What we did
I recently tried using a shared Google Map as a prior knowledge / brainstorming / discussion starter, as part of an intro to a Grade 6 unit on the Silk Road. I asked everyone in the class to add some markers about places they’d been, and told them to add details about local, food, culture, or any other local specialties they remembered.
Why we did it
I really enjoy using shared Google Documents for all sorts of daily classwork, and I keep hoping that shared maps will eventually allow for some of the same collaborative magic. I’ve tried collaborative maps in the past and found them too slow and chaotic, but that was years ago. I realized that I hadn’t investigated this aspect of Google Maps for two years or so, and I thought I’d give it another chance.
Chaos. Madness. When I made a new map and shared it with the class, everything went wrong. Unlike Documents, the map refreshed itself very slowly and in a weird way, so that students couldn’t see the changes they’d made until 10 or 15 minutes had passed.
It didn’t help that our map immediately became unmanageably complex – many of the students decided to quickly add markers for every single place they’d been in their lives, so minutes after starting the map we had something like 135 markers.
Marker names and descriptions updated far more slowly than the actual markers themselves, so for most of the time we spent on it, it frustratingly looked like we had around 135 blank markers, even though most of them had been given names and descriptive text by the students.
After 10 0r 15 minutes of frustration, some of the students (understandably) started trying to speed the map up and organize things by deleting the dozens of apparently blank markers – except that they often weren’t blank, but were just very slow to update. This meant that some students were deleting others’ work.
Finally, one or two students figured out how to change all of the markers’ icons at once, so by the end of our time trying to collaborate on the map, we had maybe 10 or 15 informative markers and over 100 seemingly blank ones, the icons for all of which had been turned into fish heads. It was not the most productive use of class time.
What I learned
Maps are still not Documents, although they now share a similar “sharing” system. A whole class can’t work on a shared map without several major problems cropping up.
There need to be either strict limits on the number of markers that students place, or the number of people working on a map at any one time. Perhaps maps might be successfully shared in groups of 2 or 4 students, but attempting to have the whole class collaborate on a single map was not a success. The less exciting but more practical setup of ordering each student to only make one marker per map might also lead to more manageable results.
When we finally abandoned the non-updating, extremely messy map, the students seemed more upset at the “waste” of 15 or so minutes of class time than I was. When I tried to make everyone feel better by explaining that they’d helped me in a technology experiment, two of them immediately demanded payment for their services as test subjects. Unpredictable exchanges like that are part of what makes teaching middle school so fun. I did not pay them.