Running Head: EDID6505 FINAL GROUP PROJECT 1

EDID6505 Final Group Project:

GOOGLE APPS FOR EDUCATION ONLINE TRAINING WORKSHOP

Group Members: Dwayne Lubin (320012199)

Oliver Norman (314500091)
Andrew Spencer (809005049)
Rebecca Haskins (320003271)

Course Name: Systems Approach to Designing Instructional Material

Course Code: EDID6505

Tutor: Dr. LeRoy Hill

Due Date: 15th December, 2018

University of the West Indies Open Campus

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Table of Contents
Overview and Context of Instructional System ..............................................................................4
Needs Assessment Plan .........................................................................................................................5
Background and Context ................................................................................................................................ 5
Selected Audience ............................................................................................................................................. 5
Topic of Instruction .......................................................................................................................................... 6
Formats ................................................................................................................................................................. 6
Optimals, Actuals, Feelings, Causes and Solutions ................................................................................ 7
Performance Objectives and Task Analysis ................................................................................. 10
Procedural Analysis ............................................................................................................................ 11
Performance Objectives ..................................................................................................................... 16
Terminal Objectives ...................................................................................................................................... 16
Enabling Objectives ....................................................................................................................................... 16
Performance Rubrics .......................................................................................................................... 17
Assessments ........................................................................................................................................... 22
Prior Knowledge (Pre-Test) ....................................................................................................................... 22
Evidence of learning during the workshop........................................................................................... 23
Data and Feedback from Using Materials with Pilot Users – ................................................. 31
The Design Process .............................................................................................................................. 33
Analysis .............................................................................................................................................................. 33
Design ................................................................................................................................................................. 34
Development.................................................................................................................................................... 34
Implementation .............................................................................................................................................. 34
Evaluation ......................................................................................................................................................... 34
Reflection on the ADDIE Model......................................................................................................... 35
Instructional Strategies ..................................................................................................................... 36
Research Design- Case Study ............................................................................................................ 40
Sampling procedures and Selection of participants .......................................................................... 40
Methods of data analysis ............................................................................................................................. 42
Ethical considerations .................................................................................................................................. 43
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Summary ........................................................................................................................................................... 44
Data Analysis and Presentation of Findings ............................................................................... 45
Introduction ..................................................................................................................................................... 45
Sub-theme: Prioritisation ........................................................................................................................... 45
Sub-theme: Preparedness of Teachers................................................................................................... 45
Summary of Findings .................................................................................................................................... 46
Reflections .............................................................................................................................................. 47
Oliver Norman ................................................................................................................................................. 47
Dwayne Lubin .................................................................................................................................................. 48
Andrew Spencer.............................................................................................................................................. 49
Rebecca Haskins ............................................................................................................................................. 50
References .............................................................................................................................................. 52
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Overview and Context of Instructional System

This project seeks to outline the process of developing an online instructional course which trains

teachers to harness the full potential of Google Apps for Education (GAFE)- an online suite of

applications specifically tailored for educators and students. The training will target primary

school teachers from the Valley Primary School in Anguilla, both male and female who range

from their early 20s to 55 years of age. The desired result of the instructional unit is to aid

teachers in becoming 21st Century ready as they utilise the many different applications within

the Google Apps for Education Suite that can be used to support and impact the teaching and

learning process in the primary school classroom. Bloom’s digital taxonomy and Merrill’s first

principals will form the foundation for instruction. A number of instructional strategies will be

utilised during the training, including discovery learning, collaborative learning and discussions.
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Needs Assessment Plan

Background and Context

The Willeyette’s Consultancy Firm has been approached by the Department of Education of

Anguilla to design and develop an online training workshop to introduce and familiarise the

primary school teaching staff to the Google Apps for Education (GAFE) Suite.

GAFE contains a number of well-known applications and makes them available online in a

collaborative setting. The Department of Education has subscribed to GAFE since 2007 and has

recognised that the online software suite is underutilised by primary level teachers due to lack of

training.

In keeping with its mandate for preparing teachers and students to be prepared for teaching and

learning in the 21st century, the Department of Education has made preparations for the

introduction of a laptop computer for every primary classroom teacher, a Bring Your Own

Device policy for students, and wireless Internet access in every classroom. These three steps

alone deem it imperative that teachers are trained to harness the great potential of technology in

the classroom.

The Willeyette’s Consultancy Firm intends to use Edmodo, the social learning network to host

the online training room and materials for the Google Apps for Education Training Course.

Selected Audience
The target audience comprises of teachers who work in the classroom at the Valley Primary School (VPS)

in Anguilla. There are a total twenty-eight (28) teachers and support staff that currently work between

Kindergarten and Grade 6 at VPS. They range from 20 to 55 years of age. All teachers are full time

employees and range from being uncertified teachers, to having a Master’s degree. Most possess either
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basic or intermediary computing skills and the majority of the group are willing to learn new skills in

order to improve their teaching and learning practice.

Topic of Instruction
An online workshop to train teachers to integrate Google Apps for Education in the everyday

classroom setting. Teachers will learn to create and use Google Forms to generate a number of

resources such as: self-marking digital assessments, forms to collect assignments from students,

checks for listening comprehension, exit tickets, ways to provide feedback on peer work and give

students a chance to reflect on a lesson/topic, use Google Docs to collaborate on documents, and

provide feedback for students, and lastly to create Google Slides to create shareable animated

presentations for use in the primary classroom.

Formats
The workshop will be completely online and will be hosted by Edmodo.com, an online social

learning network that functions as an online learning management software which primary

school teachers at Valley Primary School have been previously trained to use. Please use the

following link to join: https://edmo.do/j/j88d3a.

If you already have an edmodo account, the join code is h9knuh (Available until February 1st,

2019). Participants will also need a padlet.com account in order to participate in online

discussions and to fill in a KWL chart set up for pre and post activities.

Online activities during the workshop will include demonstration videos, discussions,
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collaborations, questioning and feedback. Participants will need a computer (with speakers) and

internet access and both an edmodo and padlet account.

This workshop is a continuation of a series of face-to-face workshops on how to incorporate

Google Apps for Education into everyday teaching and learning activities. As it will be hosted on

Edmodo, participants can return to lessons as many times as they need to be comfortable with the

material.

Optimals, Actuals, Feelings, Causes and Solutions

In order to effectively create an online training session, specific information must be collected

from persons that will be involved in the actual training. This information will aid Willeyette’s

Consultancy Group to make informed decisions on whether or not there is an actual need for a

training. The information will be collected by way of group discussions, informal interviews and

classroom observations.

Optimals

- An adequate knowledge of using Google Apps for Education to support and impact

everyday teaching and learning in the primary school classroom.

- A basic understanding of how Google Apps for Education can add to the quality of

education

Actuals

- Teachers do not currently maximise use of Google Apps for Education in the classroom

(they mostly use the email feature)

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- Teachers generally do not integrate much technology into their classrooms

- Teachers have access to Google Apps for Education Suite, Edmodo (LMS) and Padlet.com

- Teachers have a laptop, provided by the Department of Education, and have wireless internet

access in their classrooms

- Students are allowed to bring their own devices to school (under the Bring Your Own

Device Policy) and also have access to devices at home.

Causes

- Teachers are not comfortable with integrating technology into the classroom

- Teachers do not have the knowledge to integrate suitable technology through Google Apps

for Education into their classroom teaching

- Teachers are not encouraged to integrate technology or use Google Apps for Education into

their classrooms

Feelings

- Determine whether teachers are willing to integrate technology and Google Apps for

Education into the classroom

- Determine whether teachers are willing to participate in a Google Apps for Education

training

- Examine current views about technology integration in the classroom

Solutions

- Teachers will be able to attend and participate in the online workshops

- Teachers will be able to create sample Google Docs, Google Forms and Google Slides

- Teachers will be able to discuss and demonstrate appropriate use of Google Forms, Google

Docs and Google Slides

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- Teachers will demonstrate the use of Google Forms, Google Docs and Google Slides in

everyday activities in the classroom and after regular school hours (homework, flipped

classroom)

- Teachers will demonstrate willingness to use Google Docs, Google Forms and Google

Slides in the classroom.

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Performance Objectives and Task Analysis

During the task analysis, a number of tasks were identified and prioritized using the Task

Selection Worksheet below. A procedural analysis was then conducted for the two tasks with the

highest priority.

Task Selection Criteria Worksheet

Critic Univer Stan Feasi Diffi Tota Pri

ality sality/ dar bility cult l orit

Task Selection Criteria
(40) Frequ diza (10) y (100 y
Worksheet
ency tion (30) )

(10) (10)

TASKS #1 #2 #3 #4 #5 #6 #7

Introduction to Google
40 10 5 10 30 95 1
Docs: creating, providing
feedback and sharing
Introduction to Google
40 10 5 10 25 90 2
Slides: creating, providing
feedback, animating,
Introduction to Google
Forms: edit, design, create 40 10 5 10 20 85 3
self marking assessments,
share forms as quiz
Logging on to Google Apps 30 10 5 5 5 55 4
for Education
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Procedural Analysis

Once the task analysis worksheet had been completed, a procedural analysis could begin. The

online training will cover designing and developing three instructional units, therefore the three

top ranked priorities of the task analysis worksheet were considered when determining the

terminal and enabling objectives.

From the tasks outlined in the task selection worksheet, the task that ranked highest priority was

chosen for the procedural analysis. The procedural analysis will outline in detail the chosen task

along with any subtasks to give a clear and precise breakdown of all steps involved in

successfully completing the selected task.

Assumptions

● All participants are teacher trained and are currently working in the primary classroom

● All participants have access to their Department of Education Google account

● All participants have knowledge of the Google Drive and how documents are stored and

saved as well as some ICT skills that they can use during the session

● All participants have access to a Department of Education Issued laptop and dependable

internet access in their classrooms

● A Bring Your Own Device policy has been implemented and the majority of students in

grades K to 6 will participate.

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★ Google Docs

Level 1 Introduction to Google Docs

1.1 Sign in to Google Apps for Education Suite

1.2 Locate and open Google Docs within Google Apps for Education Suite

Level 2 Creating and Editing the Doc

2.1 Create new form by clicking “New Blank Doc” from sidebar menu

2.2 Begin adding text to your doc

2.3 Use formatting features to personalise the doc

Level 3 Adding comments to a doc

3.1 Select text you which to comment on

3.2 Select the ‘add comment’ button (below)

3.3 Add a comment by typing into the text box and click ‘comment’
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Level 3 Sharing the doc

3.1 Select Share from top right corner of doc

3.2 Select method best suited to share the assessment (via email, via link, via embedded
html)

3.3 Send (for email) or copy (for link or embedded html) quiz

★ Google Slides

Level 1 Introduction to Google Slides

1.1 Sign in to Google Apps for Education Suite

1.2 Locate and open Google Docs within Google Apps for Education Suite

Level 2 Creating and Editing the Slide

2.1 Create new form by clicking “New Blank Slide” from sidebar menu
2.2 Begin adding text to your slide
2.3 Use formatting features to personalise the slide
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Level 3 Adding a theme

3.1 Add a theme by clicking Theme from the toolbar

3.2 Choose desired theme from pop out menu for theme to be applied to all slides.

Level 4 Sharing the slide

3.1 Select Share from main menu

3.2 Select method best suited to share the assessment (via email, via link, via embedded
html)

3.3 Send (for email) or copy (for link or embedded html) quiz

★ Google Forms

Level 1 Introduction to Google Forms

1.1 Sign in to Google Apps for Education Suite

1.2 Locate and open Google Forms within Google Apps for Education Suite

Level 2 Creating and Editing the Form

2.1 Create new form by clicking “New Blank Form” from sidebar menu

2.2 Give form an appropriate title and write clear instructions for activity under description
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2.3 Add a question to the form by clicking plus button located on right side floating menu

2.4 Choose answer type from drop down menu within question section

2.5 Repeat for all questions to be added to form

Level 3 Designing the Form

3.1 Select customize theme from main menu

3.2 Select either header image or theme colour to adjust form design

3.3 Select a clear and easy to read font style

3.4 Close customize theme window using X in right hand corner

Level 4 Creating a self-marking assessment

4.1 Select Settings from main menu

4.2 Click Quizzes tab from settings window

4.3 Turn on “Make this a Quiz” from Quizzes tab in settings window

4.4 Select options best suited for quiz

4.5 Select SAVE at bottom of settings window

4.6 Adjust Answer key located at the bottom of each question by assigning points and
selecting the correct answer.

Level 5 Sharing the quiz

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5.1 Select Send from main menu

5.2 Select method best suited to share the assessment (via email, via link, via embedded
html)

5.3 Send (for email) or copy (for link or embedded html) quiz

Performance Objectives

Based on the task analysis, the following objectives were constructed for the online training

workshop.

Terminal Objectives

1. After completing the three instructional online training units on the use Google Apps for

Education, specifically Google Docs, Google Slides and Google Forms, participants will

be able to successfully infuse all three applications into the everyday to enhance the

teaching and learning process as well as to associate the use of these technologies along

with other ICTs as ‘best practices’.

Enabling Objectives

Upon completion of the training, participants in the online workshop will be able to demonstrate

their knowledge and appropriate use of Google Apps for Education in their classrooms in at least

two ways each. (application)

By the end of the workshop, participants will be able to:

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1. Identify what the three Google Apps (Docs, Slides, Forms) can be used for in a

classroom setting (remembering)

2. Associate Google Apps and other ICTs being used in a classroom setting with good

teaching practices (understanding)

3. Develop and design Google Apps to create a variety of formative and summative

assessments and activities for their classrooms (creating)

Performance Rubrics

Task 1: Introduction to Google Docs: creating, providing feedback and sharing

Performance Beginner Emerging Capable Proficient

Criteria

Locate Google Unable to log Logged on with Logged on with Logged on with
Docs in to GAFE some difficulty little difficulty no difficulty

Create a new Unable to Created a new Created a new Created a new

doc create a new doc, but with doc with little doc with no
doc difficulty on difficulty on difficulty on
the first attempt first attempt first attempt.

Use comments Unable to use Able to use Able to use Able to use
to provide comments to comments to comments to comments to
feedback provide provide provide provide
feedback feedback but feedback with feedback with
with difficulty little difficulty no difficulty

Sharing of doc Unable to share Able to share Able to share Able to share
document doc, but with doc with little doc with no
difficulty difficulty difficulty
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Task 2: Introduction to Google Slides: creating, inserting, animating,

Performance Beginner Emerging Capable Proficient

Criteria

Locate Google Unable to log Logged on with Logged on with Logged on with
Slides in to GAFE and some difficulty little difficulty no difficulty
locate Google and locate and locate and located
Slides Google Slides Google Slides Google Slides

Create a new Unable to Created a new Created a new Created a new

Slide create a new slides slides slides
slides presentation, presentation presentation
presentation but with with little with no
difficulty on difficulty on difficulty on
the first attempt first attempt first attempt.

Insert various Unable to Able to insert Able to insert Able to insert

items into slide insert various various items various items various items
items into slide into slide but into slide with into slide with
with difficulty little difficulty no difficulty

Animation/ Unable to add Able to add Able to add Able to add

Transitions animation/ animation/ animation/ animation/
transitions to transitions to transitions to transitions to
slides slides, but with slides with slides with no
difficulty little difficulty difficulty
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Task 3: Introduction to Google Forms: edit, design, create self-marking assessments, share

forms as quiz

Performance Beginner Emerging Capable Proficient

Criteria

Locate Google Unable to log Logged on with Logged on with Logged on with
Forms in to GAFE and some difficulty little difficulty no difficulty
locate Google and locate and locate and located
Forms Google Forms Google Forms Google Forms

Create a new Unable to Created a new Created a new Created a new

Google Form create a new Google Form, Google Form Google Form
Google Form but with with little with no
difficulty on difficulty on difficulty on
the first attempt first attempt first attempt.

Design a Unable to Designed a Designed a Designed a

Google Form design a Google Form, Google Form Google Form
Google Form but with with little with no
difficulty on difficulty on difficulty on
the first attempt first attempt first attempt.

Create Self- Unable to Able to create Able to create Able to create

Marking create self- self-marking self-marking self-marking
assessments marking assessments assessments assessments
assessments with a Google with a Google with a Google
with a Google Form but with Form with little Form without
Form difficulty difficulty difficulty
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Assessments

The following assessments have been created for the previously stated enabling objectives,

which ultimately relate to the terminal objectives. The consultants opted to assess each

participant before the training in order to gauge their prior knowledge, during the learning in the

form of formative assessments, and after in the form of summative and reflective assessments.

Prior Knowledge (Pre-Test)

As each learner logged on to the learning environment, the first thing they were asked to do was

post their thoughts on a virtual KWL chart (hosted by padlet.com). The KWL chart was visible

to all participants and allowed them to interact and share their previous knowledge about the

content of the workshop.

Fig 1: Screenshot of KWL chart located in Padlet

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Evidence of learning during the workshop

Formative assessments were developed for use during the workshop. Participants were assessed
using the following methods:

Formative Assessments

1. Quizzes (multiple choice, true & false, short answer)

2. Group Discussions
3. Group collaborations

Summative Assessments
1. Construction of a concept map
2. Creation and manipulation of the products (google docs, slides, forms)
3. Reflection

Enabling Objective: After viewing each of the three slideshows uploaded and working through

the video links, participants will be able to identify what the three Google Apps (Docs, Slides,

Forms) can be used for in a classroom setting as well as some of their key features. Participants

are expected to complete the quizzes with at least 90% accuracy.

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Enabling Objective 2: After completing the each unit, participants will be able to develop and

design Google Apps to create a variety of formative and summative assessments and provide

feedback on student activities in their classrooms.

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Enabling Objective: Associate Google Apps and other ICTs being used in a classroom setting

with good teaching practices.

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In order to help teachers make the connection between Google Apps and best teaching practices,
a number of advanced tutorials (in the form of embedded links) were provided for them to
further research.

Review of the Process

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Data and Feedback from Using Materials with Pilot Users –

The data collection methods comprised primarily of semi structured interviews although other

qualitative type approaches were adopted. The target audience comprised of teachers who work

in the Grade 1 to Grade 6 classrooms at the Valley Primary School (VPS) in Anguilla. The

interview questions were piloted with three (3) participants before carrying out the actual

interviews. The participants possessed either basic or intermediary computing skills and the

majority of the group are willing to learn new skills in order to improve their teaching and

learning practice.

The participants selected for the pilot were asked five (5) question which addressed topics that

included ease of use, interface with online application, the instructions of each lesson and the

overall rating of the instructional materials. The participants indicated that the experience was

very favourable with regard to ease of use and navigation with the instructional materials. The

instructions were posted to the chosen LMS, Edmodo, which hosted the links to the instructional

information on Google Forms, Google Docs and Google Slides. The navigation of each lesson

allowed for step by step the instruction which made the experience enjoyable. After completing

each lesson on the various Google applications there was a knowledge check which is used to

assess the learnings for the various learning objectives. This facet of the application was a

feature that was a highlight for the participants involved in the pilot. Another feature that

participants seemed to appreciate was the pre and post assessments using padlet.com. Padlet is a

virtual online bulletin board. It was used to host a KWL chart for participants to fill out before

and after they began the training, as well as a discussion board relevant to one part of the

training.
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The instructional medium, Edmodo, also allows for the trainer to split the training into

differentiated groups. This feature allows for the participants having like skills to be placed in a

group with persons at the same level as them i.e. intermediate learners may be classed together

and given a more advanced lesson than those with basic skills, allowing for persons to improve

on their skills during a training.

The formative evaluation was conducted using questioning which the participants were able to

express themselves fully without inhibition. The rating of the application by the pilot users

indicated that on rating scale of 1 to 10 (1 being the lowest and 10 the highest), all the

participants had rating of 8 and above; the highest rating being 10.

When asked about ease of use of the application, the participants gave the following responses:

The respondent of the pilot known as P1 indicated that the “navigation is easy and user friendly”

P2 indicated that the application had “similarities to Facebook and enjoyed using the

application”. P3 indicated that the lessons were innovative and found it easy to navigate through

the instructional material.

Further, P1 and P2 indicated the more “colours should be introduced to attract or appeal to the

intended users. P3 indicated that the application was a bit static and in addition to “colour the

navigation could be more dynamic to also appeal to the intended target”. The further expansion

of the lesson I would want to include the use of google sheets as another application which

would have a more comprehensive range in terms of offerings. Also, perhaps if the technology

could allow for live video chat sites features were students and teacher can interface
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The Design Process

As instructional designers our overall design took the form of the ADDIE Model with a

reflection stage added. Our project based on three units; google forms, google docs and google

slides was executed using this model. The ADDIE Model commonly comprises of five

interconnected stages; Analysis, Design, Development, Implementation, and Evaluation.

Analysis

At the beginning of the project the design team started with the analysis phase whereby the

instructional problem was identified. The instructional goals, aims, and general objectives were

also recognized. Information concerning the learner for example the learning environment,

contextual analysis, preferences, demographics, and prior/existing knowledge and skills were

also acknowledged during this stage. In analyzing our target audience, we got the optimals,

actuals, causes, feelings and solutions. We sought to answer much information on; why is the

information needed? Who knows the information? How do we get the information? How will the

information be used?
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Design

At the design stage of the project the team looked at the learning objectives done with the bloom

digital taxonomy tool. Our instructional methods for each unit were based on Merrill’s First

Principles and activities. The instructional methods used permitted participants to activate their

prior knowledge, view demonstrations, apply the new knowledge gained and integrate the new

knowledge. There was the use of virtual discussion boards, content, subject matter knowledge of

Google Apps also lesson outlines were sketched, and media resources identified.

Development

In the development stage we the instructional designers developed the content and learning

relations outlined in the design stage. Within this stage, content was written and graphics added,

audio, video and photos were also created and gathered. In addition, advanced organizers and

analogies were formed.

Implementation

During the implementation stage, we the instructional designers uploaded the content and

materials to the Learning Management Systems (LMS) known as Edmodo.

Evaluation

In the evaluation stage, we the instructional designers tried to find out the success of the whole

process and how was it measured. Our evaluation consisted of two types: formative and

summative. Formative evaluation took place throughout the design and development processes.

Whereas summative evaluation consisted of tests and performance assessment rubrics that were

done after the training materials were delivered. The outcomes from such tests assisted to inform
EDID6505 FINAL GROUP PROJECT 35

us the instructional designers and stakeholders on whether or not the training attained its primary

goals identified in the analysis stage.

Reflection on the ADDIE Model

We the instructional designers reflected by making self-assessments and made changes where

necessary. If given a longer time frame we the designers would have carried out more pilot

testing in order to enhance the final product. We would have created more instructional units on

the usage of additional ICT tools for integration into the classroom. We would have also

provided more variety in assessment activities.

Being informed designers, we had little challenge in choosing an appropriate LMS but every

LMS has its challenges. However, we managed to overcome them. One trade off that had us

concerned was the fact that the instructional units focused on advancing the level of one tool

(Google Apps) and not the basic use of three totally different ICT tools instead. More variety

could have made the training more interesting for the teachers using ICT tools in the classroom.
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Instructional Strategies

To help engage participants in the training course, a variety of instructional strategies were

utilised. The aim here is to keep all learners motivated and on task throughout the duration of the

training course. This combination of learning strategies ensures that all learners are engaged as

each would have a different learning preference.

The instructional strategies outlined in the table below were chosen because of their usefulness

that could be included in online instruction. As the instruction here is fully online, so the choice

of strategies must be one that is appropriate and convenient. Also, they can accommodate

instruction to student differences. Student differences can be easily accommodated (Tomlinson,

2003).

Instructional Location in Citation in Readings Rationale for Use

Strategies Lesson

1.Demonstration Unit 1 slide 5 Visual representations are It is significant for

kept in long-term memory
Unit 2 slide 5 more readily than is
information that we only hear
Unit 3 slide 5
(Hiebert et al., 1991; Sousa,
2001)
participants to view
examples of the
concept you are
attempting to teach in
order to get the bigger
picture.

2.Discussion Unit 3 slide 11; Research on group Enhances thought

online discussions shows that such
activities can improve
Discussion student achievement more
link; Edmodo than traditional lessons
(Sharan et al., 1984)
processing, problem
thinking and exchange
of ideas
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3.Direct Instruction Unit 1 slide 6 The most effective and To direct the required
competent method to teach skills as the workshop
Unit 2 slide 6 students is for the teacher to progresses.
present information, skills, or
Unit 3 slide 6
concepts in a direct fashion
(Bligh, 2000)

4. Collaborative Unit 1 slide 10 An instructional approach To share ideas and

group work that permits learners to work encourage peer
Unit 2 slide 10 in partnership to resolve an teaching
issue or complete a task
(Reigeluth and Carr-
Chellman, 2009)

5. Videos Unit 1 slides 7, Adding video contents to Aids visual learning

8, 9 lessons meaningfully and is a great tool for
increased students’ learning demonstrations
Unit 2 slides 7, (Chambers et al., 2004)
8, 9

Unit 3 slides 7,
8

6. Concept map Edmodo Teaching concepts involves A type of graphic

Learning space extensive and skillful use of organizer permitting
examples (Tennyson & Park, students to organize
1980) and represent
knowledge of a subject

7. Discovery Unit 1 slide 12 Students are encouraged to Assists learners to

Learning learn greatly on their own investigate and become
Unit 2 slide 12 through active involvement familiar with new
(Wilcox, 1993) information
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8. Questioning Online quizzes Teachers can use questions
as learning probes (Airsian,
Unit 3 slide 11 1994)
9. Graphic Edmodo Graphic organizers are visual
Organisers (KWL Introduction; representations of content
Chart) KWL Chart that easily display links
among related concepts and
facts (Sohlberg & Turkstre,
2011 p. 106)
10. Activating Unit 1 slide 4 Can prepare students to learn
Prior Knowledge new information by
Unit 2 slide 4 reminding them of what they
already know, they can
Unit 3 slide 4
question them, and they can
assist students to associate
and recall new information
(Carver & Klahr, 2001)
11. Practice Unit 1 slide 10 The information in working
memory must normally be
Unit 2 slide 10 practiced until it is
established in long-term
memory (Willingham, 2004)
12. Feedback Edmodo Students need to know the
Learning space results of their efforts (Munk
& Bursuck, 1998)
38
When questioned, the
quality of responses
will show to the
instructor how well
students are learning
the lesson
To allow learners to
view the whole picture.
To increase
understanding,
encoding and studying
Helps students to
make connections to
the new information
they have been
presented with.
Increases learners
motivation and interest
to the topic at hand.
Practice improves our
ability to remember
and recall information
and master activities.
Frequent evaluation
gives students
feedback on their
strengths and
weaknesses
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EDID6505 FINAL GROUP PROJECT 40

Research Design- Case Study

This research used a Case Study design for exploring the use of Google Docs, Slides and Forms

in Valley Primary School (VPS) in Anguilla. The case study approach was chosen because it

sought to explore, comprehend and present the participants’ descriptions within that bounded

system in their natural environment (Creswell, 2013). This case study focused on the use of

Google Apps For Education (GAFE) for incorporating technology into the classroom. GAFE,

which has been available for over ten (10) years has been vastly underutilised in the primary

schools. Both teachers and students and their experiences using these tools were recorded taking

into account, the common setting of the school and its relevant resources.

Sampling procedures and Selection of participants

Participants of the study were purposively chosen for this research because they offered useful

and insightful knowledge and experiences of the phenomenon that currently exists. Therefore,

the researcher selected eight (8) teachers to be the core sample as two (2) per teaching experience

range in order to gain more in-depth information. The selected participants were invited to

participate in the study due to their use and knowledge of technology and willingness to be part

of the research. However, the program that will be implemented will allow training for all

teachers in the necessary software tools.

With the research sub-questions in mind, data was collected through face to face semi-structured

interviews using pertinent questions to guide the researcher during the interview process. This

approach aided the researcher in obtaining rich and pertinent information in order to gain a bird’s
EDID6505 FINAL GROUP PROJECT 41

eye view of the use of technology, willingness, opportunities to use the technologies and access

to the technology. This process ensured the researcher formulated appropriate themes and sub-

themes that was used to describe commonalities across participants’ responses.

The interviews were conducted on the school’s compound during a time frame which was

convenient to them. Selected participants were contacted via telephone, informing them of the

purpose of the study as well as, inviting them to participate. Upon agreement by the teachers to

partake in the interview, consent forms were given out to the relevant participants stating the

details of the research.

The type of research settings has implications for the quality of the responses by the participants,

as well as the recordings quality (DiCicco-Bloom & Crabtree, 2006). Hence, interviews were

held in the auditorium of the Teaching Resource Center after school hours as the designated

interview are. It was a quiet place in the participants’ natural setting with unnecessary

disruptions. It therefore, enabled quality audio recordings. The researcher also extended the

interview to the home of participants who were not able to be interviewed on the school

compound.

Tape-recording the interview

The following factors were considered by the researcher to ensure a successful interview:

1. Permission to use the digital audio recorder was sought from participants before

each interview.

2. Use of the digital audio recorder enabled the researcher to maintain eye contact with the

participants.

3. The digital audio recorder was strategically positioned close enough between the

researcher and participant to record the conversation.

EDID6505 FINAL GROUP PROJECT 42

4. A “do not disturb” sign was posted on the library door to ensure silence and no

disruptions.

Methods of data analysis

The relevant data was collected from the interview process. The Consultancy team ensured

accuracy in transcription of the data by replaying the recorded interviews several times. The

researcher then painstakingly analyzed the transcribed data that was in “Google Forms” format

in order to identify codes and generate themes the ease of access allowed google forms to

automatically transfer data to google sheets so it can be analysed and manipulated that way. This

means that the researcher checked the data numerous times to make sure that the interpretations

and conclusions were aligned with the data in order to ensure significant features of the

participants’ descriptions and experiences were highlighted. Descriptive coding was used to

focus on specific words and phrases that truly captured the challenges and opportunities of using

Google Docs, Slides and Forms within the school curricula mandated by the Ministry of

Education because a notable summary of the description of what is in the transcript or text. After

extensively reviewing the codes, the researcher formulated themes that reflected an accurate

representation of the said codes.

The themes were linked to the research sub-questions:

1. What are the psychosocial, physical and financial challenges faced by teachers/the school in

using Google Docs, Slides, Forms and Learning Management Systems?

2. What are the coping strategies employed by teachers/the school when dealing with their

psychosocial, physical and financial challenges?

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3. How are students being affected with the lack of use of technology tools (specialized tools)

needed to improve their quality of education?

The themes highlighted the various challenges that teachers encountered and the instructional

strategies they employ in teaching students using technologies available. The researcher

completed the process by designing a colour coded table using Google Docs. It was constructed

to show the inter-relationships between the themes and sub-themes as it relates to the relevant

sub-questions.

Ethical considerations

Gaining access to participants: In an effort to ensure that the utmost ethical standards were

carried out, the researcher sought permission from each of the eight (8) participants to partake in

the study. Consequently, the participants were given consent forms and later taught how to fill

the forms online using Google Forms which stated the right to withdraw at any point in time

during the interview.

The role of the researcher: The researcher plays a critical role in the qualitative research

paradigm. As such, this researcher was careful not to allow her personal opinions and feelings to

disrupt the outcome of the research as they can be easily influenced based on the nature of the

research. With regards to the collection of data, this researcher took time to listen attentively to

the participants and carefully engaged them in sharing their wealth of experiences in coping with

their knowledge and challenges using Google Suite Docs, Slides and Forms.

Anonymity and confidentiality: Proper ethical standards decree that the researcher safeguards the

confidentiality of the data and anonymity of the selected participants from external parties of the
EDID6505 FINAL GROUP PROJECT 44

study (Ritchie et al., 2013). It is with this in mind that the identities of the participants were

masked by the use of the pseudonyms. Another important aspect of the study regarding proper

ethical protocol was that the participants were informed that the data collected would be used for

the lone purpose for which it was intended.

Summary

The study is a qualitative descriptive case study which involved a purposive sampling procedure.

A face to face semi-structured interview process was used for the collection of data. The

interview protocol was essentially, the instrument used to collect data. It consisted of pertinent

questions which initiated the setting for more in-depth discussions with the participants. The

qualitative data analysis procedure was aligned in keeping with the qualitative design of the

study. The participants were morally and ethically protected since; the highest ethical

considerations were employed to safeguard the selected participants in the study.

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Data Analysis and Presentation of Findings

Introduction

The findings of the research study that had been conducted regarding the challenges and use of

technology namely Google Apps for Education, specifically Google Docs, Slides and Forms. and

the Learning Management System, Edmodo this study the data was collected through a semi-

structured one to one interview with the participants.

Sub-theme: Prioritisation

The participants of this study often gave priority to the student’s needs in front of their own in

sharing of knowledge and using what technology they have available and their own knowledge

of software related to Google Docs, Slides and Forms and showed an interest in developing the

necessary skills of learning the suite.

Sub-theme: Preparedness of Teachers

In some cases the participants showed willingness to learn the applications, but there was also

some resistance to the time or available technology (hardware) but were willing to meet the

researchers halfway in bridging the gaps of learning the Google Docs, Slides and Forms .
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Theme: Support needs for improvement of knowledge of the Google Apps for Education Suite

(namely Docs, Slides and Forms) and Learning Management Systems

Although there exist support systems for the participants, they still faced unmet needs as

delineated in their statements. Their psychosocial, physical and financial challenges on the part

of the school continue to outweigh their support systems. Participants suggested various ways

that the Department of Education and the government should assist in allowing access and

development of improved technology hardware to meet the needs of students and teachers.

Summary of Findings

It can be noted that necessary precautions that are needed to inform the staff and students of the

school can be remedied with the establishment of adequate facilities to in-house training sessions

on the use of Google Apps and Learning Management Systems allowing students and staff to

remotely have access to education even if the necessary tools were not available for the

convenience of face to face classes.

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Reflections

Oliver Norman

I enjoyed working with my team, although I felt I kept them back as juggling 3 jobs and late

hours really took a toll on myself and I am sure was stressful on my team when I was unable to

meet to which I would say I am sorry to them. Any suggestions and ideas I have unintentionally

disregarded by my peers I offer my whole-hearted apologies. Even though I know this was not

my best semester I would love to work with the persons on this team again as I know my quality

of work and this was not my best. I am always grateful to our Course Coordinator for facilitating

us and allowing us to express ourselves and guiding us.

As I continued growing in knowledge of research best practice I noted a lot more information

that I have gained. It is noted that I practiced with some of my coworkers in creating the case

with guidance from them on referencing but need to work on it as it comes to research and not

over reference and use to much data. I have also found the purpose of research in creating a

system that is effective was an important one of guidance.

Overall, I enjoyed the course but believe I need to step back and breathe to make the journey one

that does not affect not only myself but also my peers and coordinators to whom I am always

thankful for.

I contributed the Research and Information Sources section.

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Dwayne Lubin

I am indeed elated to be a part of this course. It is one of the best courses thus far. It was

very interactive and enlightening. I have gained the knowledge of establishing a needs

assessment for either online or face to face programmes. I have become more aware of the role

of an instructional designer in planning a training workshop whether it be face to face or online. I

contributed the Design Process and completed the Instructional Strategies tables. Because of this,

I have a better appreciation now for the ADDIE model in viewing the overall design process.

Also, a better appreciation for Bloom’s taxonomy for the objectives and Merrill’s First Principles

for the instructional strategies. As a teacher I will keep on using all of them. The advance

organizers and analogies I will be definitely exploring more of these.

Working as a group was good although we had our challenges now and then, but we all

pulled through. Thanks to Rebecca’s vast knowledge with Google tools permitted us to extend

her project. I learnt a lot about these google tools which I will be using for my website. Although

I am using gravity forms for my online quizzes, Google forms looks like a good alternative. The

LMS was another aspect of the group project I was very interested in. I am a member of Edmodo

for a while now but have been inactive. After this course I will remain active because it showed

me the benefits of the site. I would like to work with different LMS sites to benefit my students.

In all I would definitely recommend this useful course to my colleagues.

EDID6505 FINAL GROUP PROJECT 49

Andrew Spencer
The course has definitely been a challenge for me as a HR practitioner as all of my colleagues

are teachers and the content were very familiar to them. The rigour of the course is geared to

bring out the best or the worst of you given the balance between work, family and school life.

As an individual, understanding team dynamics really assisted in managing the task assigned to

me since I was not as knowledgeable as my other colleagues which meant that i had to put in a

bit extra and play to my strengths. The part I was assigned was the Data and Feedback from

Using Materials with Pilot Users. Rebecca set up contact with three volunteers that work in the

primary school in Anguilla. I have experience carrying out a pilot and I was comfortable getting

the necessary feedback for the questions via a skype interview since I am in Trinidad and

Tobago.

This assignment as group allowed us to pool our knowledge of the various instructional models,

instructional strategies and outcomes. Also, the use of Merrill’s first principles while integrating

them into the project design was a very important facet on the project. The group used the

strength of our colleague (Rebecca) who had an intimate knowledge of the google application

which I believe helped in developing the project beyond my imagination and at the same time I

was able to learn quite easily. These touch points really worked for us as it added value to the

group and to me as an individual. I was also introduced to the LMS Edmodo and I see myself

using this application as part of a online HR portal that I am currently developing at my

workplace. During the project the group was able to overcome the challenges that we initially

encountered and each team member being able provide necessary input to the task assigned. I

would have preferred if we did not procrastinate as time is alway against when you put things off

for last minute. Further, I would have liked if we have included the Google sheets. Nevertheless,
EDID6505 FINAL GROUP PROJECT 50

I enjoyed the course despite the rigour and I have added to my tool kit as an instructional

designer and HR practitioner.

Rebecca Haskins

In my current job, I am not required to facilitate any training opportunities. However, after

starting this Master’s programme, I decided that I would take the opportunity to share my

knowledge. EDID6505 has actually aided me in one of my personal goals for 2019 - to create an

online training course in Google Apps for Education to assist teachers with both integrating the

technology into their classrooms and for their own productivity. Having gone through the entire

process during this group project assignment and having the blessing of the Department of

Education to go ahead with my project, I feel I am now more equipped to produce and manage

an online course space outlining the use of Google Apps for Education for my colleagues at the

Primary level.

The final project chosen to develop was my own, which made me feel obligated to lead the group

as I am most versed in both Google Apps for Education and Edmodo, and I did not expect my

group mates to learn the basics of the Suite overnight. For my portion of the project, I used the

majority of my work from the original project and tweaked it to suit the broader project. I

completed the Edmodo page, created the Padlet boards and produced the lesson content and

assessments. I also recorded a few videos to go along with the training. Finally, I edited and

formatted the final document.

I think as group leader, I may have taken on too much at the beginning. One of my group mates

was very supportive when he recognised this and immediately jumped in and helped me.
EDID6505 FINAL GROUP PROJECT 51

I honestly cannot say what I would do differently in this case, as I think in the end everything

came together (to a certain extent). As expected, some persons finished their task very late

leaving others waiting to finish their own parts, while some persons finished way before the

required time. As in any group there are always different personalities and work ethics.

I think the work produced by this group showed that not everyone took the project seriously.

While the majority of the group members managed to complete their tasks on time and with

decent quality, others opted for the easy way out by doing their own thing which took the project

somewhat off-course, causing wasted time in having to correct it.

In terms of working as a group - I think persons should have the opportunity to work in pairs or

individually as in a group setting it is easy for persons to take advantage of those who are

determined to get a good grade. That being said, I think one of the most important things to note

here is that we finished. We pushed, and we made it to the end.

EDID6505 FINAL GROUP PROJECT 52

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