James PetersenTCC 2013April 16, 2013

Studies at UH Manoa in the ETEC Master’s Program A School Administrator in Hawaii’s Public Schools Interested in the development of 21 st century teaching and learning policies and solutions for students and teachers

James Petersen TCC 2013 April 16, 2013 Can we take a brief survey?  Do you use a smartphone at least daily? Green check = yes Red X = no

James Petersen TCC 2013 April 16, 2013 Can we take a brief survey?  Do you use a smartphone at least daily?  Do you participate in a social network regularly? (Facebook, G+, etc.)

James Petersen TCC 2013 April 16, 2013 Can we take a brief survey?  Do you use a smartphone at least daily?  Do you participate in a social network regularly? (Facebook, G+, etc.)  Do you regularly use cloud-based productivity tools like Google Docs?

James Petersen TCC 2013 April 16, 2013 Can we take a brief survey?  Do you use a smartphone at least daily?  Do you participate in a social network regularly? (Facebook, G+, etc.)  Do you regularly use cloud-based productivity tools like Google Docs?  Do you regularly use cloud-based tools to work collaboratively with others?

James Petersen TCC 2013 April 16, 2013 Can we take a brief survey?  Do you use a smartphone at least daily?  Do you participate in a social network regularly? (Facebook, G+, etc.)  Do you regularly use cloud-based productivity tools like Google Docs?  Do you regularly use cloud-based tools to work collaboratively with others?  IDEA!  Digital consumer v. producer/collaborator

James Petersen TCC 2013 April 16, 2013 An overview of my presentation  Introduction  Background  Methods  Results  Discussion & Implications  Conclusion

James Petersen TCC 2013 April 16, 2013 Rationale  The purpose of this Instructional Design project was to produce and evaluate the effectiveness of a web- based module to introduce the capabilities of the Google Apps suite of tools to K12 teachers.

James Petersen TCC 2013 April 16, 2013 Introduction  It is a national goal that students graduating from high school be college or career ready (ESEA, 2010)

James Petersen TCC 2013 April 16, 2013 Introduction  It is a national goal that students graduating from high school be college or career ready (ESEA, 2010)  Schools must use technology to provide students with “…engaging and powerful learning experiences” (US DOE National Technology Plan, 2010)

James Petersen TCC 2013 April 16, 2013 Introduction  It is a national goal that students graduating from high school be college or career ready (ESEA, 2010)  Schools must use technology to provide students with “…engaging and powerful learning experiences” (US DOE National Technology Plan, 2010)  7 of 8 Ivy League schools and 72 of the top 100 US universities have adopted Google Apps (Google, 2013)

James Petersen TCC 2013 April 16, 2013 Background  Becoming skilled digital producers and collaborators will be increasingly important in students’ post K12 lives  The practices, knowledge and skills of teachers have an immediate impact on the ability of students to acquire these skills (Archambault, et al., 2010)  Many educators do not have the same facility with and understanding of technology that is a daily part of the lives of professionals in other sectors (US DOE, 2010)

James Petersen TCC 2013 April 16, 2013 Background  While more than 105 public schools in Hawaii have a Google Apps subdomain, very few schools actively use the tools  Professional Development time for teachers in public schools has disappeared  One solution  Provide teachers with a means to learn that is “fluid in time and place and is customized” (Wind & Relbstein, 2000)  Provide Professional Development that is “Just-in-Time”

James Petersen TCC 2013 April 16, 2013 Methods  The Google Apps solution is attractive because:  It’s free to educational institutions and can supplement or replace other proprietary software

James Petersen TCC 2013 April 16, 2013 Methods  The Google Apps solution is attractive because:  It’s free to educational institutions and can supplement or replace other proprietary software  It’s platform independent since it is web-based and supports the goals of collaboration and digital productivity

James Petersen TCC 2013 April 16, 2013 Methods  The Google Apps solution is attractive because:  It’s free to educational institutions and can supplement or replace other proprietary software  It’s platform independent since it is web-based and supports the goals of collaboration and digital productivity  It has become widely used in post-secondary institutions and in business

James Petersen TCC 2013 April 16, 2013 Methods  Instructional strategy  This module makes use of the ARCS model of design of the motivational aspects of the learning environment. (Keller, 2011) Module featureARCS element Video presentationsAttention Desire of teachers to improve practice Relevance Open-ended response opportunities Confidence Appropriate instructional level Satisfaction

James Petersen TCC 2013 April 16, 2013 Methods Module featureARCS element Video presentationsAttention Desire of teachers to improve practice Relevance Open-ended response opportunities Confidence Appropriate instructional level Satisfaction

James Petersen TCC 2013 April 16, 2013 Methods  Technologies  The module was produced with Google Docs and Apps to model uses and flexibility of Google tools  Web-based format allowed participants to access the module at a time and place of their choosing  Optimized and tested on multiple platforms  Desktop/laptop:

James Petersen TCC 2013 April 16, 2013 Methods  Technologies  The module was produced with Google Docs and Apps to model uses and flexibility of Google tools  Web-based format allowed participants to access the module at a time and place of their choosing  Optimized and tested on multiple platforms  Tablet:

James Petersen TCC 2013 April 16, 2013 Methods  Technologies  The module was produced with Google Docs and Apps to model uses and flexibility of Google tools  Web-based format allowed participants to access the module at a time and place of their choosing  Optimized and tested on multiple platforms  Smartphone:

James Petersen TCC 2013 April 16, 2013 The Instructional Module  Consisted of these sections:  Welcome page  Consent to participate (Google form)  Preliminary Assessment (Google form)  Overview (video and text)  Docs (video and text)  Forms (video and text)  Sites and Wikis (video and text)  Post Assessment (Google form)  Extras (links to additional content)  references

James Petersen TCC 2013 April 16, 2013 Welcome Page

James Petersen TCC 2013 April 16, 2013 Consent to Participate (form)

James Petersen TCC 2013 April 16, 2013 Preliminary Assessment (form)

James Petersen TCC 2013 April 16, 2013 Overview (video & text)

James Petersen TCC 2013 April 16, 2013 Docs (video & text)

James Petersen TCC 2013 April 16, 2013 Sharing, Draw, open response question

James Petersen TCC 2013 April 16, 2013 Forms – text, video, response

James Petersen TCC 2013 April 16, 2013 Sites – text, video, wikis, response

James Petersen TCC 2013 April 16, 2013 Post-assessment

James Petersen TCC 2013 April 16, 2013 Participants  20 began the module, 18 completed the post- assessment  15 female, 5 male  11 were K12 teachers (55%)

James Petersen TCC 2013 April 16, 2013 Data collection – via Google Forms  Preliminary Assessment  Demographic and information about technology use and perceived skill levels

James Petersen TCC 2013 April 16, 2013 Data collection – via Google Forms  Preliminary Assessment  Demographic and information about technology use and perceived skill levels  Open-ended text responses following module sections  “How would you apply this in the classroom?”

James Petersen TCC 2013 April 16, 2013 Data Collection– Pre-assessment

James Petersen TCC 2013 April 16, 2013 Data collection – via Google Forms  Preliminary Assessment  Demographic and information about technology use and perceived skill levels  Open-ended text responses following module sections  How would you apply this in the classroom?  Post Assessment  Effectiveness of the module, classroom uses, desire for further instruction, open text response

James Petersen TCC 2013 April 16, 2013 Data Collection– Post-assessment

James Petersen TCC 2013 April 16, 2013 Results  In the Preliminary Assessment:  As questions became more specific to use of Google apps for production and collaboration, mean of the responses fell.

James Petersen TCC 2013 April 16, 2013 Results  In the Preliminary Assessment:  This was more pronounced among the K12 teacher participants (e.g v for G-4, collaborate)

James Petersen TCC 2013 April 16, 2013 Results – Post Assessment  Design and presentation of module well received (IM- 1 – IM-5)  Clearly presented and level appropriate for target audience

James Petersen TCC 2013 April 16, 2013 Results – Post Assessment  Participants indicated a strong preference for wanting to utilize Google Apps in Classroom and Professional activities (T-1 – T-4)

James Petersen TCC 2013 April 16, 2013 Results – Post Assessment  Text comments: “I liked it very much.” “I would love to create content lessons for classes like this.” “I want my PLC to watch this so we can start collaborating using the Apps.”

James Petersen TCC 2013 April 16, 2013 Results – Post Assessment  Participants indicated:  Desire to learn more about Google and cloud Apps  Wanted more access to self-paced modular training  Did not prefer F2F as much for this type of training

James Petersen TCC 2013 April 16, 2013 Discussion  Participants:  Indicated that they felt they were relatively competent digital consumers  K12 teacher respondents were not as familiar with productive and collaborative uses of Google Apps suite  Indicated that they acquired greater knowledge of the components and wished to incorporate the tools in professional practice

James Petersen TCC 2013 April 16, 2013 Discussion  Just-in-Time:  Participants were positive about the format of the instruction  One wrote: “I like the fact that I can learn anywhere and anytime. I’m sitting on my couch at 9pm on a Friday night. I’m so busy that this fits my schedule.”

James Petersen TCC 2013 April 16, 2013 Discussion & Implications  K12 Teacher respondents desire more modules dealing with specific components:  “I’m sure you’re considering making [more] modules for specific tools…”  “I was left wishing I could have learned more since I want to do this.”

James Petersen TCC 2013 April 16, 2013 Discussion & Implications  Difficulties  By the time the module was presented, some of the video content was out of date  YouTube videos are blocked within HIDOE. Teachers could not access within schools  Module initially conceived to address the needs of a specific HIDOE school  Research approval process precluded this approach

James Petersen TCC 2013 April 16, 2013 Conclusions  Need  K12 teachers are not largely familiar with the integration of cloud-based productivity tools in professional practice  K12 teachers want to be able to provide instruction and utilize tools that will be relevant to the future lives of their students  K12 teachers are interested in learning skills but have limited professional development time  Participants enjoyed the flexibility of time, place and platform  One participant began the module on a smartphone at work and completed it at home on a laptop

James Petersen TCC 2013 April 16, 2013 Conclusions  Next steps  Continue with the process of approval to conduct studies within HIDOE  Creation of purpose-made video materials for this and future instructional modules  Development of component specific modules and means of deployment to Complex-area schools  Work with school-level personnel on the production of Just-in-Time professional development materials

James Petersen TCC 2013 April 16, 2013 Questions?  me:  Instructional Module:  My ETEC E-Portfolio: me.html me.html  Or, my everything page: Thank You Very Much!