Theme 1: Utilize all technology, don't shut down creativity by denying students. In a way I felt both classes reminded us to allow students to use what was available to them. The programming basics were important to know I am not going to understand everything some of my students are doing. Some of them are already better programmers than I am. I focused on the google classroom for systematic design. Again, utilizing what is available and allowing students creativity is emphasized in the Google classroom structure.
Theme 2: Distance learning is and will be an essential part of the education system. Utilizing Google classroom allows for learning at a distance and collaborating across distance.
Theme 3: Professional development for teachers needs to be continuous and offered in variety to allow for teachers to find comfort with technology and also learn it is okay to not know everything. When setting up a design for instruction, professional development is essential. Teachers need a comfort zone and buy in to made changes.
Theme 2: Distance learning is and will be an essential part of the education system. Utilizing Google classroom allows for learning at a distance and collaborating across distance.
Theme 3: Professional development for teachers needs to be continuous and offered in variety to allow for teachers to find comfort with technology and also learn it is okay to not know everything. When setting up a design for instruction, professional development is essential. Teachers need a comfort zone and buy in to made changes.
CET 756 Introduction to Instructional Programming
LT 716 Systematic Design of Instruction
I chose to take both CET 756 and LT 716 in the fall of 2015. I was glad to take something a little different. i thought programming would be a fun class to get out of the philosophy and give my mind a break. That was not exactly the case. I have done very little programming, we started the course and I was instantly in a panic. We had an assignment that I just could not wrap my brain around. I thought we were very complex from the beginning and was afraid of what the rest of the class would offer. When I realized that I was trying to do the work a week ahead of the reading and instruction, life son became easier. I am a puzzle solver, so I love it when a program works and am completely beside myself if I cannot figure out what goes wrong. This class was very useful in understanding more of how the programming I have started teaching works and correcting errors my students make.
LT 716 was also a challenge. It took a bit to comprehend designing in this fashion. I was used to designing lessons for my students and even designing professional development, but this was much more. To design a course with all aspects attached to present to someone is quite time consuming. I enjoyed what I was given in this class and have opened my eyes to look at more aspects of instruction and lessons.
LT 716 was also a challenge. It took a bit to comprehend designing in this fashion. I was used to designing lessons for my students and even designing professional development, but this was much more. To design a course with all aspects attached to present to someone is quite time consuming. I enjoyed what I was given in this class and have opened my eyes to look at more aspects of instruction and lessons.
CET 756: Link to programs
LT 716: Final project
Instructional Design- Implementing Google into the Classroom- Janelle Gregg
Executive Summary:
Sisseton High School is experiencing lower student numbers but also a teacher shortage. The administration wants to train the teachers to use interactive technology to reach out to the students and draw students to the district. The district will integrate the use of Google Docs into the education plan. The plan is to give the teachers a tool they can use with their students to collaborate on projects. Teachers will learn to use Google Docs, which is set up through the state email system for all staff and students. They will share documents out to students or show their students how to share documents to them. This will allow for electronic collaboration, correction, and feedback. Google Docs will be integrated into the classrooms for the students, but also by the teachers for cooperation amongst staff.
Sisseton High School is located in the northeast corner of South Dakota. It is 10 miles from the Minnesota border and 25 miles from the North Dakota border. The school is a public school that is within the Sisseton Wahpeton Oyate Reservation. The school is considered a rural school. The population of the school is 230 students of which 60% are Native American. There are 23 teachers in the high school. The area is considered an impoverished community. Funding from the federal government has given the district multiple resources in technology. With the influx of technology, integrating it into the curriculum is of importance.
Learning Need/Market Opportunity:
The teachers at Sisseton High school need professional development on incorporating different forms of technology into their curriculum. The teachers need time to choose the technology appropriate for them and become comfortable with using it. They need instruction on how to use the technology and ideas for incorporating it.
An end of the year technology survey (2014-2015) revealed that the staff feels there is adequate technology available. Some felt that they would like additional items, but that it was not a necessity. About 75% felt that they had adequate technology but needed training in using the technology. When it came to using the technology in their curriculum, 92% said they would like professional development on implementation with time to work on individual plans.
Integrating technology is not just a struggle for the teacher in Sisseton. With technology everywhere in the world today and our students using technology constantly. Teachers need to also use that technology to engage their students. A study by Fethi Inan and Deborah Lowther states that teachers frequently do not have the skills needed to integrate available technology into a class. (Inan, 2009, p. 137) “A study conducted in 2000 by the National Center of Education Statistics revealed that only 23% of 1, 674 surveyed teachers felt well prepared to integrate technology in their instruction. Yer, a 2009 report on U.S. trends reveals that only 20% of states require technology training or testing for recertification or participation in technology-related professional development.” (Inan, 2009, p. 138) According to Inan, multiple studies have shown that technology integration is a slow and complex process. Teacher attitude, demographics, and character affect training, but so does availability of technology and school support. (Inan, 2009, p. 138)
Resource:
Inan, F. A. and Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research & Development, 58(2), 137-154.
Project Definition:
Google Docs and Google Drive are a collaborative technology. Word processing, presentation documents, and spreadsheets work with Microsoft Office products. The online platform allows for collaboration and same time sharing and editing. Google Drive allows for saving and sharing documents. A curriculum of step-by-steps and videos will be created for use in professional development opportunities. The course curriculum will be delivered in a face-to-face setting where the instructor will show and then the learners will practice.
The goal of the project is incorporate the collaborative technology into the classroom and strengthen the communication between teachers and students.
Learners will be able to create a word processing document, presentation document, and spreadsheet document. They will then be able to share these documents with others. Finally they will be able to edit the documents collaboratively and download the document to their computer. The will be able to recognize when each type of document and collaboration would be used appropriately in their classroom.
The audience will be comprised of the 23 staff members of Sisseton High School. The staff all have tablet computers for their use and lab carts for their students to use. The technology needs are available. All staff can use a computer for basic word processing, spreadsheets, PowerPoint presentations, internet searches, email, and grade books. All staff have students use computers to type papers and search the internet. They have the basic skills, so they will just need to learn to use the features of Google Docs.
The characteristics of the learners are mixed. Approximately 15 of the staff members feel they are close to retirement and don’t have the time or the need to learn new technology. They also feel they are not tech savvy. The newer staff feel they know it all or can learn it on their own. With time restrictions, both groups like having the training scheduled.
Physical and Cognitive characteristics: one staff member has sight limitations. Some have hearing loss. All are physically able. Two of 21 staff members have a website and use it with their students. Two teachers work with their students on technology projects like videos for class projects. 1 teacher uses blogs, RSS feeds, and wiki spaces with students. Sixteen of the teachers have been in the district for 20+ years. Only 5 are under 20 years. Three are first year teachers.
There are some implications for risk in this project. Prior Knowledge; though there is knowledge of computers, other technology is lacking and software/ apps are not commonly known and used. A slow paced instruction with much time to implement the pieces during the process is preferred method of learning. Motivation; the newer teachers have had a few successes with the technology they are using, so they are continuing to try new things. The older staff have had successes, but also have had bad experiences that overshadow the good experiences. They will need more external motivation to try something. Ability; all have the ability to learn the new technology and utilize it. Most issues are psychological. Learning Context will have to be hands on, small chunks of information with lots of implementation time and support services. Application; support will need to be ready, one thing goes wrong and the defeated will give up.
People have different learning styles. Touching as many styles as possible will lead to a better instruction. Visual, auditory, and kinesthetic are all important and should be used mixed together for best results.
The training will be a classroom setting with verbal and visual instruction. Projection will be used so all learners can view the actual Google site. Because the teachers have shown to be hands on learners, they will also have computers and opportunities to practice on the site. Step-by-step instructions will be made available through the Google shared drive. Links to videos will also be placed into a document on the shared drive for further instruction. Time will be given to gain comfort with the site and to ask questions. Those who move faster will be allowed to learn and leave, while those who want more time will be given that time and help.
The design process will occur between October 20 and November 20. During week one the accounts will be set up and verified for all staff and students. Week two the step-by-step guides will be developed. During week three video will be compiled for extra instruction and the official lesson plans will be compiled. Week four will be sharing with administrators and a test group for changes prior to the start date.
The training will be held in the winter and early spring during scheduled in-services. November 30, January 4, January 22, February 15, April 22: These are the in-service days left in the school year. November 30: I will be given an hour or two to bring all staff to my classroom. I will present the idea of using Google Docs with the students on just one lesson during the remainder of the school year. An initial statement showing the comparison to Microsoft Office, will ease the learners into the curriculum. The videos and step-by-step guides will be used to help move through the steps. I will present to the staff how I log in to Google docs, what types of documents are available, how to create a new document, and how to share that document. I will also show them their Google Drive, as that is where the documents are stored. I will show them that Google Drive is like an online share drive, which we use at school. I will show them how to create folders for different assignments or different classes to organize their drive. Once I have shown them the pieces, I will assist them in logging in. I will have a shared document in their folder waiting for them. I will tell them all to type something so they can see on the projection screen how everyone’s work comes into the document. I will then assist in setting up folders and having everything organized for them to go to their classes and start with their students. *Prior to this in-service, I will compile a list of all students and their email addresses. I will share that to the staff via Google docs so they can help their students log in. All staff and students have k12 state email. A spreadsheet can be downloaded from the state. **There will be issues with some students and email passwords. These will not be given to staff for security and privacy reasons. The students who do not know their passwords will have to be given to me, so I can reset the password and give it to the student. I do not keep student passwords.
January 4: One hour: During this hour, we will start with a question and answer session, no more than ½ hour. We will share if anyone has used Google docs yet. Staff will be asked to share a Google doc with me of their lesson that they will use Google docs in. I will need this document prior to the January 22 in-service. January 22: One hour: check in and time to work on lesson development or critique lessons if used already. February 15: Another check in for those who need it. I am setting these times aside because I always here there is no follow up, so I want them to know I am there for help. April 22: Lessons will be completed and I will survey the staff using Survey Monkey for a summative evaluation.
There is no budget for this project. The design process is voluntary. I will be instructing, and I am the tech staff available for both curriculum and technology questions. There are no costs for products as everything is digital and the site is free. This is part of scheduled in-services, so learners do not receive stipends. Credit may be available, if it can be worked out.
Project Design:
Using Google Docs will give teachers an avenue to communicate and collaborate with their students as well as other teachers. This instruction is set on making the instructors comfortable with the tools and give them a basic start to using the tools in their classroom. Integrating the technology into the class will gain student attention which will then affect student outcomes and attain higher achievement.
The best delivery environment for the learners would be a face-to-face classroom setting with a lab setting. The instruction will be synchronous during multiple in-service days. Monthly in-service lessons work best for the client and the learner. These days are set aside by the client for staff learning and meetings. The learners do not have to travel or work outside the normal work day. By spacing the meetings apart, this gives the learners time to practice with piece in their classrooms and come back to the class with questions and concerns.
In discussions with learners, they stressed that this cannot be a one-time sit and take session. They want to learn and have time to come up with ideas for their classes, try it in the classes, and then come back with questions or concerns.
The delivery will use the technology that will be used by the learners in their classrooms. This will model the process. The instructor will have a computer hooked to a projector. The learners will have their log-ins for Google Docs and their computers. A syllabus, in Google Docs, will outline the class. Other documents shared out will be the word processed step-by-step instruction guides. There will also be a link to a YouTube channel that will have the videos used in the class.
Learners will complete a survey. They will create a lesson plan integrating Google Docs and collaboration into the lesson. They will teach the lesson to the class and write feedback on the delivery.
Step-by-step instruction guides will be available to the learners. The guides will illustrate the key points of crafting the documents, sharing the documents, collaboratively editing documents, and downloading documents. Videos will demonstrate different uses of the documents and sharing. They will show how the technology has been integrated into other classrooms.
The step-by-step guides have been created by Eric Curts, certified instructional trainer for Google. The instructional packet and student content was compiled and created by Janelle Gregg, instructional designer. The videos are on YouTube. They have been created by Google and Flipped Classroom.
Instruction will be in the format of face-to-face instruction with step-by-step guides. Then there will be time for practice, implementation, then review and feedback.
The training will be held in the winter and early spring during scheduled in-services. November 30, January 4, January 22, February 15, and April 22: These are the in-service days left in the school year. November 30: I will be given an hour or two to bring all staff to my classroom. I will present the idea of using Google Docs with the students on just one lesson during the remainder of the school year. An initial statement showing the comparison to Microsoft Office, will ease the learners into the curriculum. The videos and step-by-step guides will be used to help move through the steps. I will present to the staff how I log in to Google docs, what types of documents are available, how to create a new document, and how to share that document. I will also show them their Google Drive, as that is where the documents are stored. I will show them that One Drive is like an online share drive, which we use at school. I will show them how to create folders for different assignments or different classes to organize their drive. Once I have shown them the pieces, I will assist them in logging in. I will have a shared document in their folder waiting for them. I will tell them all to type something so they can see on the projection screen how everyone’s work comes into the document. I will then assist in setting up folders and having everything organized for them to go to their classes and start with their students. *Prior to this in-service, I will compile a list of all students and their email addresses. I will share that to the staff via Google docs so they can help their students log in. All staff and students have k12 state email. A spreadsheet can be downloaded from the state. **There will be issues with some students and email passwords. These will not be given to staff for security and privacy reasons. The students who do not know their passwords will have to be given to me, so I can reset the password and give it to the student. I do not keep student passwords.
January 4: One hour: During this hour, we will start with a question and answer session, no more than ½ hour. We will share if anyone has used Google docs yet. Staff will be asked to share a Google doc with me of their lesson that they will use Google docs in. I will need this document prior to the January 22 in-service. January 22: One hour: check in and time to work on lesson development or critique lessons if used already. February 15: Another check in for those who need it. I am setting these times aside because I always here there is no follow up, so I want them to know I am there for help. April 22: Lessons will be completed and I will survey the staff using Survey Monkey for a summative evaluation.
The course will adhere to the ISTE (International Society for Technology in Education) Standards for Teachers. Facilitate and inspire student learning and creativity; design and develop digital age learning experiences and assessments; model digital age work and learning; promote and model digital citizenship and responsibility; engage in professional growth and leadership. The class will also adhere to the United States Access Board Technical Standards Section 508 subpart B.
YouTube videos will be used to supplement the class with examples of use of technology integration in a classroom. The internet and Google will be used as the platform for the collaborative work.
A pilot test with the technology integration team in the elementary school will be held. The teachers will go through the instructional steps of the class and give feedback for the design process. A survey of participants will give feedback on class structure and meeting of goals.
Production Documents:
Treatment - The teachers at Sisseton High School who complete the Google curriculum will be able to use the product to collaborate with their students in class and have students submit projects electronically. They will also be able to collaborate with colleagues on ideas.
The program will be a series of face-to-face class on district scheduled professional development days. There will be an overview of the course and introductions. Instruction will include presentation/lecture followed by modeling of the tools and participant practice time. All content will be placed in a shared file on Google Drive for future reference.
The content will be presented in chunks. First will be the overview of the Google drive and documents page. The second step will be learning to use Google Doc. Third will be Google Sheets. Fourth is Google Slides. The conclusion will sharing ideas to utilize the tools and learning how to share and download.
The instructor will begin each of the chunks by building on prior knowledge. The comparison to the Microsoft Office Suite will help bridge what is already known to what is being learned. Each learner will then have time to work with each chunk’s content and begin thinking about how it could be implemented into their classroom. Practice exercises will give the learners more understanding and the chance to become comfortable with the product. A question and answer session, with the instructor asking the questions and the learners giving the answers will show mastery of the learning. Learners will then have time to build their own lessons for their classes.
User scenario – Sharon is a teacher at Sisseton High School. She has been teaching for 30 years. She teaches senior level British Literature. Sharon currently has students write essays over their reading and then do peer editing. She also has them write research papers and do group projects.
Sharon has been told that there will be a class on how to use Google Docs with her students. She comes to the first class apprehensive as she doesn’t really like change. The class starts with introductions of each other and the feelings they currently hold. There is an introductory video of what will be taught. Sharon starts to feel better as she see that what she is about to learn is very similar to what she already uses. The instructor gives each learner the information needed to access the website and lets them explore. Sharon sees that the navigation is easy and the files and folder set up is similar to what she already uses.
When the instruction begins, Sharon begins to be apprehensive again, but that is subsided as she is shown the step-by-step guides and told they are in her folder already. Sharon knows she wants to print them to write on, but this class is about not printing, so she waits. During instruction she is shown how to use the stylist to write on the documents and how to add comments on the side. She starts doing this, but everyone sees. She is shown how to save the documents as her own so she does not have to share.
As the classes progress, the learners engage in the different documents and build lessons for their own classes. At the end, they share out their experiences in their classrooms and Feedback of the class is also collected.
Templates – The class syllabus and daily agendas will have the same heading at the top of the form for unity. The step-by-step guides will also hold this heading, if approved by the designer. The step-by-step guides have been developed by Eric Curts, a certified Google trainer, from Ohio. He also created a Power Point and some video. Communications are taking place to see how much modification he will allow on his documents. The videos will all be housed on YouTube, so they will all have the same feel and format for viewing.
Requirement specifications – The product will run on both a windows and a mac platform. I will run on Internet Explorer, Chrome, Firefox, and Safari. Windows 7 or higher is preferred. The product can also be run on smart phones and tablets. Since the product will be utilized in the Sisseton High School, the requirement specifications will be standardized to the district. The program will be run on Windows 8.1 machines with Google Chrome as the browser.
Description of media assets needed – The media will be the Google website and drive. The video is You Tube video. One video created by the Audio Visual Production class will be made with iMovie and place out on YouTube. The class will create the script and perform in the video, under the supervision of the instructor. The students have signed a release form with the school to be in publications. The Google Chrome logo and icons for Google Drive and Docs will be used on the videos and the PowerPoint.
Prototype, Paper prototype (draft document, script, or storyboards) - The step-by-steps, PowerPoint, and YouTube videos will be reviewed by the team to make sure they are correct for the instruction wanted. The team will also review the chunking of the class to assess if it is appropriate for the class time.
Develop & Deliver Documents:
The table of Contents and instructional Guide have been included in this document. All other documents are linked from these two documents. The documents are stored on Google Drive and will be shared from there to the participants. (You have been given access to the documents so you are able to review the product.)
Collaboration Using Google Drive and Tools Table of Contents:
Introduction to Google Drive (Videos) https://youtu.be/wKJ9KzGQq0w https://www.youtube.com/watch?v=jWvKAYKlnnM
Setting up your account
Introduction to Docs (Video) https://www.youtube.com/watch?v=s6V_h43-BIY
Getting started with Google Docs Instructional Guide
https://docs.google.com/document/d/1rLdrxwkBxYXc2oJ3oe3Q1O2utR3J8dUlxa72Xm-oh6s/edit
PowerPoint for Instruction https://docs.google.com/presentation/d/1lF3qoe0P-WD5cTuC-c4eKuFTOpRjpFKtCe5OiLCU33I/edit#slide=id.p4
How to use Google Sheets Instructional Guide http://www.gcflearnfree.org/googlespreadsheets/8/print
Setting up and Formatting in Sheets (Video) https://www.youtube.com/watch?v=QTgvX5MLPC8
Hot to use Google Slides Instructional Guide https://docs.google.com/document/d/15Lpqczy8va9aUze1oOTjEDIrKypPNy9Y6m763dujnCY/edit
Creating Interactive Slides (Video) https://www.youtube.com/watch?v=qg916OPTmWs
More with Google Slides Instructional Guide https://docs.google.com/document/d/1Qq3j3QwSNvUj1v9E9CJK3Oodk_uOYxWgZyqJcupM8jY/edit
Implementation into the Classroom
Additional Resources: If you want more
Google Sheets Resource (not covered in class) http://www.gcflearnfree.org/googlespreadsheets
An Overview of Docs, Sheets, and Slides https://support.google.com/docs/answer/49008?hl=en
How to Guide - Drive and Docs http://www.gcflearnfree.org/googledocuments
Using Google Forms https://docs.google.com/document/d/1wkNPZWfUK0VQsS26RJfoAqrAlVn6mGqKFBXspmbknRg/edit
Collaboration Using Google Drive and Tools Instructional Guide
Overview:
Google Docs and Google Drive are a collaborative technology. Word processing, presentation documents, and spreadsheets work with Microsoft Office products. The online platform allows for collaboration and same time sharing and editing. Google Drive allows for saving and sharing documents. An online curriculum of step-by-steps and videos will be created for use in professional development opportunities. The curriculum will provide about 20 minutes of video. The course curriculum will be delivered in a face-to-face setting where the instructor will show and then the learners will practice.
The goal of the project is incorporate the collaborative technology into the classroom and strengthen the communication between teachers and students.
Target Audience:
The audience will be comprised of the 23 staff members of Sisseton High School. The staff all have tablet computers for their use and lab carts for their students to use. The technology needs are available. All staff can use a computer for basic word processing, spreadsheets, PowerPoint presentations, internet searches, email, and grade books. All staff have students use computers to type papers and search the internet. They have the basic skills, so they will just need to learn to use the features of Google Docs.
The teachers need professional development on incorporating different forms of technology into their curriculum. The teachers need time to choose the technology appropriate for them and become comfortable with using it. They need instruction on how to use the technology and ideas for incorporating it.
Materials and Media:
All curriculum is located in a shared folder on Google Drive. http://drive.google.com
Instructional Technology Needs: Computer/Laptop, Projector, Audio Connection, Internet Access
Student Technology Needs: Computer/Laptop, Internet Access
Schedule:
November 30: (2 hours and 40 minutes)
Introduction to Google Drive (20 min)
Setting up your account (20 min)
Introduction to Docs (20 min)
Getting started with Google Docs (20 min)
How to use Google Sheets (20 min)
Hot to use Google Slides (20 min)
Getting Ready for Implementation (40 minutes)
January 4: (1 hour)
Question and Answer Session
Working on Implementation
January 22: (1 hour)
Check In
Lesson Development and Critiquing
February 15: (1 hour)
Available for help with lessons-optional
April 22: (1 hour)
Lesson Completion Review
Evaluations
Evaluation:
Survey for the Educators who took the class.
https://www.surveymonkey.com/r/QWXXRDW
Grading Policy:
Grades are based on participation in the learning session and completion of one lesson for classroom use. The lesson for use will include student assessment of learning and student feedback of the lesson.
The class can be taken for renewal credit (15 hours).
The class may also be offered for 1 graduate credit, $40 from USF or Mount Marty.(upon approval)
It will be a pass fail grade.
Contact Information:
[email protected]
Objective:
The goal of the project is to incorporate the collaborative technology into the classroom and strengthen the communication between teachers and students.
Formative Evaluation Report:
A pilot test of the Google instruction was presented to the four elementary teachers in the Technology Advisory Committee. These teachers are part of the Sisseton School District and were chosen because of their interest in learning to incorporate technology into the classroom. During the pilot test, the instructor presented the materials and fielded questions while the designer recorded the feedback.
The initial feedback from the participants was that the instruction was well thought out and planned for a variety of learning styles. They felt that the materials met the objective of showing the teachers how to use the product and helping them implement it into their classes.
Upon asking for ideas for change, it became evident that the time allotted may not be long enough. There is more information that can be covered than time to cover it. Questions arose as to leaving the content available to teachers, so they could go more in-depth later, on their own, or taking it out so it would not be overwhelming. Those in the pilot wanted access to the information.
The final concern was that while the class meant to focus on implementation of the technology, that much time was spent on actually using the technology. Since this is necessary to reach the step of implementation, the result is that more time will need to be spent in the days after the initial training day to help give more ideas for implementation.
Reflective Journal
In the Define Phase I thought I was off to a good start. I knew the audience well. I knew that Google Docs was something that the administration would want shared with the staff. I also knew that it could be taught within the year and wouldn’t cost anything. I felt good about what I had put together for a plan. I made the decision to work with Google Docs because of a printing issue in the district. The more important reason is that it incorporates technology into the classroom and helps students and teachers cooperate.
The following feedback gave me more ideas to think about.
Heather – “A concern I have is that if you have such different needs and characteristics of your learners one group (no need to learn new material vs. I can do it on my own) will impact the other group. I mention this because I find myself in the (I can do it on my own) but would need motivation (this will be done at the site) to learn. If I was attending this PD I could imagine that I would want to work at a quick pace. Tell me how to set it up, the features, etc. then let me develop things on my own. This group I feel would lead the session (or take it over) if they are vocal. If not vocal I would imagine they would sit there bored (rolling eyes) at how slow the session seems to be progressing. I think they would leave saying why did I have to go to this, I could have learned that by a simple page of instruction.”
Heather also stated, “Because of difference in these groups I would suggest having separate PD sessions or at least break out groups after the initial introduction to google docs. One group moves at a quicker pace and focuses on immediate use in the classroom. The other works at the slow paced that you mentioned in your description. “
Finally Heather commented, “Another thought would be to have the breakout sessions be content based. How would I use google docs in Art? English? Math? This could help with the motivation to learn as it would be more relevant in one’s room. If your site has teacher teams created maybe offer breakout sessions by their team and the team could create their own goal for the next PD. Is there a technology support staff at your site who will be available during these sessions for immediate support such as passwords? Will this person be responsible for answering basic google doc questions between the PD sessions or do you see yourself assisting with issues (putting out fires)? My suggestion is that if there is a tech person then they should create a separate email account/phone for teachers to pose questions that way they will get more immediate feedback. If I was learning to use this feature I would want someone that I could go to if I had an issue. “
After reading Heather’s comments. I thought about switching to having two different groups in the learning sessions. I can see this point and have thought about it previously. I decided to stay with the original plan. Those that can do it on their own still want time to work and ideas for implementation. They can also partner with the ones that might be less confident and help out. I have worked with this staff for 20 years and know the negatives and have anticipated those and know how to roll with the punches and keep things positive. As far as the tech staff, that is me so I don’t have any concerns about changing things. They know I will have everything as set up as I can and will be there for follow up problems.
Stephen had similar concerns with technology. He commented, “Will passwords be accessible to teachers? Will the administration create new Gmail accounts for each student or will they be required to set up their own account? You said that problems will arise with students logging in. What kind of problems are you anticipating?”
After reading both sets of concerns, I did go in and add clarification to areas of the proposal. I tried to be clearer that I as the tech person in the building have the access to creating all the accounts and passwords. They are available through the state system and though students forget passwords, it is not a big deal, just a small glitch.
In the Design Phase I again felt good about my product. There were many more items to think about and give detail to than I had thought about. I had a big picture from the beginning and could pull details from that overview.
Comments from Heather included, “This is nicely set up. It is important that teachers have time already available for these sessions and that they will be able to put their learning immediately into practice. I’m assuming this lesson will be created for their students in their own classroom. Will the feedback be their own viewpoint of how the lesson went or will the students give feedback?”
Stephen added, “I really like your Google Doc. project and I feel like it will be great for the school district in the area. It is a small project for a small area but has the ability to create a large positive impact for the school, faculty, and students. It will save money and not cost very much and will provide plenty of information for everyone to use. Most of my questions were answered as I continued to read the design, but I didn't see any glaring holes in your details. What I first talked about were the main things that stick out for me, hopefully that is what you're going for. I can’t wait to see more of the project process.”
Heather’s concerns about feedback made it clear that I had a couple issues to look at here. I decided to do a survey of the staff to evaluate their thoughts on the professional development. They would also get feedback from their students, in whatever manner they chose, and would reflect on that feedback and present it back during the final session of the professional development,
The Demonstrate Phase caught me off guard. Even though we had discussed it previously, I was unprepared for the treatment section and user scenario. I knew what I wanted to teach, but thinking about it from the learner’s perspective, which designers are supposed to do, was more challenging than I thought. I also knew what I wanted to teach and when I found that Eric Curts, Google trainer, had already done the work for me, I pondered whether I needed to recreate it myself. I read through his site and found the disclaimer for open use as long as it was not selling it for profit of any kind. I still attempted to email him for permission, but I heard nothing back. I felt I needed to do something myself so I was going to have a class create a video. Since then, I have removed that plan. Everything I really needed was already put together and done very professionally.
Comments from my team included questions from Heather. “Is this the class at the high school? What is the focus of the video? I didn’t see the information listed. Are they preparing a video to help with the instruction during the professional development or a video link as a resource? If you stated this elsewhere you may want to refer to it here as well.” These questions about the video my class was to create helped focus even more that I didn’t really need that video.
Heather’s second comments were answered already. “I made a comment on your production document about the video created by the AV class. This was answered by your inclusion of the storyboard and script. Nice work on that it was very easy to visualize the scene and how a teacher could be influenced to use google docs in the classroom. I wasn’t aware of all that google offers it was interesting to read through all the short professional development sessions, I even smiled to see there was something related to math, yes! Two questions I have for you: Did you reach out to Eric Curts to learn more about his process of design? Who introduced you to google docs and when?” I took the video out of production and I did try to reach Eric, but I was unable to.
Stephen commented, “Some of the Google docs were a little long and tedious. Will it take a lot of time out of the class to show the kids how to use everything the way the teacher wants? Will the teachers have enough time to become familiar with everything and use Google the way it is made to be used?” I had concerns about these same issues. I decided that I wanted to leave the step-by-step guides intact. Some staff will be able to move faster than others. The professional development will cover the basic materials, but the rest is available for anyone who wants to learn more on their own. The students will not get the guides, so they will know what their teachers share with them.
The Develop and Deliver Phases were not cumbersome. I realized I had done much of that work in the other phases. I did not receive much feedback on these phases. Heather stated, “These documents look great! It is nice that there are already so many different resources already available for your project. I know I will be using your documents when I have time to learn more about google docs myself. Thanks!” I would say that at this point I looked back at the whole project and realized how much work went into each step of the process, but also how so many pieces fit together so easily. It was encouraging that even though my team would not be able to attend the training, they felt that they had materials they could use on their own.
Executive Summary:
Sisseton High School is experiencing lower student numbers but also a teacher shortage. The administration wants to train the teachers to use interactive technology to reach out to the students and draw students to the district. The district will integrate the use of Google Docs into the education plan. The plan is to give the teachers a tool they can use with their students to collaborate on projects. Teachers will learn to use Google Docs, which is set up through the state email system for all staff and students. They will share documents out to students or show their students how to share documents to them. This will allow for electronic collaboration, correction, and feedback. Google Docs will be integrated into the classrooms for the students, but also by the teachers for cooperation amongst staff.
Sisseton High School is located in the northeast corner of South Dakota. It is 10 miles from the Minnesota border and 25 miles from the North Dakota border. The school is a public school that is within the Sisseton Wahpeton Oyate Reservation. The school is considered a rural school. The population of the school is 230 students of which 60% are Native American. There are 23 teachers in the high school. The area is considered an impoverished community. Funding from the federal government has given the district multiple resources in technology. With the influx of technology, integrating it into the curriculum is of importance.
Learning Need/Market Opportunity:
The teachers at Sisseton High school need professional development on incorporating different forms of technology into their curriculum. The teachers need time to choose the technology appropriate for them and become comfortable with using it. They need instruction on how to use the technology and ideas for incorporating it.
An end of the year technology survey (2014-2015) revealed that the staff feels there is adequate technology available. Some felt that they would like additional items, but that it was not a necessity. About 75% felt that they had adequate technology but needed training in using the technology. When it came to using the technology in their curriculum, 92% said they would like professional development on implementation with time to work on individual plans.
Integrating technology is not just a struggle for the teacher in Sisseton. With technology everywhere in the world today and our students using technology constantly. Teachers need to also use that technology to engage their students. A study by Fethi Inan and Deborah Lowther states that teachers frequently do not have the skills needed to integrate available technology into a class. (Inan, 2009, p. 137) “A study conducted in 2000 by the National Center of Education Statistics revealed that only 23% of 1, 674 surveyed teachers felt well prepared to integrate technology in their instruction. Yer, a 2009 report on U.S. trends reveals that only 20% of states require technology training or testing for recertification or participation in technology-related professional development.” (Inan, 2009, p. 138) According to Inan, multiple studies have shown that technology integration is a slow and complex process. Teacher attitude, demographics, and character affect training, but so does availability of technology and school support. (Inan, 2009, p. 138)
Resource:
Inan, F. A. and Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research & Development, 58(2), 137-154.
Project Definition:
Google Docs and Google Drive are a collaborative technology. Word processing, presentation documents, and spreadsheets work with Microsoft Office products. The online platform allows for collaboration and same time sharing and editing. Google Drive allows for saving and sharing documents. A curriculum of step-by-steps and videos will be created for use in professional development opportunities. The course curriculum will be delivered in a face-to-face setting where the instructor will show and then the learners will practice.
The goal of the project is incorporate the collaborative technology into the classroom and strengthen the communication between teachers and students.
Learners will be able to create a word processing document, presentation document, and spreadsheet document. They will then be able to share these documents with others. Finally they will be able to edit the documents collaboratively and download the document to their computer. The will be able to recognize when each type of document and collaboration would be used appropriately in their classroom.
The audience will be comprised of the 23 staff members of Sisseton High School. The staff all have tablet computers for their use and lab carts for their students to use. The technology needs are available. All staff can use a computer for basic word processing, spreadsheets, PowerPoint presentations, internet searches, email, and grade books. All staff have students use computers to type papers and search the internet. They have the basic skills, so they will just need to learn to use the features of Google Docs.
The characteristics of the learners are mixed. Approximately 15 of the staff members feel they are close to retirement and don’t have the time or the need to learn new technology. They also feel they are not tech savvy. The newer staff feel they know it all or can learn it on their own. With time restrictions, both groups like having the training scheduled.
Physical and Cognitive characteristics: one staff member has sight limitations. Some have hearing loss. All are physically able. Two of 21 staff members have a website and use it with their students. Two teachers work with their students on technology projects like videos for class projects. 1 teacher uses blogs, RSS feeds, and wiki spaces with students. Sixteen of the teachers have been in the district for 20+ years. Only 5 are under 20 years. Three are first year teachers.
There are some implications for risk in this project. Prior Knowledge; though there is knowledge of computers, other technology is lacking and software/ apps are not commonly known and used. A slow paced instruction with much time to implement the pieces during the process is preferred method of learning. Motivation; the newer teachers have had a few successes with the technology they are using, so they are continuing to try new things. The older staff have had successes, but also have had bad experiences that overshadow the good experiences. They will need more external motivation to try something. Ability; all have the ability to learn the new technology and utilize it. Most issues are psychological. Learning Context will have to be hands on, small chunks of information with lots of implementation time and support services. Application; support will need to be ready, one thing goes wrong and the defeated will give up.
People have different learning styles. Touching as many styles as possible will lead to a better instruction. Visual, auditory, and kinesthetic are all important and should be used mixed together for best results.
The training will be a classroom setting with verbal and visual instruction. Projection will be used so all learners can view the actual Google site. Because the teachers have shown to be hands on learners, they will also have computers and opportunities to practice on the site. Step-by-step instructions will be made available through the Google shared drive. Links to videos will also be placed into a document on the shared drive for further instruction. Time will be given to gain comfort with the site and to ask questions. Those who move faster will be allowed to learn and leave, while those who want more time will be given that time and help.
The design process will occur between October 20 and November 20. During week one the accounts will be set up and verified for all staff and students. Week two the step-by-step guides will be developed. During week three video will be compiled for extra instruction and the official lesson plans will be compiled. Week four will be sharing with administrators and a test group for changes prior to the start date.
The training will be held in the winter and early spring during scheduled in-services. November 30, January 4, January 22, February 15, April 22: These are the in-service days left in the school year. November 30: I will be given an hour or two to bring all staff to my classroom. I will present the idea of using Google Docs with the students on just one lesson during the remainder of the school year. An initial statement showing the comparison to Microsoft Office, will ease the learners into the curriculum. The videos and step-by-step guides will be used to help move through the steps. I will present to the staff how I log in to Google docs, what types of documents are available, how to create a new document, and how to share that document. I will also show them their Google Drive, as that is where the documents are stored. I will show them that Google Drive is like an online share drive, which we use at school. I will show them how to create folders for different assignments or different classes to organize their drive. Once I have shown them the pieces, I will assist them in logging in. I will have a shared document in their folder waiting for them. I will tell them all to type something so they can see on the projection screen how everyone’s work comes into the document. I will then assist in setting up folders and having everything organized for them to go to their classes and start with their students. *Prior to this in-service, I will compile a list of all students and their email addresses. I will share that to the staff via Google docs so they can help their students log in. All staff and students have k12 state email. A spreadsheet can be downloaded from the state. **There will be issues with some students and email passwords. These will not be given to staff for security and privacy reasons. The students who do not know their passwords will have to be given to me, so I can reset the password and give it to the student. I do not keep student passwords.
January 4: One hour: During this hour, we will start with a question and answer session, no more than ½ hour. We will share if anyone has used Google docs yet. Staff will be asked to share a Google doc with me of their lesson that they will use Google docs in. I will need this document prior to the January 22 in-service. January 22: One hour: check in and time to work on lesson development or critique lessons if used already. February 15: Another check in for those who need it. I am setting these times aside because I always here there is no follow up, so I want them to know I am there for help. April 22: Lessons will be completed and I will survey the staff using Survey Monkey for a summative evaluation.
There is no budget for this project. The design process is voluntary. I will be instructing, and I am the tech staff available for both curriculum and technology questions. There are no costs for products as everything is digital and the site is free. This is part of scheduled in-services, so learners do not receive stipends. Credit may be available, if it can be worked out.
Project Design:
Using Google Docs will give teachers an avenue to communicate and collaborate with their students as well as other teachers. This instruction is set on making the instructors comfortable with the tools and give them a basic start to using the tools in their classroom. Integrating the technology into the class will gain student attention which will then affect student outcomes and attain higher achievement.
The best delivery environment for the learners would be a face-to-face classroom setting with a lab setting. The instruction will be synchronous during multiple in-service days. Monthly in-service lessons work best for the client and the learner. These days are set aside by the client for staff learning and meetings. The learners do not have to travel or work outside the normal work day. By spacing the meetings apart, this gives the learners time to practice with piece in their classrooms and come back to the class with questions and concerns.
In discussions with learners, they stressed that this cannot be a one-time sit and take session. They want to learn and have time to come up with ideas for their classes, try it in the classes, and then come back with questions or concerns.
The delivery will use the technology that will be used by the learners in their classrooms. This will model the process. The instructor will have a computer hooked to a projector. The learners will have their log-ins for Google Docs and their computers. A syllabus, in Google Docs, will outline the class. Other documents shared out will be the word processed step-by-step instruction guides. There will also be a link to a YouTube channel that will have the videos used in the class.
Learners will complete a survey. They will create a lesson plan integrating Google Docs and collaboration into the lesson. They will teach the lesson to the class and write feedback on the delivery.
Step-by-step instruction guides will be available to the learners. The guides will illustrate the key points of crafting the documents, sharing the documents, collaboratively editing documents, and downloading documents. Videos will demonstrate different uses of the documents and sharing. They will show how the technology has been integrated into other classrooms.
The step-by-step guides have been created by Eric Curts, certified instructional trainer for Google. The instructional packet and student content was compiled and created by Janelle Gregg, instructional designer. The videos are on YouTube. They have been created by Google and Flipped Classroom.
Instruction will be in the format of face-to-face instruction with step-by-step guides. Then there will be time for practice, implementation, then review and feedback.
The training will be held in the winter and early spring during scheduled in-services. November 30, January 4, January 22, February 15, and April 22: These are the in-service days left in the school year. November 30: I will be given an hour or two to bring all staff to my classroom. I will present the idea of using Google Docs with the students on just one lesson during the remainder of the school year. An initial statement showing the comparison to Microsoft Office, will ease the learners into the curriculum. The videos and step-by-step guides will be used to help move through the steps. I will present to the staff how I log in to Google docs, what types of documents are available, how to create a new document, and how to share that document. I will also show them their Google Drive, as that is where the documents are stored. I will show them that One Drive is like an online share drive, which we use at school. I will show them how to create folders for different assignments or different classes to organize their drive. Once I have shown them the pieces, I will assist them in logging in. I will have a shared document in their folder waiting for them. I will tell them all to type something so they can see on the projection screen how everyone’s work comes into the document. I will then assist in setting up folders and having everything organized for them to go to their classes and start with their students. *Prior to this in-service, I will compile a list of all students and their email addresses. I will share that to the staff via Google docs so they can help their students log in. All staff and students have k12 state email. A spreadsheet can be downloaded from the state. **There will be issues with some students and email passwords. These will not be given to staff for security and privacy reasons. The students who do not know their passwords will have to be given to me, so I can reset the password and give it to the student. I do not keep student passwords.
January 4: One hour: During this hour, we will start with a question and answer session, no more than ½ hour. We will share if anyone has used Google docs yet. Staff will be asked to share a Google doc with me of their lesson that they will use Google docs in. I will need this document prior to the January 22 in-service. January 22: One hour: check in and time to work on lesson development or critique lessons if used already. February 15: Another check in for those who need it. I am setting these times aside because I always here there is no follow up, so I want them to know I am there for help. April 22: Lessons will be completed and I will survey the staff using Survey Monkey for a summative evaluation.
The course will adhere to the ISTE (International Society for Technology in Education) Standards for Teachers. Facilitate and inspire student learning and creativity; design and develop digital age learning experiences and assessments; model digital age work and learning; promote and model digital citizenship and responsibility; engage in professional growth and leadership. The class will also adhere to the United States Access Board Technical Standards Section 508 subpart B.
YouTube videos will be used to supplement the class with examples of use of technology integration in a classroom. The internet and Google will be used as the platform for the collaborative work.
A pilot test with the technology integration team in the elementary school will be held. The teachers will go through the instructional steps of the class and give feedback for the design process. A survey of participants will give feedback on class structure and meeting of goals.
Production Documents:
Treatment - The teachers at Sisseton High School who complete the Google curriculum will be able to use the product to collaborate with their students in class and have students submit projects electronically. They will also be able to collaborate with colleagues on ideas.
The program will be a series of face-to-face class on district scheduled professional development days. There will be an overview of the course and introductions. Instruction will include presentation/lecture followed by modeling of the tools and participant practice time. All content will be placed in a shared file on Google Drive for future reference.
The content will be presented in chunks. First will be the overview of the Google drive and documents page. The second step will be learning to use Google Doc. Third will be Google Sheets. Fourth is Google Slides. The conclusion will sharing ideas to utilize the tools and learning how to share and download.
The instructor will begin each of the chunks by building on prior knowledge. The comparison to the Microsoft Office Suite will help bridge what is already known to what is being learned. Each learner will then have time to work with each chunk’s content and begin thinking about how it could be implemented into their classroom. Practice exercises will give the learners more understanding and the chance to become comfortable with the product. A question and answer session, with the instructor asking the questions and the learners giving the answers will show mastery of the learning. Learners will then have time to build their own lessons for their classes.
User scenario – Sharon is a teacher at Sisseton High School. She has been teaching for 30 years. She teaches senior level British Literature. Sharon currently has students write essays over their reading and then do peer editing. She also has them write research papers and do group projects.
Sharon has been told that there will be a class on how to use Google Docs with her students. She comes to the first class apprehensive as she doesn’t really like change. The class starts with introductions of each other and the feelings they currently hold. There is an introductory video of what will be taught. Sharon starts to feel better as she see that what she is about to learn is very similar to what she already uses. The instructor gives each learner the information needed to access the website and lets them explore. Sharon sees that the navigation is easy and the files and folder set up is similar to what she already uses.
When the instruction begins, Sharon begins to be apprehensive again, but that is subsided as she is shown the step-by-step guides and told they are in her folder already. Sharon knows she wants to print them to write on, but this class is about not printing, so she waits. During instruction she is shown how to use the stylist to write on the documents and how to add comments on the side. She starts doing this, but everyone sees. She is shown how to save the documents as her own so she does not have to share.
As the classes progress, the learners engage in the different documents and build lessons for their own classes. At the end, they share out their experiences in their classrooms and Feedback of the class is also collected.
Templates – The class syllabus and daily agendas will have the same heading at the top of the form for unity. The step-by-step guides will also hold this heading, if approved by the designer. The step-by-step guides have been developed by Eric Curts, a certified Google trainer, from Ohio. He also created a Power Point and some video. Communications are taking place to see how much modification he will allow on his documents. The videos will all be housed on YouTube, so they will all have the same feel and format for viewing.
Requirement specifications – The product will run on both a windows and a mac platform. I will run on Internet Explorer, Chrome, Firefox, and Safari. Windows 7 or higher is preferred. The product can also be run on smart phones and tablets. Since the product will be utilized in the Sisseton High School, the requirement specifications will be standardized to the district. The program will be run on Windows 8.1 machines with Google Chrome as the browser.
Description of media assets needed – The media will be the Google website and drive. The video is You Tube video. One video created by the Audio Visual Production class will be made with iMovie and place out on YouTube. The class will create the script and perform in the video, under the supervision of the instructor. The students have signed a release form with the school to be in publications. The Google Chrome logo and icons for Google Drive and Docs will be used on the videos and the PowerPoint.
Prototype, Paper prototype (draft document, script, or storyboards) - The step-by-steps, PowerPoint, and YouTube videos will be reviewed by the team to make sure they are correct for the instruction wanted. The team will also review the chunking of the class to assess if it is appropriate for the class time.
Develop & Deliver Documents:
The table of Contents and instructional Guide have been included in this document. All other documents are linked from these two documents. The documents are stored on Google Drive and will be shared from there to the participants. (You have been given access to the documents so you are able to review the product.)
Collaboration Using Google Drive and Tools Table of Contents:
Introduction to Google Drive (Videos) https://youtu.be/wKJ9KzGQq0w https://www.youtube.com/watch?v=jWvKAYKlnnM
Setting up your account
Introduction to Docs (Video) https://www.youtube.com/watch?v=s6V_h43-BIY
Getting started with Google Docs Instructional Guide
https://docs.google.com/document/d/1rLdrxwkBxYXc2oJ3oe3Q1O2utR3J8dUlxa72Xm-oh6s/edit
PowerPoint for Instruction https://docs.google.com/presentation/d/1lF3qoe0P-WD5cTuC-c4eKuFTOpRjpFKtCe5OiLCU33I/edit#slide=id.p4
How to use Google Sheets Instructional Guide http://www.gcflearnfree.org/googlespreadsheets/8/print
Setting up and Formatting in Sheets (Video) https://www.youtube.com/watch?v=QTgvX5MLPC8
Hot to use Google Slides Instructional Guide https://docs.google.com/document/d/15Lpqczy8va9aUze1oOTjEDIrKypPNy9Y6m763dujnCY/edit
Creating Interactive Slides (Video) https://www.youtube.com/watch?v=qg916OPTmWs
More with Google Slides Instructional Guide https://docs.google.com/document/d/1Qq3j3QwSNvUj1v9E9CJK3Oodk_uOYxWgZyqJcupM8jY/edit
Implementation into the Classroom
Additional Resources: If you want more
Google Sheets Resource (not covered in class) http://www.gcflearnfree.org/googlespreadsheets
An Overview of Docs, Sheets, and Slides https://support.google.com/docs/answer/49008?hl=en
How to Guide - Drive and Docs http://www.gcflearnfree.org/googledocuments
Using Google Forms https://docs.google.com/document/d/1wkNPZWfUK0VQsS26RJfoAqrAlVn6mGqKFBXspmbknRg/edit
Collaboration Using Google Drive and Tools Instructional Guide
Overview:
Google Docs and Google Drive are a collaborative technology. Word processing, presentation documents, and spreadsheets work with Microsoft Office products. The online platform allows for collaboration and same time sharing and editing. Google Drive allows for saving and sharing documents. An online curriculum of step-by-steps and videos will be created for use in professional development opportunities. The curriculum will provide about 20 minutes of video. The course curriculum will be delivered in a face-to-face setting where the instructor will show and then the learners will practice.
The goal of the project is incorporate the collaborative technology into the classroom and strengthen the communication between teachers and students.
Target Audience:
The audience will be comprised of the 23 staff members of Sisseton High School. The staff all have tablet computers for their use and lab carts for their students to use. The technology needs are available. All staff can use a computer for basic word processing, spreadsheets, PowerPoint presentations, internet searches, email, and grade books. All staff have students use computers to type papers and search the internet. They have the basic skills, so they will just need to learn to use the features of Google Docs.
The teachers need professional development on incorporating different forms of technology into their curriculum. The teachers need time to choose the technology appropriate for them and become comfortable with using it. They need instruction on how to use the technology and ideas for incorporating it.
Materials and Media:
All curriculum is located in a shared folder on Google Drive. http://drive.google.com
Instructional Technology Needs: Computer/Laptop, Projector, Audio Connection, Internet Access
Student Technology Needs: Computer/Laptop, Internet Access
Schedule:
November 30: (2 hours and 40 minutes)
Introduction to Google Drive (20 min)
Setting up your account (20 min)
Introduction to Docs (20 min)
Getting started with Google Docs (20 min)
How to use Google Sheets (20 min)
Hot to use Google Slides (20 min)
Getting Ready for Implementation (40 minutes)
January 4: (1 hour)
Question and Answer Session
Working on Implementation
January 22: (1 hour)
Check In
Lesson Development and Critiquing
February 15: (1 hour)
Available for help with lessons-optional
April 22: (1 hour)
Lesson Completion Review
Evaluations
Evaluation:
Survey for the Educators who took the class.
https://www.surveymonkey.com/r/QWXXRDW
Grading Policy:
Grades are based on participation in the learning session and completion of one lesson for classroom use. The lesson for use will include student assessment of learning and student feedback of the lesson.
The class can be taken for renewal credit (15 hours).
The class may also be offered for 1 graduate credit, $40 from USF or Mount Marty.(upon approval)
It will be a pass fail grade.
Contact Information:
[email protected]
Objective:
The goal of the project is to incorporate the collaborative technology into the classroom and strengthen the communication between teachers and students.
Formative Evaluation Report:
A pilot test of the Google instruction was presented to the four elementary teachers in the Technology Advisory Committee. These teachers are part of the Sisseton School District and were chosen because of their interest in learning to incorporate technology into the classroom. During the pilot test, the instructor presented the materials and fielded questions while the designer recorded the feedback.
The initial feedback from the participants was that the instruction was well thought out and planned for a variety of learning styles. They felt that the materials met the objective of showing the teachers how to use the product and helping them implement it into their classes.
Upon asking for ideas for change, it became evident that the time allotted may not be long enough. There is more information that can be covered than time to cover it. Questions arose as to leaving the content available to teachers, so they could go more in-depth later, on their own, or taking it out so it would not be overwhelming. Those in the pilot wanted access to the information.
The final concern was that while the class meant to focus on implementation of the technology, that much time was spent on actually using the technology. Since this is necessary to reach the step of implementation, the result is that more time will need to be spent in the days after the initial training day to help give more ideas for implementation.
Reflective Journal
In the Define Phase I thought I was off to a good start. I knew the audience well. I knew that Google Docs was something that the administration would want shared with the staff. I also knew that it could be taught within the year and wouldn’t cost anything. I felt good about what I had put together for a plan. I made the decision to work with Google Docs because of a printing issue in the district. The more important reason is that it incorporates technology into the classroom and helps students and teachers cooperate.
The following feedback gave me more ideas to think about.
Heather – “A concern I have is that if you have such different needs and characteristics of your learners one group (no need to learn new material vs. I can do it on my own) will impact the other group. I mention this because I find myself in the (I can do it on my own) but would need motivation (this will be done at the site) to learn. If I was attending this PD I could imagine that I would want to work at a quick pace. Tell me how to set it up, the features, etc. then let me develop things on my own. This group I feel would lead the session (or take it over) if they are vocal. If not vocal I would imagine they would sit there bored (rolling eyes) at how slow the session seems to be progressing. I think they would leave saying why did I have to go to this, I could have learned that by a simple page of instruction.”
Heather also stated, “Because of difference in these groups I would suggest having separate PD sessions or at least break out groups after the initial introduction to google docs. One group moves at a quicker pace and focuses on immediate use in the classroom. The other works at the slow paced that you mentioned in your description. “
Finally Heather commented, “Another thought would be to have the breakout sessions be content based. How would I use google docs in Art? English? Math? This could help with the motivation to learn as it would be more relevant in one’s room. If your site has teacher teams created maybe offer breakout sessions by their team and the team could create their own goal for the next PD. Is there a technology support staff at your site who will be available during these sessions for immediate support such as passwords? Will this person be responsible for answering basic google doc questions between the PD sessions or do you see yourself assisting with issues (putting out fires)? My suggestion is that if there is a tech person then they should create a separate email account/phone for teachers to pose questions that way they will get more immediate feedback. If I was learning to use this feature I would want someone that I could go to if I had an issue. “
After reading Heather’s comments. I thought about switching to having two different groups in the learning sessions. I can see this point and have thought about it previously. I decided to stay with the original plan. Those that can do it on their own still want time to work and ideas for implementation. They can also partner with the ones that might be less confident and help out. I have worked with this staff for 20 years and know the negatives and have anticipated those and know how to roll with the punches and keep things positive. As far as the tech staff, that is me so I don’t have any concerns about changing things. They know I will have everything as set up as I can and will be there for follow up problems.
Stephen had similar concerns with technology. He commented, “Will passwords be accessible to teachers? Will the administration create new Gmail accounts for each student or will they be required to set up their own account? You said that problems will arise with students logging in. What kind of problems are you anticipating?”
After reading both sets of concerns, I did go in and add clarification to areas of the proposal. I tried to be clearer that I as the tech person in the building have the access to creating all the accounts and passwords. They are available through the state system and though students forget passwords, it is not a big deal, just a small glitch.
In the Design Phase I again felt good about my product. There were many more items to think about and give detail to than I had thought about. I had a big picture from the beginning and could pull details from that overview.
Comments from Heather included, “This is nicely set up. It is important that teachers have time already available for these sessions and that they will be able to put their learning immediately into practice. I’m assuming this lesson will be created for their students in their own classroom. Will the feedback be their own viewpoint of how the lesson went or will the students give feedback?”
Stephen added, “I really like your Google Doc. project and I feel like it will be great for the school district in the area. It is a small project for a small area but has the ability to create a large positive impact for the school, faculty, and students. It will save money and not cost very much and will provide plenty of information for everyone to use. Most of my questions were answered as I continued to read the design, but I didn't see any glaring holes in your details. What I first talked about were the main things that stick out for me, hopefully that is what you're going for. I can’t wait to see more of the project process.”
Heather’s concerns about feedback made it clear that I had a couple issues to look at here. I decided to do a survey of the staff to evaluate their thoughts on the professional development. They would also get feedback from their students, in whatever manner they chose, and would reflect on that feedback and present it back during the final session of the professional development,
The Demonstrate Phase caught me off guard. Even though we had discussed it previously, I was unprepared for the treatment section and user scenario. I knew what I wanted to teach, but thinking about it from the learner’s perspective, which designers are supposed to do, was more challenging than I thought. I also knew what I wanted to teach and when I found that Eric Curts, Google trainer, had already done the work for me, I pondered whether I needed to recreate it myself. I read through his site and found the disclaimer for open use as long as it was not selling it for profit of any kind. I still attempted to email him for permission, but I heard nothing back. I felt I needed to do something myself so I was going to have a class create a video. Since then, I have removed that plan. Everything I really needed was already put together and done very professionally.
Comments from my team included questions from Heather. “Is this the class at the high school? What is the focus of the video? I didn’t see the information listed. Are they preparing a video to help with the instruction during the professional development or a video link as a resource? If you stated this elsewhere you may want to refer to it here as well.” These questions about the video my class was to create helped focus even more that I didn’t really need that video.
Heather’s second comments were answered already. “I made a comment on your production document about the video created by the AV class. This was answered by your inclusion of the storyboard and script. Nice work on that it was very easy to visualize the scene and how a teacher could be influenced to use google docs in the classroom. I wasn’t aware of all that google offers it was interesting to read through all the short professional development sessions, I even smiled to see there was something related to math, yes! Two questions I have for you: Did you reach out to Eric Curts to learn more about his process of design? Who introduced you to google docs and when?” I took the video out of production and I did try to reach Eric, but I was unable to.
Stephen commented, “Some of the Google docs were a little long and tedious. Will it take a lot of time out of the class to show the kids how to use everything the way the teacher wants? Will the teachers have enough time to become familiar with everything and use Google the way it is made to be used?” I had concerns about these same issues. I decided that I wanted to leave the step-by-step guides intact. Some staff will be able to move faster than others. The professional development will cover the basic materials, but the rest is available for anyone who wants to learn more on their own. The students will not get the guides, so they will know what their teachers share with them.
The Develop and Deliver Phases were not cumbersome. I realized I had done much of that work in the other phases. I did not receive much feedback on these phases. Heather stated, “These documents look great! It is nice that there are already so many different resources already available for your project. I know I will be using your documents when I have time to learn more about google docs myself. Thanks!” I would say that at this point I looked back at the whole project and realized how much work went into each step of the process, but also how so many pieces fit together so easily. It was encouraging that even though my team would not be able to attend the training, they felt that they had materials they could use on their own.