Posted by Melissa Horwitz, Marketing Manager, Google for Education

(Cross-posted on the Google for Education Blog.)

Editor's note: Teachers are uniquely inspiring people. It takes a teacher to engage students, bring the classroom alive and turn classroom concepts into lifelong passions. We’re thrilled to celebrate everyday heroes like Matt from High Tech High, whose story is below, at ISTE this year in Denver. If you’ll be at the conference, stop by booth #2511 in the expo hall to demo the latest Google for Education tools. We’ll also be sharing over 50 presentations from educators and Googlers in room #103.


San Diego’s High Tech High encourages its teachers and students to think outside the box. Instead of traditional curricula, the school emphasizes experiential projects and student-teacher equality, like using teachers’ first names in the classroom. These are some of the many reasons why Matt Martin has been teaching chemistry there for 4 years. In keeping with High Tech High’s interdisciplinary approach to learning, Matt’s students aren’t just amateur chemists — they’re entrepreneurs-in-the-making who use knowledge from all of their classes to take on classroom challenges.

Matt wants his students to learn about the real-world applications of chemistry, not just the contents of their textbooks. Matt and his students work together on projects, like the Mad Scientist program, which gives students the opportunity to design their own experiments. When one student had the idea of making soap with sodium hydroxide, otherwise known as lye, Matt saw the potential to turn a one-time experiment into a full-fledged business. All the students needed was a name. They came up with the Wicked Soap Company, an e-commerce business dedicated to handcrafted soaps. With help from some real-world scholars, John Cahalin and Elyse Burden, Wicked Soap Company has grown into a self-sustaining enterprise. While initially only 20 percent of the soap students produced was usable, the class has boosted the number to 80 percent over time.

Matt’s students love working for Wicked Soap Company. It has encouraged them to take pride in the uniqueness of their education. “The soap project was an amazing experience and was the first time I had ever done anything like it,” said one of Matt’s tenth-grade students. “ I became a business strategist, selling soap to people from all around the world and informing them about something that separates us from all chemistry classes.”

Matt Martin, chemistry teacher at High Tech High

A formula for success 

Students were so eager to get involved with Wicked Soap Company that Matt decided to extend the project over multiple semesters. Matt’s 50 chemistry students — and dozens more supporting the company — rely on technology like Chromebooks and Google Apps for Education that let everyone participate and learn together. As technology becomes increasingly vital to education, the guidance and instruction teachers like Matt provide has never been more important.

Many of Matt’s students have also discovered the intersection of their skills and interests. By merging students’ various interests — whether it’s in math or English — Matt created a classroom experience like no other. “I’ve learned so much more than just science, or making soap,” said another tenth-grader, “I’ve also learned about the dynamics of entrepreneurship. There was nothing more satisfying than watching people buy and admire something that I made.” Students haven’t just earned experiences, though — they’ve earned profits.

Student from Matt's class making soap

With Matt’s guidance, students have enthusiastically used Wicked Soap’s profits to give back to their community. They’ve donated over 1,000 bars to local homeless shelters. Students also purchased a motorized wheelchair for a senior student who would attend UC Irvine in the fall. When a community member’s house burned down, students donated all of their income the next day in support. It hasn’t been all work and no play for Wicked Soap’s staff, though. Students have gone on outings they wouldn’t have been able to attend otherwise, like a trip to see the Padres take on the Rockies.

There’s no doubt Matt takes an unconventional approach to teaching chemistry, and students are more engaged in the subject as a result. “I walked into this class knowing nothing about chemistry,” said one of Matt’s students. “Now I feel like I have learned so much and am more interested in chemistry. I even want to do experiments on my own time now that I have been introduced and shown how to run an experiment.”

Wicked Soap Company, the fruit of Matt’s Mad Scientist program, shows how it takes a teacher to create engaged, successful students. As a chemistry teacher, Matt didn’t just teach how to make solutions and compounds — he showed his students how to discover their passions.

Wicked Soaps, almost ready for sale

If you’ll be at ISTE in Denver, come visit our Booth #2511 in the Expo Hall and our Session Room #103 to hear more stories like this one.

Posted by Daniel Bray, Program Manager, eLearning, Australian Capital Territory Education Directorate

(Cross-posted on the Google for Education Blog.)

Editor's note: Today’s guest author is Daniel Bray, Program Manager, eLearning, for the Australian Capital Territory (ACT) Education Directorate. A former teacher, Bray initiated a districtwide digital program, which brought Chromebooks and Google Apps for Education into all Canberra public schools. The “Learn, Anywhere” program has since been recognised at the federal government level as a finalist for the national eGovernment Excellence awards for Project and Program Management. You can read full the full ACT case study here.


I work for the Australian Capital Territory (ACT) Education Directorate, which serves 45,000 students from preschool through year 12 in the 87 schools comprising the Canberra Public School system. In 2013, the Directorate launched a district wide digital transformation program with the goal of empowering students to "Learn, Anywhere.”

Students at Amaroo School, a 'super' school in the Canberra district, that has classes from Kindergarten to Year 12

While we were thrilled at the prospect of helping students learn both inside and outside of the classroom, making this goal a reality came with it’s own unique set of challenges. Our first step was to bring all of Canberra Public Schools into a single, centralised network. We soon realised that our learning management system didn’t scale, and that many schools’ laptops were beyond obsolete. A group of our students, frustrated with computer log-in times, sent our CIO an assignment that recorded log-in times of up to 7 minutes on multiple laptops. That was one of our 'a-ha' moments, and since then, we've taken every effort to use student feedback to inform our overall program strategy.

When we realized that we needed to overhaul the district’s entire technology infrastructure, Chromebooks and Google Apps for Education (including Google Classroom) stood out as a clear choice for us.

Primary students at Amaroo School collaborating on a class project

Chromebooks were affordable and intuitive; Google Apps would let students work from anywhere, on any device; and Google Classroom would let teachers share assignments, track student progress and grade papers — all without printing a single piece of paper.

In 2014, we ran a pilot test with 208 Chromebooks and Google Apps in four primary and secondary schools. During the pilot, the students using Chromebooks and Google Apps experienced super quick logon times and went from 2GB of network storage to enjoying unlimited Google Drive storage. As a Directorate, we couldn’t have been happier with the results: the pilot was a huge success for students, parents and teachers. Most importantly, Google was the choice selected by the schools. Not me. Not the CIO. The schools.

Based on that pilot, in 2015 we decided to roll out Google Apps accounts for all teachers and 32,000 students across the Canberra Public Schools. We also purchased 4,500 Chromebooks (and counting) for schools across the district.

Today, we equip students and teachers with a “Digital Backpack” that comes with Google Classroom and Google Apps, all available in one dashboard. Students get a single login and password for their Google accounts, which stays with them from primary through secondary school.

It’s amazing to watch student learning portfolios grow from year to year. Families can track student development and celebrate achievements, and teachers have a richer, more holistic view of student progress.

By adopting Chromebooks and Google Apps districtwide, we’ve greatly improved the way our students share ideas, give peer feedback and collaborate with each other, in real time. These intuitive and helpful technologies have helped us achieve and exceed our “Learn, Anywhere” vision.


You can read full the full ACT case study here.

Posted by Jilli Hume, Program Manager, Google for Education team

(Cross-posted on the Google for Education Blog.)

Editor's note: Small schools are seeing great success with Google for Education tools. We spoke with educators and administrators from smaller districts across the United States to better understand how technology has helped them innovate, create more efficient processes, and make a positive impact on their students. This is the second in a series of posts where we explore the impact small schools are making on their students. To learn more about using Google for Education tools in charter schools, visit us here. 

Charter schools are small but mighty. While they don’t have the resources and support an entire district has, they do have ambitious goals when it comes to educating their students. We’ve encountered a number of charter schools who are leading the way in their use of technology to help students become inquisitive learners, fostering in them a desire to learn about the world around them. These charter schools are using interactive experiences to spark students’ imaginations, encouraging them to learn about international landmarks, social issues in their communities and historical events that have shaped our country. They’ve found that when students acknowledge diversity in their communities and the world, they’re encouraged to think about how they can create positive change beyond the classroom.

Greater exposure to social issues and diverse perspectives 

Teachers at Brooklyn Prospect Charter School use technology to host discussions about current events, giving every student a voice — including those who are quieter in a traditional classroom setting. For example, after one teacher shared an article with her class about conflict in the Middle East via Google Classroom, every student had the opportunity to comment and share his or her opinion via a text-based discussion in Classroom.

"The most interesting thing I learned from classmates during Google Classroom discussions is how they interpreted a book we read,” says Lena Gallager, an 11th grade student at Brooklyn Prospect Charter School. “We were able to compare our thoughts on the book and build ideas off of each other.”

“When we discussed poetry using Google Classroom, I gained a sense of others’ perspectives. Google Classroom made it really collaborative and easy to share knowledge on the topic,” says fellow 11th grader Nicolas Villarosa.

Along with having open conversations about international news, students at Brooklyn Prospect are encouraged to learn about the issues affecting their own communities. One 10th grader wanted to understand what his peers viewed as the most concerning global issues. As his end-of-the-year project for the international baccalaureate program, he created a survey in Google Forms to collect his peers’ opinions on the topic. He then used those responses as inspiration to compose a musical protest album to raise awareness for the gravity of the issues.

“Technology is helping our students become citizens of the world by cultivating their awareness and giving them a global view,” says Tyra Frederick, educational technology coordinator and high school English teacher at Brooklyn Prospect.

Interactive learning about our forefathers 

Exposing students to a global curriculum at a young age is vital for them to become well-rounded, culturally aware citizens. In addition to teaching geography and history, many schools teach classes about international current events. They also explore how historical events have shaped a city’s identity.

Westlake Charter Schools, for example, encourages students to become curious learners about their pasts. When eighth grade history teacher, Caroline Gaea, gave students an assignment to map the Manifest Destiny across the United States by dropping pins in Google Maps, students went above and beyond. They engaged in critical thinking, not only commenting on the significance of a location at a particular moment in time, but also noting the overall importance of that moment in the broader context of American history.

An eighth grade student at Westlake Charter Schools comments on a city's role in the Manifest Destiny

“My favorite part of the project was being able to be creative with information and make it fun to read,” says Maya, an eighth grader at Westlake Charter Schools. “There were so many different ways to learn the same thing, so each student was able to customize their experience.”

Even after that assignment was complete, students took the initiative to dive deeper into the topic — they impressed their teacher with a historical map of the United States, using layers in Google Maps to show the 1803 Louisiana Purchase.

Westlake Charter Schools students create a collaborative, historical map in Google Maps

“This project made me even more excited to learn about American history because the Google tools give us an opportunity to express our knowledge on a whole new level,” says Grace, an eighth grader at Westlake Charter Schools.

“Mapping out the places and presidents of that time period made it feel like we were there because we understood it better,” says Jada, an eighth grader at Westlake Charter Schools.

Taking virtual field trips around the world

Students at Challenge to Excellence Charter School are using technology to travel outside of the classroom. When a second grade student traveled to India for a family vacation, his classmates virtually went with him. The student took a tablet so he could take pictures of his trip and share them with the class. Back in the classroom, students researched the landmarks that their classmate was visiting and had a real-life view of places like the Taj Mahal using Google Earth.

“It was so fun to be able to take my tablet with me to India to take pictures and then send them to my class,” says Arushi, a second grader at Challenge to Excellence Charter School. “Mrs. Stewart shared the pictures with the class before I even got back home.”

“When the student came back from his trip, his classmates showed him all the pictures and information they’d collected,” says Julie Stewart, technology integration specialist at Challenge to Excellence Charter School. “You could feel their excitement — the project helped take my students outside the four walls of the classroom.”

These are just a few of the ways charter schools are inspiring students to think big and learn about experiences beyond their own. What do you think? What are the best ways for schools — public, independent or charter — to approach a global education?

Posted by Jilli Hume, Program Manager, Google for Education Team


(Cross-post noted on the Google for Education Blog.)

Editor's note: Small schools are seeing great success with Google for Education tools. We spoke with educators and administrators from smaller schools and districts across the United States to better understand how technology has helped them innovate, create more efficient processes and make a positive impact on their students. This is the first in a series of posts that explore the impact and successes of small schools. To learn more about using Google for Education tools in independent schools, visit us here. 

Teachers and staff at smaller schools are experts at stretching resources and keeping close tabs on expenses. For independent schools, it’s important that tuition remains affordable. Historically, bringing new technology solutions into classrooms has presented a tough choice for these schools: buy new devices and software and raise tuition, or maintain tuition while settling for out-of-date technology that doesn’t position students well for the future. Today, schools are discovering that technology can not only be affordable, it can also help teachers and staff save time and increase productivity.

Keeping tuition affordable

St. Jude Catholic School in Indianapolis maintained the balance between technology upgrades and affordable tuition by introducing Google Classroom and Chromebooks to their students and faculty. Google Apps for Education, a suite of productivity and collaboration tools that includes Google Classroom, is free for schools, and Chromebooks cost a fraction of what other tablets, desktops and laptops cost. “We’re a tuition-based school, so having the ability to expose our students to advanced technology, such as cloud computing, without drastically increasing tuition is a huge benefit,” says Joe Shelburn, principal at St. Jude Catholic School.

At Lake Catholic High School in Mentor, Ohio, school leaders faced a similar situation: they wanted to buy laptops for every student, but were concerned their budget wouldn’t stretch. “We didn’t have enough state funding to cover the entire cost — the purchase had to come out of the school budget, and we didn’t want to raise tuition to do it,” says Taylor Smith, the school’s technology coordinator. Chromebooks quickly became the school’s top choice for its 1:1 program, since they didn’t break the budget starting at $149 per device. Chromebooks are also easy for the school to maintain. Quite simply, they don’t have many technical issues, and any issues that arise are easy to fix. They’re also light and sturdy, making them easy for students to carry.

Limiting time spent on paper-based tasks to spend more time on student programs 

Time is another precious resource — particularly at schools where staff members wear multiple hats. As is the case with many educators, teachers at Jackson Preparatory School in Jackson, Mississippi, regularly dedicate time outside of the classroom to grading papers and coaching sports teams. Laura Bishop, head of IT at Jackson Prep, says, “We’re always looking for ways to give our teachers more time to be involved with their families and community.”

When the school switched from legacy software to Google Apps for Education, teachers no longer needed to spend hours on time-consuming tasks like printing and organizing paper assignments. “I’ve dramatically reduced the amount of time I spend in front of the paper copier this year,” says Hunter Upchurch, a Spanish instructor at Jackson Prep, noting that worksheets and quizzes can now be shared through Classroom. The saved time not only gets put back into student programs like sports and music, it helps teachers reduce their “homework”— so they have more time to spend with friends and family when they go home for the day.

Giving IT more time to focus on strategic projects 

When teachers and staff are able to shift away from the slower, paper-based processes that once ate up their time, they make room in their busy schedules to work on projects that would normally be pushed to the backburner, or on creating spectacular lessons for their students. Modern, easy to use technology like Google Apps for Education and Chromebooks can also help IT staff save time on things like computer maintenance and training, so they can focus instead on solving more strategic, challenging problems.

Switching from desktops and legacy software to Chromebooks and Google Apps for Education has allowed Joe Schultz, tech support specialist at Carmel Catholic High School in Mundelein, Illinois, to reduce the amount of time spent fixing PCs, maintaining their old Microsoft server and troubleshooting tech issues. “I’m less busy solving technology-related problems than I was a few years ago,” Schultz says. He plans to devote the saved time to projects like improving network efficiency.

Schools like the above are adopting classroom technology that not only helps keep tuition affordable, but also allows teachers and staff to do more with their limited time. Here are 3 ways you can do the same at your school:

1. Shop around: There are many devices on the market, so find the ones that meet your students’ unique needs. For example, tablets can work well for younger students who can’t yet type on a keyboard, while laptops may be suitable for older students who spend a lot of time on research.
2. Automate what you can: Use online tools to eliminate admin tasks that waste time — like copying worksheets or grading paper exams 
3. Look to the cloud: Reduce IT maintenance, training time and overall costs with easy to use and easy to manage cloud-based solutions. 

Is your school saving time and money by getting creative with technology? We’d love to hear your tips. Share your story below or on Twitter and tag us (@GoogleEdu) or include the #GoogleEdu hashtag.

Posted by David Harrington and Brent Sarver, Google for Education team

(Cross-posted on the Google for Education Blog.)

Editor's note: Georgia schools are seeing great success with Google for Education. We talked to educators and administrators in Georgia to reflect on how technology has helped them innovate and create more efficient processes. From creating more efficient ways for parents to pick their children up from school, to enabling more efficient coaching on the baseball field, technology has improved the student, teacher and parent experience across the state. To learn more about Google solutions for education, join us for a Hangout on Air focused on the next phase of content in the classroom on February 23rd at 2pm ET / 11am PT.

Many schools are replacing former processes with more efficient ways to personalize learning and provide students with the skills to be successful. That level of innovation requires teachers and staff to think about how they can use technology in new ways. Schools in Georgia are using Google Apps for Education to drive innovation in small areas that ultimately inspire new ways of thinking across the district. We’d like to shed light on how schools have transformed their old processes using technology.

Transforming lectures into project-based learning 

Old: For many students, elementary and high school involves listening to a teacher lecture, reading a textbook and taking tests. This common approach to learning leaves out the interactive elements that often help students learn best.

New: The Center for Design and Technology, a project-based STEM program at Lanier High School in Gwinnett County, gives students real-life experiences to apply the skills they’ve learned. Every student works on six team projects per year, and every team creates a website using Google Sites, with links to Google Docs, Sheet and Slides used for team planning and collaboration. “Google Apps helps students learn communication skills, collaborate with teammates and think creatively,” says Mike Reilly, technology teacher at Lanier High School.

The program has helped teachers and students learn outside of the classroom and expand the skills they’re most interested in developing. For example, a team of four students worked with video editor Walter Biscardi to create a 3D model of a disease spread by flies, which appeared in the PBS movie “Dark Forest Black Fly.” They shared ideas in virtual brainstorming sessions via Google Hangouts and collaborated in real time using Google Docs.

Bringing instant communication to an ineffective system 

Old: Picking up students from school is often a slow, disorganized process since schools often have thousands of students to manage and communication isn’t always the smoothest between all staff involved.

New: At Forsyth County Schools (case study), teachers and staff are using Google Apps beyond the classroom to help make the after-school pick-up queue more efficient. In the past, parking lot attendants who escort students to their cars and cafeteria attendants who supervise students didn’t have clear lines of communication. The principal turned to Google Sheets as the solution to increase communication.

All students are assigned a number in a shared spreadsheet. When a parent picks up her child, she displays the student’s number on the windshield, and the parking attendant uses a tablet to flag on the screen in the cafeteria that it’s time for the student to go to the pick-up area. Introducing new technology improved real-time communication and inspired teachers districtwide to talk about innovative ways to use Google Apps to improve processes.

Creating a more streamlined, collaborative process both in the classroom and out on the field 

Old: Monitoring and recording sports team performance can be a time-consuming and tedious process when it’s done the old-fashioned way with a notebook and pencil.

New: With Google for Education tools, coaches at Jeff Davis County Schools (case study) can record and keep track of the high school baseball team’s pitch speeds and number of pitches to make sure a pitcher isn’t throwing too many pitches. A member of the tech staff reads the pitch speed from a radar gun and enters the number into a Google Sheet using a Chromebook. Another Chromebook is connected to a TV in the dugout, so the coaches can monitor the speed and number of pitches thrown. With the sharing feature, the tech staff and coaches are able to view the same information that’s being edited in real time.

Coaches now have more information to make more informed decisions about their players. “If a pitcher has thrown too many pitches or hit pitch speed begins to decrease, the coach can determine if the pitcher needs to be taken out of the game and a relief is sent in,” says Keith Osburn, technology and special programs director at Jeff Davis County Schools.

Coach at Jeff Davis keeping track of pitch speeds on a Chromebook

Schools are continuing to reinvent old processes to provide students with a 21st century education. Check out more inspirational stories from schools.

We’ve heard great stories from many of you about how you’re using technology to do amazing things in your schools, so we're going across the U.S. to see for ourselves! Check out the map below to see where we’ll head next. We’d love to hear what’s happening in your state, so please share your story on Twitter or Google+ and tag us (@GoogleEdu) or include the #GoogleEdu hashtag.

Posted by Alexandrea Alphonso, Eileen Huang, Angela Larkin and Mark Renne, Google for Education

(Cross-posted on the Google for Education Blog.)

Editor's note: California schools are seeing great success with Google for Education. We talked to educators and administrators to reflect on how technology has changed what it means to teach and learn in California. From encouraging strategic thinking to improving writing skills, technology has enhanced the learning experience for students across the state.


For California students, backpacks are getting lighter as schools turn to Chromebooks, Google Apps for Education and cloud-based education apps in place of textbooks, pencils and paper. This new approach to learning is helping students improve their writing and critical thinking skills, while helping teachers and staff increase productivity. Inspired by how schools are innovating with cloud technology across the region, we’re highlighting a few of the successes in California schools:

1. Using the cloud to improve writing quality and creativity 

While writing is predominantly a solitary activity, timely feedback is crucial for helping students to improve their skills. Between 2010 and 2014, the administration at Del Mar Union School District in San Diego introduced Chromebooks and Google Apps for Education to all third through sixth grade classes at all eight schools throughout the district. With these new tools, Del Mar’s staff has seen students’ writing quality dramatically improve. With access to the cloud, students can easily share their assignments with other students and teachers to receive feedback immediately. By storing documents in Google Drive, students can also rest assured that their most recent work is saved and secure.

This new model of classroom collaboration inspires students to experiment and take more risks, knowing that they’ll receive feedback from teachers before getting a final grade.

“Students’ vocabulary has increased. Now they’re using ‘million dollar words’ instead of ‘five dollar words’,” says fourth-grade teacher Stephanie Sullins. “They’re not afraid of making a mistake.”

Chromebooks and Google Apps have also been vital in meeting rigorous Common Core State Standards for writing. “The number of students reaching the top score on the state writing tests dramatically increased after the introduction of Chromebooks,” Sullins says.

2. Using the cloud to create an interactive educational environment

Los Angeles’ KIPP Academy of Opportunity and KIPP LA Prep discovered that the ability to work together, aided by cloud-based tools, pushes students to think more critically. As part of Google’s pilot program that began in spring 2011, the school district introduced 400 Chromebooks — a number that has now grown to 5,000 Chromebooks with hundreds more added each year. KIPP LA decreased their costs by deploying Chromebooks because they no longer needed to purchase expensive software licenses, servers, security solutions, and maintenance plans for each device.

The educational impact for students has been notable. There has been a big shift from direct instruction and memorization of notes to an interactive classroom. Now, students work with one another on projects and share information through Google Hangouts and Google Drive.

“Students create and collaborate, rather than memorize and regurgitate,” said James Sanders, a former social science teacher at KIPP LA Schools. “It’s a better, more authentic model for learning.” As one of Sander’s students explains: “We walk into a social studies class, grab a computer, and check out Mr. Sanders’s blog, then we follow the tasks he sets.”

3. Using the cloud to inspire teachers and students to think outside the box 

The Dublin Unified School District’s teachers and staff needed a better solution for communication and for helping students stay organized. They piloted Google Apps for Education and Google Classroom, and received rave reviews from parents, teachers and students. Now, teachers, students and staff enjoy having one unified platform for email, calendar and document sharing — accessible anytime, from any device.

Technology has become deeply entrenched in Dublin schools. Dublin High School includes among its student body, Hania Guiagoussou, the youngest recipient to-date of Oracle’s Duke’s Choice Award for java programming. At Dublin High School, Guiagoussou was one of the many students who participated in the school’s computer programming class. Now, her first project, WaterSaver, is an award-winning, Java-based system that intelligently controls water sources. Guiagoussou’s story is one of many where technology has inspired a student to reach farther than she ever expected.

Collaboration and sharing in the cloud has made it infinitely easier for schools to exchange information. Using Google Classroom, a student can share writing assignments with a teacher and receive instant feedback. With a few taps, a teacher can share lesson plans or curriculum ideas with her colleague using the Drive mobile app. Administrators know who’s attending the next staff meeting by glancing at a Calendar invite. California schools are doing incredible things by taking a leap toward the cloud.

Check out more inspirational stories from schools.

We’ve heard great stories from many of you about how you’re using technology to do amazing things in your schools, so we're going across the U.S. to see for ourselves! Check out the map below to see where we’ve been. We’d love to hear what’s happening in your state, so please share your story on Twitter or Google+ and tag us (@GoogleForEdu) or include the #GoogleEdu hashtag.

Posted by Tom Gierke, Google for Education

(Cross-posted on the Google for Education Blog.)

Editor's note: Schools across Illinois are seeing great success with Google for Education. To highlight some of their achievements, we’re featuring Chicago Public Schools, Community Consolidated School District 59 and Waukegan Public Schools. To learn more about Google solutions for Education, join us for a webinar on January 28th at 3pm ET / 12pm PT.


There isn’t a playbook on how to introduce new technologies and online tools in the classroom, but we know that admins and teachers often learn the most from talking to each other. We recently spoke with instructional technology administrators and superintendents in Illinois who use Google for Education tools. Here, they share their recommendations for everything from rolling out hundreds of devices to introducing a new solution to thousands of students and teachers:

1. Get teachers involved 

Whether teachers help evaluate technology solutions or introduce new tools, getting their buy-in can reduce the strain and resources required from IT. Community Consolidated School District 59 (CCSD 59) wanted to increase literacy, collaboration, critical thinking and creativity, but didn’t yet have the right solution in place. The district formed a technology committee of staff from every school to lead its “Innovative Learning Implementation Timeline” and decide how to use technology to amplify learning. When teachers are involved, they can make sure technology and policies are designed to make planning lessons, providing feedback and collaborating more powerful and effective for all learners. Technology adoption will spread like wildfire once they see how it benefits both students and staff.

The educational technology team at Waukegan Public Schools took a similar approach. After the schools introduced Google Apps for Education and Chromebooks, “Lighthouse Lead Learners” were identified at each building to help with professional learning at the building and district levels. “Since the instructional technology staff can’t be at every school all the time, this group of teachers is instrumental to making sure teachers and students get the support they need,” says Mary Mlinar-Stephens, Director of Educational Technology Innovation at Waukegan Public Schools.

2. Let students choose 

Students are more excited to learn when they get to choose how they learn. When CCSD 59 introduced new devices, they gave students the opportunity to use Chromebooks and Android tablets, since each device has different strengths. “We saw the potential of creating a 2:1 program, where students could choose the tools they need, depending on the learning experience,” says Benjamin Grey, Assistant Superintendent for Innovative Learning and Communication at CCSD 59. Watch this video to see how CCSD 59 is using technology to amplify student’s ability to learn.

Schools don’t need to offer students two devices to put this idea into action. Provide students different ways to learn, for example, by letting them choose between a video, slideshow or article. Says Anne Truger, Director of Educational Technology Innovation at Waukegan Public Schools, “Students are paving their own learning path and are choosing the resources that help them learn best.”

3. Look at the district’s culture 

Introducing new tools poses an opportunity for schools to look at organizational culture. Ask admins, board members and teachers what they think the district stands for, and use technology to address those cultural goals. With Google Apps for Education, Chicago Public Schools (case study) created a more collaborative environment across the organization. “By leveraging Google for Education tools, we created a culture of collaboration, open communication and transparency,” says Margaret Hahn, Director of Technology Change Management at Chicago Public Schools.

Jennie Magiera, a Google Certified Innovator, formerly a CPS teacher and now the CIO of a neighboring Illinois district, embodies a spirit of sharing and collaboration. In her Education on Air keynote, she discusses tangible steps to empower students to help transform classroom culture. Jennie and many other CPS educators participate in trainings at peer schools and speak at conferences like Education on Air to share their expertise.

4. Provide technology professional development for teachers

Technology opens new doors for teachers to be innovative and cater lesson plans to different learning styles, but many teachers don’t know about all of the opportunities. Chicago Public Schools organized and hosted a two-day professional development event, Googlepalooza, which featured more than 200 workshops for teachers to learn more about Google for Education tools.

After the free summit, teachers introduced new tools to engage students and collaborate with peers outside the classroom. For example, a civics class used Hangouts to connect with a class in North Carolina and engage in a debate on the civil war. Another teacher incorporated Google Draw in her lesson plan to cater to students who prefer to express their ideas in artistic form. When teachers have the opportunity to learn and practice using new tools, they see even more ways to take their use of technology in the classroom to the next level.

CPS Educators demoing Google Expeditions at Googlepalooza

5. Be Patient
Many schools expect teachers and students to embrace new tools the week they’re adopted, but often it takes months or even years. Getting used to a new way of teaching and learning takes time, and it’s important all stakeholders know that impact can’t be seen overnight. “Explain to boards and superintendents that this is a process,” Grey says. “Don’t expect everything to change in two months. And support your staff on this point — they need to know you’re not keeping score.”

Ross Vittore, Director of Innovative Learning at CCSD 59, captures these schools’ sentiment when he says: “Don’t adopt technology for technology’s sake. You want to create an environment for 21st-century instruction.”

Check out more schools’ stories and join us for a webinar on January 28th at 3pm ET / 12pm PT.

We’ve heard great stories from many of you about how you’re using technology to do amazing things in your schools, so we're going across the U.S. to see for ourselves! Check out the map below to see where we’ve been. We’d love to hear what’s happening in your state, so please share your story on Twitter or Google+ and tag us (@GoogleForEdu) or include the #GoogleEdu hashtag.

Posted by Hiroshi Lockheimer, SVP Android, Chrome OS and Chromecast

(Cross-posted on the Google for Education Blog.)

Editor's note: As we embark on this new year, we wanted to share a letter we sent to our Google for Education customers in North America celebrating the great work of 2015. Thanks to our entire education community for making 2015 such a strong year. We look forward to what we can do together in 2016 for educators and the world’s future inventors and changemakers.


Dear Google for Education Friends and Family,

What a year we’ve shared. First: thank you to the extraordinary teachers, students, administrators and others who make Google for Education strong. We couldn’t do it without you. In 2015 you activated 30,000 Chromebooks every school day more than all other education devices combined and you helped us grow to more than 50 million using Google Apps for Education (GAFE) and 10 million using Classroom.

As educators, you put Chromebooks in the hands of 90,000 students in Charlotte and 84,000 students in Chicago; you moved the entire Montgomery County, Maryland school district to GAFE and Classroom; you improved young learners performance by 19 percent with the support of Google devices at the Isle of Portland Aldridge Community Academy in the UK; and you brought science education to rural Australia using Bring Your Own Device (BYOD) and GAFE at John Monash Science School.

And we’re just getting started: here at Google we’re committed to bringing the best of technology to education. We’re investing heavily in Chromebooks and you can expect to see many new Chromebooks created for you in education. You’ll also see new management features for administrators, interactive educator support in our new Training Center and pioneering Chrome tools like this year’s Share to Classroom extension. And we’ll continue to bring Google innovations to the classroom as we did in September with the Expeditions Pioneer Program — already more than 100,000 students have taken virtual field trips to places like the Great Wall of China and Chichen Itza using Google Cardboard and a phone.

Giving back to education is important to us. Along with offering the GAFE suite and unlimited Drive storage at no cost to schools, this year we contributed more than $50 million, including more than $14M to education nonprofits, $1.3M in scholarships, and $21.7M funding new research. With programs like Google Science Fair, Made with Code, CS First and Doodle4Google, we’re working to inspire and encourage young people to solve tomorrow’s problems through curiosity, creativity and code.

Thank you so, so much. Your support in 2015 was an inspiration to us. We wish you a Happy New Year, and we hope to continue to do great things together in 2016.

Hiroshi Lockheimer
Senior Vice President for Android, Chrome OS and Chromecast

Take a look through our Google for Education 2015 Year in Review.

Stay in touch in 2016 at google.com/edu with our blog, Google+, Twitter or a Google Educator Group.

(Cross-posted on the Google for Education Blog.)

Posted by Drew Sidel, Google for Education

Editor's note: Educators and administrators across the state tell us that Michigan schools are seeing great success with Google for Education. From bringing a global experience into the classroom to freeing students to learn from each other and their teachers, from anywhere, technology has improved the learning experience for students across the state. To learn more about Google solutions for Education, join us for a webinar on January 28th at 3pm ET / 12pm PT.

If students in Michigan want to learn about life on a farm in New York or a city in Australia, they don’t need to buy a plane ticket or even leave the classroom. Educators in Michigan are bringing global experiences to the classroom using cloud technology, such as Google Apps for Education and Chromebooks. Inspired by how Michigan schools are transforming classroom experiences with technology, we’re highlighting a few success stories in the region.

Turning moments of curiosity into learning opportunities 

At Grand Haven Area Public Schools, Google Apps for Education put student learning, collaboration and feedback at the center of the classroom. Grand Haven has launched 4,500 Chromebooks for students and staff and has deployed 8,400 Google Apps accounts. Before introducing the new tools, when students had a question, they had to wait until a teacher had time to work with them. In classrooms of 20 students or more, many of these teachable moments would simply get lost in the shuffle.

Technology allows those moments of curiosity to turn into learning opportunities for students. With Chromebooks and Google Apps for Education, teachers are able to provide feedback on assignments to each student individually in a single class period. For example, at Grand Haven, students use Google Docs to share their progress on math assignments with their teachers. Math teachers then check-in virtually with each of the students as they’re working on the assignment to provide them with real-time feedback by adding comments in the Doc. The teachers also use Doc’s revision history feature to see the logic students are using to solve the problem, giving them better insight into how students are progressing.

One high school teacher said she was able to give real-time feedback on an assignment to every single student — during a one hour class period — for the first time in fifteen years of teaching. “It’s much more than just handing a student a device,” says Doug Start, instructional technology coordinator at Grand Haven Area Public Schools: “Google Apps for Education lets our teachers move from being the ‘sage on the stage’ to the ’guide on the side,’ as they now have time to work more directly with students.”

Traveling the world from inside the classroom 

Lincoln Park Public School District (case study) considers technology a key part of its mission to prepare and inspire students to achieve educational excellence. Many of the district’s students don’t have access to technology at home, and others struggle with state standardized test questions that are based on the assumption that students have traveled.

To overcome this challenge, the district launched Google Apps for Education for 4,900 students and introduced 4,400 Chromebooks. Students now have unlimited access to global information online. “We now have the ability to bring virtual knowledge into the classroom. The virtual experience opens up the world for our students and allows them to learn more,” says Cheryl Irving, assistant superintendent for Lincoln Park Public School District.

Collaborating with virtual learning 

To provide students with anytime, anywhere learning, Fenton Area Public Schools launched 1,300 Chromebooks and 4,600 Google Apps for Education accounts for students. “Our Google solutions and services are creating new learning spaces that are spontaneous and less constrained,” says Kevin Powers, technology director at Fenton Area Public Schools.

Teachers are providing students with opportunities to work, learn and collaborate anytime, anywhere using technology beyond the classroom walls. For example, they created live after school study groups via Google Hangouts and Docs, as well as virtual book clubs during the summer via Google Groups. The district also used Hangouts to host a CNN Hero of the Year nominee, who spoke to three elementary classrooms at once.

For students and teachers in Michigan, the classroom is now bigger and richer. With Google for Education tools, students and teachers have global opportunities in the classroom and beyond.

Check out more schools’ stories and join us for a webinar on January 28th at 3pm ET / 12pm PT.

We’ve heard great stories from many of you about how you’re using technology to do amazing things in your schools, so we're going across the U.S. to see for ourselves! Check out the map below to see where we’ve been. We’d love to hear what’s happening in your state, so please share your story on Twitter or Google+ and tag us (@GoogleForEdu) or include the #GoogleEdu hashtag.

Posted by John Allen and David Harrington, Google for Education team

(Cross-posted on the Google for Education Blog.)

Editor's note: Schools across Florida are seeing great success with Google for Education. Today we’re featuring tips from School District of Lee County, Okeechobee County School District and Escambia County School District. To learn more, watch this recent webinar with Lee County. And if you’ll be at FETC from January 12-15, visit us in the Expo Hall at #2221.

The state of Florida is leading the way for digital instruction. A recent state mandate requires that K-12 students have access to digital learning resources. The shift from paper-based to digital content is prompting students to research and publish their work online while encouraging teachers to innovate in the classroom. We recently asked instructional technology administrators in Florida who use Google Apps for Education, Google Classroom and Chromebooks to share their recommendations for introducing new technologies and tools in the classroom. Here are their top five tips:

1. Create an IT support community 

Providing IT support across campuses can be a drain on resources, so instead of hiring a huge IT team, ask tech-savvy teachers to serve as resources for technology questions. They need not be experts, but rather can act as liaisons to direct teachers and students to the right channels and communicate with the IT team about any overarching challenges.

The School District of Lee County (case study) uses this model to streamline IT support and strengthen its community. “The small group of teachers act as on-the-ground support,” says Dwayne Alton, director of IT support. “They facilitate conversations and figure out what tech matches the students’ and teachers’ needs.”

2. Encourage teachers to share their success stories 

Tech-savvy teachers often find innovative ways to incorporate new technologies in the classroom, and can be great advocates for helping other teachers identify new ways of teaching. Ask teachers to share the unique ways they’re using new tools. For example, Scott Rust, a high school english teacher at Escambia County School District, keeps students attentive and on task when he’s taking attendance by having them fill out five questions in Google Forms. “All of my students participated in the assignment, were engaged and well behaved,” Rust says. “It was amazing to start class on such a positive note — and as a side benefit, all of the students’ answers from Google Forms downloaded into a single spreadsheet.”

7th grade students at Caloosa Middle school in Lee County collaborating in Google Docs

3. Make professional development flexible 

Some teachers will be excited to have new teaching tools, but others may prefer to use the whiteboard or pen and paper. Provide teachers with a variety of opportunities to learn how to use technology to improve their teaching, boost productivity and make learning more interactive.

Okeechobee County School District hosts C@mp IT, a two-day professional development summit with workshops about how to use devices in the classroom. If your schools don’t have the resources or time for a summer summit, consider after-school training sessions or online video training.

4. Consider how technology can improve state-wide testing 

Technology can ease some of the hassle of student testing. When Okeechobee County School District used laptops and PCs for the Florida Standards Assessment testing, the IT team had to prep the devices and make sure no applications ran in the background. Chromebooks streamlined the testing process, as the IT team only had to switch the devices to kiosk mode.

Similarly, Escambia County School District uses Chromebooks for testing to reduce the administrative burden. Says Jim Branton, coordinator of technology services at Escambia County School District: “The ability to test a grade level all at the same time without scavenging computers from all over campus into makeshift labs made scheduling and administering the tests significantly easier than years past.”

Introducing new technology reduces the amount of time spent on testing, some schools have found. “In our two 1:1 middle schools, it would take two weeks to get all the students through testing. Now with Chromebooks, it should take less than a week,” says Shawna May, director of information technology at Okeechobee County School District. “That’s less time taken away from instructional class time.”

5. Share a resource hub with how-to resources 

Some teachers spend a good chunk of class time teaching students how to use technology most effectively in their studies, rather than teaching them class material. Create a resource hub so teachers have an easy place to find resources, including video tutorials and how-to documents, that they can use to teach students how to use devices and digital learning tools. “Teachers can send students a 3-minute video about how to turn in a Google Doc using Google Classroom, so they don’t have to use valuable class time showing students how to use the tools,” suggests Michelle Branham, coordinator of instructional technology at Okeechobee County School District.

We’ve heard great stories from many of you about how you’re using technology to do amazing things in your schools, so we're going across the U.S. to see for ourselves! Check out the map below to see where we’ve been. We’d love to hear what’s happening in your state, so please share your story on Twitter or Google+ and tag us (@GoogleForEdu) or include the #GoogleEdu hashtag.

Posted by Stephen Fang, Google for Education team

(Cross-posted on the Google for Education Blog.)

Editor's note: New York is seeing great success with Google for Education. We talked to educators and administrators to reflect on how technology has changed what it means to teach and learn in New York. From group projects to collaborative lesson plans to online assessments, technology has improved the learning experience for students across the state. To learn more about Google’s solutions for Education, join the webinar with Amherst Central School District today at 2pm ET / 11am PT.

Learning isn’t just about listening to a lecture or reading a textbook. Similarly, educational transformation isn’t just about introducing technology. It’s about encouraging students to think differently, work together and make their education personal. Schools in New York are giving students more freedom and flexibility to learn and collaborate with the help of tools like Google Apps for Education, Chromebooks and Google Classroom. We’re highlighting a few ways New York schools are transforming their classrooms and benefiting from technology:

Enabling teachers to think outside the box

At Massapequa Public Schools (case study), teachers are providing students with a variety of learning resources, from articles and text-based guides to videos and audio content. For example, when students were studying Pythagorean theorem in math class, the teacher filmed a video showing students the math concept, a² + b² = c², so they could reference the information from home. When students have access to digital learning materials at home, they’re able to learn anytime, anywhere.

With Google for Education, students have access to learning resources anytime, anywhere. Says Bob Schilling, executive director for assessment, student data and technology services at Massapequa Public Schools: “Students watch videos and access their teacher’s resources at home in order to be introduced to concepts, then spend class time applying those concepts in authentic experiences. That changes the value of a 40-minute class period.”

Getting moms and dads involved in education 

Amherst Central Schools (case study) wants parents to be a bigger part of their children’s learning and is using technology to get them more involved. With Google Apps for Education and Google Classroom, parents can see whether their child has started a project or needs a nudge. Students access their work wherever they are and can share progress with their families. For example, Jake, a third grader, shared his presentation about Canadian culture and history with his parents as he worked on the assignment so they could see what he was learning.

Teachers also create instructional videos to help parents take on the role of the teacher at home. While Michael Milliman, grade 5 math teacher at Smallwood Drive Elementary School, taught students a complex problem, parents could reference the 30-second video that Milliman created. “Learning is meant to be a social and collaborative process,” says Anthony Panella, assistant superintendent of curriculum and instruction at Amherst Central Schools. The district is helping extend the social aspect of learning to include parents.

Teaching students technology and teamwork skills for the future 

Rochester City School District’s (case study) main goal is to teach students skills that they can use during their education, in their careers and beyond. Many students don’t have access to technology at home, so Rochester City School District is teaching them how to use technology. And since students need to know how to work with others regardless of the line of work they pursue, teachers are also helping students learn teamwork by assigning group projects aided by collaboration tools. For example, fifth grade students collaborated in person with their peers on a biome project and provided feedback to their teammates using the chat and commenting features in Google Docs.

Schools continue to provide students with innovative online learning resources that help students learn more and teachers personalize education. Check out the schools’ stories and register for the webinar with Amherst Schools happening today to learn more.

We’ve heard great stories from many of you about how you’re using technology to do amazing things in your schools, so we're going across the U.S. to see for ourselves! Check out the map below to see where we’ve been. We’d love to hear what’s happening in your state, so please share your story on Twitter or Google+ and tag us (@GoogleForEdu) or include the #GoogleEdu hashtag.

Posted by Anibal Chehayeb, Google Classroom Software Engineer

(Cross-posted on the Google for Education Blog.)

We built Classroom to save teachers time, and we know that grading is one of those tasks that can involve a lot of little time wasters. In fact, students have turned in more than 200 million assignments via Classroom to date, which adds up to a lot of grading hours. Today, we’re launching new features to help make grading a little faster and easier.

• Export Grades to Google Sheets: In addition to .csv files, you can now export your grades directly to Google Sheets. The Sheets template includes a class average and an average per student. If you have ideas about how we can make this export to Sheets even more useful, please leave us feedback by clicking the question mark at the bottom left of the Classroom page, then choosing “send feedback.” 
• Easier to update grade point scale: We know not all assignments are out of 100 points. You've always been able to change the point value, but a lot of teachers had trouble finding this feature. So we’ve made it easier to change the grading scale to any number you need it to be. 
• Keyboard navigation for entering grades: When you’re entering lots of grades, you need a fast way to navigate from student to student. We’ve added the ability to use the up and down arrows to move directly from the grade entry area for one student to another. 
• Sort by name on grading page: In addition to sorting students by completion status (done, not done), you can now sort by first or last name. 
• And in case you missed it last month, you can now add a private comment for a student when you’re returning their work. 

In addition to these grading improvements, we’ve been hard at work on other updates. We’ve polished the look and feel of Classroom on the web with icons to help differentiate items in the stream and added a cleaner look for comments and replies. We’ve also recently updated our Android and iOS mobile apps, so they’ll now load even faster. You can post questions for students on the go, and Android teachers can reuse previous posts. Finally, you can now post a question from the Classroom Share Button, which you can find on some of your favorite educational websites.

We hope you’ll find these updates helpful, and you’ll get a chance to relax and refresh over the winter break (or summer, for our friends in the Southern Hemisphere). Look for more Classroom updates next semester.

Posted by Cyrus Mistry, Lead Product Manager, Chromebooks for Education 

(Cross-posted on the Google for Education Blog.)

Many schools have told us that Chromebooks have helped them transform learning. Those in Texas and North Carolina have shared stories of students using Chromebooks to better connect with their teachers and peers and expand their learning opportunities (you’ll see more stories in the coming weeks from districts in New York, Florida and Michigan). But beyond opening new avenues for learning, Chromebooks are also helping schools save money, allowing them to meet tight budgets and provide computers to more students.

Plymouth-Canton Community Schools — one of the largest districts in Michigan — for example, told us that they’ve been able to save $200k in the 3rd grade alone, by purchasing Chromebooks over alternative devices. They've been able to leverage those savings to purchase charging carts, protective cases for the devices and additional power adaptors so that students can charge the Chromebooks at home and at school. The same has been true outside of the US. Earlier this year, Academies Enterprise Trust, a network of 76 schools across the United Kingdom, anticipated that they could save £7.7m in hardware and maintenance costs by using Google Apps for Education and Chromebooks.

To more fully understand the total cost of ownership and savings impact of Chromebooks, we commissioned IDC to conduct interviews with 10 schools using Chromebooks to support teaching and learning in 7 countries. The study comprised of 10 schools in 7 countries representing 294,620 students in all, across United States, Canada, United Kingdom, Sweden, Denmark, Australia and New Zealand. The interviews consisted of a variety of quantitative and qualitative questions designed to obtain information about the economics of deploying Chromebooks for these school systems as well as the impact of using Chromebooks on their students and faculty. Some of their key findings:

According to one school district in the study, Chromebook’s price point enabled the school system to reach a 1:1 user-device ratio, something it couldn’t have done before given the cost of their previous devices. They said, “We now have a 1:1 device solution with Chromebooks … Without Chromebooks, either we would have fewer devices or we would have had to spend four times as much to get to the same point.” For this district, being able to expand the number of students who have daily or consistent access to educational content on Chromebooks represents a substantial advantage and supports their core missions.

You can read the full whitepaper here, and calculate how much time and money Chromebooks can save for your school.

Posted by Suzanne Frey, Director, Security, Trust, and Privacy, Google Apps

Every company has data that it must keep secure — whether that data is about confidential innovations, strategic plans or sensitive HR issues — keeping all of your data safe from inadvertent or purposeful leaks needs to be simple, quick and reliable. Google for Work already helps admins manage information security with tools such as encryption, sharing controls, mobile device management and two-factor authentication. However, sometimes user actions compromise the best of all of these controls; for example, a user might hit “Reply all” when meaning to send a private message with sensitive content.

Starting today, if you’re a Google Apps Unlimited customer, Data Loss Prevention (DLP) for Gmail will add another layer of protection to prevent sensitive information from being revealed to those who shouldn’t have it.

How Gmail DLP works Organizations may have a policy that the Sales department shouldn’t share customer credit card information with vendors. And to keep information safe, admins can easily set up a DLP policy by selecting “Credit Card Numbers” from a library of predefined content detectors. Gmail DLP will automatically check all outgoing emails from the Sales department and take action based on what the admin has specified: either quarantine the email for review, tell users to modify the information or block the email from being sent and notify the sender. These checks don’t just apply to email text, but also to content inside common attachment types ― such as documents, presentations and spreadsheets. And admins can also create custom rules with keywords and regular expressions.

Check out the DLP whitepaper for more information including the full list of predefined content creators, and learn how to get started. Gmail DLP is the first step in a long-term investment to bring rule-based security across Google Apps. We’re working on bringing DLP to Google Drive early next year, along with other rule based security systems.

As we round out the year, let’s take a look at what we did in 2015 to enhance the security, privacy and control you have over your information.

• To verify the good work we do on privacy, we were one of the first cloud providers to invite an independent auditor to show that our privacy practices for Google Apps for Work and Google Apps for Education comply with the latest ISO/IEC 27018:2014 privacy standards. These confirm for example, that we don’t use customer data for advertising.
• To make security easier for all, we've expanded our security toolset:
• We introduced Security Keys to make two-step verification more convenient and provide better protection against phishing. For admins, we released Google Apps identity services, which allows secure single sign on access with SAML and OIDC support and we delivered device (MDM) and app (MAM) Mobile Management across Google Apps.
• We launched Postmaster tools to help Gmail users better handle large volumes of mail and report spam.
• For Google Cloud developers, the Cloud Security Scanner allows you to easily scan your application for common vulnerabilities (such as cross-site scripting (XSS) and mixed content).
• For those who want the power and flexibility of public cloud computing and want to bring their own encryption keys, we announced Customer-Supplied Encryption Keys for Google Cloud Platform.
• To give more transparency on how email security, even beyond Gmail, is changing over the years we published the Safer Email report.
• We introduced new sharing features, alerts and audit events to Google Drive for Google Apps Unlimited customers. For example, administrators can now create custom alerts and disable the downloading, printing or copying of files with Information Rights Management (IRM). New sharing settings give employees better control within their organization unit and now admins can let them reset their own passwords.
• Google Groups audit settings allow better tracking of Groups memberships. For all, the launch of google.com/privacy gives better control over personal data and Android for Work makes it easier to keep personal and work data separate on employee devices.

Companies are moving to the Cloud for all kinds of reasons, but Security and Trust remain critical and predominant differentiators between providers. That’s why millions of businesses trust Google to do the daily heavy lifting in security ─ preventing, testing, monitoring, upgrading and patching, while working towards the future. Because Google was born in the cloud, we’ve built security from the ground up across our entire technology stack, from the data centers to the servers to the services and features we provide across all of your devices. No other Cloud provider can claim this degree of security investment at every single layer.

While 2015 was a great year, there’s a lot more in store for 2016. To learn more about how our technology is evolving, please join us at the Enigma conference in San Francisco on January 25th to discuss electronic crime, security and privacy ideas that matter.