expand teachers' lesson plans and explore new ways of teaching.