The document describes a study conducted by James Petersen on introducing teachers to Google Apps. It discusses developing a web-based instructional module to teach teachers about Google Apps capabilities. The module uses video, interactive activities, and open-ended responses to motivate teachers and improve their confidence and satisfaction with the tools based on the ARCS model of instructional design. The goal is to provide just-in-time professional development for teachers on collaborating and working digitally using Google's free, web-based Apps.

1. James Petersen TCC 2013 April 16, 2013

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

3. Can we take a brief survey?
 Do you use a smartphone at least daily?
Green check = yes
Red X = no
James Petersen
TCC 2013
April 16, 2013

4. Can we take a brief survey?
 Do you use a smartphone at least daily?
 Do you participate in a social network regularly?
(Facebook, G+, etc.)
James Petersen
TCC 2013
April 16, 2013

5. Can we take a brief survey?
 Do you use a smartphone at least daily?
 Do you participate in a social network regularly?
(Facebook, G+, etc.)
 Do you regularly use cloud-based productivity tools
like Google Docs?
James Petersen
TCC 2013
April 16, 2013

6. Can we take a brief survey?
 Do you use a smartphone at least daily?
 Do you participate in a social network regularly?
(Facebook, G+, etc.)
 Do you regularly use cloud-based productivity tools
like Google Docs?
 Do you regularly use cloud-based tools to work
collaboratively with others?
James Petersen
TCC 2013
April 16, 2013

7. Can we take a brief survey?
 Do you use a smartphone at least daily?
 Do you participate in a social network regularly?
(Facebook, G+, etc.)
 Do you regularly use cloud-based productivity tools
like Google Docs?
 Do you regularly use cloud-based tools to work
collaboratively with others?
 IDEA!
Consumer v. producer/collaborator
James Petersen
TCC 2013
April 16, 2013

8. An overview of my
presentation
 Introduction
 Background
 Methods
 Results
 Discussion & Implications
 Conclusion
James Petersen
TCC 2013
April 16, 2013

9. Introduction
 It is a national goal that students graduating from
high school be college or career ready (ESEA, 2010)
James Petersen
TCC 2013
April 16, 2013

10. Introduction
 It is a national goal that students graduating from
high school be college or career ready (ESEA, 2010)
 Schools must use technology to provide students with
“…engaging and powerful learning experiences” (US
DOE National Technology Plan, 2010)
James Petersen
TCC 2013
April 16, 2013

11. Introduction
 It is a national goal that students graduating from
high school be college or career ready (ESEA, 2010)
 Schools must use technology to provide students with
“…engaging and powerful learning experiences” (US
DOE National Technology Plan, 2010)
 7 of 8 Ivy League schools and 72 of the top 100 US
universities have adopted Google Apps (Google,
2013)
James Petersen
TCC 2013
April 16, 2013

12. Background
 Becoming skilled digital producers and collaborators
will be increasingly important in students’ post K12
lives
 The practices, knowledge and skills of teachers have
an immediate impact on the ability of students to
acquire these skills (Archambault, et al., 2010)
 Many educators do not have the same facility with
and understanding of technology that is a daily part
of the lives of professionals in other sectors (US DOE,
2010)
James Petersen
TCC 2013
April 16, 2013

13. Background
 While more than 105 public schools in Hawaii have a
Google Apps subdomain, very few schools actively
use the tools
 Professional Development time for teachers in public
schools has disappeared
 One solution
 Provide teachers with a means to learn that is “fluid in
time and place and is customized” (Wind & Relbstein,
2000)
 Professional Development that is “Just-in-Time”
James Petersen
TCC 2013
April 16, 2013

14. Methods
 The purpose of this Instructional Design project was to
produce and evaluate the effectiveness of a web-
based module to introduce the capabilities of the
Google Apps suite of tools to K12 teachers.
James Petersen
TCC 2013
April 16, 2013

15. Methods
 The purpose of this Instructional Design project was to
produce and evaluate the effectiveness of a web-
based module to introduce the capabilities of the
Google Apps suite of tools to K12 teachers.
 The Google Apps solution is attractive because:
James Petersen
TCC 2013
April 16, 2013

16. Methods
 The purpose of this Instructional Design project was to
produce and evaluate the effectiveness of a web-
based module to introduce the capabilities of the
Google Apps suite of tools to K12 teachers.
 The Google Apps solution is attractive because:
 It’s free to educational institutions and can supplement or
replace other proprietary software
James Petersen
TCC 2013
April 16, 2013

17. Methods
 The purpose of this Instructional Design project was to
produce and evaluate the effectiveness of a web-
based module to introduce the capabilities of the
Google Apps suite of tools to K12 teachers.
 The Google Apps solution is attractive because:
 It’s free to educational institutions and can supplement or
replace other proprietary software
 It’s platform independent since it is web-based and
supports the goals of collaboration and digital
productivity
James Petersen
TCC 2013
April 16, 2013

18. Methods
 The purpose of this Instructional Design project was to
produce and evaluate the effectiveness of a web-
based module to introduce the capabilities of the
Google Apps suite of tools to K12 teachers.
 The Google Apps solution is attractive because:
 It’s free to educational institutions and can supplement or
replace other proprietary software
 It’s platform independent since it is web-based and
supports the goals of collaboration and digital
productivity
 It has become widely used in post-secondary institutions
and in business
James Petersen
TCC 2013
April 16, 2013

19. 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 Relevance
improve practice
Open-ended response Confidence
opportunities
Appropriate instructional Satisfaction
James Petersen level
TCC 2013
April 16, 2013

20. Methods
Module feature ARCS element
Video presentations Attention
Desire of teachers to Relevance
improve practice
Open-ended response Confidence
opportunities
Appropriate instructional Satisfaction
James Petersen level
TCC 2013
April 16, 2013

21. Methods
 Technologies
 The module was produced with Google Docs and Apps
to model uses and flexibility of Google tools
 Web-based format allowed participants to access the
module at a time and place of their choosing
 Optimized and tested on multiple platforms
 Desktop/laptop:
James Petersen
TCC 2013
April 16, 2013

22. Methods
 Technologies
 The module was produced with Google Docs and Apps
to model uses and flexibility of Google tools
 Web-based format allowed participants to access the
module at a time and place of their choosing
 Optimized and tested on multiple platforms
 Tablet:
James Petersen
TCC 2013
April 16, 2013

23. Methods
 Technologies
 The module was produced with Google Docs and Apps
to model uses and flexibility of Google tools
 Web-based format allowed participants to access the
module at a time and place of their choosing
 Optimized and tested on multiple platforms
 Smartphone:
James Petersen
TCC 2013
April 16, 2013

24. The Instructional Module
 Consisted of these sections:
 Welcome page
 Consent to participate (Google form)
 Preliminary Assessment (Google form)
 Overview (video and text)
 Docs (video and text)
 Forms (video and text)
 Sites and Wikis (video and text)
 Post Assessment (Google form)
 Extras (links to additional content)
 references
James Petersen
TCC 2013
April 16, 2013

25. Participants
 20 began the module, 18 completed the post-
assessment
 15 female, 5 male
 11 were K12 teachers (55%)
James Petersen
TCC 2013
April 16, 2013

26. Data collection – via Google
Forms
 Preliminary Assessment
 Demographic and information about technology use
and perceived skill levels
James Petersen
TCC 2013
April 16, 2013

27. Data collection – via Google
Forms
 Preliminary Assessment
 Demographic and information about technology use
and perceived skill levels
 Open-ended text responses following module
sections
 How would you apply this in the classroom?
James Petersen
TCC 2013
April 16, 2013

28. Data collection – via Google
Forms
 Preliminary Assessment
 Demographic and information about technology use
and perceived skill levels
 Open-ended text responses following module
sections
 How would you apply this in the classroom?
 Post Assessment
 Effectiveness of the module, classroom uses, desire for
further instruction, open text response
James Petersen
TCC 2013
April 16, 2013

29. Results
 In the Preliminary Assessment:
 As questions became more specific to use of Google
apps for production and collaboration, mean of the
responses fell.
Preliminary Assessment
6
5
4
3
2 Mean
1
0
James Petersen
TCC 2013
April 16, 2013

30. Results
 In the Preliminary Assessment:
 This was more pronounced among the K12 teacher
participants
Preliminary Assessment
6
5
4
3
2 Mean
1
0
James Petersen
TCC 2013
April 16, 2013

31. Results – Post Assessment
 Design and presentation of module well received (IM-
1 – IM-5)
 Clearly presented and level appropriate for target
audience
Post Assessment Responses
6.00
5.00
4.00
3.00
Mean
2.00
1.00
0.00
James Petersen
TCC 2013
April 16, 2013

32. Results – Post Assessment
 Participants indicated a strong preference for
wanting to utilize Google Apps in Classroom and
Professional activities (T-1 – T-4)
Post Assessment Responses
6.00
5.00
4.00
3.00
Mean
2.00
1.00
0.00
James Petersen
TCC 2013
April 16, 2013

33. Results – Post Assessment
 Text comments: “I liked it very much.” “I would love to
create content lessons for classes like this.” “I want my
PLC to watch this so we can start collaborating using
the Apps.”
Post Assessment Responses
6.00
5.00
4.00
3.00
Mean
2.00
1.00
0.00
James Petersen
TCC 2013
April 16, 2013

34. Results – Post Assessment
 Participants indicated:
 Desire to learn more about Google and cloud Apps
 Wanted more access to self-paced modular training
 Did not prefer F2F as much for this type of training
Post Assessment Responses
6.00
5.00 IM-1
IM-2
4.00 IM-3
IM-4
3.00 IM-5
T-1
2.00 T-2
T-3
1.00 T-4
(learn)
0.00 (access)
(>F2F)
James Petersen
TCC 2013
April 16, 2013

35. Discussion
 Participants:
 Indicated that they felt they were relatively competent
digital consumers
 K12 teacher respondents were not as familiar with
productive and collaborative uses of Google Apps suite
 Indicated that they acquired greater knowledge of the
components and wished to incorporate the tools in
professional practice
James Petersen
TCC 2013
April 16, 2013

36. 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.”
James Petersen
TCC 2013
April 16, 2013

37. Discussion & Implications
 K12 Teacher respondents desire more modules
dealing with specific components:
 “I’m sure you’re considering making [more] modules for
specific tools…”
 “I was left wishing I could have learned more since I want
to do this.”
James Petersen
TCC 2013
April 16, 2013

38. Discussion & Implications
 Difficulties
 By the time the module was presented, some of the video
content was out of date
 YouTube videos are blocked within HIDOE. Teachers
could not access within schools
 Module initially conceived to address the needs of a
specific HIDOE school
 Research approval process precluded this approach
James Petersen
TCC 2013
April 16, 2013

39. Conclusions
 Need
 K12 teachers are not largely familiar with the integration
of cloud-based productivity tools in professional practice
 K12 teachers want to be able to provide instruction and
utilize tools that will be relevant to the future lives of their
students
 K12 teachers are interested in learning skills but have
limited professional development time
 Participants enjoyed the flexibility of time, place and
platform
 One participant began the module on a smartphone
at work and completed it at home on a laptop
James Petersen
TCC 2013
April 16, 2013

40. Conclusions
 Next steps
 Continue with the process of approval to conduct studies
within HIDOE
 Creation of purpose-made video materials for this and
future instructional modules
 Development of component specific modules and
means of deployment to Complex-area schools
 Work with school-level personnel on the production of
Just-in-Time professional development materials
James Petersen
TCC 2013
April 16, 2013

41. Questions?
 Email me: jpeterse@hawaii.edu
 Instructional Module:
https://sites.google.com/site/gappsk12/home
Thank You
Very  My ETEC E-Portfolio:
Much! http://www2.hawaii.edu/~jpeterse/ETEC_Portfolio/ho
me.html
 Or, my everything page: http://www.cellodad.us
James Petersen
TCC 2013
April 16, 2013