Technology-Infused Socratic Seminar, Round 2

If you’ll remember from this post, I worked with a group of 2 teachers to add some technology into the Socratic seminars they held with students every so often. It went over well, but I had some things I would have done differently upon reflection. Thankfully, I was contacted by two other teachers and had the chance to implement some new changes.

This time I had the pleasure of working with Virginia Staton and Theresa Scruggs, as well as their collaborative teacher, Janet Hunter. They had observed the work I’d done with the other two teachers and wanted to implement it with their own classes. I was more than pleased to assist, and they wanted my input because this was something out of their comfort zones. I assured them it was no problem, and that we’d take the risk and jump together.

Before I sat down with them, I sent them my observations from the previous seminar. Our first meeting consisted of them giving me insight on their classes, and me providing my thoughts and ideas. I wanted to change a few things from the previous time. I wanted to introduce just one new technology tool to the students, and I wanted to make sure they were introduced to it prior to the Socratic seminar. I wanted to also have smaller groups using this tool at a time so that the teachers facilitating each group could really focus on instruction with those students.

I felt that the benefits of Backchannel Chat were better for our first Socratic seminar over Padlet, so we focused on that tool. We would be completing the Socratic seminar on All Summer in a Day. Once our tool was selected, I focused on teaching it to each of the teachers and we had some practice chats during that training. Along the way, we discussed how to introduce the tool to students in the classroom to give them practice.

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It was decided that some time in class a few days prior would be spent introducing the tool to the students. I would assist where needed between classes. I would introduce digital etiquette and link the chat to digital citizenship, touching on how academic discussions are different than just chatting with friends. Then students would rotate in groups to get hands-on practice.

I had a chance to lead some of these groups. I usually had about 5 students at a time. We did a short refresher on what had been introduced to the entire group, and then we did a chat full of ice-breaker questions. I used the time to explain how students could answer or add more detail to comments, and also how they could continue the conversation. Each of these little sessions took 10-15 minutes.

On the day of the chat, the library was set up with the Socratic seminar table in the center, with two tables on either side of it for observers. Off to the left of that was the Backchannel tables. We had two tables, one for each group. Finally, in one of the mini computer labs, we had a research station. Since students would be reading All Summer in a Day, we wanted them to research on the real Venus vs. Bradbury’s Venus, and use that in their discussions. The rotation was as follows: Research, Backchannel Chat, Observation Table, Socratic Seminar. One of the teachers had gone a step further and made sure to add discussion starters/prompts to each Backchannel table. She had also given each spot at the Socratic seminar table a number placard and then assigned a matching placard to each spot at the Observation tables. That way, there would be no confusion over who was observing whom during the activity. It seems like a very simple touch, but it made a large difference.


Each station was led by someone. Kate McDaniel, our librarian, and I led the Backchannel groups. Mrs. Hunter led the research team, and then Mrs. Staton and Mrs. Scruggs led the Socratic seminar groups. Teams had no problems rotating through stations, and students were able to implement the work from one station to the next. For example, students used the information gained during the research session in the Backchannel discussion, and then students used information from the Backchannel discussion for their turn at the Socratic seminar table.

Looking back through each group and their Backchannel discussions, I feel that the preparations we did in advance paid off. These students were able to give detailed discussions and even added to answers that classmates gave. While I worked with each group, I listened to the Socratic seminar sessions in the background and heard them using key points from the discussions we’d had in my group.

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Transitions were fantastic between groups, and while Socratic seminars were in session, groups were quietly engaged with each of their tasks. I was very pleased with the outcome, especially after looking over the transcripts. I had one group who gave very detailed answers, and they kept working on adding to what other members of their group. I would have loved to have had them longer just to have seen where their discussion would have led.

At the end of the day, I spoke with all involved, and we agreed that the first Socratic seminar had been successful with the students. In the future, we’d love to integrate Padlet, and then rotate the two tools in and out so that things are switched up. We are planning to do at least one more seminar this year and then plan on deciding how to begin using Socratic seminar earlier next year. I’m super excited!


Fluco Toolbox: Quizizz

Welcome to Fluco Toolbox, a series of posts that showcases potential edtech tools for the Fluvanna County classroom. Each post will discuss the tool, the type of problems it can help solve, and how it can be used in the classroom. If you’re a Fluvanna County staff member and want to learn more about using the tool in your own classroom, please schedule to see your ITRT and we will develop professional development based on your needs. If you’ve stumbled upon this post and you’re not part of the district, no worries! Feel free to use the information provided to jumpstart your own research.

Have you ever found yourself in love with an online quiz program, but wished there was a program out there that didn’t rely on how fast students can answer? What about one that allowed students to take a quiz at home?

Today’s Fluco Toolbox tool is: Quizizz

First, the basics:

Name: Quizizz
URL: quizizz.com
Cost: FREE
Problem this tool solves: Create quizzes for students where being the fastest to answer is not a factor. Assign quizzes to be taken later at home. Integrates with Google Classroom, Edmodo, and Remind.

Chances are, you already use some kind of online quiz program in your classroom. It is likely that you have used it quite a bit, and you have noticed a few things – unable to take the quiz outside of the classroom, first to answer correctly wins points, etc. If you’re looking for something new, then give Quizizz a try!

Quizizz gives a different spin to the quiz game. Students are not forced to beat the clock to answer correctly and get the most points. Instead, Quizizz takes a self-guided approach. Quizizz also allows teachers to assign quizzes that are taken outside of the school day. Because of this feature, questions and answer choices are shown on every screen, not just the teacher’s. Teachers can gather live data and reports for assessment. There’s even a fun Meme creator for questions.

First, create an account. Google users can sign up with their Google accounts. Everyone else must sign up with email. Once an account has been created, you’ll be taken to your dashboard. The dashboard is where you’ll search for new quizzes, create your own, and locate resources.


If you’ve used Kahoot! before, the layout and setup of new quizzes are largely the same. You’ll find that Quizizz only offers multiple choice quiz types, whereas Kahoot! offers more. Remix public quizzes on both sites. Create your own memes to support correct/incorrect answers on Quizizz. Quizizz also allows both the question and answer choices to be seen on the student’s screen. Quizizz works with Google Classroom. Quizizz also allows quizzes to be assigned as homework and can be completed on any device. Kahoot! does allow a similar feature, but it’s limited only to the mobile app.

First, let’s create a quiz. This can be done by searching the public database and remixing an existing quiz or starting entirely from scratch. Give the new quiz a name, and include an image if you wish. Then you’ll be taken to the quiz editor.


Quizizz has a recently released a new quiz editor, which makes creation even easier! Users can now select more than one correct answer, include images in questions, and include a 5th option for answer choices.


To create a question, fill out the information required. At least 2 answer options are needed for each question. Don’t forget to check out some of the cool options! Make more than one answer correct, add a 5th correct choice, change the time limit, and add an image to the answers. On the right side of the screen, you’ll see a preview of the created question as it would appear for students. This updates in real time.


Save the current question, and then add as many questions as needed. One of my favorite parts of Quizizz is the ability to search other quizzes for questions to use. Teachers never like to reinvent the wheel if they don’t have to! This feature allows you to search other existing quizzes, or limit to only your own for questions to use in a quiz. Once you find a question to use, all you have to do is add it to your quiz. You can then edit the question.


After all questions have been added or created, simply click “Finish Quiz”. Before doing this, decide if you would like the quiz to be public or private. You’ll see the button just below the name of the question on the page that shows all of the questions for the quiz. You’ll need to provide some details about who the quiz is suitable for, and then it’s considered published.

Once a quiz has been published, it’s visible to everyone, unless you chose to make it private. There are two options to distribute quizzes to students – Play Live and Homework. Playing live means playing the game in real time. Students complete the quiz, but on their own devices. Teachers have a variety of options to customize gameplay, such as shuffling questions, giving points for faster answers, letting students see the leaderboard, etc. When a game is in progress, students see both the question and answer choices on their screens. There’s also the option to give the quiz as homework. Students can take the quiz at home until the quiz deadline. Once the deadline hits, it will no longer available.

Teachers decide between Play Live and Homework based on the goals to be accomplished. Live works well for in-class work and assessments. Homework is awesome for out of class assignments or for students who may be at home sick. One benefit of Homework is that the link to the game can be shared with Google Classroom, Edmodo, or Remind without students needing a join code to play.

When all is said and done, quiz data can be downloaded as an Excel spreadsheet. The data will show the students for each quiz, the questions correct, incorrect, and not attempted.


When it comes down to it, Quizizz is a fantastic tool that’s only getting better as time goes on. As with any other quizzing tool, use it when the tool works best for the students and curriculum being taught at the moment.


Using Padlet as a Discussion Board

Back in January, I discussed Padlet on a Fluco Toolbox post. I’ve had some teachers work to integrate it since then, and have received feedback from them. I have also observed some of the integration and thought I’d put together a quick post for teachers who would like to use Padlet for discussion boards. Padlet has many other uses, and this is just one way. It can also be used across the curriculum and isn’t restricted to just one area.



This is a discussion created for a Minecraft-based Ideal School Project.


Using Padlet as a discussion board means that the teacher is posting a question that requires in-depth discussion, and requires students to provide text evidence or other evidence of their claims. In theory, teachers would prefer that students provide a quality answer of decent length, and also that students would respond to each other’s answers.

Students can create accounts on Padlet, and this is made easier when they sign up with their Google account. Districts who do not use Google may choose not to have students create accounts. Creating an account lets posts be attributed to a student, and allows comments made to be listed with the student name and not “Anonymous”. Accounts do not have to be created to post or comment, so this is entirely up to the teacher’s discretion.

Using Padlet with students also means incorporating a discussion on how to post to an online discussion forum. This is a great way to bring in digital citizenship. Unless students have had prior teachers who taught this skill, they do not innately know how to respond to an online discussion. “What’s up?” and “Hi homie!” are more likely to be posted than an enlightening answer to that Shakespeare question. Without a discussion on how to post, students will drive their teacher crazy, and perhaps force them to give up using the tool altogether.

Teachers should model how to post in the online forum. If students have created an account, their name will appear as an author. If not, teachers should instruct students to put their first and last name in the Title of their Padlet post. Students should also have a title for their post. In the body of the post, teacher models answering the discussion question, and provides text-based or other evidence to support any claims. Padlet allows the attaching of files or links, and students can use these tools to their advantage to add to their response.


An example of part of a teacher modeled answer.

Students can then practice answering on the topic that has been provided for the current class. The teacher can observe as students post, and make suggestions. If students have accounts, they will be able to edit their work and make changes.

After students have had a chance to create their responses to the provided question, the teacher can then model how to reply in an online forum. Often, this can be difficult for students. The teacher should model how a reply can add more information to the original post, disagree with an explanation, and encourage more back and forth discussion. If students have accounts, then every reply will show a student’s name, instead of just anonymous.


A sample teacher response to a student’s posted answer.

After the teacher has modeled how to respond to another student’s post, students should pick one post to respond to. The teacher can see all responses as they are posted, and can make suggestions for students along the way. If the teacher determines that students are doing well with their responses, then they can continue to respond to others, or reply back and forth. The teacher should encourage students to have a conversation about the post, rather than simply saying “Good job”.

As students become more confident in their work with Padlet, teachers will see the depth of responses increase, as well as the discussions. Teachers can then use the completed discussion boards to assess students or to aide in future classroom discussions. Using Padlet as a discussion board is just one way to use this tool. How do you use it in your classroom?


Fluco Toolbox: Screencastify

Welcome to Fluco Toolbox, a series of posts that showcases potential edtech tools for the Fluvanna County classroom. Each post will discuss the tool, the type of problems it can help solve, and how it can be used in the classroom. If you’re a Fluvanna County staff member and want to learn more about using the tool in your own classroom, please schedule to see your ITRT and we will develop professional development based on your needs. If you’ve stumbled upon this post and you’re not part of the district, no worries! Feel free to use the information provided to jumpstart your own research.

Have you ever needed to record what you’re doing on your device, such as if you’re trying to demonstrate learning or create a tutorial video for others?

Today’s Fluco Toolbox tool is: Screencastify

First, the basics:

Name: Screencastify
URL: Chrome Webstore Link
Cost: FREE with paid options
Problem this tool solves: Use this Chrome extension to record your entire screen, tab, or webcam, and save the videos to your Google Drive or local machine.

Sometimes we need to make a quick video of what’s going on on our screens. It could be to demonstrate something, to create a tutorial, or something else. There are many robust, paid options out there, but often, free versions will do. In today’s case, we’re going to look at the free side of Screencastify.

The free version of Screencastify allows users to record videos up to 10 minutes in length, with a maximum of 50 videos recorded per month. Videos will also include Screencastify’s watermark. For the majority of educators, this is all they will ever need. For those who want more, like cropping and trimming and no watermark, a $24 annual fee is charged.

First, download Screencastify from the Chrome Web Store. Add Screencastify to Chrome, and watch the extension install. Once installed, it will always be a black strip of film. Click this to begin using the program.


When first beginning to use Screencastify, users will need to create an account. Clicking the black film strip icon will walk one through the process. Once done, an account will be set up, and recordings will be saved in Google Drive. Chances are, the user will need to click the black film strip again. Once clicked, this box will now appear:


Screencastify offers three options for recording- tab, desktop, and cam. Tab recording records only the open tab. Users cannot switch back and forth between tabs to record. Desktop records the entire screen, so switching between tabs is feasible. Finally, cam simply uses the webcam to record video of the user. Users will need to select which of these options they would like to use, as well as any of the other options available under each tab. Then click the orange “Record” button.

Screencastify will do a 3-2-1 countdown, and the recording will begin. Users can pause or end the recording at any time within the time limit.


If recording a tab or screen, users have a gray toolbar at the bottom of the screen that allows them to use a focused mouse pointer, a pen tool to draw on the screen, and an eraser. There are also options to wipe the screen clean or to embed the webcam in the recording.


As soon as the recording is ended, a new screen will load. This screen will play the recorded video, and on the far right side will show the information for the recording as it is saved in Drive. Videos can be deleted from this screen, downloaded, or shared. The option to crop/trim is shown, but can only be done with a paid account. The right side of the screen will update as soon as the recording is saved in Drive. Users will be able to copy the link.


Speaking of Drive, videos taken with Screencastify are saved to a folder in Drive called Screencastify. Videos stored in this folder will need to be renamed once they have uploaded to the user’s Drive, as they are saved with the date and time stamp for a file name. Always make sure to change the name after the file has been uploaded to avoid confusion down the road.

With the recording stored in Drive and renamed, the user is free to share the video as seen fit. Videos are easily uploaded to Google Classroom or shared with other sites. Always check the share settings for the recording first to make sure that the necessary audience can see the video!


Rocking Kindness

It all started with an idea on a stick in a date night jar at my bridal shower last June. Now it’s evolved into something much larger involving many rocks, sealants, paints, and tools. Oh, and now it’s also moving into the high school where I work. What is it? Painting rocks to spread random acts of kindness.

I began painting rocks as part of a date night idea with my wife. We bought a few rocks from Michael’s, and some paint pens. Bethany found that she didn’t have the patience for painting rocks, but I found a new hobby.


Cue the buying of many, many pounds of rocks, acrylic paints, brushes, paint pens, and more. I tried out new ideas, listened to others, and joined the RVA Rocks! group on Facebook. I began exploring parks in the Richmond, Virginia area and finding rocks along the way.

Painting rocks is part of a spreading random kindness movement. When someone paints a rock, they seal it up with a sealant and then release into the wild. The wild could be in random parks, outside of stores, or simply just handing off a rock to a random stranger on daily errands. There are, of course, places rocks cannot be placed, but as long as simple rules are followed, everyone benefits.


Online groups on social media have popped up to share the rock love. When rocks are found, they often ask the finder to post online to a group or hashtag to share with others. I am part of the RVA Rocks! group, so any rocks I paint have instructions to post to this particular Facebook page if found. Rock groups are also used to share the progress of rock projects of members before these treasures are released into the wild. Different groups may do other activities, such as host painting nights or trading meetups. They help to build the rock community in an area.


There are a few key things to remember about rocking and spreading random kindness. First, and foremost, is that it is about spreading random acts kindness and brightening up another person’s day. Anyone participating should remember that rocks won’t always be posted online to give notice that they were found. Participants should also remember that the goal is not to “hunt” rocks. The goal is to enjoy the local community and explore. If a rock is found, great. If not, then folks still had a chance to get out and explore. Finally, be kind and take only a little. Sometimes, a lot of rocks may be found. Most should end up rehidden, and only favorites kept. This keeps rocks in the wild spreading around and around. Often, I will rehide most in the location where I found them, take a few to keep, and a few to rehid in other locations. If you can’t remember these key points as you participate, spreading rock kindness may not be the right hobby for you.


Do you want to get started spreading rock kindness? Here’s what you need to do:

  1. Find some rocks. You can purchase rocks from Home Depot, Lowes, or landscaping places. Some folks use rocks they find in the wild or their backyards. Make sure your rocks are cleaned off!
  2. Buy acrylic paint & brushes. If you’re just getting started, you just need a few bottles of acrylic paint. Walmart sells Apple Barrel brand for 50 cents a bottle. Your brushes don’t have to be expensive either. You can buy a package of random sizes.
  3. Don’t forget the sealant! You’ll need to seal the rocks after they have had time to dry. You can use a spray sealant (I like Krylon Triple Thick Clear Glaze for the shine), or something like mod podge. Follow the directions, but make sure the paint on your rock has had time to dry!
  4. Paint your rocks. Have fun, and paint to your heart’s content. If you want to sketch a design, it helps to paint a thin base of white paint on the rock first, let dry, and then sketch.
  5. Label the back of the rock. After the front of the rock dries, don’t forget to tag the back of the rock. If you’re part of a rock group on social media, use their tag. Not part of one? Search to find one in your area. I usually write “Post to RVA Rocks on FB”. I also tag with my artist name, TheChespinKid, and add the year. Write whatever you like.
  6. Share your work with your rock group. This is optional, but if you’re part of a group, it’s fun to share the hard work you put into making that rock before releasing it into the wild. It also helps others to learn to recognize your work and style when rocks are posted as found.
  7. Release into the wild! Time to let that rock go. I find local parks to be my favorite place, but rocks can also be dropped while on errands. Be careful dropping rocks inside of stores. Most stores do not allow this, especially near food. State parks also do not allow rocks to be placed inside. If you’re not sure, ask someone in your rock group.
  8. Keep an eye out for shared rocks. If you asked for your rock to be posted to your rock group, keep an eye out for posted photos after you release the rock. However, keep in mind that 3 out of 4 times, your rock will not be posted as found to the group. That’s okay! Painting and hiding rocks are not about you or getting recognized by others. Remember, it’s always about kindness first.


If you get started with painting rocks, respond to this post and let me know. If you’d like to see more of my rock work, check me out on Instagram: TheChespinKid. If you have questions about rocking with kindness, just let me know!

Fluco Toolbox: Remind

Welcome to Fluco Toolbox, a series of posts that showcases potential edtech tools for the Fluvanna County classroom. Each post will discuss the tool, the type of problems it can help solve, and how it can be used in the classroom. If you’re a Fluvanna County staff member and want to learn more about using the tool in your own classroom, please schedule to see your ITRT and we will develop professional development based around your needs. If you’ve stumbled upon this post and you’re not part of the district, no worries! Feel free to use the information provided to jumpstart your own research.

Have you ever wanted to be able to keep in touch with parents about their student, all without revealing your personal contact information? Have you wanted to share reminders about trip dates, homework, tests, and more?

Today’s Fluco Toolbox tool is: Remind

First, the basics:

Name: Remind (Formerly Remind101)
URL: http://www.remind.com
Cost: FREE (with options for paid school & district plans)
Problem this tool solves: Lets you keep in touch with parents and students via email, app, or text message without giving away any personal contact information.

Many times teachers, coaches, club advisors, and more want to keep in touch with parents or students. They might want to share deadlines, upcoming events, or important information. However, they want to do this without giving away any personal contact information. Do you find yourself wanting to do this as well? Then read on!

Remind is a text messaging application that is completely free, and allows teachers to communicate with students and parents, without any need for personal information. Teachers can message individual people, send announcements to the whole class, or start a group discussion (if settings are enabled to allow this). Messages can be received via the website, email, or text message, making it easier to connect with your community where they are.

The first step is to go the Remind website and create an account. If you are part of a Google school, you can easily connect your Google account to the service. Once you’ve created an account, you’ll be taken to your dashboard. Of course, if nothing is there, it will be empty. Once you have classes set up, the first class will show by default, and you can select the other classes as you need them:


In this example, you can see my default class is a Fluco Game Designers course. I can see any all messages sent to the class, as well as the members. To the left of the screen are further tools for me to utilize.

It’s time to get rid of that empty dashboard. First, click on “Create a Class” on the left side of the screen. A window will pop up, and ask you to provide some basic details about the class. Give the class a name, create a class code (or use the default one provided), and connect the class to a school. If the class is not part of any school, simply select the “Not affiliated” option in the menu. Agree to the terms, and then create the class.


On the next screen, you can go ahead and add people to your class. You can enter email addresses or phone numbers. If you don’t yet have contact information, or you would rather give your class a code, then explore the other options presented, such as printing a PDF file, telling parents to text the class code to a number, or emailing the code to a group of people. If you prefer not to do anything at this time, simply close the window.


Congratulations! You’ve created your first class, and perhaps added some people to it. Now it’s time to take a look at how to change message settings and send messages to your group.

First, we’ll need to customize your message settings. To access the settings, you can either click the circle with your last name initial in the upper left corner, or check the initial welcome message for the class. There’s a link to message settings there.


Change the types of notifications you receive, and the numbers/email addresses used. If you don’t people to reply to your messages, you can activate this option here, as well as choose to receive copies of class announcements. Please note that whatever you change on this screen applies to ALL classes you have created.


Now let’s modify the settings for the class you just created. Return to the dashboard for the class, and click the gear icon in the upper right corner. You can edit the information about a class at any time, and even add more owners to the class. You’ll now notice an option for people in the class to be able to message each other. You’ll want to uncheck this box if you do not want this feature enabled.


You can send a message directly to everyone in the class from the dashboard of the class by clicking in the message box at the bottom of the screen. You can also send a message by clicking the blue pencil icon by messages. If you click the pencil icon, you’ll see options to send a class announcement, start a group conversation, or send an individual message.


Once an option is selected, a new box will appear on the screen. You can create a message, and even translate it into over 70 different languages. There are also options to add files, images, and video to the message. Messages can be sent right away, or scheduled to be sent at a future date. Very handy for scheduling important dates in advance!


Finally, you’re set! Enjoy Remind, and connecting with all of your parents and students, without the hassle of dealing with personal information.

Worried about how Remind complies with various guidelines and regulations? Check out this link. Remind has provided information to help put one’s mind at ease!

Not in the classroom? You may still find Remind to be a useful tool. I am part of the Remind group for #wvedchat on Twitter. I’ve signed up via text, so whenever there is an upcoming edchat, I’ll get a reminder to my phone about the date, time, and topic.


Fluco Toolbox: AwesomeDrive and UFO

Welcome to Fluco Toolbox, a series of posts that showcases potential edtech tools for the Fluvanna County classroom. Each post will discuss the tool, the type of problems it can help solve, and how it can be used in the classroom. If you’re a Fluvanna County staff member and want to learn more about using the tool in your own classroom, please schedule to see your ITRT and we will develop professional development based around your needs. If you’ve stumbled upon this post and you’re not part of the district, no worries! Feel free to use the information provided to jumpstart your own research.

Have you ever wished that you could easily open Microsoft Office files (Word, Excel, and PowerPoint) directly from your Drive, and have any changes sync back to your Drive? Have you hated having to download and then reupload changed files?

Today’s Fluco Toolbox tool is: AwesomeDrive and Universal File Opener

First, the basics:

Name: AwesomeDrive / Universal File Opener
URL: AwesomeDrive / UFO
Cost: FREE
Problem this tool solves: Use both of these extensions hand in hand, and you’ll be able to create new Word, Excel, and PowerPoint files from within your Drive. You’ll also be able to edit the files on your computer’s version of Office, and then sync changes back to your Google Drive.


There’s a wedding set, and you’re invited! Well, it’s like a wedding, in a weird, techy way. I’ve always had people ask if there was a way to get Drive to play well with Office, and thanks to these two extensions by AODocs, there is most definitely a way! I do caution that these extensions are not meant to be used on a Chromebook. However, these extensions will up your PC game, especially if you find yourself working with both Google and Microsoft files on a regular basis.

First, visit the Chrome web store by using the links provided above. Add both Awesome Drive and Universal File Opener to your Chrome browser. Make sure you provide all permissions. Once Universal File Opener is added, you’ll find an alert that says you need to install a sync client to your computer. Don’t worry. This program will allow your Word, Excel, or PowerPoint file to sync changes to your Drive once the file has been saved. It’s a quick install, and once you’ve done that, you’re set.

Now that everything is added and installed, let’s see what kinds of cool tricks we can now do with Drive and Office!

First go to your Drive. With AwesomeDrive, you now have some new features. Try clicking the blue “New” button to create a new file. Before, you were only able to create new Docs, Forms, Sheets, etc. Now, you’ll also see options for Word, Excel, and PowerPoint. When you select one of these, you must name the file, and then it will open with the version of Office installed on your computer.


Once you’ve finished editing the document, simply save it and it will automatically sync to your Drive. No more downloading and uploading Office files for you!

Another cool feature you now have, thanks to Universal File Opener, is the ability to open any Word, Excel, or PowerPoint file from Drive. First, locate the file in your Drive. Instead of double-clicking on the file name, move your cursor to the right. You’ll see an icon of a computer with a pencil over it. Hovering over this shows the “Open File” text. Clicking it opens the file in your computer’s version of Office. Make any changes to the file and click Save. A small pop-up will notify you that the file is being synced to Drive. Make sure to save often!


After the file has been synced, another notification will pop up on the lower right corner of your screen notifying you that your file has been saved to Drive.

Using both AwesomeDrive and Universal File Opener should definitely make managing your files a lot easier. Give them a try!