This document discusses the adoption of Google Apps for Education. It begins with an overview of how Google Apps was developed from 2006 onward. It then discusses how Google Apps enhances collaboration, facilitates learning styles, and promotes peer-to-peer learning. Barriers to adoption like cost and technology expertise are reduced with Google Apps. The document outlines the innovation-decision process of adoption in schools and universities. Metrics like surveys and tests are suggested to measure Google Apps' effectiveness. Finally, it discusses advantages like no installation or licensing fees required.

1. Presented by
Stanford A. Clarke
In Partial fulfillment of Educ 8841

2. Recognizing a
need
Basic Research
Commercializatio
n
Diffusion and
adoption
Development
2

3. 
Enhances collaboration and interactive group work.

Facilitate the sharing of information and work.

Promotes Peer to Peer learning.

Enable large representation of 3D and 2D objects.

Facilitate learning styles and differentiated instruction.
3

4. The visual presenter is
produced by :
 Google.com
Designed
for education:
schools and universities
and other educational
institutions.
4

5. 
There is a growing need for the
use of Google Apps for
Education

There is a digital division
between teachers and
technology as some
technological equipment are
difficult to utilize and expensive
to purchase and maintain.

Reedy, G, (2008) conducted
a research on the diffusion
of technologies and their
impact on learning which
encourage universities
worldwide to adopt Google
Apps for Education in their
schools and universities.
5

7. 
Intended audience are
teachers and students
in K-12.

Higher Education,
such as colleges and
universities.
7

8. Timeline
The Innovation-Decision Process

9. 




Google Apps accounts are transferred to the
same back end as other Google accounts. This
aligns them so that they receive all updates at
the same time.

By 2013, Google Apps Education adopted by
many high end institutions , some of which
are shown in slide 7.

Towards the middle of the year Google began
providing GovCloud to host Apps in a new
environment. They also upgraded all their
services to be in sync with Microsoft Outlook

In January, 2009, Google Apps became a part
of the Lab Suites so users could add their
gadgets such as offline tasks, and vacation
time.
In February 2006 Google produced Gmail
followed later in the year by an
expansion to Google Apps.
In October Google gave educational
institutions to sign up for the service,
free of charge, and renamed it Google
Apps for Education.
By 2007, Google made all registration
public and all domains using GOOGLE
Apps would get increased storage.
October, 2007, Google announced an
increase in the email storage for Google
Apps domains.

10. 



Stimulates interest
Provides small group
and whole group
interaction
Facilitates
collaboration and
sharing of work from
anywhere in the world
Fosters “real life”
experiences
10

11. Some reasons Google Apps for
Education can be adopted into
Teaching and Learning.





Saves money- it is free to all
schools and Google takes care of
all licenses and upgrades.
You are not alone- Thousands of
schools and universities use
Google Apps for Education.
Your privacy is protected.
Innovation in real-time…access to
the latest technology guaranteed.
Global collaboration- students can
work on the same document
simultaneously, worldwide.
11

13. 




Easy to deploy- Google takes
care of all installations.
No additional licenses to be
purchased as Google takes
care of all resources.
Managed by the same
security as Google,com.
Innovation in real time with
access to Google’s latest
technology
Global collaborationstudents work on the same
project simultaneously.
13

14. How can we measure its
effectiveness?

Students and teachers will adopt
it in their lessons.

Pre and Post Benchmark tests
will be executed to determine
growth.

Teachers and students will be
surveyed on its usage and
effectiveness, using
questionnaires.
Questionnaires will be given
each quarter of the year.

“Our
students approached us
about a year ago, saying that
we needed to improve our
email and collaboration
services. We actually had our
student government tell us, we
want to implement Google
Apps.’ “ Wendy Woodward,
Director of Technology,
Northwest University.
14

15. 100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2006
2007
2008
2009
Time
2010
2011
2012
2013
Google Apps Education Adoption Process

16. 



February 2006 – Gmail
domain created with 2BG of
email space.
February 2007 – Google
made registration public for
all Google Apps services.
September 2009 – Google
provided GovCloud to host
Google Apps in separate
environment.
November 2013 – Google
Apps for Education used by
more than 20 million students
and faculty.
16

17. Principal, Media Specialist and
Instructional Coach
17

18.  Certified classroom
teachers
Ability to control students’ screens
from the computer at her desk
18

19. Older Certified teachers
19

20. There are several advantages in adopting a
decentralized approach.
Google Apps
for Education does not require expertise
for installation and utilization.
Facilitates
Adopters
Enables
peer collaboration.
can help in the decision making process.
adopters to also play the role of change agent.
20

21. The Google Apps for Education’s critical mass
stage occurred very early on in the adoption
process, so the rate of adoption was very rapid. It
occurred rapidly because educators were happy to
have access to a number of interactive innovations
under one umbrella.

22. Technology
Specialists
Senior
Managers
22

23. By collaborating every stake holder in the
project can share ideas, produce the right
type of product, give and take
feedbacks, and do more.
Templates that you can use to
deliver lessons and collaborate.
Giving more emphasis to your privacy
As a teacher or student you may not want
all your documents to show up in Google
app
Organizing the collection of different
documents. In any learning
process, documents build up in very little
time.
23

24. 

One of the quickest
and easiest way to
integrate technology.

Actively engage the
learning process


Enhance learning
styles
(visual , kinesthetic ,
spatial, etc. learners)
for differentiated
lessons.

Decrease
copying, ink and
paper expenses.
Few skills need to use
this equipment.
Many technologies
under one control.
24

28. Dussel, I. (2009) . Education and the
production of global imaginaries: A
reflection on teachers’ visual culture.
Retrieved from
http://content.ebscohost.com.ezp.walden
ulibrary.org/pdf23_24/pdf/2009/QQQ/0
1Sep0
Reedy, G. (2008). PowerPoint, interactive
whiteboards, and the visual culture of
technology in schools. Retrieved from
http://content.ebscohost.com.ezp.walden
ulibrary.org/pdf9/pdf/2008/131K/01Jul0
8/32744421.pdf?T=P&P=AN&K=32744421
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