James Petersen TCC 2013 April 16, 2013

1. An Introduction and Overview to Google Apps in K12 Education:A Web-based Instructional Module James Petersen TCC 2013 April 16, 2013

2. Studies at UH Manoa in the ETEC Master’s Program • A School Administrator in Hawaii’s Public Schools • Interested in the development of 21st century teaching and learning policies and solutions for students and teachers James Petersen TCC 2013 April 16, 2013

3. Can we take a brief survey? • Do you use a smartphone at least daily? Green check = yes Red X = no

4. Can we take a brief survey? • Do you use a smartphone at least daily? • Do you participate in a social network regularly? (Facebook, G+, etc.)

5. Can we take a brief survey? • Do you use a smartphone at least daily? • Do you participate in a social network regularly? (Facebook, G+, etc.) • Do you regularly use cloud-based productivity tools like Google Docs?

6. Can we take a brief survey? • Do you use a smartphone at least daily? • Do you participate in a social network regularly? (Facebook, G+, etc.) • Do you regularly use cloud-based productivity tools like Google Docs? • Do you regularly use cloud-based tools to work collaboratively with others?

7. Can we take a brief survey? • Do you use a smartphone at least daily? • Do you participate in a social network regularly? (Facebook, G+, etc.) • Do you regularly use cloud-based productivity tools like Google Docs? • Do you regularly use cloud-based tools to work collaboratively with others? • IDEA! • Digital consumer v. producer/collaborator

8. An overview of my presentation • Introduction • Background • Methods • Results • Discussion & Implications • Conclusion

9. Rationale • The purpose of this Instructional Design project was to produce and evaluate the effectiveness of a web-based module to introduce the capabilities of the Google Apps suite of tools to K12 teachers.

10. Introduction • It is a national goal that students graduating from high school be college or career ready (ESEA, 2010)

11. Introduction • It is a national goal that students graduating from high school be college or career ready (ESEA, 2010) • Schools must use technology to provide students with “…engaging and powerful learning experiences” (US DOE National Technology Plan, 2010)

12. Introduction • It is a national goal that students graduating from high school be college or career ready (ESEA, 2010) • Schools must use technology to provide students with “…engaging and powerful learning experiences” (US DOE National Technology Plan, 2010) • 7 of 8 Ivy League schools and 72 of the top 100 US universities have adopted Google Apps (Google, 2013)

13. Background • Becoming skilled digital producers and collaborators will be increasingly important in students’ post K12 lives • The practices, knowledge and skills of teachers have an immediate impact on the ability of students to acquire these skills (Archambault, et al., 2010) • Many educators do not have the same facility with and understanding of technology that is a daily part of the lives of professionals in other sectors (US DOE, 2010)

14. Background • While more than 105 public schools in Hawaii have a Google Apps subdomain, very few schools actively use the tools • Professional Development time for teachers in public schools has disappeared • One solution • Provide teachers with a means to learn that is “fluid in time and place and is customized” (Wind & Relbstein, 2000) • Provide Professional Development that is “Just-in-Time”

15. Methods • The Google Apps solution is attractive because: • It’s free to educational institutions and can supplement or replace other proprietary software

16. Methods • The Google Apps solution is attractive because: • It’s free to educational institutions and can supplement or replace other proprietary software • It’s platform independent since it is web-based and supports the goals of collaboration and digital productivity

17. Methods • The Google Apps solution is attractive because: • It’s free to educational institutions and can supplement or replace other proprietary software • It’s platform independent since it is web-based and supports the goals of collaboration and digital productivity • It has become widely used in post-secondary institutions and in business

18. Methods • Instructional strategy • This module makes use of the ARCS model of design of the motivational aspects of the learning environment. (Keller, 2011)

19. Methods

20. Methods • Technologies • The module was produced with Google Docs and Apps to model uses and flexibility of Google tools • Web-based format allowed participants to access the module at a time and place of their choosing • Optimized and tested on multiple platforms • Desktop/laptop:

21. Methods • Technologies • The module was produced with Google Docs and Apps to model uses and flexibility of Google tools • Web-based format allowed participants to access the module at a time and place of their choosing • Optimized and tested on multiple platforms • Tablet:

22. Methods • Technologies • The module was produced with Google Docs and Apps to model uses and flexibility of Google tools • Web-based format allowed participants to access the module at a time and place of their choosing • Optimized and tested on multiple platforms • Smartphone:

23. The Instructional Module • Consisted of these sections: • Welcome page • Consent to participate (Google form) • Preliminary Assessment (Google form) • Overview (video and text) • Docs (video and text) • Forms (video and text) • Sites and Wikis (video and text) • Post Assessment (Google form) • Extras (links to additional content) • references

24. Welcome Page

25. Consent to Participate (form)

26. Preliminary Assessment (form)

27. Overview (video & text)

28. Docs (video & text)

29. Sharing, Draw, open response question

30. Forms – text, video, response

31. Sites – text, video, wikis, response

32. Post-assessment

33. Participants • 20 began the module, 18 completed the post-assessment • 15 female, 5 male • 11 were K12 teachers (55%)

34. Data collection – via Google Forms • Preliminary Assessment • Demographic and information about technology use and perceived skill levels

35. Data collection – via Google Forms • Preliminary Assessment • Demographic and information about technology use and perceived skill levels • Open-ended text responses following module sections • “How would you apply this in the classroom?”

36. Data Collection– Pre-assessment

37. Data collection – via Google Forms • Preliminary Assessment • Demographic and information about technology use and perceived skill levels • Open-ended text responses following module sections • How would you apply this in the classroom? • Post Assessment • Effectiveness of the module, classroom uses, desire for further instruction, open text response

38. Data Collection– Post-assessment

39. Results • In the Preliminary Assessment: • As questions became more specific to use of Google apps for production and collaboration, mean of the responses fell.

40. Results • In the Preliminary Assessment: • This was more pronounced among the K12 teacher participants (e.g. 2.73 v. 3.89 for G-4, collaborate)

41. Results – Post Assessment • Design and presentation of module well received (IM-1 – IM-5) • Clearly presented and level appropriate for target audience

42. Results – Post Assessment • Participants indicated a strong preference for wanting to utilize Google Apps in Classroom and Professional activities (T-1 – T-4)

43. Results – Post Assessment • Text comments: “I liked it very much.” “I would love to create content lessons for classes like this.” “I want my PLC to watch this so we can start collaborating using the Apps.”

44. Results – Post Assessment • Participants indicated: • Desire to learn more about Google and cloud Apps • Wanted more access to self-paced modular training • Did not prefer F2F as much for this type of training

45. Discussion • Participants: • Indicated that they felt they were relatively competent digital consumers • K12 teacher respondents were not as familiar with productive and collaborative uses of Google Apps suite • Indicated that they acquired greater knowledge of the components and wished to incorporate the tools in professional practice

46. Discussion • Just-in-Time: • Participants were positive about the format of the instruction • One wrote: “I like the fact that I can learn anywhere and anytime. I’m sitting on my couch at 9pm on a Friday night. I’m so busy that this fits my schedule.”

47. Discussion & Implications • K12 Teacher respondents desire more modules dealing with specific components: • “I’m sure you’re considering making [more] modules for specific tools…” • “I was left wishing I could have learned more since I want to do this.”

48. Discussion & Implications • Difficulties • By the time the module was presented, some of the video content was out of date • YouTube videos are blocked within HIDOE. Teachers could not access within schools • Module initially conceived to address the needs of a specific HIDOE school • Research approval process precluded this approach

49. Conclusions • Need • K12 teachers are not largely familiar with the integration of cloud-based productivity tools in professional practice • K12 teachers want to be able to provide instruction and utilize tools that will be relevant to the future lives of their students • K12 teachers are interested in learning skills but have limited professional development time • Participants enjoyed the flexibility of time, place and platform • One participant began the module on a smartphone at work and completed it at home on a laptop

50. Conclusions • Next steps • Continue with the process of approval to conduct studies within HIDOE • Creation of purpose-made video materials for this and future instructional modules • Development of component specific modules and means of deployment to Complex-area schools • Work with school-level personnel on the production of Just-in-Time professional development materials