Google Apps for EducationPresentation to the Board of Education SaritaIvey
Google Apps • Google Drive • Google Earth • Google Sites • Blogger • Docs • Sliderocket
Research • Applications such as Google Docs, Google Groups, and Google Sites can provide a medium to promote collaboration among students (Groff & Fecich, 2012). • “Technology is becoming more a part of a student’s academic career starting at an earlier age” (Alvidrez, 2012). • Google Apps is an excellent innovation for the elementary classroom
Development • Train students and teachers how to use the different applications • Frame of mind shift from physical filing to digital • Computer Using Educators’ http://www.cue.org/conference/ • http://www.google.com/edu/teachers/ • http://www.google.com/enterprise/apps/education/
Commercialization • Chromebooks – Affordable collaboration • Secure and reliable • http://www.google.com/enterprise/apps/education/benefits.html • “The nature of college computing is rapidly changing. Connectivity is the new essential for students. So much of education now relies on students being able to communicate and collaborate effectively. Google Apps will take them one step closer to living and thriving in a virtual world, not just while they are students here, but after they graduate as well.” • Mobile use – stay connected from everywhere
1995 - 1997 1995 Larry Page and Sergey Brin meet at Stanford. 1996 Larry and Sergey, now Stanford computer science grad students, begin collaborating on a search engine called BackRub. 1997 Larry and Sergey decide that the BackRub search engine needs a new name. After some brainstorming, they go with Google—a play on the word “googol,” a mathematical term for the number represented by the numeral 1 followed by 100 zeros. The use of the term reflects their mission to organize a seemingly infinite amount of information on the web.
1998 December “PC Magazine” reports that Google “has an uncanny knack for returning extremely relevant results” and recognizes us as the search engine of choice in the Top 100 Web Sites for 1998.
2000 June Partnered with Yahoo! to become their primary search engine. December Google Toolbar is released
2001 February – Google’s first public acquisition: Deja.com’s Usenet Discussion Service. They add search and browse features and launch it as Google Groups. July – Google Images is launched.
2002 May – Google partners with America Online
2003 February – aquires the creators of Blogger December – Google launches Google Print
2004 March – Google introduces Google Local (later merges with Google Maps) October – Google aquires Keyhole which later becomes Google Earth. Google Scholar is released.
2005 February – Google Maps goes live. March – Acquisition of Urchin (later to become Google Analytics). June – Google Search goes mobile. August – Google Talk is launched.
2006 March – Google acquires Writely which becomes Google Docs (now Google Drive). April – Google Calendar is launched. August – Apps for Your Domain is launched. October – Google announces thelaunch of the Literacy Project, offering resources for teachers, literacy groups and anyone interested in reading promotion.
2006 (cont.) October – Google acquires YouTube. October – Google acquires JotSpot (later to become Google Sites). October – Google releases Google Apps for Education.
2007 February – Gmail is available to the public. September – Presently is added to Google Docs to create slideshows.
2008 September – Google releases Chrome.
2010 April - Oregon becomes the first state to open up Google Apps for Education to public schools throughout the state. October – Google for Education reaches the 10,000,000 mark.
2011 June – Google+ is released to the public.
2012 October – Google Apps for Education reaches over 20,000,000 users.
Change AgentsInstructional Technology Coaches • Develop a need for change – Inform early adopters of benefits of Google Apps for Education (cloud storage, accessible anywhere/anytime, doesn’t rely on erratic servers) • Establish an information exchange relationship – Initial professional development with selected early adopters. • Diagnose Problems – Servers go down frequently that interfere with day-to-day lessons or activities. • Create an intent to change in the client – Explore various benefits to Google for Educations beyond cloud storage (sites, collaboration, student accounts)
Change Agents (cont) • Translate an intent into action – Encourage early-adopters to share their newly acquired knowledge with peers. • Stabilize adoption to prevent discontinuance – Ongoing professional development, administration use tools such as Calendar or Sites to ensure constant usage. • Achieve a terminal relationship – While the instructional technology coaches will remain within the system for support, they will move their focus to other educational technology products or programs.
Innovators, Early Adopters, Laggards Innovators – District Instructional Technology Coaches Early Adopters – School-level technology teacher, media specialist, select teachers who actively seek out new technology Laggards – Veteran teachers who reject change, traditionalists who reject technology
Perceived Attributes Compatibility – Many teachers already use Google Search, Gmail, and other Google services for personal use. Relative Advantage – Digital filing, collaboration, class websites, and many more of the online tools teachers use everyday can be consolidated into one place. Multiple productivity tools can simplify the way things are currently done. Complexity – Google Apps are very user friendly. Navigating is simple enough for a young child. Any adult with basic internet skills can easily use the different apps and productivity tools.
Centralized Diffusion Approach The diffusion process of Google for Education should begin with district level leaders. From there, the district’s instructional technology coaches , innovators, should be trained and begin to distribute information/knowledge to school-level leaders. Next, selected early-adopters with valued opinion leadership roles within individual schools should be trained on the use and benefits of Google Apps for Education. These early-adopters should begin to informally pass along their newly acquired knowledge of the innovations to peers at their specific schools. As the general school population begins to observe the benefits of Google Apps for Education, school-wide professional development needs to occur. Implementation should be voluntary at first to allow for trialibility and to keep perceptions of the innovation positive. School leaders should begin to provide information (i.e. meeting notes, school notices) solely within Google for Education to ensure everyone is utilizing it on some level. Ongoing professional development should occur to continuously inform teachers of the benefits.