Courtney Waters

Part I: Identification of a Learning Problem

General Audience
The target audience will consist of elementary classroom teachers of all
experience levels who teach all subjects. These teachers teach students from grades
kindergarten through fifth grade with students ranging in age from five to eleven
years old. The target audience will be those who have access to Google
Chromebooks for groups of students or for the whole class on a regular basis. The
target audience will also be those teachers who work in the same grade level at the
same school. These grade group teachers work collaboratively as they must all
teach the same set of standards.

Problem Identification
During the 2014-1015 school year in Effingham County there was a big push
toward using Google Chromebooks in the classroom. During the course of the
school year each teacher at the elementary school level received a minimum of six
Chromebooks to use in his/her classroom. Some teachers received more based on
the school, grade level, and funding.
The big push toward the use of Chromebooks came in response to the state’s
move toward online standardized testing for third through fifth graders, specifically
the Georgia Milestone test. All fourth graders were to take the Georgia Milestone
test electronically during the course of the 2014-2015 school year so there was a
need for additional computers in each class and Chromebooks were a feasible
financial option for the county. Chromebooks were also needed because of the
county’s purchase of the iRead Reading Program for kindergarten through second
grade students. Each student was required to use the iRead program for twenty
minutes each day resulting in a need for more computers in the lower grades.
This addition of so many computers was beneficial in many ways however
the Chromebooks are not being utilized to their fullest potential. Teachers were
given Chromebooks but were never given any instruction on them. Each classroom
has it’s own Google account as does each child in the county but there has been no
training on what to do with these accounts. Through talking with other teachers
concerns have arisen about the underutilization of these machines and the desire to
do more with them.
Teachers need training on how to use Chromebooks to benefit themselves as
well as the students. Chromebooks offer collaboration tools such as Google docs,
sheets, slides, and forms, which could be of a great benefit to grade group
teachers. Teachers need training to be able to use Google docs and sheets to
collaboratively work on lesson plans or create assignments for students. They also
need training to be able to use slides to create presentations for students across all
subjects as well as teach students how to use slides to create their own
projects. Teachers need training on forms so that they can create pre-assessments,
quick checks, post-assessments, tickets out the door, and so on. These quick online
assessments can be quickly and automatically graded by using an add-on such as
Flubaroo. This can help teachers create more targeted lessons for future use or
adapt lessons on the go to better meet students needs for that day.

Instructional Goals
● Teachers will demonstrate how to log on their classroom Google account.
● Teachers will use Google docs, sheets, slides, and forms to develop material
for themselves and students.
● Teachers will apply knowledge to share Google docs, sheets, slides, and forms
with their grade group.
● Teachers will demonstrate for students how to use Google slides to create
their own presentations.

Part II: Learner Analysis

Introduction:
The targeted group of learners are kindergarten through fifth grade teachers at
Ebenezer Elementary School in Effingham County, Georgia. There are 26 regular
education classroom teachers at EES. The teachers have from 1 to 30 years of
teaching experience. All teachers hold a bachelor's degree in education and 46%
have earned a master's degree relating to education as well. 100% of the teachers
are white and 25 are female while only 1 is male. There are 714 students enrolled at
EES and the student to teacher ratio is 19:1. Each teacher has a minimum of 6
Google Chromebooks in his/her classroom all day for students and teacher use. This
information was obtained through the EES school website as well as through the
school-stats.com website. Teacher observation and informal interviews were also
used to collect data for the learner analysis.

Entry Skills and Prior Knowledge:

Entry Skills
● Ability to log onto a Chromebook using a classroom account
● Ability to use a touchpad mouse
● Ability to navigate to the Google website

Prior Knowledge
● Most can use Microsoft Word, Excel, Power Point, and Outlook
● Most have used Dropbox to share documents
● All can log onto a Chromebook
● All have a good understanding of grade specific standards that must be taught
● All have created quizzes or tests for students in the past

Potential Errors or Misconceptions

● Logging onto personal Google account instead of classroom account
● Confusing Google Drive with Dropbox
 ● Difficulty navigating to Google Drive
● Forgetting how to create new documents, sheets, slides, or forms
● Not knowing how to delete files from Google Drive
● Not being able to access Google Drive on a computer other than a
Chromebook
● Not able to share created materials with grade level co-workers
● Thinking that one has to pay to use Google Drive

This information was collected through personal experience with teachers over the
past year. I have discussed Chromebooks with various teachers from each grade
level. I have had to help numerous teachers log onto their classroom Chromebook
accounts and create bookmark tabs for their account.

Attitudes Toward Content and Academic Motivation:

The majority of teachers at Ebenezer Elementary have a positive attitude about the
possibilities of Chromebooks. However, through discussions, many teachers have
expressed concern and frustration in a lack of ways to use these
Chromebooks. Many teachers in Kindergarten through 2nd grade feel frustrated that
they are only being utilized for the iRead program. Most teachers at EES have
expressed a willingness to use Chromebooks in the classroom. This is evident by the
sign up sheet for extra Chromebooks, which are stored in the library. These extra
Chromebooks are always checked out and often have to be tracked down and
retrieved by other teachers who want to use them. Teachers realize that these
machines can be useful but they need instruction on how they can best benefit
themselves and the students. Most teachers at EES show motivation to learn more
about becoming a good educator by signing up for workshops taught after school
and by furthering their own education at their own expense. 46% of teachers at EES
have earned a higher degree, which demonstrates their own academic motivation.

Educational Ability Level:

Of the 26 teachers at EES all 26 have earned a Bachelor of Science in Education. Of
those 26 teacher 46%, 12 teachers, have earned a Masters degree pertaining to
education. 3 teachers also have their gifted endorsement. In order for teachers in
Georgia to renew their teaching certificate every five years they must earn at least
10 PLU’s which are equivalent to 10 credit hours of training. Teachers must also
participate in various workshops, classes, and trainings throughout the year as new
practices are introduced or as the need for instruction arises. During the 2014-2015
school year at EES all teachers participated in a ten-week course for one hour each
week on differentiated instruction, which was an area that was identified as a need
through a teacher survey. All teachers at EES are well educated and all teachers
continue their educations throughout their teaching careers.

General Learning Preferences:

Teachers prefer short periods of instruction no longer than 1 hour at a time during
the school day. If instruction is done after school, teachers prefer that the time be
kept to a maximum of 30 minutes due to other obligations both at school and at
home. Teachers enjoy the use of handouts, hands-on tasks, and direct instruction
from a peer. Teachers like when example of how new material or information can
be used are demonstrated so that they may see how it can be applied in the
classroom. Simply explaining something is not beneficial. This data was collected
through past experience and collaborative discussions with other teachers.

Attitudes Toward Education in General:

The teachers at EES have a positive attitude about their colleagues and their
job. The majority of teachers enjoy coming to work each day and get along well with
their grade level co-workers. The attitude toward the administration is positive as
well as the attitude toward the students. There is an overall sense of pride and
community at EES and all teachers display a deep respect and love for the students
and their education. This is shown by the lack of turnover at EES. Most teachers
who come to EES stay for their entire career or move only because of outside
factors. Many teachers at the school have been working there since it opened in
1995. This information was collected through informal interviews.

Group Characteristics:
The 26 targeted teachers at EES are all regular education classroom
teachers. Teaching experience among these 26 individuals ranges from 1-30 years
at the elementary level. All teachers are bright, well educated, and willing to
learn. 100% of the teachers are white. 25 teachers are female while only 1 is
male. All teachers use computers and Chromebooks on a daily basis for personal
use and instruction. All teachers get along with one another as demonstrated in
weekly grade level meeting and monthly staff meetings. All teachers at EES have the
ability and the desire to become more educated so that they may become better
educators.

Part III: Task Analysis

Task Analysis
I chose to create a procedural analysis, which is an analysis of the steps one would
use to complete the given task. I chose a procedural approach because the teachers,
who are the target audience, already understand the importance and need for using
Chromebooks and implementing Google docs, sheets, slides, and forms in the
elementary classroom. Teachers at Ebenezer Elementary have the tools and the
desire they however, lack the ability to implement and utilize these tools.

When conducting this task analysis I began by logging on to my own classroom

account on a Chromebook. I then went through the process myself of accessing my
Google Drive and creating each of the new types of documents that I wanted to
cover in my task analysis. As I did this I wrote down each step so that I would not
miss anything. I focused on accessing Google Drive, creating new files, creating new
folders, and sharing these files with colleagues. Once a new file is started the Google
applications: documents, sheets, and slides and very similar to the Microsoft
applications: Word, Excel, and PowerPoint respectively. Therefore, it was not
necessary to explain how to use each application because teachers already know
how to use each of these programs effectively based on prior training. After going
through the process for each aspect of the task analysis and writing the steps down I
compiled them into an outline.

Task Analysis Outline

1.0 Log in to Chromebook
1.1 Turn on Chromebook
1.2 Click classroom account picture
1.2.1 Password is Eagles(room number)

2.0 Access Google Drive

2.1 Open Chrome browser
2.2 Click apps button
2.2.1 Select Google Drive
2.2.1.1 Click “My Drive” to access personal files
2.2.1.2 Click “Shared with me” to access shared files

3.0 Create new file

3.1 Create Google document
3.1.1 Click “New” button in Google Drive (see 2.0)
3.1.2 Select “Google Docs” from dropdown menu
3.1.2.1 New tab will open with word processing document
3.1.2.1.1 Edit document as desired
3.1.2.2 Files save automatically to Google Drive as Untitled Document
3.1.2.3 Click “File” and select “Rename” to change name of document
3.2 Create Google sheet
3.2.1 Click “New” button in Google Drive (see 2.0)
3.2.2 Select “Google Sheets” from dropdown menu
3.2.2.1 New tab will open with spreadsheet page
3.2.2.1.1 Edit spreadsheet as desired
3.2.2.2 Files save automatically to Google Drive as Untitled Spreadsheet
3.2.2.3 Click “File” and select “Rename” to change name of spreadsheet
3.3 Create Google slide presentation
3.3.1 Click “New” button in Google Drive (see 2.0)
3.3.2 Select “Google Slides” from dropdown menu
3.3.2.1 New tab will open with option for slide theme
3.3.2.1.1 Choose a theme or click x or “Cancel” if one not wanted
3.3.2.1.2 Use toolbar at top to edit and create presentation
3.3.2.2 Files save automatically to Google Drive as Untitled Presentation
3.3.2.3 Click “File” and select “Rename” to change name of presentation
3.4 Create Google form for online quizzes or tests
3.4.1 Click “New” button in Google Drive (see 2.0)
 3.4.2 Hover over “More” from dropdown menu
3.4.3 Select “Google Forms” from extended drop down menu
3.4.3.1 New tab will open with form information to fill out
3.4.3.1.1 Follow prompts to add test items
3.4.3.1.2 Click “View live form” to view how test will appear to students
3.4.3.2 Files save automatically to Google Drive as Untitled form
3.4.3.3 Click “File” and select “Rename” to change name of form

4.0 Create a new folder

4.1 Click “6My Drive” in toolbar at top
4.2 Click “New Folder” from dropdown menu
4.2.1 Name folder
4.2.2 Click “Create”
4.3 Drag and drop files to save in new folder

5.0 Share files

5.1 Click document or folder to be shared
5.1.1 File name will be highlighted blue when selected
5.2 Click share button in menu bar at top
5.2.1 Share button is a + sign beside a grey person
5.3 Enter e-mail or name of person to share with in pop up box
5.3.1 Names will appear under text box as you type
5.3.2 Can select recipients name as it appears
5.3.3 May add more than one recipient
5.4 Select “Can edit,” “Can comment,” or “Can view” from drop down menu
5.5 Click “Done”

6.0 Reasons to use Google apps

6.1 Google docs
6.1.1 Create worksheets
6.1.2 Create quizzes or tests
6.1.3 Create letters or information to send home to parents
6.1.4 Create lesson plans
6.2 Google sheets
6.2.1 Create lesson plans
6.2.2 Create graphs/charts to track student data
6.2.3 Create charts for students to use to track their own data
6.2.4 Create 99 charts for students
6.2.5 Create charts for student information
6.3 Google slides
6.3.1 Create presentations for students on given topic
6.3.2 Create graphic organizer
6.3.3 Create worksheets
6.3.4 Create games such as Jeopardy for review
6.3.5 Teach students how to make their own presentation
6.4 Google forms
6.4.1 Create quizzes or tests for grades
6.4.2 Create quizzes for quickly checking understanding at end of lesson
6.4.3 Create “ticket out the door” questions
6.4.4 Create quick questions to check prior knowledge
6.5 All files created using Google apps can be shared collaboratively among grade
level group teachers

Subject Matter Expert

I, Courtney Waters, will serve as the SME for this task analysis. I attended the
University of Georgia in Athens, GA and received my Bachelor of Science in
Education in 2005. I am currently working on my master’s degree in Instructional
Technology and also my Media Specialist certificate online through Georgia
Southern University in Statesboro, GA.

I am qualified to be the SME on this task analysis because of my previous technology

training while in college, technology training while employed as a teacher in
Effingham County, and because of my access to and use of Google Chromebooks over
the past year. I have researched the Google apps covered in this task analysis and
have tested each out extensively. I have also implemented several of the apps both
in my own classroom at school and in my online courses at GSU. This research and
implementation paired with previous tech training allow me to serve as the SME.
 Part VI: Instructional Objectives

Terminal Objective 1: To access Google Drive

Enabling Objectives:
1A. Log on to Chromebook using classroom account
1B. Navigate to Google apps
1C. Open Google Drive from apps menu

Terminal Objective 2: To develop classroom materials using Google docs, slides,

sheets, or forms
Enabling Objectives:
2A. Follow the procedures to creates a new document, slide, sheet, or form
2B. Rename the file using an appropriate file name
2C. Compose new materials based on CCGPS standards

Terminal Objective 3: To make files easy to identify and access

Enabling Objectives:
3A. Follow the procedures to create a new folder in Google drive
3B. Rename the folder so that it indicates contents
3C. Move files of similar content to correct folder

Terminal Objective 4: To share files with grade group teachers for collaboration
Enabling Objectives:
4A. Employ procedure for sharing files
4B. Allow participants to edit, comment, and view shared files through settings

Terminal Objective 5: To instruct students on how to develop their own slides

presentation
Enabling Objectives:
5A. Demonstrate how to create a slide presentation
5B. Demonstrate to students how to design a slide presentation
5C. Employ age specific language when instructing students
5D. Prepare presentation topics based on CCGPS standards

Terminal Objective 6: To explain reasons why using shared files is important

Enabling Objectives:
6A. Discuss the benefits of collaboration with teachers of the same grade
6B. Explain the importance of implementing technology in the classroom
6C. Identify benefits of teaching students to operate technology independently
Classification of Instructional Objectives

Performance
Content
Recall Application
Fact 6
Concept 5A 2, 2B, 5C, 5D
Principles 3, 6A, 6B, 6C
Procedures 1 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3B, 3C, 5B
Interpersonal 4, 5 4A, 4B
Attitudes

Relationship between Instructional Objectives and Standards

Instructional NETS-S
Standard
5, 5A, 5B 1T1b1. Students will create an original presentation based on a
story, activity, or event including text, images and/or sound files
using digital tools and resources.
5, 5A, 5B, 6B, 6C 1T6a2. Students will demonstrate the ability to navigate in
electronic environments (e.g. eBooks, educational games and
simulations, digital presentation software, mobile devices, and
websites).
5D 1T6b1. Students will select from a teacher-approved list and
independently apply applications and resources to address
content-related tasks and problems

*NETS-S are the National Educational Technology Standards for Students. The
NETS-S were used because there are no CCGPS standards for technology in K-5 at
this time.

Part V: Development of Assessment

 Instructional
Goals Objectives UDL Assessment
Strategies
Lesson 1: An Learners will Objective 6: To Multiple means Write to explain a
Introduction to create five explain reasons of lesson that
File Sharing activities that can why using representation implements
be worked on shared files is through use of technology and
Learners will collaboratively important videos and support why this
discuss the with another 6A. Discuss the articles. technology is
importance of teacher and which benefits of beneficial.
technology in the also implementing collaboration Multiple means
classroom as well technology in the with teachers of of expression
as the importance classroom. the same grade through
of teacher 6B. Explain the choosing to
collaboration. importance of create your own
implementing plans or use
Learners will read technology in those of others.
an article about the classroom
collaboration. 6C. Identify
benefits of
Learners will teaching
watch a video on students to
the importance of operate
technology in the technology
classroom. independently

Lesson 2: Using Learners will be Objective 1: To Multiple means Create a mini unit
Google Drive able to create and access Google of including each of
and its Apps rename files Drive engagement. Ma the four Google
appropriately 1A. Log on to y collaborate or file types
Learners will be using each of the Chromebook work alone on explored during
shown how to Google Apps in using classroom file creation. the lesson and
create new files Google Drive. account rename each
using each app. 1B. Navigate to appropriately.
Google apps
Learners will 1C. Open Google
create their own Drive from apps
files using each menu
app. Objective 2: To
develop
Learners will classroom
watch a video on materials using
how to correctly Google docs,
name files and slides, sheets, or
will be shown forms
how to rename a 2A. Follow the
file in Google procedures to
Drive. creates a new
document, slide,
Learners will sheet, or form
rename each file 2B. Rename the
that was created file using an
previously. appropriate file
name
2C. Compose
 new materials
based on CCGPS
standards

Lesson 3: Learners will be Objective 3: To Multiple means Create a folder for

Making Folders able to create make files easy of the mini unit files
Learners will be folders and sub to identify and representation and rename it
shown hw to folders in Google access through appropriately. Ex
create folders and drive, 3A. Follow the discussion, plain this process.
sub-folders. appropriately procedures to videos, and
name each, and create a new modeling.
Learners will place files into folder in Google
work create correct folders. drive Multiple means
folders based on 3B. Rename the of
subjects taught folder so that it engagement. Ma
and will work indicates y work alone or
collaboratively to contents collaboratively
rename folders 3C. Move files to create folders
appropriately. of similar
content to
correct folder

Lesson Learners will be Objective 4: To Multiple means Share the folder

4: Sharing Your able to share files share files with of with the
Files and folders for grade group representation instructor and
Learners will be collaboration. teachers for using a video explain why
shown how to collaboration and flow chart. others should or
share files with 4A. Employ should not be
colleagues and procedure for Multiple means allowed to edit
will discuss when sharing files of expression this folder.
this should be 4B. Allow may be used for
done and why. participants to explanation of
edit, comment, file sharing.
Learners will and view shared
share all files files through
created settings
previously
making some
editable and
others viewable
only.
Lesson 5: Learners will be Objective 5: To Multiple means Create a
Teaching able to create instruct of engagement slideshow and
Students about their own students on how when working gather feedback
Presentations slideshow to develop their independently on the slides. Use
presentation so own slides and the feedback to
Learners will be that they will be presentation collaboratively make changes
shown examples able to teach 5A. Understand on slideshows. and improve the
of slideshow students how to how to create a slideshow before
presentations do so. slide Multiple means submitting via
done by students. presentation of Google Drive.
5B. Demonstrat representation
Learners will e to students used when
create a list of how to design a showing various
topics, which can slide types of
be used in his/her presentation slideshows.
own class. 5C. Employ age
specific
Learners will language when
create their own instructing
slideshows both students
individually and 5D. Prepare
collaboratively. presentation
topics based on
CCGPS
standards

Lesson 1: An Introduction to File Sharing

Objective 6: To explain reasons why using shared files is important

6A. Discuss the benefits of collaboration with teachers of the same grade
6B. Explain the importance of implementing technology in the classroom
6C. Identify benefits of teaching students to operate technology independently

Assessment:
Write a paragraph describing an activity that could be done in the classroom using
technology that is readily available and explain why the use of technology is
beneficial. Or find a lesson online that implements technology available to you and
which is appropriate for your students and write to explain why the use of
technology in this lesson is beneficial.

UDL Principles:
This assessment offers multiple means of expression by giving the learner a choice
of creating their own lesson or using one that someone else has already
created. The learner is “[offered] choices in how that objective can be reached”
which helps them feel more connected to their learning. This choice of creating a
new lesson or simply finding a lesson that someone else has made previously allows
learners who may not be as comfortable with technology a chance to see how others
would use it and make it their own later. This allows them to feel more comfortable
with technology over time and allows for sharing of ideas.

Lesson 2: Using Google Drive and its Apps

Objective 1: To access Google Drive

1A. Log on to Chromebook using classroom account
1B. Navigate to Google apps
1C. Open Google Drive from apps menu
Objective 2: To develop classroom materials using Google docs, slides, sheets, or
 forms
2A. Follow the procedures to creates a new document, slide, sheet, or form
2B. Rename the file using an appropriate file name
2C. Compose new materials based on CCGPS standards

Assessment:
Create a cohesive mini unit that could be used in your classroom. The unit must
include one document, one slide presentation, one sheet, and one form. The unit
must be based on the CCGPS standards and all files must be renamed to reflect their
topic and association with each other.

UDL Principles:
This unit may be created individually or with a partner or groups. This choice of
collaboration offers multiple means of engagement according to UDL and “when
carefully structured, such peer cooperation can significantly increase the available
support for sustained engagement.”

Lesson 3: Making Folders

Objective 3: To make files easy to identify and access

3A. Follow the procedures to create a new folder in Google drive
3B. Rename the folder so that it indicates contents
3C. Move files of similar content to correct folder

Assessment:
Put all files created for the cohesive mini unit in lesson 2 into a folder and rename
the folder to reflect unit contents. Write the steps used to create this folder in a list
or in paragraph form and write to explain why the file name is appropriate.

UDL Principles:
If the unit was created collaboratively then the list or paragraph explaining the steps
for folder creation may also be done collaboratively offering multiple means of
engagement. An explanation of why the folder name was chosen needs to be
submitted independently however.

Lesson 4: Sharing Your Files

Objective 4: To share files with grade group teachers for collaboration

4A. Employ procedure for sharing files
4B. Allow participants to edit, comment, and view shared files through settings

Assessment:
Share the folder that was created in Lesson 3 with the instructor of the course as
well as a colleague. Also, get a sharable link to the folder and e-mail it to the
instructor. Include in your e-mail why you choose to make the folder editable or
viewable.
UDL Principles:
In order to offer a challenge for those who find the process of folder creating easy
the task can be extended. Those learners may create multiple folders for sharing as
a grade level and share each with grade level colleagues. This may include folders
based on subject, objectives, etc. The learner may add files to each folder that they
already have at their disposal by importing them into their own Google Drive. They
may encourage other colleagues to do the same so that a maximum amount of
collaboration is possible.

Lesson 5: Teaching Students about Presentations

Objective 5: To instruct students on how to develop their own slides presentation

5A. Understand how to create a slide presentation
5B. Demonstrate to students how to design a slide presentation
5C. Employ age specific language when instructing students
5D. Prepare presentation topics based on CCGPS standards

Assessment:
Create a slideshow using Google slides about a topic that is relevant in your
classroom. Share this slide presentation with one of your grade group teachers and
ask them for feedback. Then share the slideshow with your students and ask for
their feedback. Use their feedback to edit your slideshow and share it as well as all
feedback with the instructor via Google Drive.

UDL Principles:
This activity allows for multiple means of action and expression. The learner is able
to use multiple tools for construction and composition. The topic of the slideshow
can vary as well as the length, the amount of text or pictures used, the actions that
are set, and much more. The slideshow can be as simple or as elaborate as the
learner desires or sees necessary to fit his/her needs for the classroom.

Assessment Examples

Assessment 1:
Example paragraph:
Display the website www.starfall.com on the screen for students. Go through
the story Zac the Rat with students. Read each page to students then read each page
chorally. Call on students to identify the short a words on each page. After reading
the story play the _an and _at game as a class. Allow students to go to the computer
or use the Interwrite Pad to drag the correct letter to make the correct word in the
_an or _at family. Review all words when done and ask students to identify more
words that could go in each family and list on the screen. Save this list for use the
next day.
 The use of technology in this lesson is beneficial because it engages students
through the use of interactive video and through an interactive game. It also allows
students to hear the pronunciation of words with the short a sound while seeing the
word as well as a picture. Students can also go back to the game at a later time and
play it on their own to reinforce the short a sound and help them build their
confidence when reading because they can click on unknown words for support as
needed.

Checklist for paragraph: Each item is worth 2 points.

_____/2 The lesson is appropriate for the age and grade that the teacher teaches.
_____/2 The lesson and its objectives are explained clearly.
_____/2 Technology is included in the lesson.
_____/2 The technology that is used is appropriate for the age and grade.
_____/2 The benefits of technology are explained and relate to the lesson.
_____/ 10 Total Score

Assessment 2:
Example of document, slide, sheet, and form are saved as separate files in Google Drive.
Link to example of Google form for quiz is below.
https://docs.google.com/a/georgiasouthern.edu/forms/d/1HNSNa6dA-
lPaJY5uYObJuTqLQr76lmDY0FSF2artbbk/viewform?usp=send_form

Rubric
1 2 3

Material is not Topic clearly relates Topic clearly relates to the

based on the to the CCGPS CCGPS standards and
Standards CCGPS standards but materials created are
standards. materials created do related to the topic.
not relate to the topic.
Files created do Some, but not all of All files included focus on
not focus on the files included one cohesive topic.
Unit
one cohesive focus on one topic.
topic.
Two or less of Three of the four files Each of the file types were
the file types types were used in used in the unit. One
Files
were used in the unit. document, one sheet, one
Included
the unit. slide, and one form.

Files have not Files have been Files have been renamed
been renamed. renamed but no not appropriately to reflect
File
reflect their contents. their content and
names
association with other files
in the unit.
Total Score _______/ 12
Assessment 3:
Example List and explanation:
1. Open Google and navigate to My Drive
2. Click the gray “6My Drive ” button near the top of the page
3. Select “New folder…” from the drop down menu
4. In the white pop up box rename the new folder appropriately
5. Click create
6. Click the desired file, drag to the new folder, and drop
Alt 6. Right click on the desired file, select “move to…” from the drop down menu,
select the folder from the white box that pops up, and click “Move”

The folder was named “Word Study_activities_ck,k,ke” because the name clearly
reflects the contents of the folder. Each of the files are Word Study activities and all
relate to the ck,k,ke phonics patterns and distinguishing between the two. By
beginning the folder name with “Word Study” it is clear that this is a folder including
Word Study activities and sets up a pattern that other folders could follow. Other
folders could all begin the same way as “Word Study_” and then tell if they included
tests, worksheets, or activities. The last part of the folder name tells what phonics
pattern is covered.

Picture 1 shows each of the files that were created in Lesson 2. Picture 2 shows that
the files have now been moved into the folder named “Word
Study_activities_ck,k,ke.”

Picture
1
Picture 2

Checklist for Lesson 3: Each item is worth 2 point

_____/2 New folder was created
_____/2 New folder was renamed appropriately
_____/2 Files from Lesson 2 were moved to the new folder
_____/2 List/paragraph clearly explains steps to create a folder
_____/2 Explanation of folder name is include d as well as sound reasoning
_____/10 Total

Assessment 4:
The e-mail to the instructor including the link to the folder as well as the
explanation as to why the folder was set so that others may edit it is below.
Checklist for Lesson 4: Item values vary
_____/2 The folder was shared with the instructor
_____/2 The folder was shared with a colleague
_____/2 Explanation as to why the folder was/was not made editable was provided
_____/4 Explanation is sound in it’s reasoning
_____/10 Total Score
Assessment 5:

Rubric for assessment 5

1 2 3

The topic is not The topic of the The topic of the

relevant for the slideshow is slideshow is based
age or grade appropriate for the on CCGPS standards
Slideshow Topic level. age and grade and is appropriate
presented to but is for the age and grade
not based on CCGPS presented to.
standards.
No feedback was Feedback was Feedback was
acquired. acquired from either acquired from both a
Feedback
a colleague or colleague and
students. students.
Feedback was Some feedback was The most useful
not implemented but it feedback was
Feedback
implemented. may not have been implemented to
Implementation
the most useful make slideshow
feedback. more effective.

Total Score ______/ 9

Example of original slideshow linked below

https://drive.google.com/open?id=1l9jJSFrEJOGDgARjdbsocv3GccK75zoo0H6btEle
gSo

Example of revised slideshow linked below

https://drive.google.com/open?id=1sx1aWSvD6QnLNI32cS2Ibuap_nqVwLNMd728
QfS3qm4

*Note- These slideshows are also available in Google Drive

Changes to the original slideshow were made based on example feedback.

Example form for teacher feedback:

Was the topic of the slideshow relevant? ______________

If not, explain why
_________________________________________________________________________________________________

Was the slideshow appropriate for the students? ______________

If not, explain why
_________________________________________________________________________________________________
What was good about the slideshow? _____________________________________________________
_________________________________________________________________________________________________

What needs to be improved? _______________________________________________________________

_________________________________________________________________________________________________

Example questions to ask students for feedback:

What was the slideshow about?
Did you like the pictures?
Why or why not?
What did you learn from the slides?
What do you think needs to be added to make the slides better?

Example feedback from teacher:

Was the topic of the slideshow relevant? Yes
If not, explain why
_________________________________________________________________________________________________

Was the slideshow appropriate for the students? Yes

If not, explain why
_________________________________________________________________________________________________

What was good about the slideshow? The use of photographs, the variety of
photographs, all important landforms were included, the guess what portion at the
end
What needs to be improved? Needs to be a description on each slide so students can
see the words that go with the pictures, enlarge pictures to fill screen for better
viewing

Example feedback from students:

I liked the slideshow. It was about landforms. The pictures were cool but were too
small. I want to see more pictures of the buffalo. I learned about lots of types of
landforms. I want to see volcanoes.

Part VI: Content Sequencing and Instructional Strategies

Sequence Description Objective

Identify reasons for using shared files and technology in the
1 6
classroom
2 Access Google Drive 1
3 Develop classroom materials using Google Drive apps 2
4 Make files easily accessible and identifiable 3
 5 Share files for collaboration 4
6 Instruct students on the presentation app 5

This sequence builds on concepts in a concept related order, which according to

Morrison “are representations that reflect the structure of the real world”
(2013). The concept sequencing scheme is logical prerequisite because the
concepts necessary to understand another concept are taught first. The learner will
first learn why shared files and technology are necessary in the classroom then they
will proceed to learn the procedures necessary to implement these tools. The tasks
build upon each other and hands on use of a computer is used throughout to keep
the learner motivated and involved.

Lesson 1: An Introduction to File Sharing

Objective 6: To explain reasons why using shared files is important

6A. Discuss the benefits of collaboration with teachers of the same grade
6B. Explain the importance of implementing technology in the classroom
6C. Identify benefits of teaching students to operate technology independently

Motivational Strategy: List two reasons why you believe collaboration with other
teachers is important. List two reasons why you believe technology is important in
the classroom. Allowing teachers to list their own beliefs will allow them to increase
their intrinsic motivation so that they will be more engaged in the task (Ormrod,
2008). The list may be typed or done as an audio recording using text-to-speech
software.

Initial Presentation: Read the article MAKING SPACE: The Value of Teacher
Collaboration and watch the video Top 10 Reasons to Use Technology in Education:
iPad, Tablet, Computer, Listening Centers. These multiple modes of media allows
for differentiation among learners. Reading about collaboration and viewing a video
on technology in education allows the learner to gather facts necessary to proceed
(Morrison, 2013).

Generative Strategy: Create a list of five activities that you could work on
collaboratively with another teacher. The activities must include technology that is
accessible in your classroom. Share this list in a discussion with other
teachers. This allows teachers to elaborate on what they have learned in order to
make the content meaningful according to Morrison (2013). If a teacher cannot
create a list of five lessons then he/she may find five lessons online that integrate
technology that is available to him/her in the classroom and provide links to all five
lessons.

Lesson 2: Using Google Drive and its Apps

Objective 1: To access Google Drive

 1A. Log on to Chromebook using classroom account
1B. Navigate to Google apps
1C. Open Google Drive from apps menu
Objective 2: To develop classroom materials using Google docs, slides, sheets, or
forms
2A. Follow the procedures to creates a new document, slide, sheet, or form
2B. Rename the file using an appropriate file name
2C. Compose new materials based on CCGPS standards

Initial Presentation:
Demonstrate how to log on to a Chromebook using a classroom
account. Demonstrate how to locate, select, and open each one of the Google apps
through Google Drive. Examples of files that can be created using each app will be
shown and learners will discuss other ways in which each app may be useful in the
classroom. Videos of the demonstration will be provided allowing the learners to go
back and rewatch sections as needed and to slow down the playback allowing for
differentiation. According to Morrison “A naïve learner who is unfamiliar with the
basic skills may find a more realistic demonstration, such as a video recording or
streaming video, more beneficial” (2013).

Generative Strategy:
Learners will create a file using each of the Google apps (1 document, 1 slide
presentation, 1 spreadsheet, and 1 form) that could be useful in his/her
classroom. Files will be automatically saved to Google Drive. Learners may work
with another teacher or individually to create these files to allow for multiple means
of engagement through collaboration. This activity allows for active learning and
according to research by Lumpkin and colleagues “Students also affirmed how
active engagement positively impacted their learning” (2015)

Initial Presentation:
Demonstrate how files are saved automatically but can be renamed by the user.
Watch the videos Part 1: Why is File Naming Important? and Part 4: Best Practices
for File Naming. Discuss the importance of saving files using names that make it
clear what the file contains. Both videos and discussion have been used to allow for
multiple forms of communication so that all learners can be reached. These videos
allow for modeling of how to create acceptable file names which is an important
instructional strategy (Morrison, 2013).

Generative Strategy:
Learners will open each of the files that he/she created earlier and will rename the
file so that the contents are clearly identifiable by it’s name. Learners may work
with another teacher or individually to rename these files to allow for multiple
means of engagement through collaboration. This activity is another example of
active engagement which has been shown to keep students “focused and engaged”
(Lumpkin, 2015).
 Lesson 3: Making Folders

Objective 3: To make files easy to identify and access

3A. Follow the procedures to create a new folder in Google drive
3B. Rename the folder so that it indicates contents
3C. Move files of similar content to correct folder

Initial Presentation:
Demonstrate how to create and name a new folder in Google Drive. Review the
importance of file naming through a brief discussion. Learners may re-watch the
videos from the previous lesson on file naming if needed. Demonstrate how to
create and name a sub-folder within another folder. Model moving files to the
appropriate folder. According to Duffy, file names should be unique, indicative,
scannable, naturally ordered, and consistent (2013). Multiple means of
representation are used through discussion, videos, and modeling.

Generative Strategy:
Each teacher will create and name multiple folders in Google Drive. Teachers
should create one folder for each subject that they teach and chose one folder to
create and name at least two sub-folders in. The teachers may collaborate with
other teachers of the same grade level to decide which folders are necessary and
how to name them. This allows for multiple means of engagement through peer
interaction. According to Lumpkin interactive learning better prepares students for
the real world, which is necessary if teachers are going to be using Google
applications in their own classrooms (2015).

Lesson 4: Sharing Your Files

Objective 4: To share files with grade group teachers for collaboration

4A. Employ procedure for sharing files
4B. Allow participants to edit, comment, and view shared files through settings

Initial Presentation:
Demonstrate for the learners how to share the files that they have created in prior
lessons as well as the folders. Demonstrate how to make the files accessible for
others to either edit or to view only. Discuss why and when to use each accessibility
option. Also, review the importance of sharing files and collaborating with teachers
of the same grade level as discussed in lesson 1. Collaboration and in turn file
sharing is an important part of creating a positive learning environment. “Research
suggests that teachers use peer interactions for different purposes than team
meetings, in that they have more in-depth conversations to solicit feedback and
advice on their particular classroom challenges” (Poulos, 2014). A video of the file
sharing demonstration will be provided as well as a flow chart showing the process
so that there are multiple means of representation for different learners.
Generative Presentation:
The learners will share all of the files/folders that were created during lesson 3 with
the other teachers of the same grade level at his/her school. The learner will make
some of the files accessible for other teachers to edit while some will be made
accessible only for viewing. The teacher will explain why he/she chose certain files
to be made editable and others as only viewable. This explanation can be done in
the form of a list, a paragraph, a cartoon, or an audio recording allowing for multiple
means of expression. This generative strategy works well according to Morrison
because the learner is allowed to practice the psychomotor procedures for file
sharing which allows for rehearsal (2013).

Lesson 5: Teaching Students about Presentations

Objective 5: To instruct students on how to develop their own slides presentation

5A. Understand how to create a slide presentation
5B. Demonstrate to students how to design a slide presentation
5C. Employ age specific language when instructing students
5D. Prepare presentation topics based on CCGPS standards

Initial Presentation:
Discuss why it is important for students to use programs such as Google
Presentations in the classroom. Show several presentations that were created by
students and discuss what the students learned from doing these
presentations. Demonstrate how students can work collaboratively on one
slideshow as a class with each group or individual being responsible for a set
number of slides. Create a list of presentation topics that students could use in your
classroom. Allowing students to work on projects such as presentations has made
“her classroom more efficient, offering more time to get students working together
and providing tools that allow her to give more timely and detailed attention to her
students' work” (Herold, 2014). Teachers can work collaboratively as a grade level
on the list of topics since all teachers are responsible for the same standards. This
allows teachers to see the value of the activity and its application in their own
classroom.

Generative Presentation:
Teachers will create two slideshow presentation about topics covered in their
grade. One presentation should be done independently and then shared using
Google Drive with other teachers of the same grade. The other presentation should
be worked on collaboratively with teachers of the same grade. Each teacher will be
responsible for a section of the slide show and they will have the opportunity to edit
and comment on other group member’s work. Doing a slideshow independently
and as a group allows for multiple means of engagement through collaboration and
by allowing freedom for acceptable performance on individual work. Allowing
teachers to create multiple presentations on multiple topics will allow for positive
and specific transfer of his or her own knowledge (Ormrod, 2008). If a teacher
understands the process of creating a slideshow in multiple situations then he/she
will have a deeper grasp of how to teach this topic to his/her students.

References

Duffy, J. (2013). Organize Your Files. PC Magazine. 110-116.

Herold, B. (2014). Chromebooks Gaining Popularity in Districts. Education Week,

34(12), 1-12.

Lumpkin, A. L., Achen, R. M., Dodd, R. K. (2015). Student Perceptions Of Active

Learning. College Student Journal, 49(1), 121-133.

Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction.
Hoboken, NJ: J. Wiley & Sons.

Ormrod, J.E. (2008). Human Learning. Saddle River, New Jersey: Pearson Printice
Hall.

Poulos, J., Culberston, N., Piazza, P., D'Entremont, C. (2014). Making Space: The Value
of Teacher Collaboration. Education Digest, 80(2), 28-31.

Part VII: Design of Instruction

Instructional
Goals Objectives UDL Assessment
Strategies
Lesson 1: An Learners will create Objective 6: To Multiple means of
Introduction to five activities that explain reasons representation
File Sharing can be worked on why using shared through use of
collaboratively with files is important videos and
Learners will another teacher and 6A. Discuss the articles.
discuss the which also benefits of
importance of implementing collaboration Multiple means of
technology in the technology in the with teachers of expression
classroom as well classroom. the same grade through choosing
as the importance 6B. Explain the to create your
of teacher importance of own plans or use
collaboration. implementing those of others.
technology in the
Learners will read classroom
an article about 6C. Identify
collaboration. benefits of
teaching
Learners will watch students to
a video on the operate
importance of technology
technology in the independently
classroom.
Lesson 2: Using Learners will be Objective 1: To Multiple means of
Google Drive and able to create and access Google engagement. May
its Apps rename files Drive collaborate or
appropriately using 1A. Log on to work alone on file
Learners will be each of the Google Chromebook creation.
shown how to Apps in Google using classroom
create new files Drive. account
using each app. 1B. Navigate to
Google apps
Learners will 1C. Open Google
create their own Drive from apps
files using each menu
app. Objective 2: To
develop
Learners will watch classroom
a video on how to materials using
correctly name files Google docs,
and will be shown slides, sheets, or
how to rename a forms
file in Google Drive. 2A. Follow the
procedures to
Learners will creates a new
rename each file document, slide,
that was created sheet, or form
previously. 2B. Rename the
file using an
appropriate file
name
2C. Compose
new materials
based on CCGPS
standards
Lesson 3: Making Learners will be Objective 3: To Multiple means of
Folders able to create make files easy representation
Learners will be folders and sub- to identify and through
shown how to folders in Google access discussion,
create folders and drive, appropriately 3A. Follow the videos, and
sub-folders. name each, and procedures to modeling.
place files into create a new
Learners will work correct folders. folder in Google Multiple means of
create folders drive engagement. May
based on subjects 3B. Rename the work alone or
taught and will folder so that it collaboratively to
work indicates create folders
collaboratively to contents
rename folders 3C. Move files of
appropriately. similar content
to correct folder

Lesson 4: Sharing Learners will be Objective 4: To Multiple means of

Your Files able to share files share files with representation
Learners will be and folders for grade group using a video and
shown how to collaboration. teachers for flow chart.
share files with collaboration
colleagues and will 4A. Employ Multiple means of
discuss when this procedure for expression may
should be done and sharing files be used for
why. 4B. Allow explanation of file
participants to sharing.
Learners will share edit, comment,
all files created and view shared
previously making files through
some editable and settings
others viewable
only.
Lesson 5: Learners will be Objective 5: To Multiple means of
Teaching Students able to create their instruct students engagement when
about own slideshow on how to working
Presentations presentation so that develop their independently
they will be able to own slides and
Learners will be teach students how presentation collaboratively on
shown examples of to do so. 5A. Understand slideshows.
slideshow how to create a
presentations done slide Multiple means of
by students. presentation representation
5B. Demonstrate used when
Learners will to students how showing various
create a list of to design a slide types of
topics, which can presentation slideshows.
be used in his/her 5C. Employ age
own class. specific language
when instructing
Learners will students
create their own 5D. Prepare
slideshows both presentation
individually and topics based on
collaboratively. CCGPS standards
 Part VIII: Formative Evaluation Plan

For the formative evaluation of this course I will have the learners complete an
online survey using a link to Google Forms. The learners should be familiar with
this process since it was included in the course. These surveys will be anonymous
so that the participants will feel free to answer honestly. The technology teacher at
my school, Ebenezer Elementary, will serve as the subject matter expert. She has
been teaching for over twenty years and has a degree in technology therefore she
will understand the coursework and be able to give constructive feedback as
needed. She will have time before instruction begins to go through the course
herself and offer any suggestions for how to improve instruction. She will use the
survey form to evaluate the course herself. She will also review the surveys after
they are submitted and compare them with her own thoughts on the course. We
will then meet together and discuss changes that need to be made in order to make
the course more efficient.

Strongly Strongly
Disagree Neutral Agree
Disagree Agree
Course content was
consistent with course
objectives.
Subject matter was
relevant and useful
Course expectations and
assignments were clear
Instructor was
knowledgeable of the
subject matter
Instructor was available
and responded quickly
Presentations/lessons
were clear and easy to
navigate
Constructive feedback was
given on class work and
assessments
Course readings/videos
were relevant and useful
Amount of work assigned
was manageable and fair
My interest in this subject
increased because of this
course
I will implement this new
technology in my
classroom
I will be more likely to
collaborate with other
teachers because of this
course

What was the most useful thing you learned from this course? _________________

_________________________________________________________________________________________

What suggestions do you have for improving this course? _______________________

_________________________________________________________________________________________

After I have collected all of the evaluations I will analyze them myself as well as have
my SME analyze them. I will meet with my SME and discuss what improvements
and changes need to be made to the course. I will analyze the data by breaking it
down into subcategories of instructor performance, material, and learner
benefits. By breaking the survey down into these categories I will be able to see
which part of the course needs the most improvement and will be able to focus my
attention there. I will be able to add or take away material, reflect on my
involvement in the course, as well as how the learners benefit.