Google Sites – Create a website without programming knowledge

Google sites?

Google Sites is a website creation and hosting platform that is free to access and offers the ability to build simple and professional websites very quickly, without any prior knowledge in terms of code or programming. The platform offers several themes and templates, which integrate perfectly with other Google tools.

Note: To create a website using Google Sites, you need a Google account.

How it works ?

Sylvain Duclos, mathematics teacher at CSS des Navigateurs and specialist in technology education (One application per day with Sylvain Duclos), in the next video is an introduction to the Google Sites tool. It discusses the various functions of the platform (banner, parameters, insertion of interactive content, pages, subpages, hidden pages, etc.).

You can also find his reading list for student lessons.

Note: In the Google for Education Educator Center, you can access the Getting Started with Google Sites guide. You’ll learn how to use Google Sites to share your students’ work with your school community, create a classroom portal, and organize online resources.

Returns of use

– The magic of the microsite

During this workshop (2020) for RECIT DP (Domaine du développement de la personne), Alexandre Chenet, Marjorie Paradis and Annie Torpede explain to us the advantages of creating a microsite with Google Sites in order to allow us to maximize its educational use.

You can find all these pedagogical considerations in the Microsite Magic microsite produced for this workshop.

– Lynn Rodier

Lynne Rodier, a lecturer at the University of Quebec in Outaouais and a consultant in history and heritage, on her site History, Heritage and Education introduces us to the various advantages of the educational use of Google sites.

In particular, she explains that the possibility for a teacher to create a website for his or her class can become a place to integrate course notes and all documents needed to realize activities in class. She sees advantages in this over traditional PowerPoint presentations, because that way students can access course notes in public.

The latter can then refer to their notes online and return to the material seen in class. The teacher, for his part, can add hyperlinks that lead students to the various practical work to be done or to pages related to the topic.

Lynne Rodier continues to explain that Google sites encourage peer collaboration. Multiple people can collaborate to create a site in real time. Students can also create their own site also for the purpose of making a presentation, adhering to the rules and policies of posting in a public place, taking care of copyright and citing its sources.

Examples of use in the Date category:

– Marie France Raymond Dufour

As part of an article for Profweb (2015) titled “Challenge Student Projects with Google Apps Education!Marie-France Raymond Dufour, then a French teacher at Collège de Rosemont, explains how she used Google to recreate a serious game (smart game).

As part of an exercise to write an essay summary, I found that almost all students in serious games chose one from the selection of texts they had to comment on. So I was inspired by this practice to develop learning activities in written production, with a narrative framework extending through the session.

Students thus have to create various administrative documents while creating a fictitious administrative entity according to their interests. Then students are assigned a site in Google Sites where they have to complete all their educational activities.

Here are some examples:

  • customize the site according to the mission of their fictional entity;
  • Develop a detailed organizational chart of their entity on CmapTool;
  • create a brochure (paper document) consisting of elements that will eventually be included on the promotional page of their fictional entity;
  • creation of a promotional page for their entity in a digital wallet;
  • For the subject of employment: write various administrative documents such as a job offer, a letter of introduction, and a letter of acceptance and rejection.

To more accurately represent the reality of the professional environment, it has included preliminary instructions for working on the site. And so the students could consult with them from the start of the session, but she enjoyed adding an extra degree of difficulty: She added “snap” instructions during the session, without adjusting the deadlines.

– France Lavoie

Also under Article “Challenge Student Projects with Google Apps Education!(2015), Frans Lavoie, then a teacher of Social Research Techniques (TRS) at the Collège de Rosemont, explains to us that as part of the programme, students must frequently carry out group projects, sometimes even projects involving the whole group. .

Keen to offer her students a wealth of diverse skills to ease their transition into the world of work, she tells us that the digital portfolio project has set itself perfectly for this goal and that she decided to turn to Google Sites due to its simplicity. and ease of use.

The process of creating a professional portfolio is a relatively complex process for a student who does not yet know the realities of his or her future professional environment, and thus a portfolio project has been incorporated into the TRS courses, as you write. , so that students deposit materials there from time to time and accumulate, during their studies, collections that testify to their journey and progress (learning portfolio).

During the last semester of their studies, students begin to think more deeply and choose, from the items collected, items to be incorporated into their professional portfolio.

My opinion on Google sites

In the end, Google Sites has proven to be an excellent tool for nurturing a common niche in a collaborative way by organizing a collection of online resources within a framework, for example, a class site. It is a possibility given to the teacher to better organize and enrich the course material by adding multimedia elements, while allowing pupils to access it in the classroom as well as outside.

But its most interesting use remains, in my opinion, the possibility given to students to build a personal portfolio that allows them to collect in an organized way, actions, ideas and feedback on a digital medium. This set will therefore allow the student to document and reflect on his or her progress while attesting to their learning.

Gerald Terot

sources

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