EDUC 633 ISD Google Apps Professional Development …smurphytechedlu.weebly.com/uploads/2/5/8/4/2584853… · Web viewInstructional Design Project: Google Apps Professional Development

Running Head: GOOGLE PROFESSIONAL DEVELOPMENT 1

Instructional Design Project: Google Apps Professional Development

Stacey Murphy, Tracey Hammett, Delbra Jones, Mike Post, Maryellen Tissandier

Liberty University

EDUC 633

GOOGLE PROFESSIONAL DEVELOPMENT 2

Instructional Design Project: Google Apps Professional Development

Needs Identification

Instructors of technology (IT) or specialists in an elementary school environment are

faced with the hurdle of encouraging reluctant staff members to utilize technology in the

classroom as well as many other factors. Glazer, Hannafin, Polly and Rich (2009) provide many

examples of the challenges elementary school teachers face. Some teachers are inhibited with the

technology, some are easily frustrated by it due to lack of training, lack of both human and

physical resources (Glazer, Hannafin, Polly, & Rich, 2009). Some do not want to spend their

time outside of the classroom time in utilizing the web using blogs, maintaining websites, etc.,

beyond what is required by the district. Niederhauser and Wessling (2011) report that two-thirds

of the teachers in United States had received less than eight hours of training in using technology

in the classroom by the 2009 National Center for Educational Statistics (NCES) report. From this

same report, seventy eight percent of the surveyed teachers professed to learning technology on

their own.

One element identified in the research when designing PD for technology for teachers it

is to consider teachers as learners (Hoffman, D., 2011; Neiderhauser & Wessling, 2011). Based

on research of Everett Rogers (Niederhauser & Wessling, 2011) teachers have five personality

types when it comes to change, i.e., “the innovator, the early adopter, the early majority, the late

majority, and the laggards” (p. 38). Professional development design needs to be considerate of

the different level of teacher’s ability to change just as classroom instructional design needs to be

considerate of the different background knowledge and ability levels.

Besides dealing with personality types, PD should be collaborative to create the

opportunity to share instructional values and educational norms so the trained professionals can


continue to use the skills taught (Glazer et al., 2009). By creating a collaborative team the fear of

risk taking is diminished and idea sharing increased (Glazer et al, 2009).

Many times schools quickly change to meet the current trends in educational research, or

in this case technology usage. Personal computers and subsequent software development did not

evolve until 1969 (Polsson, 2013). By the early 1980’s computer desktops are appearing in

schools. As technology advances, teaching education in colleges did little to assist the teachers.

Even today, teachers learn how to use the multitude of software applications on mobile

technology and desktops for their academic and personal products, but lack the training in how to

use it correctly in the classroom instruction as a thinking tool and not just a productivity tool

(Niederhauser & Wessling, 2011).

To cover a variety of needed PD, teachers need the same environment for instruction:

authentic work that is meaningful to future classroom instruction, is creative, and advances the

teacher’s technological skills (Niederhauser & Wessling, 2011). Figure 1.1 below exemplifies

available opportunities to provide meaningful instruction that can be creative and will advance

the teacher’s technological skills. Research on professional development has shown that, in

general, a combination of workshops, monthly teaching meetings focused on building

communities of practices, and classroom-based coaching are most likely to change teacher's

practices (Lave & Wenger, n.d.).


Goal Statement

The goal for this instructional design project is to help train K-6 general and special

educators in the areas of Google. Now that many schools are moving to Google Apps for

Education (GAFE), teachers need to know how to use the programs within Google in order to

properly teach students how to use Google in order to be successful in the educational setting.

This instructional design project will focus on teachers in the K-6 general and special education

settings. Teachers in both areas will need this training as they will use GAFE to work

collaboratively with their peers as well as their students. Through proper training, teachers will

be able to properly incorporate technology skills needed for 21st century learning within the

classroom to provide differentiation for all students, leading to the teacher taking more of a

facilitation role within the classroom. The instructional design project will be presented at five

early release professional development meetings in order to enhance technology knowledge.


Teachers will participate in professional development meetings during the first five weeks of

school.

Task Analysis

The chart (see Figure 1.2) below shows the training plans for the instructional design

project. Based on the Dick, Carey and Carey Model (“Instructional,” 2012), the chart describes

the plan for the trainings. The trainings will be five sessions long averaging 30 minutes in length.

Trainings will occur within each K-6 building in the district with presenters assigned to each

building. The professional development sessions will expand over a period of five early release

meetings in order for all staff to attend. Attendance will be mandatory for all staff. Through the

trainings, staff will be encouraged to use the new technology in the classroom and model the

technology for the students. Sessions will be differentiated to meet the needs of all teachers to

ensure that interest is kept during the trainings and district transition.


Figure 2

Task analysis listing goals and sub steps following a Dick, Carey, and Carey model.

Note: Tissandier, M. 2014. Adapted from Google.

Context and Learner Analysis

The target learners for this Google educational project will be at the elementary level

(K-6) in the Googlesville School District, more specifically the educators, intervention

specialists, and others who might have an interest and desire to incorporate Google applications

into their classrooms or additional educational settings. For administration and staff, training will

be provided to learn how to differentiate using technology within the classroom in order to

enhance the learning environment for all. The ultimate goal for this project will be to integrate

technology into the classrooms and expose teachers to different project based learning (PBL)


approaches to use within the classroom. The goal of Googlesville is to have teachers move to one

of the following approaches:

● flipped classroom

● blended learning

● project based learning

By choosing to use one of the new strategies, this will allow technology integration to within the

classroom in order to create consistency with grade levels K-12.

The desired entry behavior for the project is that the educational professionals will be

willing to try, apply, and incorporate pieces of this project into their educational setting. Basic

computer skills involving writing, presentation software, and internet ability is recommended.

The academic motivation for this will be to strengthen learning for educators and students. The

ability of these educational professionals will vary from experts to novices. Support will be in

person, live synchronous mentorship form using Google Hangouts (2014), asynchronous contact

via e-mail, other prepared multimedia, and Google documents that will be available. The group

will strive to work and accommodate various styles without intimidation or other divisive

attitudes that might fluster or inhibit the development of the learning project and community for

this Google project. Table 1 provides the learning objectives for the Googlesville PD.

Instructional Objectives

The following table discusses the goals and objectives that the Instructional Design team

has used to develop their professional development plan. By the end of the professional

development, general and special education teachers should have mastered each goal and

objective and should be able to effectively use Google Apps for Education in the classroom.


Table 1


Goals Objectives

Googlesville will implement Google Educational Apps for the purpose of integrating technology and for professional development.

Teachers will share what they know about Google and their applications. The facilitator will show Google at work in several classrooms. The design is to motivate teachers to try Google Apps for themselves in the classroom, and hopefully create an excitement about their potential in the classroom. Measurement of this objective will rely on surveys from Google App Forms to gain responses from participants. The results of the surveys will guide the instructional design project as the project is flexible and we will allow for differentiated instruction.

Googlesville will provide highly qualified teachers the resources to help integrate technology effectively in their lesson plans, while using Google Educational Apps.

Teachers will try, build, play, and discern the possibilities of Google Apps, especially Google Docs and Google Drive. Familiarity will work with trial of the applications, a sample document for all to add to and share. The sharing might be done with a Google Hangout. Teachers will create a document, share the document with a colleague, getting together and editing, and then save to Google Drive. This will determine whether or not teachers have effectively mastered this objective.

Increases teachers’ knowledge of specific content, such as Google Education Apps.

Teachers who already have a working knowledge of this may explore additional Google Apps. The choices here will be limited to help maintain a working environment. Teachers will have the opportunity to learn through sharing, presenting, teaching, and collaborating. Teachers will be required to develop a lesson plan incorporating Google Apps in their classroom.

Provide teachers with Goggle training, three times a year.

Prior to school starting, after first grading period, and after first semester, teachers will receive a refresher course on Google Apps for Education. Teachers will also be notified of any updates or new information about Google Apps for Education.

Assessment

Pre-Assessment

Teachers at Googlesville Elementary who are participating in the professional

development will participate in a pre-assessment to determine what they may already know

about Google Apps for Education. The pre-assessment will consist of yes/no, multiple choice,

true/false, and short answer type questions. Students will take the assessment on Google using


the forms application. The following questions will be the pre-assessment and will guide the

professional development and will allow the instructors to know exactly what the students

already know about Google Apps.

Pre-Assessment Questions

1. Do you currently access your Google account that was set up by the school?

yes, no

2. Do you currently use Google Apps for Education with your students?

yes, no

3. Please select the apps that you currently use through Google.

Google drive, Google forms, Hangouts, Google Docs, Blogger, Gmail, Calendar,

Google presentation, Project Spectrum, Google draw, other

4. Do you know how to share a document to work collaboratively with another educator?

yes, no

5. Google Apps for Education is a great way to integrate 21st century learning skills into

the classroom?

true, false

6. Have you participated in a Google Hangout?

yes, no

7. Have you created a lesson incorporating Google Apps for Education to use with your

students?

yes, no

8. If you currently use Google Apps, do you see the benefit of incorporating this

technology into the classroom? Please explain your answer.


yes, no

short answer

Formative Assessment

After module two, students will create a folder to share with their grade level in Google

Drive. The grade level teams will then use this folder to share and create assignments throughout

the professional development to use in future planning. The grade levels must also share the

folder with one of the instructors. Instructors will use this as a formative assessment to monitor

student learning and understanding of using Google Apps.

Summative Assessment

After module one each student will participate in a summative assessment. Each student

will be assessed on their knowledge and creation of a document in Google. First, each student

will have to create a document in Google drive. Then students will have to share the document

with another colleague. The pair will have to work together collaboratively to edit and change

the document if necessary. Then each student will have to download and convert the document to

Microsoft Word. The final step in the assessment will be to email and share the document with

one of the instructors. The instructor will then provide feedback on how the student performed.

After module three, participants will share several Google apps within their grade level

folder that they created in the previous module. At this time, students also need to download one

app to their Google account to integrate into their classroom lessons. After each student has

completed their assignment, the instructor will check for accuracy and completion of module.

After module five, participants will create a document in their grade level folder to

include ways to integrate Google Apps with special education and instructional support teachers.


The document must include five apps or ways to incorporate technology and use of Google Apps

for Education with this specific population.

Post Assessment

During module four, participants will create lessons to use in the classroom. When

developing lessons, students must integrate some form of Google Apps into their lesson. The

lesson must solely rely on technology and using Google Apps. After the lesson is developed, the

student must share within the grade level folder along with sharing the document with one of the

instructors. The instructor will then assess the lesson and provide feedback if needed and student

must correct the suggestions made.


For the purpose of the professional development sessions, the objectives are going to

focus on learning and growing in knowledge of the Google Apps and how they apply to

education and can be implemented into instruction. The objectives are as follows:

● Teachers and administrators will learn about Google Apps and how they are important in

the classroom

● Teachers and administrators will work together to become familiar with Google Docs and

Drive

● Teachers and administrators will continue to explore apps and ways that apps can be used

in the classroom (both google and non-google apps)

● Grade level teams will create and incorporate a lesson incorporating the use of Google

Apps into the classroom


● Through collaboration with fellow teachers, special educators and instructional support,

teams will create lessons to be used in the classroom in order to provide cross curricular

activities for students using Google Apps

Instructional Strategy

When you consider the e-learning approaches that can be used for the training sessions,

there are several different approaches that can be taken in order to properly instruct the staff who

attend. These methods include: Standalone e-Learning, coaching, blending and referring to

learning resources (Horton, 2012). Each approach will allow for each session to be different and

meet the needs of differentiation for both the attendees and presenters. According to the Dick and

Carey Model of Instructional Development (2012), in order for the Instructional Design Model to

be successful, there must be several steps that are taken to ensure that the instructor and delivery

of materials align with the material being covered in order for learners to learn the new content.

Integrating computers into the curriculum starts with making sure that teachers and

students have developed a basic understanding and knowledge of technology (Picciano, 2011).

Through the professional development sessions, understanding of technology will begin to occur.

The overall instructional strategy and delivery will focus on using an interactive approach that

will allow the staff and administration to work together collaboratively. The trainings will

incorporate media, articles and time to explore. Throughout the five professional development

sessions, teachers will be able to share experiences in the classroom, trials and errors, as well as

apps that have been discovered by the teacher or grade level team that can be implemented into

the classroom curriculum. Teachers will be working closely with the intervention team in the last

session to create lessons that incorporate technology into the classroom that will help students

with special needs understand the content that is being taught in the regular education classroom.


The intervention team and regular education teachers will eventually create a list of appropriate

apps that provide both reading and math intervention for students into the classroom. Based on

the app, data collection will be crucial in order to show growth based on the intervention used.

Table 2 describes each session and outlines what the session trainers will be covering.

Assessments have been incorporated into each lesson to allow trainers to see how teachers are

adjusting to the technological changes. Based on the outcome of the assessments, trainers will be

able to adjust the sessions to meet the needs of the teachers, targeting reluctant teachers who may

be struggling with the content and basic understanding of technology. According to Picciano

(2011), the end goal is for teachers to feel comfortable using technology and developing a

repertoire of instructional applications.

Table 2

Googlesville PD Instructor Outline

Objective Activity Assessment Time

1. Learn about Google Apps and how they are important in the classroom

● Show GAFE youtube video:http://youtu.be/dWDI_249CFY● Set up Google Account● Take screencast tour of the

different applications available through Google.

● Screencast tour of student account and compare teacher vs. student account.

● Preassessment● Creation of

Google Account

30 minutes

2. Become familiar with Google Docs and Drive

● Log in to Google Drive● Explore the available options of

Google Docs● Explore the available options of

Google Drive● Compare Drive vs. Microsoft● Compare Docs vs. Microsoft

● Share a document with the presenter

● Share a folder with a fellow teacher (or grade level)

30 minutes


3. Continue to explore apps and ways that apps can be used in the classroom (both google and non- google apps)

● Explore Google Play● Read and discuss Articles below

with grade-level teams:50 Fab Apps for TeachersBest Apps for Elementary StudentsEduTeacher's App Search Engine● Explore blogging sites for

education and parent communication:

Top 10 Websites for Free Blog Creation

● Ways to use Google Hangouts within the classroom:

32 Tips for using Google Hangouts in the Classroom

Connected Classrooms through Google+

● Create and share grade level appropriate apps list with a colleague

● Download one app to Google Account

45 minutes

4. Lesson creation and incorporation of Google Apps into classroom instruction

● Grade level teams will create a lesson plan that incorporates the use of a Google App into the lesson (one lesson per subject area)

● Create and share lessons with team members

● Share one lesson created with session trainer for feedback

30 minutes

5. Collaborate with fellow teachers, special educators and instructional support in order to provide cross curricular activities for students using Google Apps

● Read and discuss Google’s Project Spectrum and how program applies into the regular ed classroom:

Sketchup- Project SpectrumHarvard University's Article on

Project SpectrumApps for Children with Special

Needs● Explore voice recording tools to

use with a student that has special needs and may benefit from this tool.

● Create a document with grade level team’s top five apps for students with special needs. Also include three ways that you plan on incorporating technology and apps into your daily instruction. Share document with the session trainer

30 minutes


Each module listed below will describe the training sessions more in depth. Essential

questions will be asked throughout each training in order to promote critical thinking, assess

progress and help participants meet the session objectives and goals. Figure 3 below will show

the sessions in depth and the expectations for each session during the professional development.

Figure 3. Flow Chart

Googlesville PD planning chart


Figure 3. Murphy, S. 2014. Googlesville ISD flowchart of training procedures and sessions. https://creately.com/diagram/hwjv093y

Media Selection

For the media roll out, staff will be provided a Google Hangout link through email in

order for the session presenters to introduce and share the instructional design plan with our

colleagues. As the training begins, screenshots will be presented to the participants that will

display hints, tips, and important useful hotspots to create their own project to share and develop

with students, staff, and the administration.

The media to be shared will include many of the Google Apps such as Drive, Hangouts,

Docs, Slides, and Forms along with several others. Introducing the acronym GAFE (Google

Apps for Education) staff will learn about the benefits of Google in education and how Google

provides free accounts for educators. The staff will also learn about the benefits of Google Play

and how this app market is affordable as well. Collaboration through many of these apps allow

educators to share information collaboratively with classrooms around the world using video,

chat, and maps. Teachers could share a lesson or presentation with other classrooms along with

their own.

The media requirements for Google applications are compatible with many modern

computers, tablets, and other mobile devices. Table 3 includes the potential media that will be

used for assessments, content delivery, and activities.


Table 3

Media Selection

Name of Tool Additional Support Computer Requirements

Bandwidth Requirements(Equivalent for LAN and

Wireless)

Tool Features

Google Hangout ● Google Chrome● Microsoft

Internet Explorer (IE)

● Mozilla Firefox● Safari

● Any 2 GHz dual core processor or greater.

● For 1:1 connections: 1 mbps/1 mbps (up/down)

● For group video connectivity: 2 mbps/2 mbps (up/down)

● One touch google connect

● video chat● enhancements

Google Docs ● Google Chrome● Microsoft



●Windows Vista●Windows XP●Windows 7●Windows 8

● 750 mbph/300 mbph (up/down)

● Document sharing

Google Drive ● Google Chrome● Microsoft





● Instant share, storage, and edit of documents, photos

Google Presentation

● Google Chrome● Microsoft





● Drawing tools● Add Microsoft

PowerPoint slides into Google presentations

● Clipart● transitions● sharing of

presentation ● tables

Google Form ● Google Chrome● Microsoft





● surveys● quizzes● tests● polls● data validation● custom messages

Note. Data adapted from Google Application Help web page retrieved from https://support.google.com/plus/answer/1216376?hl=en


Conclusion

Throughout this design project with the focus of Google applications for educators,

efforts have been attempted to encourage, guide, and share the benefits of these useful and

proven applications in educational settings. Through sharing, sampling, and creating it is

possible that these services will improve educational collaboration. This is important to share

and continue to contribute with others in education and elsewhere as we inquire and investigate

new concepts and techniques with these applications. Not only is the design project effective for

the target audience, but it should also be useful for the educators’ classrooms as well as they

share these tools and concepts with their students. Collaboration goes beyond staff, but into the

classroom and community as well. Google Applications are publicly available and accessible for

all interested internet users and conveniently they are all within the Google group.

Finally, perhaps there is an ulterior motive in this project is to continue to familiarize

educational professionals in technology. Google is a group of programs that might help

educators, and then the skills learned with google might translate into other applications,

programs and software.


Reference

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EDUC 633 ISD Google Apps Professional Development …smurphytechedlu.weebly.com/uploads/2/5/8/4/2584853… · Web viewInstructional Design Project: Google Apps Professional Development