Going Google Name: Marc Hauschildt School: West Liberty High School Blog: marchauschildt.com International Automotive Components – Iowa City Summary: Our school district is going to start using Google Apps for Education beginning the school year. Google Apps is suite of applications that include Google Drive, Docs, Sites, , and Calendar. All of the Google Apps are accessible anytime, anywhere with an internet connection. The goal is for students, parents, and staff to better communicate, share, and collaborate. Staff members will be encouraged to save all files to their Google Drive account (30 gb) instead of the network server and transition from Microsoft Office products to Google Docs. Driving/Essential Question(s): 1.How will our school be affected by using Google Apps? 2.How do we get all faculty and students to use Google Apps effectively? a.What concerns do faculty and students have concerning the switch? 1.What data could be collected to guide decisions? b.How do we train faculty and students on how to use Google Apps? 3.Besides Google Apps, what other changes can be made to decrease costs (make savings) for a school? Targeted Standards and/or Skills: 1.Iowa Core 21 st Century Skills a.Employability Skills 1.Communicate and work productively with others, incorporating different perspectives and cross cultural understanding, to increase innovation and the quality of work. ( ES.1) 2.Adapt to various roles and responsibilities and work flexibly in climates of ambiguity and changing priorities. ( ES.2) 3.Demonstrate leadership skills, integrity, ethical behavior, and social responsibility while collaborating to achieve common goals. ( ES.3) 4.Demonstrate initiative and self-direction through high achievement and lifelong learning while exploring the ways individual talents and skills can be used for productive outcomes in personal and professional life. ( ES.4) 5.Demonstrate productivity and accountability by meeting high expectations. ( ES.5) b.Technology Skills 1.Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. ( TL.1) 2.Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. ( TL.2) 3.Apply digital tools to gather, evaluate, and use information. ( TL.3) 4.Demonstrate critical thinking skills using appropriate tools and resources to plan and conduct research, manage projects, solve problems and make informed decisions. ( TL.4) 5.Understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. ( TL.5) 6.Demonstrate a sound understanding of technology concepts, systems and operations. ( TL.6)

Procedures: 1.Before project work begins: a.Informal questioning takes place to promote higher-order thinking and engage students in discussion about switching from Microsoft Office to Google Drive. b.Brainstorm topics related to Microsoft products to tap prior knowledge of creating word processing, spreadsheets, and presentations. c.Students are given Google Doc Exercises to practice basic skills. 2.Students work on projects and complete tasks: a.Students participate in group discussions where they develop a list of questions to survey teachers and students about the transition. Questions should be focused on revealing questions, concerns, and other needs. b.A Project Checklist is given to students to use as a guide in the creation of their presentations and can help students manage their research to meet expectations for the project. 1.Get assigned specific teachers and advisement classes to interview. 2.Compile results 3.Create spreadsheet and charts representing the data. 4.In group, plan a training presentation to post online. Script writer, Narrator, Video Editor c.Conferencing with individuals and groups during work sessions provides an opportunity to answer questions, monitor progress, and make necessary revisions. d.A Peer Collaboration Rubric will be used as a self-assessment by students as they work in teams and allows for student accountability. e.Students write in daily journals to document their learning and understanding of the content and skills they are using in the project. 3.After project work is completed: a.The teacher will use a presentation scoring guide to assess the final presentations. b.At the end of the unit, students write a final reflection on the Essential Question to assess their thinking and learning over time. c.Peer Feedback Forms are used to assess the amount of effort each member put into the final product. Assessments: 1.Before project work begins: a.Questioning and Discussion b.Tapping Prior Knowledge of Microsoft products c.Google Docs Exercises 2.Students work on projects and complete tasks: a.Questioning and Discussion b.Project Checklist c.Individual Student Conferences d.Peer Collaboration Rubric e.Journals 3.After project work is completed: a.Presentation Scoring Guide b.Final Reflection Report c.Peer Feedback Form