Running head: MICROSOFT OFFICE 365 FOR TEACHERS

Microsoft Office 365 for Teachers

Daniel S. Davis
October 10, 2015
Dr. Jo Williamson
Summer 2015

MICROSOFT OFFICE 365 FOR TEACHERS

Setting/Context
I will complete my capstone project within my school building, Columbia Middle School
(CMS). Permission from the school administration has been secured to complete this project,
and it will be shared with county administration as well. The school consists of 50 content area,
connections, and resource teachers in a sixth to eighth grade configuration, as well as eleven
administrators, counselors, and support staff. The total student population is currently around
1,050 students in grades six through eight. The student population is an unbalanced mix of
approximately 60 percent white/not Hispanic, 25 percent black or African American, nearly ten
percent Hispanic or Latino, and the remaining five percent is composed of small percentages of
Asian, Two or more races, American Indian, and Pacific Islander. Columbia Middle School is
the most recently completed middle school in the county, being completed in 2013, and is a
showcase of how the countys new vision and growth has impacted school design. My capstone
project will affect all faculty members in the school building, from content and connections area
teachers, coaches, media center and IT personnel, and administration. The capstone will be
completed in online settings, classrooms and computer labs, and in training and professional
development sessions during and after school hours.

Capstone Problem and Rationale

The problem addressed by my capstone project arises in the use of Microsofts online
tools found within the Office 365 platform. The Columbia County Board of Education, in
response to a recent push for more technology integration system-wide, has been considering
moving from school- or classroom-based technology to a one-to-one (1:1) model. The county

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leadership adopted the Microsoft Office 365 cloud computing platform in response to the
growing and ever changing need for online sharing, storage, and collaboration in its fast-growing
system. However, after speaking with Dr. James Carney, Assistant Superintendent of Schools
and Director of Instructional Technology, teachers and other faculty are not using the online tool
with enough fidelity to realize its full potential. He also identified a large need for training in
order to develop an understanding of how to use the technology by teachers, students, and
parents, and a framework for using the technology effectively in the classroom. My capstone
project will provide eight training sessions, and will utilize a mixture of in-person, blended, and
flipped methods, to train teachers on how to effectively use and manage the tools available in the
Microsoft Office 365 suite. Training will offer basic and advanced usage skills, background
information, and lessons and suggestions to implement the tools into the teachers classrooms. I
will also offer support for these teachers in person, in written and video tutorials saved into the
faculty save drive, and via email, to ensure that they feel prepared to use these online tools when
my school transitions to 1:1 technology for students. Microsoft has assigned a training employee
to the district, whom will be used as another human resource of my project.
One major concern of the county instructional technology coordinator is the resources
and funding available to schools for technology. School buildings are being built at a rapid pace,
and technology and network needs are expensive for the county to startup and maintain. Sultan
(2010) notes that, educational establishments are likely to embrace cloud computing as many of
them are bound to suffer from under-funding due to the global economic crisis (p. 115). Since
the Microsoft Office 365 suite is available online, always in its most current update, and
accessible anywhere, the cost savings is significant. According to Stein, Ware, Laboy, and
Schaffer (2013), reducing costs while protecting access to effective educational technology is

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the potential of the Cloud (p. 235). This savings, however, is moot if teachers and other
educational stakeholders are not using it, and Im sure that county administration could find
other resources beyond technology to fund if the Microsoft tools are not being used.
To capitalize on the cost savings, there needs to be an equal benefit to learning potential.
Denton (2012) outlines many of the instructional benefits of cloud computing, mainly in the way
that it is used for student learning and classroom organization. He lists ten specific strategies that
increase student engagement, learning, and collaboration using the Google Docs cloud system,
which is almost a mirror image to Microsofts Office Online. This demonstrates a need of
training and use of these products in order for the county to realize the cost-saving measures
involved in cloud computing.
One major feature of this capstone project will be tailoring professional development
based on needs-surveys of teachers, support personnel, and administration at CMS. However,
OBannon and Thomas (2014) address a major problem with educational technology integration:
some teachers are not proficient enough at using the available technology which leads to an
overall dislike of the concept. I feel that this must be addressed at the beginning of the capstone
project in order for those more veteran teachers to feel comfortable and knowledgeable about the
uses and benefits of all technology (BYOD, 1-to-1, etc.) in the classroom. Stein, Ware, Laboy,
and Schaffer (2013) address this topic in their research into barriers of cloud computing (and,
generally, technology in education) in several different arenas. First, integrating cloud-based
lessons into existing teaching styles will require veteran teachers to change what has always
worked for them into something that will be at the least uncomfortable. Veteran teachers have
found ways in which they can handle the stress and workload of everyday classroom instruction,
and adding new technology, terms, and tools into the mix can be overwhelming and tip the

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balance towards avoidance of using the cloud tools of Microsoft Office 365. Lastly, if there
begins to form an avoidance tactic of some teachers caused by reluctance to change, the authors
point to the need for a championwho can see the potential and is willing to carry the initiative
forward (p. 240). This identifies a basic need for my capstone project to meet: being that
person (through this project) who can champion the benefits, usability, and functionality of the
Microsoft cloud our county has adopted.
By being that champion while completing this capstone project, I have to model a cloud
classroom and offer data supporting the success teaching with cloud computing (and in general,
1:1 technology) in order to eliminate barriers and sway teacher perceptions in a positive way.
Again, Stein et al. (2015) point out that an implementation of cloud-computing strategies showed
significant changes in teaching practices in the classroom by taking advantage of flexibility,
access, and new engagement modes available via the cloud (p. 237). Ercan (2010) also notes
that cloud computing gives the user flexibility and adaptability to use the computing resources
on-demand (p. 939). This literature shows that teachers will be asked to change, but it can be
done in a flexible way that gives them input and control over what Microsoft tools they bring
into their own classroom, thus increasing teacher buy-in. The outcome of this project will
ultimately be successful if there is a change in teaching practices and technology use surrounding
cloud computing and BYOD at CMS. Bayliss, Clipson, and Wilson (2013) and Denton (2012)
found several ways that teaching must change in order to accompany changes in technology
usage, from identifying distractions, outlining proper use of technology students in the syllabus,
and personal perceptions of cloud computing and BYOD in general. While the authors found
that there were many mixed messages coming from faculty members at the college level, I feel
that the same mix of use and perceptions can be found in faculty members at the middle school

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level as well. Denton (2012) quotes Traxler by saying that a barrier that might prevent
researchers from fully answering this question [how is education enhanced through cloud
computing] is the belief that digital technologies are more of a distraction, rather than an aid to
learning p. 36. The largest barrier to technology integration at CMS, after a discussion with the
schools media specialist, is that many teachers feel that the county is pushing its own agenda
about cloud computing onto teachers at the school level without providing the necessary tools
and training to support its usage. The authors recommendations in terms of effectively
integrating technology into the classroom, which will be accomplished at CMS using Microsofts
cloud tools, is three-fold. First, outline specific use policies from the start of the course to
minimize distractions and issues. Second, and I think most noteworthy,
Faculty should also reassess assignments and classroom activities to see if
personal technology could enhance those assignments or make them more current
and relevant. Sharing that knowledge with other faculty would assist in more
efficient utilization of personal technology in those classrooms that use it
(Bayliss, et al, p. 134).
Lastly, teachers should embrace new changes in technology, just as many students have, in order
to promote engagement in the classroom. Engagement in the technology-rich classroom is also
addressed in literature by An and Reigeluth (2011), where they go on to report that cloud
computing and BYOD support teacher and student engagement by developing real-life skills,
such as collaboration, higher-order thinking, and problem-solving skills, andresults in students
more likely to be involved and willing to learn (p. 54).
Literature cited by Wang, Hsu, Reeves, and Coster (2014) shows that there are three main
levels where barriers can be found in technology integration relating to BYOD and cloud

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computing. At the classroom level, things such as student backgrounds and technology literacy
can influence the success of a professional development plan. At the teacher level, confidence,
understanding, and motivation all have a direct effect on technology adoption. Finally, at the
school level, the authors present possible factors such as administrative support, school
technology climate, and high-stakes testing being involved in implementation and adoption of
new types of technology. By presenting the professional development, training, and coaching
sessions with an understanding of these potential barriers or factors of success, my project will
give every opportunity to those teachers who may feel hesitant to adopt and implement this new
cloud-based, technology-rich classroom. This literature supports the methodology that my
capstone will entail and guides the outcome for teachers and students.
Planning for student use of the 1-to-1 devices outside of the school will also be vital, and
can be addressed through teacher education on how to effectively use secure, county-supported
cloud computing resources. All CMS teachers and students currently have access to Microsoft
Office 365, which gives them access to files no matter their location. The tools within Office
365 (Microsoft Word, PowerPoint, Excel, Publisher, OneDrive, and OneNote) are available for
use while online and offline. Since the devices will be the property of each student family, access
to resources within the cloud needs to be second nature for all stakeholders. Bjerede and
Krueger (2015) note that collaborative tools and digital resources that are hosted in a private,
public or hybrid cloud means that students who have access at home and/ or data-enabled
mobile devices can access their learning communities and resources anywhere they already
connect (p. 7).

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Objectives/Deliverables
The objective of this capstone project is to identify school-based needs, provide training,
and offer support to ensure effective use of the available Microsoft Office 365 cloud computing
tools in advance of the 1-to-1 initiative implementation at CMS. Objectives will include training
and support on the following topics:

Demonstrate an effective integration of Microsoft Office 365 in my own practice in order

to be able to assist others in their use of the online tools. Faculty members will also
integrate Microsoft Office 365 into their classroom practices.

Develop and deliver professional learning using a variety of presenters, methods and
technologies on the use of Microsoft Office 365 tools:
o Cloud computing tutorials using Microsoft Office 365
o Online file sharing for students, parents, and teachers via Microsoft OneDrive
o Use of teacher and student note-taking via Microsoft OneNote

The faculty will develop, maintain, and contribute to an open-access drive and common
Wikispace within the school server system for lessons, videos, and exemplars for faculty
access

Maintain open communication and support channels between the faculty, myself, and the
tech team in order to facilitate teacher use of Microsoft Office 365 online tools as best
practices in their own classrooms

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PSC Standards
1.1 Shared Vision
Candidates facilitate the development and implementation of a shared vision for the use of
technology in teaching, learning, and leadership. (PSC 1.1/ISTE 1a)
1.2 Strategic Planning
Candidates facilitate the design, development, implementation, communication, and
evaluation of technology-infused strategic plans. (PSC 1.2/ISTE 1b)
1.3 Policies, Procedures, Programs & Funding
Candidates research, recommend, and implement policies, procedures, programs, and funding
strategies to support implementation of the shared vision represented in the school, district,
state, and federal technology plans and guidelines. Funding strategies may include the
development, submission, and evaluation of formal grant proposals. (PSC 1.3/ISTE 1c)
1.4 Diffusion of Innovations & Change
Candidates research, recommend, and implement strategies for initiating and sustaining
technology innovations and for managing the change process in schools. (PSC 1.4/ISTE 1d)
2.6 Instructional Design
Candidates model and facilitate the effective use of research-based best practices in
instructional design when designing and developing digital tools, resources, and technologyenhanced learning experiences. (PSC 2.6/ISTE 2f)
3.2 Managing Digital Tools and Resources
Candidates effectively manage digital tools and resources within the context of student
learning experiences. (PSC 3.2/ISTE 3b)

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5.1 Needs Assessment

Candidates conduct needs assessments to determine school-wide, faculty, grade-level, and
subject area strengths and weaknesses to inform the content and delivery of technology-based
professional learning programs. (PSC 5.1/ISTE 4a)
5.2 Professional Learning
Candidates develop and implement technology-based professional learning that aligns to state
and national professional learning standards, integrates technology to support face-to-face and
online components, models principles of adult learning, and promotes best practices in
teaching, learning, and assessment. (PSC 5.2/ISTE 4b)
5.3 Program Evaluation
Candidates design and implement program evaluations to determine the overall effectiveness
of professional learning on deepening teacher content knowledge, improving teacher
pedagogical skills and/or increasing student learning. (PSC 5.3/ISTE 4c)
6.1 Continuous Learning
Candidates demonstrate continual growth in knowledge and skills of current and emerging
technologies and apply them to improve personal productivity and professional practice. (PSC
6.1/ISTE 6a, 6b)
6.2 Reflection
Candidates regularly evaluate and reflect on their professional practice and dispositions to
improve and strengthen their ability to effectively model and facilitate technology-enhanced
learning experiences. (PSC 6.2/ISTE 6c)

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6.3 Field Experiences

Candidates engage in appropriate field experiences to synthesize and apply the content and
professional knowledge, skills, and dispositions identified in these standards. (PSC 6.3)
Project Description
My capstone project will seek to address two county-wide problems: teacher-training
about technology and using online tools available through the county-adopted Microsoft Office
365 program. Bring your own device (BYOD) has been implemented at the school with fidelity
since its new building was opened in 2013. However, an informal assessment of teachers with
BYOD classrooms shows that many teachers do not have the necessary skills and experience to
fully use the available online, cloud-based tools in their own practice, not to mention using it
with and for students. Using more formal survey data collected, myself, along with the school
technology team, will then identify needs and develop a needs assessment for teacher training on
effective use of cloud computing technology to support student learning. Following the
identification of needs, training sessions will be scheduled and delivered in order to familiarize
teachers with incorporating engaging and meaningful use of the cloud in the classroom. This
training will focus on offering professional development and site-based support for teachers in
order for them to become more familiar with the variety of access, skills, and tools available to
them in an online, cloud-based computing setting. Microsoft Office 365 offers online and offline
access to Word (word processing), Outlook (email), Excel (spreadsheets), PowerPoint
(presentations), Publisher (projects and handouts), OneNote (notes, pictures, and schedules), and
OneDrive (cloud storage). These software tools are available to teachers and students by logging
in using their county-assigned Microsoft accounts anywhere there is internet or network access,
or by accessing the apps via their device. By making the access of online software available to all

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teachers and students in the county, all stakeholders must be familiar with their functions and
capabilities. Near the completion of the current school year, another survey will be administered
to analyze any continued issues and determine if growth has been made in usage and integration
of Microsoft Office 365 into the BYOD and other computer and technology use by teachers and
students. This answer seeks to inform school and county administrators as to how effective the
rollout of the new technology 1:1 initiative will be with students and teachers, which will focus
on the use of Microsofts cloud-based tools. As a final follow-up, support and training will be
available during the initial rollout year to ensure the initiative is successful.
Resources and Permissions

Access to survey faculty members within the school building administration; approved
as of October 2015

Google Forms primary online survey method administration approved; see survey
below

Computer lab access for face-to-face training administration, media specialist

School-based tours of local 1-to-1 schools attain permission from administration

Interview with Dr. James Carney, Asst. Superintendent of Columbia County Schools
Instructional Technology Team meetings

Site-based training sessions schedule during protected planning time for grade levels,
also secure library or computer lab after school for TechTuesdays administration and
media specialist

Additional faculty to deliver selected training and offer support identified in

collaboration with administration

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Website and faculty drive development possible location to post training, support, data,
and results of Microsoft Office training sessions IT department

Timeline
Project

for

Completion

January 2016
January 2016

February 2016
February 2016

of

Capstone

Discuss options for 1-to-1 device with

administration at school and county level
Develop and implement faculty and student
surveys of technology needs and current and
proposed use
Analyze survey results

February 2015

Develop needs-based curriculum for

professional development training
Develop training schedule

March 2015-May 2016

Professional development sessions and coaching

May 2016

Assess and reflect on training

May 2016

Develop and implement follow-up surveys

June-July 2016

Plan for school-based rollout of devices

As needed, 2016-2017
school year
August-October 2016

Address needs for effective cloud-based

technology use
Complete capstone project

November 2016

Submit project to KSU for review

Evaluation Plan
Narrative
The goal of the capstone is to provide training and support for the necessary cloud
computing skills and tools for all educational stakeholders at CMS in terms of using BYOD to
enhance learning, so that the school and its stakeholders are prepared to implement the upcoming
1-to-1 rollout.

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Teachers and students must display opportunities of themselves using educational

technology within the context of their learning. Evaluation will be conducted in three ways: one,
a final survey; two, participation in TechTuesdays; and three, faculty drive and Wikispace (Wiki)
use. The final survey will show the number of participating teachers, which will be a forecast of
how many classrooms are engaging with the cloud-based tools. A positive outcome of my
capstone will show an increase in the uses and implementation of Microsoft Office 365 tools on
devices by all stakeholders, which can be attributed to greater teacher buy-in, more training, and
more opportunities for student use. Additionally, TechTuesdays will be used commonly by a
variety of teachers to share successes and discuss problems in relation to conducting classes
using cloud-based tools, similarly to the way Wang, et al used their focus groups (pp. 111-112).
Another measure of evaluation of my capstone will be the amount of available resources found
in the faculty drive and on the Columbia Raiders Wiki page. Resources available on the faculty
drive and Wiki will include articles, suggested topics, lessons, projects, and a place for additional
surveys. All faculty members will be able to add content to the faculty drive, and the Wiki will
allow them to add content and use the discussion board for further collaboration. A topic that is
sure to come up is if stakeholders may feel the training, tools, and support given are
overwhelming to themselves, or inappropriate to the learning styles found at CMS. The success
of the training and coaching delivered in my capstone would be evaluated positively if teachers
now feel that they are open to trying new tools found in the cloud and going to a peer to seek
help if they need it. If there are negative trends in the rate of Microsoft Office 365 use, a followup survey may need to be conducted to identify trends in teacher perception, perhaps of the type
of devices being considered for 1-to-1, connectivity issues, or proper and improper applications
in the classroom. Pending the results of the follow-up survey, small groups of teachers who are

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finding the transition difficult can receive additional professional development opportunities,
resources, and faculty support.

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Sample Survey

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References
An, Y., & Reigeluth, C. (2011). Creating technology-enhanced, learner-centered classrooms: K12 teachers beliefs, perceptions, barriers, and support needs. Journal of Digital Learning
in Teacher Education, 2, 54-62.
Bayless, M.L., Clipson, T.W., & Wilson, S.A. (2013). Faculty perceptions and policies of
students use of personal technology in the classroom. Faculty Publications. Paper 32.
Retrieved from http://scholarworks.sfasu.edu/businesscom_facultypubs/32
Bjerede, M. & Krueger, K. R. (2015). How digital equity can help close the homework gap. T H
E Journal, 42(9), 6-7.
Denton, D. (2012). Enhancing instruction through constructivism, cooperative learning, and
cloud computing. TechTrends: Linking Research & Practice to Improve Learning, 56(4)
34-41.
Ercan, T. (2010). Effective use of cloud computing in educational institutions. Procedia Social
and Behavioral Sciences, 2, 938-942.
OBannon, B. W. & Thomas, K. (2014). Teacher perceptions of using mobile phones in the
classroom: Age matters! Computers & Education, 74. 15-25
Stein, S., Ware, J., Laboy, J., & Schaffer, H.E. (2013). Improving K-12 pedagogy via a cloud
designed for education. International Journal of Information Management, 33, 235 241.
Sultan, N. (2010). Cloud computing for education: A new dawn? International Journal of
Information Management, 30. 109116
Wang, S., Hsu, H., Reeves, T. C., & Coster, D. C. (2014). Professional development to enhance
teachers' practices in using information and communication technologies (ICTs) as

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cognitive tools: Lessons learned from a design-based research study. Computers &
Education, 79. 101-115.

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