How To Use Chromebooks Without Disruption

By Izzy Hilliard

Over the course of the last year, Google chromebooks have been a complete lifesaver. From zoom lessons to online assessments, WA has been ahead of the game when it comes to digital infrastructure and online learning. 

However as a return to “normal” learning inches ever closer, we are all experiencing the same issue. Students are on their chromebooks all the time. You haven’t asked them to be, but their reasoning of “wanting to see the slides” appears valid and slowly you notice a handful of students are on their chromebooks and you are not sure why. Whatever the reason may be, it is becoming more difficult to control our students on their chromebooks. 

What can you do to maximise the benefits of using chromebooks but minimise disruption?

1. Build routines

This seems obvious, but only because routines are vital when it comes to technology within schools. Chromebooks do not need to be out until a task needs them, and after the task they should be put back into their bags. Once the routine is set, your students will become quicker and quicker with this process. 

2. Make any use of chromebooks short and purposeful

The only reason students should be on their chromebook is when you have asked them to be. Having a short, interactive task such as a mentimeter for class discussion or a Google Forms quiz for AfL, these tasks should not take over ten minutes. After this point I find all minds begin to wander, whether that be towards checking emails or playing tetris. 

3. Make students know you’re watching

One of the many benefits of Google Classroom is that you can cast students’ work if needed. This isn’t just great for reflection and peer assessment, but also makes your classroom know that at any point you can showcase their work. I would not advise doing this as a name-and-shame as that is not beneficial to healthy relationships, but I think it does show you who is struggling, who is doing well and, potentially, who is being lazy.

4. Follow behaviour policy

If you have to stop your teaching to tell a student to put away their chromebook it is a disruption to learning. Even if they are looking at the slides, checking their timetable, or if they did just want to check their emails, it still counts. You had to stop teaching twenty five students to tell one off and this is disruptive behaviour when they know the routines you have set. 

5. Remember the good

Behaviour with chromebooks is still hard, even if you have the best routines and you ensure that all use is perfect, jazzy and interactive. It might still go wrong. Keeping in mind that we asked students to use their chromebooks for the better half of a year to learn. They have built their own routines over that time, where the chromebook is integral. Reconstructing this takes time and perseverance. The benefits chromebooks have given us over the last two years far outweigh the negatives we now have.