The Effects of Direct Instruction of google applications in third grade

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Methodology and Sample
Surveys and Observation
Survey focus:
Teacher expectations for student knowledge of the online
applications: Google documents and slides.
Student comfort for pre-determined technologic skills
• Surveys were analyzed for methods, and expectations of
technology instruction.
• Student ability and comfort were analyzed for correlations
within teacher expectations.
From those correlations, 5 mini-lessons were planned to
engage students in whole group and small group instruction for
using google documents and slides.
Participants from Queen Anne's County Public Schools:
• 3 third grade educators, 1 reading specialist, 3 fourth grade
educators, 1 special educator, 12 third grade students.
Students aren’t comfortable but teachers are?
The Effects on Direct instruction of Google Applications in Third Grade
Mariah Thomas, ‘19, Human Development
Department of Education
Introduction
Teachers are comfortable discussing expectations for
incoming students skill sets regarding online applications
of google. Students however are not as comfortable
completing tasks that teachers expect them to be
successful with. Research presented in the World Journal
of Education found that google drive provides students
“collaboration, development of critical thinking and
problem solving skills, familiarization with a web tool and
distance learning principles, and more effective
organization of learning material”. My study examined
teachers expectations, in correlation with students comfort
in measuring up to expectations before and after receiving
instruction on pre-determined technologic skills.
Research Question
Based on analysis of expectations for student ability in
using google documents and google slides, how can
students build comfort and awareness for their skills in
order to measure up to expectations?
Teacher Expectations for student skill
sets in using Google applications
What experience do you expect students to have
as they enter third grade?
“None as they don’t have Chromebooks or emails
in second grade.” –T3B
Do you teach lessons on using the software for
google applications?
“I have not but I am very open to it.” –T3C
“A minimal amount- should be done in CCC lab.”
–T4A
What experience do you expect students to have
as they enter fourth grade?
”At least one year of experience.” –T4A
“Understanding of google slides and google
docs.” –T4C
Conclusion
In this research study, it was found that teacher expectations do not align
with existing student confidence and abilities in using google applications
such as google documents and google slides. After implementing mini-
lessons and modeling skills for students, I found that their confidence and
abilities had grown tremendously. Students reported, “I feel better now
because I know how to do so much more.” While my own instruction
spanned three weeks, I infer that with further detailed implementation,
students will gain confidence and measure up to educators expectations.
References
Apergi, A., Anagnostopoulou, A., & Athanasiou, A. (2015). E-
Learning for Elementary Students: The Web 2.0 Tool
Google Drive as Teaching and Learning Practice. World
Journal of Education, 5(3), 1–7.
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AverageRankingofComfort
Survey Question Numbers
Students Average Comfort Using Google Applications
Pre Lesson Comfort Post Lesson Comfort
Figure 1. (Students Average Comfort Using Google Applications) shows the
growth in students confidence in using google applications after receiving five
skill-based instructional lessons. The survey questions that demonstrated
significant increase in comfort were focused on: Logging into Google
classroom, Creating a document / slideshow, adding pages and slides, moving
the position of text, and adding pictures.
Student Comfort
Pre Lesson
“I feel good about google docs. I feel alright about a
slideshow.” -S1
“I feel nervous because I do not know how to do
most of it.” –S2
Post Lesson
“I feel much better because I’m interested in it.” –S1
“I feel good. I got to use it more and got help.” –S2