The Google Driven Classroom- Training Grant Proposal

The Google Driven Classroom
Training Grant Proposal
FRIT 7232 Visionary Leadership in Instructional Technology
Spring 2015
Group Members:
Ashley Miller, Brandi Salter, Aimee Vickers, Jennifer White

Abstract
The Telfair County School System is seeking a grant to train third through fifth grade
math and science teachers at Telfair County Elementary School in the basic functionalities of a
Chromebook and how to use Google Docs, Google Slides, and Google Drive. The Telfair
County School System recently purchased Samsung Chromebooks for all math and science
classes in grades 3-5. Chromebooks are a new technology to most of the teachers that will be
receiving a classroom set. Before the Chromebooks are delivered to each teacher, they will need
to be trained on the basic features and functions of a Chromebook. The Chromebooks will not be
set up to access the data folder on the school’s network. Therefore, Google Drive will be used
by the students to save and submit their work to teachers. The use of Google Docs and Google
Slides will allow classmates to collaborate on documents and presentations in real time. Google
Drive will also allow students and teachers to access files from anywhere and share files to
anyone. The objective is that by the end of the training teachers will be able to use a
Chromebook effectively and create and share Google Docs and Presentations to increase
efficiency, collaboration, and engagement among staff and students. Teachers in the training will
have the opportunity to create and collaborate with one another using Google Drive and discuss
ways that the applications can be used in their own classrooms.
Proposal Text
Demonstrated Need
Telfair County Elementary math and science teachers in grades 3-5 will participate in the
professional development. All of these teachers were surveyed to get an understanding of the
experience level of the learners. (Appendix A) Ten of the twelve learners responded to the

survey. The survey showed that 60% of the learners have no experience using a Chromebook,
and 40% consider their experience as below average. The learners were also asked to identify
technology devices they believed they had a good deal of experience using. Of the learners,
100% said they were comfortable using a Windows based computer or laptop. Of the learners,
90% said they were comfortable using a smartphone. Of the learners, 90% said they were
comfortable using a tablet, and 80% said they were comfortable using a digital camera. None of
the learners said they were comfortable using a Chromebook which proves the need for training.
The majority of the teachers surveyed believe it is important for them to be trained on
using a Chromebook before the classroom set is implemented in their classrooms. Of the
teachers surveyed, 60% feel the training is very important, 30% feel it is important and 10% feel
it is somewhat important. The survey also determined the excitement level for the surveyed
teachers. Of the teachers surveyed, 30% of the teachers consider themselves as very excited to
be receiving the classroom set of Chromebooks. Of the teachers surveyed, 50% consider
themselves as excited and 20% consider themselves as somewhat excited. Of the teachers
surveyed, 100% believe they need training on the use of Chromebooks. These results prove the
target group is excited about getting the Chromebooks and believe the training is important to
them. Therefore, they should be highly motivated to successfully complete the training.
The teachers were also surveyed to determine how they preferred to receive the training.
Of the teachers surveyed, 30% of the respondents said they prefer a web-based course. Of the
teachers surveyed, 70% of the respondents stated they would like a face-to-face training, with
100% of those respondents stating they would like the training to be hands-on with them using a
Chromebook and the instructor using a Chromebook and a Smart board. Of the teachers
surveyed, 0% percent of the respondents preferred to be given printed material as their training.

Mager and Pipe’s Performance Gap Model (Appendix B) was also used to assess the
need for this training.
Goals and Objectives
Goal #1 - By May 28, 2015, 100% of classified staff and faculty members in grades 3-5 will be
able to efficiently log on to a Chromebook and access the internet so they can begin the process
of integrating the use of Chromebooks and sources from the internet into their curricula to
provide learning for students.
Goal # 2 - By May 28, 2015, 100% of classified staff and faculty members in grades 3-5 will be
able to create and share a document in Google Docs to increase efficiency, collaboration, and
engagement among staff and students.
Goal # 3 - By May 28, 2015, 100% of classified staff and faculty members in grades 3-5 will be
able to create and share a presentation in Google Slides to increase efficiency, collaboration, and
Goal # 4 - By May 28, 2015, 100% of classified and faculty members in grades 3-5 will be able
to create, locate and share files using Google Drive to increase efficiency, collaboration and
Objective 1: What is Google Drive and How Can I Use It? The participant will be able to define
Google Drive and be able to gain access to it. They will be able to organize and share files in
Google Drive.

Objective 2: What is a Google Doc and How Can I Use It? The participant will be able to define
Google Docs, access it, and determine when to use it. They will able to successfully create a
Google Doc.
Objective 3: What are Google Slides and How Can I Use Them? The participant will be able to
define Google Slides, access it, and determine when to use it. They will able to successfully
create a Google Slide presentation.
Objective 4: How Will Google Apps Be Beneficial in My Classroom? The participant will be
able to explain reasons why the use of these Google Apps will be beneficial in the classroom
They will know that Microsoft Office cannot be used on a Google Chromebook. They will know
the difference between saving in Google Drive versus saving documents on the school’s
network. They will understand the availability of files anytime from anywhere
Plan of Operation
Based on the survey results the professional development will last one whole school day.
The training will take place in a Chromebook lab at Telfair County Elementary School.
Teachers will have a hands-on experience by having the training in the Chromebook lab. The
Chromebook lab also has a Smart Board and projector for the trainer to use. All math and
science teachers in grades 3-5 will attend the training together. The Technology Director will be
the instructor of the training. The Technology Specialist will attend the training to be of
assistance to the teachers while they complete the objective assessments.
There has been a good bit of research done on effective professional development.
Michael S. Garet and some of his colleagues conducted a research study named “What Makes
Professional Development Effective? Results From a National Sample of Teachers.” The goal of
the research was to compare the effectiveness of various characteristics of professional
development on teacher learning. The results of the research provided suggestions to improved

professional development. Garet states “to improve professional development, it is more
important to focus on the duration, collective participation, and the core features (i.e., content,
active learning, and coherence) than type.” (Garet, Porter, Desimone, Birman, & Yoon, p. 936)
The research also found that “the collective participation of groups of teachers from the same
school, subject, or grade is related both to coherence and active learning opportunities, which in
turn are related to improvements in teacher knowledge and skill and changes in classroom
practice.” (Garet, Porter, Desimone, Birman, & Yoon, p. 936)
The professional development will be considered a reform activity because it will take
place during the regular school day and it will take place at the teachers’ school. “Reform
activities tend to produce better outcomes primarily because they tend to be of longer duration.”
(Garet, Porter, Desimone, Birman, & Yoon, p. 935-936) When compared to reform activities,
traditional activities are sometimes the same length as reform activities, but they require teachers
to attend workshop type sessions that are usually outside of school hours and at a location
different from the teachers’ school. The duration of the professional development will be one
whole school day which will give the instructor time to cover the goals and objectives, but it will
also provide an opportunity for the teachers to get involved in discussion about the topics.
Teachers should not feel rushed during the training; therefore, they may apt for discussion.
The professional development is designed for the collective participation characteristic.
It is designed for a group of teachers from the same school and all teachers teach either math or
science in grades 3, 4, or 5. Since the teachers work together and know each other they should
be more open to discussion. The teachers will be familiar with each other’s curriculum. They
will also be familiar with the students in the school.
The professional development can help promote active learning because it will give the
teachers an opportunity to implement their knowledge in the classroom. Teachers will also
participate in hands-on activities during the professional development. During the professional

development, teachers will create a Google Doc or Google Slide as an assessment. The teachers
will also be given an opportunity to present their work to the class. This active learning may
improve the outcome of the professional development.
Timeline/
Agenda
Activity Description Alignment
with Goals
Sign-in/
Introduction:
8:00-8:30
Teachers sign-in and complete the pre-training assessment
survey (Appendix D)
What is Google Drive and How Can I Use It?
8:30-9:30 The first activity will focus on providing teachers with basic
information about Google Drive and allowing them to explore
resources such as videos, training guides, and blogs to help
them gain a better understanding of how Google Drive can be
beneficial in an educational setting. Teachers will participate
in hands-on activities that allow them to work within Google
Drive and use the basic features within Drive.
Goal #1
Goal # 4
What are Google Docs and How Can I Use Them?
9:30- 10:30 This activity will focus on providing teachers with information
to help them to determine when to use Google Docs, how to
create a Google Doc, and be able to compare Google Docs
with other programs they are used to working with. Teachers
will create a Google Doc that includes, in list form or
paragraph form, 5 ways to use Google Docs in the classroom.
The document should be loaded into Google Drive and shared
with the instructor.
Goal #1
Goal # 2
Goal # 4
Break:
10:30-10:40
Teachers will break for 10 minutes.
What are Google Slides and How Can I Use Them?
10:40 11:40 In this activity, teachers will gain access, determine when to
use, and how to create Google Slides. Teachers will be able to
create a Google Slides presentation about a topic of their
choice. The presentation should be created within Google
Drive and shared with the instructor.
Goal #1
Goal # 3

Lunch:
11:40-12:40
Teachers will be able to leave campus for lunch.
How Will Google Apps Be Beneficial In My Classroom?
12:40-2:30 In this activity, teachers will be able to work collaboratively
with other teachers in the training to explain why Google
Docs, Slides, and Drive is beneficial in the classroom and
discuss key points and attributes of Google Apps. The
teachers will collaboratively create a Google Doc or Google
Slide presentation to answer the following questions and plan
a lesson that includes at least one of the Google Apps from the
day’s training. Teachers will be encouraged to use the
collaboration tools within Drive, such as chat and comments,
to create their project. The project should be created within
Google Drive and shared with the instructor. The teachers
will also be given the opportunity to present their work to the
class.
1. Explain why Microsoft Office cannot be used on a
Google Chromebook.
2. Explain the benefits of saving files in Google Drive
versus the school’s network.
3. Present an idea for a lesson in which students can use
Google Docs or Google Slides to complete an assignment
related to the lesson. Be sure to include how the document or
presentation will be shared and if collaboration will occur.
Goal #1
Goal # 2
Goal # 3
Goal # 4
Conclusions/
Questions/
Discussions
2:30-3:00
This time will be used to discuss any concerns, questions, or
comments teachers may have. Teachers will also complete the
participant evaluation of the experience survey. (Appendix E)
Teachers will be given the assignment of integrating the
Chromebooks and Google Drive applications in their
classrooms and participate in a post-assessment survey
(Appendix F) after 3 weeks of implementation of the
knowledge and skills acquired from the training.

Evaluation Plan
The goal of Telfair County Elementary School is to provide training on the use of a
Chromebook and the Google Drive applications available with the device. The following
evaluation plan is explained in table form as well (Appendix C).
The participants’ prior knowledge will be assessed through the use of a pre-assessment
survey (Appendix D). This pre-assessment will provide the Technology Director information on
how familiar the participants are with the Google Drive applications and where the teachers
stand in relation to the desired goals of the workshop.
During the training, teachers will be required to complete multiple
assignments/assessments to provide hands-on practice and check for understanding. The desired
goals will be assessed by the Technology Director throughout the workshop with the use of the
required assignments.
To evaluate the quality of the training, participants will take a survey pertaining to their
perception of the workshop experience (Appendix E). The Technology Director will use the
results of this survey to decide what further training or support will be needed. This survey will
meet Kirkpatrick’s Level 1 Evaluation because it evaluates how participants perceived the
training and if it met their quality of standards and expectations.
After the training, teachers will be given a three week window where they will be
expected to use the Chromebooks and Google Drive applications in their classrooms. The
participants will then be asked to complete the post-assessment survey (Appendix F). The
Technology director will compare the results from the pre and post assessments to determine
teacher growth and if the desired goals of the training were met. The pre and post assessments

meet Kirkpatrick’s Level 2 Evaluation because they will help determine the extent of learning
that occurred during the training.
An after school follow up meeting will be held two months after the training. The
teachers will be given the opportunity to ask questions and share experiences concerning their
Chromebooks or Google Apps. The teachers will be asked to complete a final survey to
determine if transfer has occurred and if additional training is needed (Appendix G). This survey
meets Kirkpatrick’s Level 3 Evaluation because it will help determine if the teachers are
transferring thee new skills and knowledge in their classroom on a daily basis.
Budget
The proposed budget for the Google Doc’s Workshop is $996.00. This amount will go
towards paying substitute teachers. The full day training will involve 12 math and science
teachers; therefore 12 substitutes will be required. The Technology Director and Technology
Specialist will be conducting the workshop so no additional funds will be needed. Teachers will
have the option to bring their lunch or go off campus for a lunch break. The Parent Teacher
Organization will provide water and snacks for the teachers at no additional cost. The after
school follow up meeting will not require any funding.
Budget Item Amount
Substitute Teacher: 12 substitutes needed at $83.00 a day. $996.00
Total: $996.00

References
Aguilar, E. (2014, January 1). 10 Tips for Delivering Awesome Professional Development.
Retrieved September 18, 2015, from http://www.edutopia.org/blog/10-tips-delivering-
awesome-professional-development-elena-aguilar
Critical Issue: Using Scientifically Based Research to Guide Educational Decisions. (n.d.).
Retrieved March 13, 2015, from
http://www.ncrel.org/sdrs/areas/issues/envrnmnt/go/go900.htm
Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F., & Yoon, K.S. (2001). What Makes
Professional Development Effective? Results From a National Sample of Teachers.
American Educational Research Journal, 38(4), 915-945.
Quick-Reference Chart for Analyzing Performance Problems [PDF file]. (n.d.). Retrieved March
26, 2015, from http://www.itma.vt.edu/modules/spring03/instrdes/magerchart.pdf
Winfrey, E.C. Kirkpatrick’s Four Levels of Evaluation [PDF Document]. Retrieved March 29,
2015, from http://www.4cleanair.org/Kirkpatrick.pdf

Appendix A: Needs Assessment
Needs Assessment Survey Questions:
1. How much experience have you had using a Chromebook?
__Above Average __Below Average
__Average __None
2. Of the following devices, please put a checkmark beside each device you believe you
have a good bit of experience with.
__Digital Camera/Camcorder __Windows based computer/laptop
__Smartphone (Android or iOS) __ Tablet (Andriod, iOS)
__Chromebook
3. How important to you is learning to use the Chromebook before they are implemented in
your class?
__Very Important __Somewhat Important
__Important __Not Important
4. What is your attitude toward receiving a classroom set of Chromebooks?
__Very Excited __Somewhat Excited
__Excited __Not Excited
5. How do you prefer the training to be set up?
__Web-Based __Face-to-Face
__Printed Training Materials
6. If you chose face-to-face, do you prefer training to be hands on?
__Yes __No

Needs Assessment Raw Data
Question Answer and Number of Responses forEach
Answer
Above
Average
Average Below
Average
None
How much experience
have you had using a
Chromebook?
0 0 4 6
Digital
Camera/
Camcorder
Windows
based
computer
/laptop
Smartphone
(Android or
iOS)
Tablet
(Andriod,
iOS)
Chromebook
Of the following devices,
please put a checkmark
beside each device you
believe you have a good bit
of experience with.
8 10 9 9 0
Very
Important
Important Somewhat
Important
Not
Important
How important to you is
learning to use the
Chromebook before they
are implemented in your
class?
6 3 1 0
Very
Excited
Excited Somewhat
Excited
Not
Excited
What is your attitude
toward receiving a
classroom set of
Chromebooks?
3 4 3 0
Web-based Face-to-face Printed
Material
How do you prefer the
training to be set up?
3 7 0

Yes No
If you chose face-to-face,
do you prefer training to be
hands on?
7 0

Appendix B: Mager and Pipe Model
Problem:
Before the technology department at Telfair County implements the use of Chromebooks in
grades 3-5 classrooms, it will be beneficial for all teachers to learn the functionalities of the
Chromebook, and how to use Google Docs, Google Slides, and Google Drive.
Is it important?
Yes No
60% of the teachers participating have no experience
using Google Chromebooks, and 40% feel their
experience is below average.
IgnoreSkill
deficiency
Used to do
it?
Yes No
Yes No
Arrange Formal Training:
Professional Development Training will last one whole school day. The
training will take place in a Chromebook lab at Telfair Elementary School.
Teachers will have hands-on experience by having the training in the
Chromebook lab.

Appendix C: Evaluation Table
Evaluation Goal Method for
Collecting
Information
Schedule Analysis Procedures
Teachers will be able
to efficiently log on
to a Chromebook and
access the internet so
they can begin the
process of integrating
the use of
Chromebook and
sources from the
internet into their
curricula to provide
learning for students.
Pre-Assessment
Survey
Administered at
the beginning of
the training
Will assess the prior
knowledge of the learners
skills in regards to the use
of a Chromebook and
Google Drive applications
Required assignments
turned in to the
Technology Director
During the
training
Will assess knowledge and
skills the learners gain
throughout the training
Participant Evaluation
of the Experience
Survey
Administered at
the end of the
training
Will provide a glimpse of
the learner’s attitude and
motivational level toward
the training to assess the
quality of the training
Post-Assessment
Survey
To be
administered
approximately 3
weeks after the
training
Will assess the
participant’s growth and if
the desired goals of the
training were met
Follow-Up Survey To be
administered
approximately 2
months after the
training
Will assess if transfer has
occurred and if additional
training is needed
to create and share a
document in Google
Docs to increase
efficiency,
collaboration, and
engagement among
staff and students.
Pre-Assessment
Survey
Administered at
the beginning of
the training
of a Chromebook and
turned in to the
Technology Director
During the
training

of the Experience
Survey
Administered at
the end of the
training
Post-Assessment
Survey
To be
administered
approximately 3
weeks after the
training
Will assess the
training were met
administered
approximately 2
months after the
training
training is needed
to create and share a
presentation in
Google Slides to
increase efficiency,
collaboration, and
engagement among
staff and students.
Pre-Assessment
Survey
Administered at
the beginning of
the training
of a Chromebook and
turned in to the
Technology Director
During the
training
of the Experience
Survey
Administered at
the end of the
training
Post-Assessment
Survey
To be
administered
approximately 3
weeks after the
training
Will assess the
training were met
administered
approximately 2
months after the
training is needed

training
to create, locate and
share files using
Google Drive to
increase efficiency,
collaboration and
engagement among
staff and students
Pre-Assessment
Survey
Administered at
the beginning of
the training
of a Chromebook and
turned in to the
Technology Director
During the
training
of the Experience
Survey
Administered at
the end of the
training
Post-Assessment
Survey
To be
administered
approximately 3
weeks after the
training
Will assess the
training were met
administered
approximately 2
months after the
training
training is needed

Appendix D: Pre-Assessment Survey

Appendix E: Participant Evaluation Survey
Participant Evaluation of the Experience Survey Questions
1. Did the learning activities and assignments align with the learning objectives? What
were the strengths and weaknesses?
2. Did the learning materials meet your quality of standards? If no, please explain. Were
they easy to access? Were they error-free?
3. How much time did you spend on the instruction and learning? Is this acceptable?
4. What is your reaction to the methods of instruction, materials, and assessments?
5. Was the course what you expected?
6. Will you recommend the course to someone else?
7. What did you like about the course?
8. What would you change about the course?

Appendix F: Post-Assessment Survey

Appendix G: Final Follow-Up Survey
Final Follow-Up Survey:
1. How often do you use the Chromebooks in your classroom?
__Daily __2-3 times per week
__3-4 times per week __0-1 time per week
2. How often do you use Google Apps in your classroom?
__Daily __2-3 times per week
__3-4 times per week __0-1 time per week
3. How has implementing Google Apps into the curricula helped the learning and collaboration
in the classroom?
4. Is there any additional training you would like to have?

The Google Driven Classroom- Training Grant Proposal

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