Google Drive 101: Creating, Sharing, Uploading and Collaborating with Online Templates Media Mix-Up, 2012

Group 3: Cheryl, Autumn, Jennie, Jeremy, Angel

Project Prospectus
Program Description

Starting in the 2013-2014 school year ABC Middle School will transition to Google Apps. To prepare for the introduction of Google Apps the administrative team has decided to integrate Google 101: Creating, Sharing, Uploading and Collaborating with Online Templates, a training course created by the Media Mix-Up Group. The intended goal of this course is to provide firsthand experience creating-saving-sharing documents for various purposes and feedback on leading students through the same create-save-share process using Google apps. Teachers of sixth through eighth grade students will attend the (3) hour initial session as part of Professional Development to refine their knowledge and application of Google Drive. As part of the design plan by Media Mix-Up Group the district will follow-up with (2) one hour sessions that will take place as the school year progresses: one session on the third Wednesday of September, one session on the third Wednesday of October. The Institute Day consists of expert modeling from Technology Integration Specialists in a synchronous learning environment between district computer labs, while the remaining sessions will be asynchronous between buildings to incorporate collaboration and constructive feedback between peers for support. The Media Mix-Up Group provides alternate training for experienced educators to further their integration of Google with additional Apps and peer teaching/modeling across the curriculum. All authentic documents created for visual aids during the initial and/or follow-up sessions will be shared with educators through their district issued emails as a Google Doc. The only prerequisites necessary to enjoy the benefits of this course include basic word processing, access to staff email, and availability for the training dates as they are finalized.

ABC Middle has 25 full time teachers, 2 counselors, 2 administrators, and 7 support staff. All faculty and staff will be required to participate in the initial 3 hour training session. During this session the Media Mix-Up Group will provide synchronous training using videoconferencing. The session will focus on introducing staff to Google apps by modeling and practicing Google Docs, Spreadsheet, Presentations, and Forms. It should be noted that the Media Mix-Up Group will never be at the school to provide support. The technology coordinator will be responsible for providing technical and instructional support to faculty and staff throughout the course. This initial training will take place in the computer lab so teachers can actively work with Google Apps. The following two sessions will be asynchronous. Teachers will work collaboratively in small groups to create an instructional activity to be completed in their classroom with Google Drive. They may choose to meet face-to-face or communicate through email.

Evaluation Needs ABC Middle School will be provided with training on Google Apps to assist staff members in the creating, sharing, uploading and collaborating with online templates. The purpose of the training is that staff members may be provided with firsthand experience in creating-saving-sharing documents for a variety of uses and feedback on leading students through the same create-save-share process using Google apps. Administrators and teachers at ABC Middle School want to evaluate on how well Google Apps can and should be utilized. This evaluation will be conducted by the school district officials with a background in educational technology. Additionally, the technology coordinator will also be included in this process simply because that person fulfilling the role is most aware of the schools needs.

The evaluation process will be one that is takes place before and after the Google:101 Training course through the use of formative assessments. These formative assessments consists of pre and post-tests completed via Google forms on the subject matter at hand to see what knowledge was known prior to the beginning of the training course and how much knowledge was acquired through the entire training course. At the conclusion of the school year, school leadership, along with the technology coordinator, will determine if further training is needed through summative assessment. The summative assessment will consist of follow up

interviews to assist in determining if Google Apps are being used effectively throughout the school on a consistent basis. Evaluation plays a vital role in truly adopting this technology. Previously, there was a lack of ongoing training and follow up when other technologies were introduced to the school which lead to those technologies not being implemented as they should. The resources needed to support evaluation as designed in terms of cost are little to nothing other than the use of staff time to perform their intended jobs. The pre and post tests will be created and administered by the Media Mix-Up Group via Google Forms which is easy to access by any trainee with an internet terminal since that is all Google Apps requires. Additionally, time would be required by some of the school staff members in conducting end of the year interviews to assist in assessing utilization of Google Apps.

Evaluation Purpose Statement The purpose of this evaluation is to determine utilization strengths and weaknesses of the newly rolled out Google: 101 training course by Media Mix-Up Group. The results will be used to determine if any follow up training is needed.

Program Goals and Outcomes

Logic Model
RESOURCES In order to accomplish our set of activities we will need the following: Staff availability for the training dates Access to video conferencing technology Computer lab Time in the schedule for professional development Technology coordinator to provide support to the faculty and staff throughout the course Staff to have basic word processing skills Access to staff email Staff time to complete assessments ACTIVITIES In order to address our problem or asset we will accomplish the following activities: OUTPUTS SHORT We expect that once accomplished these activities will produce the following evidence or service delivery: SHORT & LONG-TERM OUTCOMES We expect that if accomplished these activities will lead to the following changes in 1-3 then 4-6 years: Integration of Google Apps for Education into all classrooms Consistent use of Google Apps For Education in the school Students will be wellversed on how to use and collaborate with Google Apps For Education Increased collaboration between all stakeholders in the community IMPACT We expect that if accomplished these activities will lead to the following changes in 7-10 years: Continued use of collaborative technologies to support and increase student learning inside and outside of the classroom A school wide community that is dedicated to learning and implementing new technology

The initial 3 hour training session focusing on introducing Google Apps For Education Expert modeling from Technology Integration Specialists in a synchronous learning environment Two asynchronous sessions in which Teachers will work collaboratively in small groups to create an instructional activity to be completed in their classroom with Google Drive.

100% of teachers will be familiar with how to create-save-share various document types using Google Apps For Education 100% of teachers will be able to lead students through the same createsave-share process using Google Apps For Education 80% of administrators and teachers at ABC Middle School can evaluate how well Google Apps can and should be utilized Admin. will be able to determine if further training is necessary

Stakeholder Checklist Individuals, Groups or Agencies Needing the Evaluations Findings Developer of the Program (Mixed Up Media) School Administrators Technology Integration Specialists Technology Coordinator Staff/Faculty District Administrators Students Families Community Members High School Teachers/Elementary School Teachers XX XX XX XX XX To Make Policy To Make Operational Decisions XX XX XX XX XX To Provide Input to Evaluation XX XX XX XX XX XX XX XX XX XX XX XX XX To React For Interest Only

XX

Stakeholder Prioritization

Teachers and Staff are the primary stakeholders in the implementation and evaluation of the Google Drive 101 professional development. The perceptions and attitudes of the teachers/staff will be the guiding factor in the success or failure of the professional development. If the information presented is too high level and teachers are out of their technology comfort zone, they are less likely to use these new skills in their classroom.

Prominent but not primary stakeholders in the Google Drive 101 are the ABC District, Integration Specialist and the District Superintendent. As policy makers they make decisions on whether to expand the professional development to other schools in the district. These policy makers can also determine if the program is cost effective based on the student outcome.

The schools integration specialist also has a key stake in the success or failure of the professional development. If the program is a success the specialist can offer additional trainings and workshops to scaffold the Google Drive 101 workshop.

Media Mix-Up Group, has a secondary stake in the success of the program. A successful program can be used to market trainings to other districts and schools.

The students and community at large also have a secondary stake in the program. The student learning outcomes is an indirect result of the teacher confidence and familiarity of the material presented.

Evaluation Design
Evaluation Purpose ABC Middle School will be provided with training on Google Apps to assist staff members in the creating, sharing, uploading and collaborating with online templates. The purpose of the training is that staff members may be provided with firsthand experience in creating-saving-sharing documents for a variety of uses and feedback on leading students through the same create-save-share process using Google apps. Administrators and teachers at ABC Middle School want to evaluate on how well Google Apps can and should be utilized. This evaluation will be conducted by the school district officials with a background in educational technology. Additionally, the technology coordinator will also be included in this process simply because that person fulfilling the role is most aware of the schools needs.

Evaluation Questions and Objectives Question What impact has the course had on the productivity of users? Rationale (Summative) to address questions from teachers as learners, teachers providing Google instruction, and students. (Summative) to address questions from administration, program developer, and technology integration specialists

Did the course meet the learning objectives?

Which delivery method was the most effective (Formative) to address questions from during the training? teachers as learners and instructors.

Evaluation Plan Matrix Eval. Question What impact has the course had on the productivity of users?

Info. Required Participant reactions, participant work samples, student feedback Info. Source Method Sampling shared documents, lessons, students, participants Survey, Interview, Observation, Documentation Review survey each participant via email link to Google Form, interview with teachers from each content area, review of *** shared documents, observe *** teachers from each grade level 3 times after training Survey: administered through Google Forms in an email link Interview: open ended with a set of guiding questions from Google 101 evaluation plan, should take place during a team meeting for 30 minutes Observation: Walk through of the learning environment using a checklist of observed actions that are a direct result of the training (teaching students how to use Google Drive, using Google Drive as a tool for learning, etc.) Documentation Review: using a rubric to analyze what kind of impact the document had on student learning Surveys: immediately following the training and at the end of the school year Interview: 60, 90, and 120 days after the training courses are completed Observation: of participants in the classroom, monthly after the completion of the training Documentation Review: as teacher created docs become available in shared school folders Transcribe and analyze information collected from interviews and surveys to identify patterns of use, connect transcribed notes and documentation/observation scores to draw conclusions about the main reasons participants use Google Drive to impact student learning/professionalism Surveys and Interviews: How frequently do you use Google Drive to communicate/share with your administration/students/coworkers? In what specific ways have you used Google Drive in your classroom? Google Drive has increased your effectiveness as a professional? Observation: How often and what capacity is Google Drive being used in the classroom and professional setting? Documentation Review: What kind of doc is being used? What purpose does it serve? How is this doc relevant or necessary for student learning? Who is collaborating through this doc? Teachers as learners, Teachers as teachers, and students

Info. Collection Procedures

Schedule

Analysis Procedures

Interpretation Procedures (Criteria)

Audiences/Sta keholders

Content (data required) Reporting Format Reporting Schedule

Summative, to help determine what were the strongest aspects of the training course that participants ended up utilizing Presentation of finding in a Google Doc with teachers and students 30 days after all information is gathered

Eval. Question Did the course meet the learning objectives? Info. Required Stated objectives, analysis of content delivery, participant and student feedback Info. Source Method Sampling Design document, lessons, participants, students Observe, survey, interview and work sample Observe teachers use between colleagues as well as with students in the classroom, survey all participants and interview school leadership team as well as collect work samples used by participants Observation: of participants in multiple settings Survey: through use of a Google form that is e-mailed Interview: questions taken from Google 101 and administered one on one Work sample: sample of use between colleagues and in classroom Observation and survey: immediately after training and six months later prior to the conclusion of the school year Interview: 6 months after training prior to conclusion of school year Work sample: sample of artifacts use between colleagues and in classroom Collection of raw data from all sources to look for common themes identified Observation: how Google drive is being used to maximize efficiency on a rating scale used by the observers Survey and interviews: On a scale between 1 - 10, how confident do you navigate Google docs and drive? Open ended: Do you feel you e lacking something from training? Open ended question: Has it increased your efficiency? If so, when did that occur? 0-30 days after training? 31- 90 days after training? Work sample: participants will be asked to provide artifacts theyve used in collaboration with other colleagues and students All staff members and students

Info. Collection Procedures

Schedule

Analysis Procedures Interpretation Procedures (Criteria)

Audiences/Sta

keholders Content (data required) Reporting Format Reporting Schedule Summative data taken at different points to see if learning goals were met with more time Google doc presentation 30 days after all information is gathered

Eval. Question Which delivery method was the most effective during the training? Info. Required Participant feedback, Tech coordinator feedback, analysis of participant work samples attendance and participation, Program designer feedback Info. Source Method Sampling shared documents, lessons, participants, Tech Coordinator, anecdotal data, observations and follow up questionnaires Survey, Interview, Observation, Documentation Review Initial survey to all participants.. Interviews arranged with sample of teachers based on answers to initial survey. (Focus group participants selected based on age, technology skills, accessibility to technology away from school, grade level taught, and initial response to preferred delivery method) Observe focus group of participants in each of delivery methods. (Skype, Face to face, Online asynchronous, Video) Survey: administered through Google Forms in an email link Interview: open ended with a set of guiding questions from Google 101 evaluation plan, Interview participants individually. Ask which method worked best for them. Question if any of the follow factors led to this decision ( time at school, participant age, technology strengths and weaknesses, season/weather, etc.) Observation: observe participants during the delivery methods Review: Participant personal Logs and journals in blog area May - August - Survey - Assess participants current preferences to content delivery. (Start of Training) Dec/Jan - Survey - Determine if there has been a shift in perceptions. May/June - Survey - if there has been any significant attitude changes in the preferred content delivery method (End of Training). (Monthly) - Observations - Observe the attitude and participation in the

Info. Collection Procedures

Schedule

various delivery methods. (Monthly) Review - Review the quality of work and interaction with peers as it relates to the delivery method. Analysis Procedures Collect raw data and count respondents who preferred one delivery method over the other. Analyze observation data and follow -up interviews to make determinations about perceptions of participants. Use anecdotal observation data to validate participant data information. Determine patterns of causality to see the correlation of technical ability with preferred delivery method. Survey/Questions: (Count responses) Rate in order your delivery preference. Why? Observation: 1) Make note of the body language, participation during various sessions to see if the data matches perceived observations.2) Follow up interview after observation to correlate observation with the actual. Administration, Program developer (Media Mix-Up, 2012), Technology Coordinator, Teachers. Address which delivery method was most effective and what were the key factors that attributed to this determination. Show the correlations between technology skills, age, accessibility, and other mitigating factors. Interim Report emailed/shared with Technology Coordinator, Administrators and Media Mix-Up to review initial responses and perceptions. Mid-Term Evaluation Report - Meeting with administrators, Media Mixup and Technology coordinator to determine emerging trends of one delivery method over another. Monthly reports - Status reports to stakeholders with attendance and participation data information. Final Report - Provided in a Google Presentation shared with stakeholders with graphs and charts showing trends, preferences, and correlations. The presentation will also detail based on the data the attributes and key elements that participants favored one delivery method over another. August/September - Interim report- detailing the initial preferences and attitudes. Mid-Term Evaluation report - Provided to check for shifts in attitude and or preferences in delivery methods. The report will serve as a catalyst for the second half, and indicate if adjustments should be made. Final Report - Will accompany the final cumulative final report.

Interpretation Procedures (Criteria)

Audiences/Sta keholders Content (data required) Reporting Format

Reporting Schedule

Measures/Instrument Drafts Interview All teachers will be interviewed 120 days after the initial training. How do you define productivity in your classroom? Can you describe a lesson where you used Google Apps For Education? How would you describe student engagement during the lesson? What impact do you think the use of Google Apps for Education had on your lesson? What would this lesson look like without the use of Google Apps For Education? Recall a specific moment where you feel Google Apps For Education provided an educational opportunity that wouldnt have been possible without GAFE? Survey The survey will be given to all teachers 60 days after initial training and at the end of school year Your Name How frequently do you use Google Drive to communicate/share with your students? o Options: Every day, More than twice a week, Twice a week, Once a week, Less than once a week How frequently do you use Google Drive to communicate with your co worker? o Options: Every day, More than twice a week, Twice a week, Once a week, Less than once a week How frequently do you use Google Drive to communicate/share with your administration? o Options: Every day, More than twice a week, Twice a week, Once a week, Less than once a week How many devices do you use to access Google Drive? o Options: 5 or more, 3-4, 1-2, 0 In what specific ways have you use Google Drive in your classroom? Which cloud-based programs do you use to backup/share your data? o Options: Google Drive, Dropbox, box, SugarSync, iCloud, Other Which delivery method did you find most effective during the different parts of the training? Why? Describe the independent time spent without the direct supervision of the Technology Specialist. Was it effective? What could be improved? What technology knowledge did you have before the training? What knowledge was need to be successful in the training? What was the level of technology expertise of your group members? What role did it play in the process?

Evaluation Measures
Proposed Implementation Timetable

Time in Months Starting from May 2013- 2014

Major Evaluation Activities 1. Preliminary Planning 1.1 Identify Team 1.2 Define evaluation needs for Google 101 Training Program 1.3 Brainstorm possible evaluation questions 1.4 Design broad evaluation plan Milestone: Present plan to stakeholders 2. Create Formal Evaluation Plan and Data Collection Tools 2.1 Define 3-5 evaluation questions May 1 June 2 July 3 Aug. 4 Sept. 5 Oct. 6 Nov. 7 Dec. 8 Jan. 9 Feb. 10 Mar. 11 Apr. 12 May 13 June 14

2.2 Create evaluation matrix for each question 2.3 Develop data collection tools per matrix for each question Milestone: Evaluation Tools are ready for pretraining data collection 3. Conduct Data Collection Before, During and After Google 101 Training 3.1 Google Form survey before/after training 3.2 Interviews with participants using openended questions 3.3 Observation of participants in instructional setting using checklist 3.4 Observation of participants in professional setting

using checklist 3.5 Documentation review using rubric 3.6 End of year summative survey and interviews Milestone: All evaluation data collected and ready for summative review. 4. Data Analysis for Reporting 4.1 Interim reports shared through email 4.2 Monthly data analysis and reporting 4.3 Midterm data analysis and reporting 4.4 Cumulative analysis and final report Milestone: Final presentation of major impacts.

Evaluation Budget