tcc 2013 conference presentation
DESCRIPTION
Updated version of my presentation: an Introduction and Overview to Google Apps in K12 Education, A Web-based Instructional Module.TRANSCRIPT
An Introduction and Overview to Google Apps in K12 Education:
A Web-based Instructional Module
James Petersen TCC 2013 April 16, 2013
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
James PetersenTCC 2013
April 16, 2013
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 PetersenTCC 2013
April 16, 2013
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 PetersenTCC 2013
April 16, 2013
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 PetersenTCC 2013
April 16, 2013
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!
Digital consumer v. producer/collaborator
James PetersenTCC 2013
April 16, 2013
An overview of my presentation Introduction
Background
Methods
Results
Discussion & Implications
Conclusion
James PetersenTCC 2013
April 16, 2013
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.
James PetersenTCC 2013
April 16, 2013
Introduction It is a national goal that students graduating from
high school be college or career ready (ESEA, 2010)
James PetersenTCC 2013
April 16, 2013
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 PetersenTCC 2013
April 16, 2013
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 PetersenTCC 2013
April 16, 2013
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)
James PetersenTCC 2013
April 16, 2013
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”
James PetersenTCC 2013
April 16, 2013
MethodsThe Google Apps solution is attractive because:
It’s free to educational institutions and can supplement or replace other proprietary software
James PetersenTCC 2013
April 16, 2013
MethodsThe 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 PetersenTCC 2013
April 16, 2013
MethodsThe 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 PetersenTCC 2013
April 16, 2013
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
James PetersenTCC 2013
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
James PetersenTCC 2013
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:
James PetersenTCC 2013
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
Tablet:
James PetersenTCC 2013
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
Smartphone:
James PetersenTCC 2013
April 16, 2013
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
James PetersenTCC 2013
April 16, 2013
Welcome Page
James PetersenTCC 2013
April 16, 2013
Consent to Participate (form)
James PetersenTCC 2013
April 16, 2013
Preliminary Assessment (form)
James PetersenTCC 2013
April 16, 2013
Overview (video & text)
James PetersenTCC 2013
April 16, 2013
Docs (video & text)
James PetersenTCC 2013
April 16, 2013
Sharing, Draw, open response question
James PetersenTCC 2013
April 16, 2013
Forms – text, video, response
James PetersenTCC 2013
April 16, 2013
Sites – text, video, wikis, response
James PetersenTCC 2013
April 16, 2013
Post-assessment
James PetersenTCC 2013
April 16, 2013
Participants20 began the module, 18 completed the post-
assessment
15 female, 5 male
11 were K12 teachers (55%)
James PetersenTCC 2013
April 16, 2013
Data collection – via Google FormsPreliminary Assessment
Demographic and information about technology use and perceived skill levels
James PetersenTCC 2013
April 16, 2013
Data collection – via Google FormsPreliminary 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 PetersenTCC 2013
April 16, 2013
Data Collection– Pre-assessment
James PetersenTCC 2013
April 16, 2013
Data collection – via Google FormsPreliminary 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 PetersenTCC 2013
April 16, 2013
Data Collection– Post-assessment
James PetersenTCC 2013
April 16, 2013
Results In the Preliminary Assessment:
As questions became more specific to use of Google apps for production and collaboration, mean of the responses fell.
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form
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Preliminary Assessment
Mean
James PetersenTCC 2013
April 16, 2013
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)
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workc
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cloud
use
social
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skill
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gmai
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docs
use
colla
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form
ssit
es0
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Preliminary Assessment
Mean
James PetersenTCC 2013
April 16, 2013
Results – Post AssessmentDesign and presentation of module well received
(IM-1 – IM-5) Clearly presented and level appropriate for target
audience
IM-1
IM-2
IM-3
IM-4
IM-5 T-
1T-
2T-
3T-
4
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ess)
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F)0.00
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Post Assessment Responses
Mean
James PetersenTCC 2013
April 16, 2013
Results – Post AssessmentParticipants indicated a strong preference for
wanting to utilize Google Apps in Classroom and Professional activities (T-1 – T-4)
IM-1
IM-2
IM-3
IM-4
IM-5 T-
1T-
2T-
3T-
4
(lear
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(acc
ess)
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Post Assessment Responses
Mean
James PetersenTCC 2013
April 16, 2013
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-1
IM-2
IM-3
IM-4
IM-5 T-
1T-
2T-
3T-
4
(lear
n)
(acc
ess)
(>F2
F)0.00
1.00
2.00
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6.00
Post Assessment Responses
Mean
James PetersenTCC 2013
April 16, 2013
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-1
IM-2
IM-3
IM-4
IM-5 T-
1T-
2T-
3T-
4
(lear
n)
(acc
ess)
(>F2
F)0.00
1.00
2.00
3.00
4.00
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6.00
Post Assessment Responses
Mean
James PetersenTCC 2013
April 16, 2013
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
James PetersenTCC 2013
April 16, 2013
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 PetersenTCC 2013
April 16, 2013
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.”
James PetersenTCC 2013
April 16, 2013
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
James PetersenTCC 2013
April 16, 2013
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
James PetersenTCC 2013
April 16, 2013
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
James PetersenTCC 2013
April 16, 2013
Questions?Email me: [email protected]
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
Much!