Getting Googly for Google:

Instructional Plans for Schools Going 1-to-1 with Chromebooks

Martha Bongiorno, Brittany Etheredge, and Heather Wickham

University of Georgia
EDIT 6170
Fall 2015

Table of Contents
Executive Summary
Needs Assessment
Learner and Contextual Analysis
Learner Analysis
Environmental Analysis
Function/Task Analysis
Conclusion
Content/Course Map
Objectives and Test Items
Description of Activities for Objectives
Description of Activity for Objective 2
Objective
Instructional Method
Practice
Assessments
Description of Activity
Evaluation of Activity
Description of Activity for Objective 4
Objective
Instructional Method
Prerequisites
Practice
Assessments
Description of Activity
Evaluation of Activity
Description of Activity for Objective 5
Objective
Instructional Method
Prerequisites
Practice
Assessments
Description of Activity
Evaluation of Activity

Executive Summary
Arthur Williams Middle School is currently preparing for a 1-to-1 technology device
initiative for the 2016-2017 school year in which each student will be in possession of an
Acer Chromebook for the duration of the school day. The AWMS administrations goal
during the 2015-2016 school year is to develop an understanding of how this initiative will
look for teachers as well as students in the classroom. By 2016-2017, all teachers should
be prepared for each student having a chromebook for the duration of the school day.

Needs Assessment
While teachers currently have one Acer Chromebook cart for check out per grade level, the
technology often goes unused because of a lack of training on how to use the Chromebooks
in a classroom setting. Even so, teaching with a class set of Chromebooks every once in
awhile is far less intimidating than using them on a daily basis. One of the integral
components of the procedures developed for the 2015-2016 school year is to plan teacher
professional development in order to use the technology appropriately and effectively.
How will teachers enter the 2016-2017 school year prepared for a new learning
environment in which each student has a Chromebook? Because Google Apps for
Education is integrated within the Chromebooks, it is essential for teachers to understand
Google Apps for Education prior to releasing Chromebooks to students so that teaching and
learning can be the focus rather than trying to figure out the nuances of Google Apps.
Learner and Contextual Analysis
Learner Analysis
Arthur Williams Middle School has forty staff members whose responsibility involves
teaching students throughout the day in a combination of settings with special education
students, regular education students, and gifted students. Learners participating in this

professional development relating to Chromebooks have various levels of technological

skills. All teachers are proficient in using standard tools, such as Microsoft Word, Microsoft
Excel, and Microsoft PowerPoint. However, some teachers have been to professional
development on Google training through First District RESA, making them far more
familiar with the capabilities of a Chromebook than their colleagues. Most teachers have
used other technology sources such as Remind101 and Edmodo before.

Environment Analysis
Teachers have a range of 25-30 students per class period, with inclusion teachers often
pulling students out in small groups. Students have a range of experience using technology
in the classroom. Sixth graders have the least experience as the local elementary schools
have very little technology to checkout for classroom use and only one computer lab for the
entire school. Each student has to take at least one semester of technology in sixth
grade-eighth grade, however, in which they learn basic typing skills, Microsoft Word, Excel,
and PowerPoint, and digital citizenship components. As with all inclusion classes, students
disabilities range from Aspergers to low-functioning Autism, cognitive delays, and
Emotional Behavior Disorders. Except for the gifted students, most students have not used
Google for learning within the school environment prior to the roll-out of Chromebooks.
The policy at Arthur Williams Middle School is that each student should be in the least
restrictive environment. At Arthur Williams Middle School, we do have a self-contained
classroom as well as resource classes dedicated to learning basic skills for those who need
more assistance than can be provided in a standardized classroom.

The schools network specialist has claimed Wayne Countys bandwidth is 900 Mb and can
handle 65,000 devices using the internet at one time. Therefore, there should be no
problem with each classroom using the Chromebooks at one time.

Because the school already has one Chromebook cart per grade level, there will be one
class per grade level with older generations of Acer Chromebooks.

Function/Task Analysis
After an analysis of a needs assessment survey taken by each teacher at Arthur Williams
Middle School, teachers primary focus is learning how to incorporate the Chromebook into
daily lessons, moving beyond traditional paper/pencil lessons, how to assess students with
technology, and an in-depth of understanding Google Drive (Docs, Forms, Slides) and
Google Classroom.

Teachers have one professional development meeting per month, led by the library media
specialist on various digital literacy standards as needed or requested by teachers. The
teachers, otherwise, rarely have opportunities for self-directed professional development
as most planning periods are taken up by parent conferences, RTI meetings, grade level
meetings, content area meetings, or coaching sports after school and after school club
sponsorships. Besides the one planning period a month, teachers have little time to
dedicate towards exploring technology use in the classroom.

Conclusion of Thoughts
Teachers have requested specific training in using Chromebooks effectively and efficiently
in the classroom. Because teachers are in various levels of understanding Google apps and
extensions such as Docs, Forms, and Classroom, teachers will be put into three different
levels based on their survey results: 1) Basic Skills and 2) Advanced Skills. Teachers will
participate in one meeting about procedural information regarding Chromebook
distribution such as how students check-out and check-in the Chromebooks each day, not
to take away the Chromebook as a punishment, etc. After the initial meeting, teachers will

participate in different learning communities that are similar in where they are in how
familiar they are with technology integration in the classroom.

Content/Course Map

Objectives and Test Items

Overall objective:
To prepare teachers to effectively teach in a 1:1 Chromebook
environment by teaching teachers how to infuse Google Tools for Education within their
lessons.

Objective #1:
Teachers will be able to explain what best practices looks like within a
technology rich environment.
Assessment #1:
Teachers will write a statement explaining, in their own words, what best
practices will look like in their classrooms with the 1:1 Chromebook environment.
Description #1:
Led by the school library media specialist (LMS), teachers will participate
in a discussion of best practices in teaching using Google Drawing to document ideas (use
to create a graphic organizer). Teachers will write ideas in their graphic organizers. What
do best practices look like in the classroom? How will technology affect that? Should it?
Objective #2:
Teachers will create a Google Doc to use within a lesson in their own
classrooms.
Assessment #2:
Teachers will create a Google Doc to use in a lesson.
Description #2:
The LMS will conduct a presentation on ways in which teachers can use
Google Docs with the faculty. The LMS will then create and share a Google Doc with
teachers in order to model how to create and work within a Google Doc. Teachers will take
a handout or template already created in Microsoft Word and convert it to a Google Doc.
The LMS will also show other basics of Google Docs such as making a copy, translating a
document, and the ways in which Docs is similar to Word.
Objective #3:
Teachers will create a Google Slide presentation to use within a lesson in
their own classrooms.
Assessment #3:
Teachers will create a Google Slides presentation to include in a lesson.
Description #3:
The LMS will conduct a presentation on ways in which teachers can use
Google Slides with the faculty. The LMS will then create and share a Google Slide
presentation with teachers in order to model how to create and work within Google Slides.
Teachers will take a presentation already created in Microsoft PowerPoint and convert it to
a Google Slide presentation. The LMS will also show other basics of Google Slides such as

downloading the presentation as a .pptx, .pdf, or .jpg file, insert images or videos into the
presentations, and how to publish/embed the presentation onto your teacher website.
Objective #4:
Teachers will create a Google Form to use for assessment purposes in a
lesson in their own classrooms.
Assessment #4:
Teachers will create a Google Form to use as an assessment, collect the
data from the assessment, and show proper changes in lesson plans following the
assessment.
Description #4:
Teachers have had prior experience and training in how to use
assessment in the classroom. The LMS will conduct a presentation on ways in which
teachers can use Google Forms with the faculty. The LMS will then give teachers an
assessment on what they have learned about Google Docs and Google Slides thus far using
Google Forms. The assessment will use multiple choice, checkboxes, short answer, and a
paragraph answer to show the varying abilities of Google Forms. The LMS will then walk
teachers through how to view answers of the assessment, export to an excel/Google Sheets
document, and to organize the data to make informative decisions.
Objective #5:
Teachers will be able to organize their Google Drives to suit their needs in
the classroom.
Assessment #5:
Teachers will create a Google Drive folder for their lesson plans and share
it with the instructional coach.
Description #5:
Now that teachers have used Google Docs, Slides, and Forms, teachers will
be shown how to organize using folders in Google Drive. The LMS will show teachers how
to color code folders, list documents/folders alphabetically or by dates, and how to share
entire folders. Teachers will use their previously gained knowledge from Objective #2,
including how to convert a Microsoft Word document to a Google Doc, in order to add their
lesson plans to their Drive. Teachers will then add all their lesson plans to a folder called
Lesson Plans SY 15-16 and share it with the instructional coach, rather than e-mailing
them each week.

Description of Activities for Objectives

Description of Activity for Objective 2
Objective:
Teachers will create a Google Doc to use within a lesson in their own
classrooms.
Instructional Method:
Direct instruction, cooperative learning, discussion
Practice
:
1. Introduction: Teachers will bring their laptops to the session and will log into their
Google accounts. Instructor will pose the question, What does collaboration look
like in your classrooms? and lead teachers in a short (5-10 minute) discussion.
2. Direct Instruction: Instructor will use a projector and screen to lead a
guided tour of
Google docs
. Instructor will demonstrate how to upload existing Word documents,
create new documents, share documents, make comments, use chat, and how to use
colored text to identify contributions to shared work. Teachers will use their
laptops to follow along and explore. Instructor will create a document, type the
question How could you use Google docs in your classroom?, and then share the
document with the class via Google Docs. Teachers will then practice using different
tools to answer the question.
3. Cooperative learning: In small groups (based on grade level or subject), teachers
will create a document they could use in their own classrooms and share with their
group members. Members will practice using tools to collaborate on the same
document and discuss how they plan to manage student instruction in their own
classrooms. Teachers will also share this document with the instructor as as
assessment.

4. Closing: Groups will share their work and discuss how Google Docs can enhance
collaboration in the classroom. Instructor will answer any questions that arose
while groups were working.
Assessment:
Teachers will create a collaborative learning opportunity using Google Docs
and will implement it in their classroom. Teachers will share this document with the
instructor. The instructor will observe work during the session and provide guiding
feedback to teacher as well as answer any questions.
Description of delivery methods and media:
A variety of instructional methods are used to reach learners through auditory, visual, and
kinesthetic modalities. Direct instruction is used to efficiently expose teachers to the
various elements of Google Docs. Incorporating the use of a projector and screen to model
provides for visual and auditory learning while teacher laptops and cooperative learning
groups provides the kinesthetic elements. The use of small groups allows for hands-on
experience and more meaningful learning by allowing the teachers to apply the
information to a situation they would use in their own classrooms.

Screenshots of Developed Activity:

Evaluation of Session:
This session on Google Docs was presented to the 4th and 5th grade teams. After the
session, teachers were asked to complete a Google Form evaluating the session. Most
teachers had at least basic experience with Google Apps, though one teacher was
unfamiliar with technology in general. Overall, the session was well-received and teachers
were pleased with both the information and format of the session. Some teachers were
interested in more training on content-specific application while one teacher needed more
remediation on basic skills of word processing.

The evaluation of this session can be found

here
.

Description of Activity for Objective 4

Objective:
Teachers will create a Google Form to use for assessment purposes in a lesson
in their own classrooms.
Instructional Method:
Direct, differentiated instruction; jigsaw; discussion
Prerequisites:
Teachers will know how to create and share a Google Doc document, a
Google Slide presentation, and a Google Form with colleagues, students, or members of the
community.
Practice
:
1. Opening (Values Clarification): Teachers will respond to a
Google Forms:
Interest Survey
; in which, depending on their response, they will learn how to
complete a ticket out the door, collect information in a survey, or a multi-page
quiz. From their response, they will be directed to a short video that will instruct
them how to complete the desired objective.
2. Work Session (Simulations/Summarizing Activity): Using Google Forms, teachers
will create their chosen assessment with the video as a guide.
3. Closing (Pair-Share): Finally, teachers will jigsaw what they learned with their
peers on how to complete performed activity; i.e. if they said they wanted to learn
how to do a survey, first they would complete an activity building a survey and
then share their steps with the other teachers who completed a ticket out the
door or completing a quiz. Each groups of teachers will have an opportunity to
present what they created, individually or choose the exemplar of the group.
4. Assessment: Teachers will respond to a
Google Forms: Evaluation
. This
evaluation will provide feedback on the instruction provided; in addition, they
will be asked to share a link to their created Google Forms as evidence of
completing of the objective.

Assessments
: The instructor will conduct informal observations of teachers as they watch
the video to answer questions of alternate ways to use Google Forms in the classroom; in
addition, the instructor will assist as needed in following the proper steps to successfully
complete the objective. Teachers will share their Google Forms in the Evaluation.
Description of delivery methods and media
: The introduction to the lesson is essential
as teachers have the choice of creating a specific Google Form. Even though the steps are
the same, regardless of the need, it provides a focus for future use. Once you feel
comfortable creating a Form, you will find multiple ways to use it to collect data in the
classroom to drive instruction. For most teachers, they have no prior knowledge of how to
create, let alone how you would use Google Forms in the classroom. As a result, I modeled
three ways to regularly use for an effective method of collecting data. They were able to
create with the same purpose; however, using their own spin on their Form. For the more
advanced teachers, they still learned something new in creating the multi-page quiz. This
assessment is not for the faint of heart, as it requires multiple steps and checks to work
functionally. By mixing direct instruction, hands on learning, discussion, and getting
feedback from the instructor, the instructor is helping to incorporate a wide range of
learning abilities. Because teachers are using something directly related to their content,
the hope is teachers will feel this is more beneficial and thus put more effort into their
learning experience.
Screenshots of Developed Activity:
Google Forms: Ticket Out the Door

Google Forms: Survey

Google Forms: Multi-Page Quiz

YouTube Videos
Google Forms: Ticket Out the Door
Google Forms: Survey
Google Forms: Multi-Page Quiz
Evaluation of Session:
The Google Forms session was conducted on a Professional Learning day for teachers. The
English department participated in the session, in addition to completing an evaluation on
the effectiveness of the training and their confidence of bringing Google Forms into their
classroom as a result. Overall, teachers felt more confident in creating Google Forms, and
started creating their own forms apart from the suggestions presented during instruction.
Creating the ticket out the door and survey were the easiest of the Google Forms to create;
more time and instruction would need to be given for those interested in creating a
multi-page quiz as it requires the most knowledge and patience in its creation. As an
addition to the session, I shared how to make Google Forms accessible to all students in
creating a QR code. The English department was excited in how this will improve their
method of collecting data to drive instruction in the classroom.

The evaluation of this session can be found

here
.

Description of Activity for Objective 5

Objective
: Teachers will be able to organize their Google Drives to suit their needs in the
classroom.
Instructional Method
: Direct instruction; think, pair, and share; discussion
Prerequisites
: Teachers will know how to create and share a Google Doc document, a
Google Slide presentation, and a Google Form with colleagues, students, or members of the
community.
Practice
:
1. Intro to lesson: Teachers will meet in the media center computer lab. Once
seated, teachers will log into the computer at their station. Teachers will visit
https://todaysmeet.com/AWMSPD
and enter their name. The instructor will
have already posted a question (What is the importance of being organized in
education, especially as a teacher?) and teachers will respond by typing in
their answers and clicking submit. Teachers will use @nameofotherperson
to respond to other teachers and the instructor in this discussion. Allotted
time is 10 minutes, including the entrance of teachers into the room and
getting settled.
2. Direction Instruction: The instructor will use the projector in the computer
lab to mirror the instructors screen. The instructor will show teachers how
to create a new folder, how to create a folder or document within an already
existing folder, how to color code folders, how to share folders, how to locate
a shared folder/document, how to restrict privacy settings on shared folders,
how to name and rename folders, and how to organize documents/folders by
date created, last opened, and by author of document/folder. Allotted time is

15-20 minutes. For teachers who miss the instruction due to extenuating
circumstances, the presentation can be found
here
.
3. Think, Pair, and Share: Following the direct instruction, the instructor will
ask teachers to make a list of ways they can organize their information in
Google Drive. Teachers will then sit with their content area partners (i.e. all
social studies teachers will sit together, all science teachers will sit together)
and share with their partners ways in which they would like to organize their
information in their Drives. Content area teachers will then share with the
entire group creative ideas from their discussions on how to organize folders
(ex: color coding based on RTI students, unit plans, differentiation, writing
folders, etc.). Allotted time is 20-30 minutes.
4. Assessment: Together, content area teachers will decide on a name for their
lesson plan folder (all teachers are already required to turn in lesson plans to
the instructional coach, currently through e-mail) in Google Drive, what color
to code it, and will share the folder with the instructional coach. Within the
folder, teachers should include their up-to-date lesson plans and assessments
by converting lesson plans made in Microsoft Word to Google Docs. Allotted
time will vary (up to 30 minutes) based on teacher ability to convert lessons
to Google Docs. Teachers will be released once the instructional coach has
seen the shared folder in her shared Drive.

Assessments
: The instructor (library media specialist) will conduct informal observations
of teachers as they practice with organizing and creating assignments within Google Drive
and will assist as needed. Teachers will create a Google Drive folder for their lesson plans
and share it with the instructional coach.

Description of delivery methods and media

: The introduction to the lesson is essential
because teachers need to understand why they are learning how to use Google Drive.
Because most teachers are unfamiliar with Google Drive, the instructor will need to show

the teachers the items listed in direct instruction. It will make it easier for teachers
knowing that they will be able to click and drag documents from the computer to Drive and
there are similarities to Word. Once teachers have a basic understanding of Google Drive,
having the ability to work within Drive and with another content area teacher, will help put
knowledge into practice for comprehension and creation. Not to mention the more time
teachers have to be able to create and use the product, the better time spent as they need to
be able to put this into practice for their classrooms. Sharing ideas will help teachers see
more ways in which they can organize to make their professional lives easier. By mixing
direct instruction, hands on learning, discussion, and getting feedback from the instructor,
the instructor is helping to incorporate a wide range of learning abilities. Because teachers
are using something directly related to their content, the hope is teachers will feel this is
more beneficial and thus put more effort into their learning experience.
Screenshots of Activity:

Evaluation of session:
After each grade level session, teachers were asked about the effectiveness of the training,
their willingness to include the information into their daily lessons, the relevance to their

content area, the most important concepts learned, and other pertinent information to
make the following sessions more effective. Teachers felt, overall, the information was
pertinent to their content area (except for the band teacher), they will use Google Drive in
their classrooms, and they learned valuable information regarding organizing their Google
Drives. The most important content teachers said they learned were how to share whole
folders with students and how to color code their folders. In the future, teachers would like
more instruction on the legal ramifications of using Google Apps for Education in the
classroom (the relation with FERPA) and more practice with grade level partners.

The evaluation of this session can be found

here
.
Link to Site with All Resources
Formative Evaluation Plan for Entire Project:
Google Apps for Education Evaluation
Form