1. Google Apps for Education Presentation to the Board of Education Sarita Ivey

8. Blogger Goes Google

14. 2009

16. The Common Core State Standards

17. Evolving Technology

18. Prepare for a New World

21. Google Apps Google Drive Google Earth Google Sites Blogger Docs Sliderocket

24. Development Train students and teachers how to use the different applications Frame of mind shift from physical filing to digital Computer Using Educators’ http://www.cue.org/conference/ http://www.cue.org/conference/ http://www.google.com/edu/teachers/ http://www.google.com/enterprise/apps/edu cation/ http://www.google.com/enterprise/apps/edu cation/

26. Commercialization Chromebooks – Affordable collaboration Secure and reliable – http://www.google.com/enterprise/apps/education/benef its.html http://www.google.com/enterprise/apps/education/benef its.html “The nature of college computing is rapidly changing. Connectivity is the new essential for students. So much of education now relies on students being able to communicate and collaborate effectively. Google Apps will take them one step closer to living and thriving in a virtual world, not just while they are students here, but after they graduate as well.” Mobile use – stay connected from everywhere

28. 2012 October – Google Apps for Education reaches over 20,000,000 users.

29. S-Curve

30. Change Agents Instructional Technology Coaches 1.Develop a need for change – Inform early adopters of benefits of Google Apps for Education (cloud storage, accessible anywhere/anytime, doesn’t rely on erratic servers) 2.Establish an information exchange relationship – Initial professional development with selected early adopters. 3.Diagnose Problems – Servers go down frequently that interfere with day-to-day lessons or activities. 4.Create an intent to change in the client – Explore various benefits to Google for Educations beyond cloud storage (sites, collaboration, student accounts)

31. Change Agents (cont) 5.Translate an intent into action – Encourage early- adopters to share their newly acquired knowledge with peers. 6.Stabilize adoption to prevent discontinuance – Ongoing professional development, administration use tools such as Calendar or Sites to ensure constant usage. 7.Achieve a terminal relationship – While the instructional technology coaches will remain within the system for support, they will move their focus to other educational technology products or programs.

32. Innovators, Early Adopters, Laggards Innovators – District Instructional Technology Coaches Early Adopters – School-level technology teacher, media specialist, select teachers who actively seek out new technology Laggards – Veteran teachers who reject change, traditionalists who reject technology

33. Perceived Attributes Compatibility – Many teachers already use Google Search, Gmail, and other Google services for personal use. Relative Advantage – Digital filing, collaboration, class websites, and many more of the online tools teachers use everyday can be consolidated into one place. Multiple productivity tools can simplify the way things are currently done. Complexity – Google Apps are very user friendly. Navigating is simple enough for a young child. Any adult with basic internet skills can easily use the different apps and productivity tools.

34. Centralized Diffusion Approach The diffusion process of Google for Education should begin with district level leaders. From there, the district’s instructional technology coaches, innovators, should be trained and begin to distribute information/knowledge to school-level leaders. Next, selected early-adopters with valued opinion leadership roles within individual schools should be trained on the use and benefits of Google Apps for Education. These early-adopters should begin to informally pass along their newly acquired knowledge of the innovations to peers at their specific schools. As the general school population begins to observe the benefits of Google Apps for Education, school- wide professional development needs to occur. Implementation should be voluntary at first to allow for trialibility and to keep perceptions of the innovation positive. School leaders should begin to provide information (i.e. meeting notes, school notices) solely within Google for Education to ensure everyone is utilizing it on some level. Ongoing professional development should occur to continuously inform teachers of the benefits.

35. Critical Mass