TCC 2013 Conference Presentation

transcript

An Introduction and Overview to Google Apps in K12 Education:

A Web-based Instructional Module

James Petersen TCC 2013 April 16, 2013

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 PetersenTCC 2013

April 16, 2013

Can we take a brief survey?Do you use a smartphone at least daily?

Green check = yesRed X = no

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Do you participate in a social network regularly? (Facebook, G+, etc.)

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Do you regularly use cloud-based productivity tools like Google Docs?

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Do you regularly use cloud-based tools to work collaboratively with others?

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Do you regularly use cloud-based tools to work collaboratively with others?

Digital consumer v. producer/collaborator

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An overview of my presentation Introduction

Background

Methods

Results

Discussion & Implications

Conclusion

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RationaleThe 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.

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Introduction It is a national goal that students graduating from

high school be college or career ready (ESEA, 2010)

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Schools must use technology to provide students with “…engaging and powerful learning experiences” (US DOE National Technology Plan, 2010)

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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)

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BackgroundBecoming 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)

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BackgroundWhile 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”

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MethodsThe Google Apps solution is attractive because:

It’s free to educational institutions and can supplement or replace other proprietary software

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It’s platform independent since it is web-based and supports the goals of collaboration and digital productivity

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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

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Methods Instructional strategy

This module makes use of the ARCS model of design of the motivational aspects of the learning environment. (Keller, 2011)

Module feature ARCS element

Video presentations Attention

Desire of teachers to improve practice

Relevance

Open-ended response opportunities

Confidence

Appropriate instructional level

Satisfaction

April 16, 2013

Methods

Module feature ARCS element

Video presentations Attention

Desire of teachers to improve practice

Relevance

Open-ended response opportunities

Confidence

Appropriate instructional level

Satisfaction

April 16, 2013

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:

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Tablet:

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Smartphone:

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The Instructional ModuleConsisted 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

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Welcome Page

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Consent to Participate (form)

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Preliminary Assessment (form)

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Overview (video & text)

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Docs (video & text)

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Sharing, Draw, open response question

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Forms – text, video, response

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Sites – text, video, wikis, response

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Post-assessment

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Participants20 began the module, 18 completed the post-

assessment

15 female, 5 male

11 were K12 teachers (55%)

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Data collection – via Google FormsPreliminary Assessment

Demographic and information about technology use and perceived skill levels

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Open-ended text responses following module sections “How would you apply this in the classroom?”

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Data Collection– Pre-assessment

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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

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Data Collection– Post-assessment

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Results In the Preliminary Assessment:

As questions became more specific to use of Google apps for production and collaboration, mean of the responses fell.

social

Preliminary Assessment

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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)

social

Preliminary Assessment

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Results – Post AssessmentDesign and presentation of module well received

(IM-1 – IM-5) Clearly presented and level appropriate for target

audience

IM-5 T-

F)0.00

Post Assessment Responses

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Results – Post AssessmentParticipants indicated a strong preference for

wanting to utilize Google Apps in Classroom and Professional activities (T-1 – T-4)

IM-5 T-

F)0.00

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Results – Post AssessmentText 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.”

IM-5 T-

F)0.00

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Results – Post AssessmentParticipants 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

IM-5 T-

F)0.00

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DiscussionParticipants:

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

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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.”

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Discussion & ImplicationsK12 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.”

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Discussion & ImplicationsDifficulties

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

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ConclusionsNeed

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

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ConclusionsNext 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

April 16, 2013

Questions?Email me: jpeterse@hawaii.edu

Instructional Module: https://sites.google.com/site/gappsk12/home

My ETEC E-Portfolio: http://www2.hawaii.edu/~jpeterse/ETEC_Portfolio/home.html

Or, my everything page: http://www.cellodad.us

Thank YouVery

TCC 2013 Conference Presentation

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