Escolar Documentos
Profissional Documentos
Cultura Documentos
Inquiry
Project
Using
Google
Apps
as
a
Model
for
Adopting
New
Technology
Ryan
McClintock
INTE
6720,
Fall
2011
Castle
View
High
School
is
a
public
school
located
in
the
Denver
suburb
of
Castle
Rock,
Colorado.
It
opened
in
2006
offering
an
academy-style
education
working
on
a
4x4
block
schedule.
Castle
View
currently
serves
1,720
students
who,
upon
enrollment,
choose
one
of
four
academies:
Biotechnology
and
Health
Sciences
(BHS);
Leadership,
Global
Studies,
and
Communication
(LGC);
Science,
Technology,
Engineering,
and
Mathematics
(STEM);
and
Visual
and
Performing
Arts
(VPA).
Within
each
academy
are
pathways
of
study
that
further
focus
students
course
offerings
and
internship
opportunities.
Castle
Views
reform-minded
programs
were
designed
around
a
culture
of
Relationships,
Rigor,
and
Relevance.
Central
to
this
design
is
the
schools
advisement
program,
which
partner
each
teacher
with
a
group
of
20-28
students.
This
teacher-student
advisement
group
meets
daily
and
progresses
together
from
grade
9
to
grade
12
ultimately
culminating
in
graduation
where
the
teacher
is
honored
to
announce
his/her
advisement
students
names
during
the
ceremony.
I
have
had
the
privilege
of
working
at
Castle
View
since
2007
(the
schools
second
year
of
operation).
Ive
taught
chemistry,
earth
and
space
science,
physical
science,
and
biotechnology
at
Castle
View.
I
currently
teach
chemistry
and
biotechnology
and
serve
as
the
Science
department
chair
(this
is
my
fourth
year
in
this
position).
As
a
teacher-leader
I
participated
in
our
Summer-2011
development
project
to
design
our
four-year
plan
for
school
and
learning
improvement.
This
project
involved
attending
a
leadership
conference,
planning
and
leading
our
schools
summer
retreat
for
staff,
and
designing
and
implementing
our
Professional
Development
sessions.
The
2011-2012
academic
year
will
mark
the
first
of
our
four-year
plan
that
focuses
on
technology
implementation,
next
generation
instruction,
and
improving
our
advisement
program.
To
effect
creative
and
marked
improvement
in
these
areas,
CV
staff
and
teachers
must
continue
to
collaborate
across
content
areas
within
their
respective
academies,
but
must
also
share
ideas
and
progress
across
academy
barriers.
Effective
use
of
already
available
technology
that
reaches
beyond
email
and
traditional
face-to-face
meetings
will
catalyze
this
change.
Current
Opportunity
The
Douglas
County
School
District
(DCSD)
and
Castle
View
High
School
have
recently
transitioned
its
employees
and
students
to
a
Google
Apps
cloud-based
environment.
While
several
Castle
View
teachers
are
beginning
to
realize
the
opportunities
this
transition
has
introduced,
mainly
collaborative
documents
and
sites,
many
remain
overwhelmed
with
the
details involved in learning this new system. As a teacher-leader at Castle View, I see an opportunity to help my colleagues learn the advantages of Google Apps as an email and collaboration environment. I believe many will not only learn to appreciate the merits of Google Apps but also begin to understand the creative possibilities the platform allows to further connect with our students and ultimately enhance learning and instruction. New technologies are, more often than not, introduced to teachers with the expectation they will be implemented successfully, despite lackluster training and support. Teachers and staff are often left alone to learn and master the details of the technology. This often serves to frustrate and may foster a sense of technological distrust. Can Castle View leaders and staff thwart such frustration and distrust by designing and implementing its own training program? The programs and creative ideas behind Castle Views design are too important to leave this question unanswered. Castle View teachers and staff must understand the main features of Google Apps to effect the clear communication and collaboration required to improve in our mission to educate students.
Purpose
This
inquiry
will
document
and
evaluate
the
grass-roots
efforts
of
CV
leaders,
teachers,
and
staff
to
design
and
implement
professional
development,
training
and
support
in
the
use
of
Google
Apps
to
increase
the
efficiency
of
communication
and
collaboration
across
the
building.
Research
Questions
The
following
questions
will
guide
this
inquiry:
1. What
are
the
basic
uses
teachers
will
share
with
respect
to
Google
Apps
use
(minimum
proficiency)?
2. What
differences
are
there
among
teachers
with
respect
to
Google
Apps
use
(e.g.,
subject
matter,
level)?
3. What
needs
do
different
types
of
teachers
have
with
respect
to
Google
Apps
support
and
incentives
for
use
(e.g.,
early
adopters
versus
slower
or
more
reluctant
adopters)?
4. How
can
technology
best
be
deployed
to
support
the
needs
of
different
teachers
at
different
levels
of
use
and
confidence
(e.g.,
drop-in
sessions,
video
demos,
direct
over- the-shoulder
support)?
5. How
can
we
create
a
support
environment
wherein
all
teachers
can
successfully
adopt
Google
Apps,
but
fostering
at
the
same
time
a
culture
of
innovation
and
open
sharing
of
ideas/uses?
Methods
An
initial
survey
was
circulated
to
ascertain
how
CV
teachers
and
staff
members
are
currently
using
their
Google
Apps.
This
short
survey
asked
them
to
check
the
apps
they
routinely
use,
as
well
as
what
training
they
have
received
to
date.
Following
a
review
of
the
survey
results,
I
identified
teachers
with
requisite
knowledge
to
help
others
learn
the
technology.
These
teachers
were
asked
of
their
willingness
to
participate
in
several
casual,
drop-in
training
sessions
to
help
their
colleagues
learn
the
main
features
of
Google
Apps.
Several
of
these
trainings
were
offered
after-school.
They
were
approximately
45
minutes
in
duration.
Participant
names
and
their
primary
needs
were
logged
during
these
sessions.
In
parallel
to
these
casual,
drop-in
sessions,
several
how
to
videos/screencast
videos
were
created
and
organized
into
a
site
shared
with
staff
members.
This
site
served
as
supplemental
training
for
those
looking
to
learn
on
their
own
rather
than
attend
training
sessions.
Additionally,
several
of
the
training
teachers
will
circulate
at
prescribed
times
to
teachers
classrooms
asking
them
if
they
need
any
on
the
spot
help.
After
several
training
sessions,
a
second
survey
was
circulated
asking
about
their
comfort
with
Google
Apps
and
desire
to
use
the
technology
to
enhance
instruction
and
student
learning.
A
forum
for
teachers,
staff,
and
administrators
to
share
creative
and
innovative
ways
they
are
using
Google
Apps
was
created
to
provide
a
transparent
nature
to
this
training
and
to
demonstrate
the
unique
ways
we
are
using
the
technology
to,
ultimately,
effect
student
learning.
Participants
The
key
participants
in
this
project
were
my
Castle
View
colleagues:
fellow
teachers,
staff
members,
and
administrators.
This
project
spanned
the
entire
building.
Understanding
the
nature
of
a
cloud-based
system,
like
Google
Apps,
is
critical
to
all
involved
in
educating
our
students,
as
it
represents
much
more
than
efficiently
reading
email
messages.
The
collaborative
nature
of
Google
Apps
coupled
with
its
continued
and
ongoing
evolution
towards
more
creative
and
functional
possibilities
is
central
and
analogous
to
understanding
the
changes
currently
underway
in
education.
Sharing
Google
docs,
sites,
calendars,
and
many
other
features
of
Google
Apps,
impacts
teacher-to-teacher
and
student-to-teacher
interactions,
namely
collaboration
and
learning.
Teachers
must
be
confident
in
using
this
type
of
technology.
Non-teaching staff members must also be competent using Google Apps to effect, among other things, clear communication within the building. This project, therefore, will also involve their input and feedback. School leaders and administration must understand all foundational efforts that impact morale, efficiency, and ultimately learning. They must lead by example and model behavior that they wish to observe of their staff. This project will involve my Principal and his Assistants.
Data
Collection
The
following
show
the
plan
for
data
collection
for
this
project
as
they
relate
to
the
research
questions.
Research
Question
What
are
the
basic
uses
teachers
will
share
with
respect
to
Google
Apps
use
(minimum
proficiency)?
What
differences
are
there
among
teachers
with
respect
to
Google
Apps
use
(e.g.,
subject
matter,
level)?
What
needs
do
different
types
of
teachers
have
with
respect
to
Google
Apps
support
and
incentives
for
use
(e.g.,
early
adopters
versus
slower
or
more
reluctant
adopters)?
How
can
technology
best
be
deployed
to
support
the
needs
of
different
teachers
at
different
levels
of
use
and
confidence
(e.g.,
drop-in
sessions,
video
demos,
direct
over-the-shoulder
support)?
How
can
we
create
a
support
environment
wherein
all
teachers
can
successfully
adopt
Google
Apps,
but
fostering
at
the
same
time
a
culture
of
innovation
and
open
sharing
of
ideas/uses?
How
can
we
create
a
support
environment
wherein
all
teachers
can
successfully
adopt
Google
Apps,
but
fostering
at
the
same
time
a
culture
of
innovation
and
open
sharing
of
ideas/uses?
Data
Collection
Procedures
An
initial
survey
asks
participants
to
identify
their
experience,
expertise,
and
competence
using
Google
Apps.
This
survey
also
asks
participants
to
identify
their
content/area
of
work
and
teaching
experience.
Responses
to
the
initial
survey
will
be
groups
into
the
following
categories:
early
adopters,
slow
adopter,
and
reluctant
adopter.
Representatives
from
each
group
will
be
interviewed
to
ascertain
their
thoughts
regarding
different
types
of
support
(e.g.,
casual
drop-in,
video
tutorials,
and
over-the- shoulder
support).
Observation,
interviews,
and
a
survey
will
ultimately
address
this
question.
Observation
and
interviews
will
be
conducted
during
drop-in
sessions
and
via
feedback
forms
linked
to
the
site
containing
How
To
videos.
A
survey
towards
the
end
of
the
study
asks
participants
to
identify
which
of
the
resources
they
used
and
learned
best
from.
This
information
will
be
correlated
to
their
previously
identified
level
of
expertise
regarding
Google
Apps
usage.
The answers to this question lie in staff contributions to shared resources (as modeled through Google Apps usage). This resource asks name, content/position, and description of Google Apps use (with a place for them to link to a doc if appropriate).
Data
Analysis
The
data
in
the
project
consists
of
surveys,
interviews,
and
observations
(recorded
in
a
log).
The
initial
survey
asks
participants
to
supply
feedback
in
the
form
of
short
answer,
multiple- choice,
rankings,
and
yes/no
responses.
The
survey
was
created
in
Google
forms
and
disseminated
using
email.
Google
forms
collects
responses
in
spreadsheet
format,
which
allows
for
easy
sorting
and
identification
(of
response
patterns).
Face-to-face
interviews
of
Early
Adopters,
Slow
Adopters,
and
Reluctant
Adopters
asks
them
to
identify
their
support
preferences
so
as
to
identify
patterns
regarding
comfort
with
the
technology
and
support
style.
A
log
will
organize
observations
of
drop-in
sessions.
This
log
will
contain
participant
names,
content
areas,
area(s)
in
of
needed
support,
and
frequency
of
visits.
A
site
containing
several
How
To
videos
will
be
shared
with
teachers,
staff,
and
administrators.
This
site
contains
embedded
Google
forms
that
ask
for
feedback
to
the
video(s)
they
watched
and
used.
Another
survey
will
circulate
(also
via
email)
to
those
that
participated
in
the
drop-in
sessions
and/or
utilized
the
video
tutorials.
This
survey
asks
for
participants
to
identify
their
current
competence
using
Google
Apps
and
to
(via
short
answer)
to
discuss
the
methods
of
support
of
this
grassroots
type
movement.
Literature Review
sessions, video demos, direct over- the-shoulder support)? How can we create a support environment wherein all teachers can successfully adopt Google Apps, but fostering at the same time a culture of innovation and open sharing of ideas/uses? How can we create a support environment wherein all teachers can successfully adopt Google Apps, but fostering at the same time a culture of innovation and open sharing of ideas/uses?
Teachers
Literature review
Schedule
The
following
was
the
planned
schedule
for
this
project.
Week
1
(9/4
to
9/10)
Scan
to
identify
problem
within
work
(school)
setting
to
determine
next
steps
for
action
inquiry
project.
Week
2
(9/11
to
9/17)
Determine
research
methods
and
data
collection
for
project
Week
3
(9/18
to
9/24)
Create
and
submit
proposal
Week
4
(9/25
to
10/1)
Begin
collecting
data,
circulate
initial
survey
to
teachers,
staff,
and
administrators.
interviews
with
teachers
and
principal.
Weeks
5-7
(10/2
to
10/22)
Review
initial
survey
responses,
conduct
interviews,
create
video
tutorial
site,
organize
dates
and
times
for
drop-in
session
Weeks
8
&
9
(10/23
to
11/5)
Analyze
data
and
circulate
final
survey
Week
10
(11/6
to
11/12)
Summarize
and
conclude
Ethical/Stakeholder
Impacts
This
project
has
two
main
ethical
concerns.
My
first
concern
is
with
my
ability
to
ask
teachers,
staff,
and
administrators
either
how
long
they
have
worked
in
education
or,
more
directly,
their
age.
These
questions
will
help
identify
any
correlation
between
this
data
and
responses
to
technology
adaptability.
My
second
area
of
concern
involves
the
sustainability
of
this
type
of
grassroots
efforts
to
provide
technology
support
from
within.
My
efforts
and
those
of
my
colleagues
that
will
support
other
staff
are,
at
this
time,
voluntary
in
nature.
At
some
point
in
time
a
stipend
must
be
discussed
to
encourage
those
with
particular
expertise
to
utilize
their
time
and
energy
to
support
others.
Findings
Literature
Review
Researching
the
use
of
Google
Apps
among
teachers
and
students,
and
the
training
required
to
properly
support
a
transition
to
Google
Apps,
led
to
much
about
technology
gaps
and
inefficient
implementation
of
technology
in
education.
This
review
organizes
many
of
my
findings
around
the
research
questions
central
to
my
inquiry
project.
Search
Procedures
To
compile
my
literature
regarding
Google
Apps,
technology
training,
technology
gaps,
cloud
computing,
all
of
which
are
critical
search
terms
for
this
project,
I
used
Google
(basic
and
advanced
features),
Google
Scholar,
and
the
Auraria
Library.
I
found
no
shortage
of
literature
pertaining
to
technology
and
education,
both
with
respect
to
teacher
to
student
and
teacher
to
teacher.
Specific
references
to
Google
Apps,
however,
were
harder
to
find.
To
overcome
this
I
instead
searched
for
cloud
computing,
which
yielded
more
results.
Technology
gaps
among
teachers
was
also
an
area
that
yielded
much
in
terms
of
articles
and
information.
Research
Question
#1:
What
are
the
basic
uses
teachers
will
share
with
respect
to
Google
Apps
use?
The
potential
of
cloud
computing
for
improving
efficiency,
cost
and
convenience
for
the
educational
sector
is
being
recognized
by
a
number
of
US
educational
establishments
(Sultan,
2010).
Cloud
computing,
often
led
by
the
use
of
Google
Apps,
is
becoming
more
and
more
popular
among
school
districts
and
universities.
Most
Google
users
will
utilize
Gmail
features
prior
to
venturing
into
the
other
utilities
(e.g.,
Docs,
Sites,
Calendar,
and
Reader).
Once
comfortable
with
Gmail,
users
will
no
doubt
notice
functional
similarities
between
it
and
other
Google
Apps.
Users
may
begin
using
Docs
by
creating
and
collaborating
on
a
lesson
plan
with
other
users
(Google,
2011).
By
using
Google
Apps,
teachers
will
begin
to
migrate
to
cloud-based
applications
and
usage
patterns.
Research
Question
#2:
What
differences
are
there
among
teachers
with
respect
to
Google
Apps
use
(e.g.,
subject
matter,
level)?
It
seems
to
reason
that
certain
content
areas
utilize
more
technology
than
others.
Science,
for
example,
often
employs
the
use
of
computers
and
lab
probes
to
investigate
matter.
One
may
think
that
they
are
more
open
to
implementing
all
uses
of
technology
into
their
teaching.
Research,
however,
suggest
technology
implementation
may
be
more
closely
related
to
years
of
teaching
experience.
Experienced
teachers
generally
decide
to
use
technology
involuntarily
in
response
to
external
forces
while
teachers
will
little
experience
are
more
likely
to
use
it
on
their
own
will
(Baek,
2008).
Experienced
teaches
may
have
developed
methods
and
practices
that
they
value
and
know
to
work
in
teaching
students.
They
may
also
have
experiences
numerous
attempts
by
administrators
and
district
officials
to
implement
new
technologies
with
limited
support.
These
new
technologies
often
are
abandoned
over
time
leaving
the
7
experienced teacher highly skeptical of new offerings. Less experienced teachers are less skeptical and more open-minded to new technologies and teaching practices. Exceptions, however, occur with teachers who constantly reflect and seek to improve their efforts.
Research
Question
#3:
How
can
technology
best
be
deployed
to
support
the
needs
of
different
teachers
at
different
levels
of
use
and
confidence
(e.g.,
drop-in
sessions,
video
demos,
direct
over-the-shoulder
support)?
Technology
guides
and
trainers
must
organize
several
training
sessions
that
allow
users
(in
this
case,
teachers)
to
explore
Google
Apps
and
ask
questions
when
needed
(Google,
2011).
Additional
training
session
will
allow
these
teachers,
now
slightly
experienced
in
Google
Apps,
to
bring
more
specific
questions
and
needs
to
trainers.
At
this
point
the
teachers
should
be
encouraged
to
help
one
another,
that
is,
collaborate,
under
the
watchful
eyes
of
the
trainers.
Also
according
to
Google
(2011),
video
support
should
be
available
for
learning
teachers
so
they
are
encouraged
to
try
new
features
when
not
surrounded
by
trainers
and
guides.
Multimedia
(e.g.,
video
screencasts)
are
potentially
useful
in
many
situations,
such
as
showing
processes
in
action
or
adding
opportunities
for
student
interaction
with
the
material
in
a
realistic
setting
(Oud,
2009).
Screencast
videos
are
most
effective
when
coupled
with
face-to-face
support.
Research
Question
#4:
How
can
we
create
a
support
environment
wherin
all
teachers
can
successfully
adopt
Google
Apps,
but
fostering,
at
the
same
time,
a
culture
of
innovation
and
open
sharing
of
ideas/uses?
Most
educators
are
enthusiastic
about
the
role
technology
can
play
in
improving
learning,
but
may
still
feel
unprepared
to
take
advantage
of
digital
tools
in
the
classroom
(Boss,
ND).
Effective
support
programs
must
be
designed
and
implemented
to
capitalize
on
this
enthusiasm.
Google
Apps
allows
guides
to
model
the
technology
to
help
users,
teachers,
learn.
Using
collaborative
documents,
like
Google
Docs,
to
learn,
say,
Google
Docs
is
what
will
allow
learning
and
progress
to
converge.
It
is
of
the
utmost
in
practicality
to
learn
how
to
do
something
and,
at
the
same
time,
use
this
new
information
to
create
and
share.
Teachers
need
help
figuring
out
how
the
technology
fits
with
their
teaching
styles
and
lesson
plans
(McCrea,
2009).
Who
better
to
teach
teachers
than
teachers?
Teacher
professional
learning
designed
and
implemented
by
teaching
colleagues
will
ensure
practical
approaches
that
can
be
utilized
immediately
by
the
teachers
being
taught.
Google
Apps
training
sessions
conducted
by
teaching
colleagues
(guides)
can
foster
learning,
sharing,
and
innovation.
Imaging
a
teacher
learning
how
to
create
and
share
a
Google
Doc
with
her
colleagues
designed
to
brainstorm
ideas
about
using
Google
Docs.
Literature
Summary
Researching
literature
regarding
helping
teachers
appreciate
new
technologies,
Google
Apps
in
this
case,
has
helped
me
realize
the
personal
nature
required
to
really
help.
Teachers
need
technology
support,
timely
and
personal,
that
will
help
them
see
the
need
and
reach
of
8
implementing the technology. Such help should almost always be grassroots in that it should be created and carried out by knowledgeable colleagues that can be available almost at a moments notice. These helping teachers must model the technology and maintain professional respect for their colleagues experience and skepticism regarding the implementation of new technologies. Training ones colleagues to use Google Apps will almost certainly transfer skills and knowledge to countless other cloud-based or so-called 2.0 technologies. Teachers that successfully bridge the technology gap will then help other teachers and colleagues experience the same level of confidence. According to Ertmer & Ottenbreit-Leftwich (2010), teachers must realize that they are the agents of instructional change, not the technology itself. Ultimately this change, coupled with newly learned technology skills, will transfer to instruction and learning with students.
Research
Question
#1:
What
are
the
basic
uses
teachers
will
share
with
respect
to
Google
Apps
use
(i.e.,
minimum
proficiency)?
The
Douglas
County
School
District
(DCSD)
moved
all
of
its
email
and
calendar
function
from
FirstClass
to
Google
at
the
end
of
the
2011
academic
year.
To
effect
this
change,
teachers
attended
a
mandatory
thirty-minute
training
session
where
the
trainer
simply
showed
teachers
how
to
access
their
accounts.
At
this
time
there
was
no
official
mention
of
the
other
various
applications
within
Google
Apps,
such
as,
Docs,
Calendar,
and
Sites.
Many
teachers
simply
viewed
the
transition
to
Google
as
an
email
change
only.
Results
from
my
initial
survey
of
teachers
indicate
the
validity
of
this
idea:
Email
Calendar
Docs
Sites
How
are
you
currently
using
DCSD
32
4
6
3
Google
Apps?
Only
a
small
number
of
the
surveyed
teachers
are
using
Google
Apps
for
more
than
email
functionality.
Additionally,
all
27
of
the
teachers
that
attended
one
or
more
of
the
Drop-In
training
sessions
identified
their
main
reason
as
Help
with
Google
Docs.
Those
who
attended
multiple
training
sessions
eventually
began
asking
about
the
Calendar
and
Sites
features
of
Google
Apps.
Competency
with
Gmail
and
Google
Docs
was
universally
deemed
necessary
before
advancing
to
the
other
types
of
apps.
Minimum
Google
Apps
proficiency,
therefore,
is
Gmail
(intermediate/advanced
features)
and
Google
Docs
(creating
and
sharing
documents).
Research
Question
#2:
What
needs
do
different
types
of
teachers
have
with
respect
to
Google
Apps
support
and
incentives
for
use
(e.g.,
early
adopters
versus
slower
or
more
reluctant
adopters)?
The
initial
survey
asked
participants
to
identify
themselves
as
Early
Adopters
(EA),
Skeptical
Adopters
(SA),
or
Reluctant
Adopters
(RA)
with
respect
to
technology
comfort
level.
Heres
how
they
responded:
Which
best
describes
your
comfort
level
with
technology?
Early
Adopter
8
Skeptical
Adopter
21
Reluctant
Adopter
3
Seven
of
the
eight
Early
Adopters
were
less
than
29
years
old,
one
of
the
Early
Adopters
was
35- 39
years
old.
Two
of
the
three
Reluctant
Adopters
were
over
55
years
old.
One
was
in
the
30-34
year-old
range.
The
remaining
participants,
i.e.,
the
Skeptical
Adopters,
were
all
between
30
and
54
years
old.
This
data
suggests
younger
teachers
are
more
comfortable
with
technology
than
older
teachers.
Teaching
experience
was
also
recorded.
With
few
exceptions,
more
teaching
experience
tended
to
result
in
Skeptical
or
Reluctant
Adopters
and
less
teaching
experience
correlated
to
Early
or
(somewhat)
Skeptical
Adopters.
A
follow
up
to
the
age
and
teaching
experience
questions
asked
participants
to
identify
the
type
of
technology
training
that
works
best
for
them.
Which
type
of
technology
training
works
best
for
you?
Video
Tutorial
10
Lecture
0
Over-the- Shoulder
18
Self- Exploration
4
Early Adopters tended to identify Self-Exploration and Video Tutorial as their methods of choice. Skeptical Adopters identified Video Tutorial and Over-the-Shoulder as their preferred method. All three Reluctant Adopters identified Over-the-Shoulder as the method that works best for them. To address these varying needs, technology training at Castle View High School must blend Over-the-Shoulder help with Video Tutorials. This combination will work for all three types of learners and should maintain a constant presence during the school year.
Research
Question
#3:
How
can
technology
best
be
deployed
to
support
the
needs
of
different
teachers
at
different
levels
of
use
and
confidence
(e.g.,
drop-in
help
sessions,
video
tutorials,
and
direct
over-the-shoulder
support)?
When
asked
whether
the
District
should
provide
technology
training
(e.g.,
Google
Apps)
or
Castle
View
teachers
should
design
and
implement
our
own
training,
the
answers
from
Early
10
Adopters, Skeptical Adopters, and Reluctant Adopters varied greatly. Those more comfortable with learning new technology were not shy about indicating their desires for a local, building- level training program. Reluctant Adopters tended more to want the district to provide technology training. Here are some responses to the question: Early Adapter: We should absolutely take control of our own training. Skeptical Adapter: Both. I think there are enough tech-savvy teachers here to help those in need, but these teachers, the tech-savvy ones, should be compensated for their efforts. Reluctant Adapter: If the change is district-mandated, then the district must support all of us. Take Google Apps for example, they changed us from FirstClass to Google and should, therefore, run support classes and such. Castle View teachers have no control over district-led technology training so this project created and implemented a program that allowed for direct, over-the-shoulder training blended with video tutorials and encouragement to help other teachers beyond those involved in this project. Following the initial survey and subsequent interviews of selected Early Adopters, Skeptical Adopters, and Reluctant Adopters, a total of four drop-in style training sessions were held after school. I welcomed assistance from two of the Early Adopters during these sessions. Twenty-seven of the thirty-two invited teachers attended one or more of the drop-in sessions. Fifteen attended the first session alone. Every participant identified Help with Google Apps as their main reason for attending their first sessions. Those who attended additional sessions soon found themselves asking about the Calendar and Sites apps. Most of the questions fielded during these sessions were in regards to the uses of cloud-type technologies. It seems saving information on remote servers proved to be confusing enough to inhibit any form of self- exploration. Insecurity was overcome with the confidence born of over-the-shoulder instruction. After the first drop-in session I sent all thirty-two participants an email linking them to a shared Google Site that housed several video tutorials. These How To-type videos ranged from creating and sharing Google Docs to organizing Google collections. Twenty-four of the thirty- two participants purposefully watched one or more of the video tutorials. Reluctant Adopters showed no interest in these videos at any time during this project. Skeptical Adopters appreciated these videos as resources to be used if over-the-shoulder assistance was not available. Early Adopters readily referred to these videos if they covered material that they had yet to master themselves. 11
Very Somewhat Not Helpful Helpful Helpful How helpful was/were the video 22 2 0 tutorial video(s) you watched All of the Early Adopters and four of the Skeptical Adopters asked if they could contribute to the bank of video tutorials at some point in time. This suggests a steady (and contagious) rate of learning, which can more than likely be attributed to the commonalities that exist among the various Google Apps and peoples positive experience with the tools.
Research
Question
#4:
How
can
we
create
a
supportive
environment
wherein
all
teachers
can
successfully
adopt
Google
Apps,
but
fostering
at
the
same
time
a
culture
of
innovation
and
open
sharing
of
ideas/uses?
I
asked
several
Early
Adopters,
Skeptical
Adopters,
and
Reluctant
Adopters
about
their
worries
as
they
pertain
to
integrating
technology
in
their
classrooms.
Here
are
several
responses:
Early
Adopters
I
worry
that
teachers
will
not
learn
new
ways
of
doing
things
and
that
we,
educators
as
a
whole,
risk
further
alienating
ourselves
from
the
ways
of
the
so-called
real
world.
The
world
is
changing
and
we
need
to
keep
up.
Technology
will
help
us
do
this.
Skeptical
Adopters
Time.
I
need
time
to
learn
and
practice
new
things.
If
I
am
not
supported
and
taught
how
to
use
a
new
technology
I
will
more
than
likely
ignore
it.
A
lack
of
information
and
training
make
keeping
up
with
all
the
new
stuff
hard.
Im
just
too
busy.
Reluctant
Adopters
I
think
some
of
the
new
things
weve
been
introduced
to
are
neat
but
they
dont
necessarily
make
it
any
easier
for
students
to
learn.
Traditional
methods
should
not
be
changed
because
Google
or
Apple,
for
instance,
release
a
new
product.
I
worry
about
everybody
saving
their
work
in
The
Cloud
and
making
it
easy
for
hackers
to
access
the
material.
Security
is
an
issue
for
me.
These
comments
suggest
Early
Adopters
fear
falling
behind
and
Reluctant
Adopters
fear
spending
too
much
time
using
things
(technologies)
that
are
faddish
and
will
disappear
from
our
thoughts
and
practices.
Skeptical
Adopters
seemed
to
focus
on
being
trained
and
supported
when
new
technology
is
introduced.
Regardless,
creating,
implementing,
and
developing
frequent
technology
training
drop-in
sessions
supported
and
supplemented
by
video
tutorials
will
help
teachers
increase
their
12
confidence levels with the technologies. The following responses to the follow-up survey support these conclusions: Yes No, not yet Have you referenced (email, conversation, in 22 10 passing) a colleague to the Resource Site? No, Im not Yes No, not yet planning to Have you implemented Google Apps into your 15 7 0 teaching? Google Apps are collaborative tools. Gaining confidence in creating and sharing Google Apps (e.g., Google docs) will naturally lead to an increase in sharing and innovation within our building. To catalyze this building technology leaders must encourage other teachers to try using Google Apps when creating teaching lessons and interacting with students.
Concluding
Thoughts
The
results
of
this
inquiry
project
have
identified
efficient
methods
with
which
Castle
View
High
School
can
use
to
communicate
and
effect
technology
training
despite
ones
classification
as
an
Early
Adapter,
Skeptical
Adapter,
or
Reluctant
Adapter.
This
training
takes
advantage
of
several
drop-in-type
training
sessions
throughout
the
year
coupled
with
a
bank
of
video
tutorials.
It
is
important
to
identify
your
tech-savvy
Early
Adapters
so
they
can
help
with
training.
Trainers
must
maintain
a
safe
learning
environment
so
participants
(learners)
do
not
become
overwhelmed
by
the
vast
amount
of
change.
Portions
of
this
research
should
be
considered
for
all
future
Professional
Development
(PD)
trainings.
Feedback
must
be
sought
and
incorporated
into
these
trainings.
Teachers
should
be
allowed
choice
in
their
PD
and
technology
training.
Teacher-designed
training
and
development
are
better
at
meeting
the
needs
of
their
colleagues
than
District-level
programs.
The
lessons
learned
from
this
project
justify
the
creation
of
a
team
of
teachers
competent
in
various
technologies.
These
teachers
should
maintain
an
online
tutorial
presence
and
conduct
frequent
drop
in
sessions
that
will
allow
their
colleagues
to
grow
more
confident
with
using
and
incorporating
new
forms
of
technology.
This
tech
team
of
teachers
should
seek
constant
feedback
from
those
they
are
helping
and
should
create
and
develop
an
evolving
database
of
tutorial-type
videos
for
popular
technologies
(e.g.,
Google
Apps).
At
least
thirty-two
teachers
were
positively
impacted
by
the
research
summarized
in
this
report.
I
believe
this
type
of
training
will
scale
nicely
to
involve
many
more
teachers
and
trainers,
which
will
encourage
professional
learning
and
ultimately
improve
instruction
and
student
learning.
13
References
Baek,
Y.
(2008).
What
makes
teaches
use
technology
in
the
classroom?
Computers
&
Education,
50,
224-234
Blin,
F.,
&
Munro,
M.
(2008).
Why
hasnt
technology
disrupted
academics
teaching
practices?
Computers
&
Education,
50,
475-490
Boss,
S.
(2011).
(ND).
Overcoming
technology
barriers:
How
to
innovate
without
extra
money
or
support.
Edutopia.
Retrieved
from:
http://www.edutopia.org/technology-how-to- implement-classroom
Ertmer,
P.,
&
Ottenbreit-Leftwich,
A.
(2010).
Teacher
technology
change:
How
knowledge,
confidence,
beliefs,
and
culture
intersect.
Journal
of
Research
on
Technology
in
Education,
42
(3),
225-284
Google.
(2011).
Guide
to
going
google.
https://sites.google.com/a/googleapps.com/k12-guide- to-going-google/pd
(accessed
on:
5
October
2011).
McCrea,
B.
(2009).
Helping
educators
bridge
the
technology
gap.
The
Journal.
Retrieved
from:
http://thejournal.com/articles/2009/06/18/helping-educators-bridge-the-technology- gap.aspx
Oud,
J.
(2009).
Guildelines
for
effective
online
instruction
using
multimedia
screencasts.
Reference
Services
Review,
37
(2),
164-177
Sultan,
N.
(2010).
Cloud
computing
for
education:
a
new
dawn?
International
Journal
of
Information
Management,
30,
109-116
14
Appendix
1:
Initial
Teacher
Survey
1. 2. Name
Content
Area
a. Art
b. Business
c. Language
Arts
d. Mathematics
e. Performing
Arts
f. Physical
Education
g. Science
h. Social
Sciences
i. World
Languages
Age
a. 24
or
younger
b. 25-29
c. 30-34
d. 35-39
e. 40-44
f. 45-49
g. 50-54
h. 55-59
i. 60-64
j. 65
or
older
Years
of
Teaching
Experience
a. 5
or
fewer
b. 6-9
c. 10-14
d. 15-19
e. 20-24
f. 25-29
g. 30
or
more
Comfort
Level
with
Technology
a. Early
Adopter
b. Skeptical
Adopter
c. Reluctant
Adopter
Which
type
of
technology
training
best
works
for
you?
a. Video
Demonstration
b. Lecture
c. Over-the-Shoulder
d. Self-Exploration
How
are
you
currently
using
DCSD
Google
Apps?
(Please
check
all
that
apply.)
3.
4.
5.
6.
7.
15
8.
a. Email b. Calendar c. Docs d. Sites Do you currently use Google Apps with your students? a. Yes b. No
16
Appendix
2:
Teacher
Interview
Questions
1. 2. 3.
What
about
integrating
technology
in
your
classroom
worries
you
the
most?
Should
the
district
provide
training
for
Google
Apps
(and
other
technologies)
or
should
we
design
and
implement
a
Castle
View
training
program?
Should
CVHS
students
be
expected
to
use
their
@s.dcsdk12.org
Google
Apps
email
accounts?
17
Appendix
3:
Final
Teacher
Survey
1. 2. Did
you
attend
any
of
the
Drop
In
training
sessions?
a. Yes
b. No
If
Yes
to
Question
#1,
how
helpful
was
(were)
the
session(s)?
a. Very
Helpful
b. Somewhat
Helpful
c. Not
Helpful
Did
you
visit
the
Resource
Site?
a. Yes
b. No,
not
yet
Did
you
(purposefully)
watch
any
of
the
resource
videos?
a. Yes
b. No,
not
yet
If
Yes
to
Question
#4,
how
helpful
was
(were)
the
resource
video(s)
you
watched?
a. Very
Helpful
b. Somewhat
Helpful
c. Not
Helpful
Did
you
reference
(email,
conversation,
in
passing)
a
colleague
to
the
Resource
Site?
a. Yes
b. No,
not
yet
If
yes
to
number
6,
have
you
implemented
Google
Apps
into
your
teaching?
a. Yes
b. No,
not
yet
c. No,
Im
not
planning
to
3. 4. 5.
6. 7.
18