CALIFORNIA STATE UNIVERSITY

MONTEREY BAY
Madroa Professional Development
Supporting Technology in the Classroom
CAPSTONE PROPOSAL
Submitted in partial satisfaction of requirements for the degree of
MASTER OF SCIENCE in
Instructional Science and Technology
Laurie White
September 20, 2016
Capstone Approvals: (At least one advisor and capstone instructor should approve)
________________________ ___________________________ _____________
Miguel Lara

Signature

Date

_______________________ ___________________________ _____________

Capstone Instructor Name

Signature

Date

CAPSTONE PROPOSAL Laurie White

TABLE OF CONTENTS
EXECUTIVE SUMMARY

INTRODUCTION

Project Background

Problem Description/ Performance Gap

Target Audience

Desired Performance

Literature Review

10

SOLUTION DESCRIPTION

11

Goals of the Project

11

Proposed Solution to Fill the Gap

11

Learning Objectives

12

Key Objective

12

Supporting Learning Objectives

12

Learning Theories/Instructional Principles

13

Knowles and Tough

13

Gagne

14

Instructional Strategies/Justification

17

Knowles Theory Application

17

Gagne Theory Application

17

Instruction Content Outline

18

Table 1: Main Content

20

Media Components

21

Anticipated Challenges

22

METHODS/PROCEDURES

22

Preliminary Results

22

Design and Development of Project

22

Finalizing Steps

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CAPSTONE PROPOSAL Laurie White

Major Deliverables
RESOURCES

23
23

Time/Money/Hardware/Software/Etc.

23

Technical Skills

23

TIMELINE/PROGRESS REPORT

23

EVALUATION/TESTING

24

Formative Evaluation Plan

24

Summative Evaluation Plan

25

REFERENCES

26

APPENDICES

28

Table A: Madroa Staff Survey

28

Table B: Google Classroom Beta Testing Training Questionnaire

33

Table C: Google Classroom Training Questionnaire

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CAPSTONE PROPOSAL Laurie White

Executive Summary
Madroa Elementary School in Thousand Oaks, California has
experienced an increase in the technology resources available to the staff and
students. The improved access to technology has outpaced the current skill level
of the teaching staff. The teachers at Madroa (target audience) have expressed
an interest in using the technology made available to them and their students, but
state they need additional training to build their understanding of all of the new
resources being made available to them.
The goal of this Capstone project, Madroa Professional Development ~
Supporting Technology in the Classroom, is to provide this training through the
creation of an online training program website. Using a website provides the
teachers ease of access to the training from work or home. For the one-hour
scope of this project, the focus will be on providing teachers training identified as
a need during the needs assessment analysis phase of the project. The module will
concentrate on the use of Google Apps for Education (GAFE), including Google
Classroom. Online training support provides the Madroa teachers additional
understand that helps them to facilitate teaching their students to use GAFE
successfully as well.
The long-term plan of the project is to add additional training modules.
The other training modules will include the use of Promethean ActivInspire
software on the newly installed Promethean interactive boards and projectors.
Additionally, instruction on the use of publishers' resources and district provided
subscriptions to several web-based student programs will be created, thus creating
a knowledge reservoir for the teachers to access in one convenient location.

CAPSTONE PROPOSAL Laurie White

Introduction
Madroa Elementary School, located in Thousand Oaks, California, is part
of the Conejo Valley Unified School District.

Project Background
In 2014, the residents of Thousand Oaks voted to pass the Measure I Bond.
The purpose of this bond is to fund school technology over the next twenty-year
period. Fund disbursement allows for the purchase of hardware and software, but
not professional development training of the staff using the acquired technology.
Funding for professional development is managed through the Local Community
Activity Plan (LCAP), allowing each site to address the needs of their staff.
LCAP also allows for the site team to make decisions on some hardware
purchases within the guidelines established as part of the Measure I Bond, and
determined at a district level. LCAP is a component of the Local Control Funding
Formula (LCFF), which was enacted by the California Legislature in June 2013.
LCFF changes the way California funds education. Access the Conejo Valley
Unified School District's (CVUSD) LCAP report on the district's website,
http://www.conejousd.org.
Since the passage of the Measure I Bond, Madroa Elementary has
experienced several changes in the area of technology. The Internet infrastructure
was upgraded and completely rewired during the summer of 2016. All
classrooms now have wireless capabilities. Several classrooms have recently had
interactive projectors or whiteboards installed. The LCAP team purchased a set
of forty iPads with the expectation of obtaining more as funding becomes
available each year. The LCAP team also bought a set of thirty-six Chrome
books with the plan of adding additional devices as funding is available. Teacher
computers have recently been upgraded to handle the new software available
through the district.

CAPSTONE PROPOSAL Laurie White

In addition to changes in technology caused as a result of the Measure I

Bond, all curriculum publishers are now offering multiple resources online with
each new adoption. CVUSD recently adopted new math and language arts
curriculum to meet the requirements of Common Core State Standards (CCSS).
The District (CVUSD), and the state are in the process of reviewing science
curriculum that will align with the newly established Next Generation Science
Standards (NGSS).
CVUSD has set up Google Apps for Education accounts for all students
and staff. The rollout of using these accounts began at the high school level and
is now making its way down to the elementary school level. The use of GAFE
encourages student collaboration and problem-solving skills, one of the many
goals of CCSS and NGSS.
The GAFE accounts also provide teachers and students online storage of
their files, which allows them to access them from any computer or device with
Internet capabilities.

Problem Description/Gap Analysis

With the arrival of all this new technology in a short amount of time,
teachers are feeling overwhelmed. Additionally, training is needed so that they
might put these techniques to use and provide their students with access to the
best education possible. Currently, many of the students feel more comfortable
using electronic devices than the teachers do, but most are not using them for
educational purposes.
Presently, teacher and student files stored on district servers or computers
cannot be accessed unless one directly connects to the district's network, and disk
space is limited. Google Drive is a file storage service that allows teachers and
students the option of working on their documents from anywhere, on any device.
Also, Google offers free, unlimited storage as part of each GAFE account, thus

CAPSTONE PROPOSAL Laurie White

limiting the district's cost by reducing the number of district servers required to
store data. This free cloud storage is necessary because many of the computers
currently in use are at or new their storage capacity.
Given that most teacher and student store their files on district servers at this time,
neither can access their files from home, meaning they cannot edit their work
directly on documents created at school, nor create a file at home and then access
it directly while at school. Some students email their work to their teacher's
school email, but teachers can only print them, they cannot transfer them to
students' accounts, and the student cannot work on them from the teacher's
account. Additionally, email storage space is limited, and the mail server blocks
large attachments.
As of October 2015, Madroa parents began granting permission to
activate their fourth and fifth-grade children's Google accounts. As of this school
year, 2016-2017, authorization is being provided to primary grade students as
well. This approval opens the door to teachers using GAFE with their students,
allowing students to work on assignments anywhere. Unfortunately, most
teachers express limited, or no, confidence using GAFE. The computer specialist,
all upper-grade teachers, and most lower grade teachers desire more training in
GAFE and the district's guidelines for using them. Given the advances in
technology, accessing documents from anywhere, on any device, should be the
norm. Technology should ease collaboration, teacher feedback, and the use of
links to online resources while cutting cost where possible.
The performance gap is relatively wide at this time. Two teachers began
using Google Classroom in October 2015, with a few others trying it out in the
spring of 2016. A survey (Appendices: Table A) of the Madroa staff suggests
teachers lack confidence using Google products. Teachers express a high level of
certainty in using similar Microsoft Office products, which may work to narrow
the performance gap through the transference of knowledge while learning GAFE.

CAPSTONE PROPOSAL Laurie White

Closing the performance gap is critical to the successful use of technology

already in place at Madroa. Deficiencies in the knowledge of, and skills in the
use of, GAFE and the Google Chrome platform account for most of the
performance gap, but learner attitude also has an impact. While the majority of
the learners express a readiness to use new technology in their classroom, most
voice concerns about the time commitment necessary to learn new applications,
and then to incorporate them into their required teaching content. Since the
completing the initial survey during the fall of 2015, learner attitudes shifted
positively toward the use of GAFE as teachers understand the benefits of the
platform.
Primary grade teachers still indicate a preference of learning applications
related to using Promethean ActivInspire software rather than GAFE. They note
several reasons for this preference: Promethean Board or Interactive Projector
installations in primary grade classrooms is a priority; primary grade content
presents more efficiently via Promethean software than through the use of GAFE;
Internet use with five to eight-year-olds entails risks, and requires more adult oneon-one supervision to accomplish successfully. Though beyond the one hour
scope of this capstone project, it is the long-term goal to add Promethean
ActivInspire training to the Madroa Professional Development website to
support technology in the classroom.
All teachers express concern over the time commitment necessary to shift
current grade level content toward a more technological approach while still
maintaining a high degree of teaching standards. Unlike several industries where
an expected and acceptable degree of decrease in productivity occurs while
trainees learn new procedures, attitudes regarding education indicate any loss of
student learning while teachers learn is unacceptable.

CAPSTONE PROPOSAL Laurie White

Target Audience
A learner analysis of the target audience indicates that Madroa's teaching
staff is female, ages 25-65, in various stages of life and career. While a few of the
teachers have less than five years of teaching experience, most have between
fifteen and thirty years. The majority of the Madroa teaching staff has taught the
same grade level for several years and would be considered a subject matter
expert on that grade level's curriculum. As we begin another school year,
however, five members of the teaching staff have changed grade levels, which
may require additional subject matter training. More than half of the faculty holds
a master's degree or are working toward earning a master's degree. A survey of
the target audience revealed that the learners expressed confidence in the use of
several Microsoft Office products. This prior knowledge transfers well to the
understanding of several of the GAFE products.
The target audience indicates a willingness to invest the necessary time to
learning new technology as well as implementing the use of technology into their
classrooms. The audience also reported that they had had little training in this area.
Most had earned their teaching credential before classroom technology became a
component of earning a teaching credential.

Desired Performance
The desired performance is for the Madroa teaching staff to build their
confidence in using GAFE as part of their instruction. This process includes
using GAFE to interact with other staff members and the Madroa students. The
use of GAFE to build collaboration and problem-solving skills is a long-term goal
of the Madroa Professional Development ~ Supporting Technology in the
Classroom project.

CAPSTONE PROPOSAL Laurie White

Literature Review
Beyond technology review journals touting the new features or benefits of
using GAFE, there is minimal literature specific to using Google Classroom as a
learning management tool, or other GAFE tools as well. There is, however, a
plethora of articles, books, and blogs supporting the concepts causing the shift in
education from a teacher centered environment to one that is more studentcentered.
One article that uniquely combines the shift in learning philosophies with
the use of GAFE appears in the International Journal of Computer Science
Research and Application. The article, "Google Apps for Education a powerful
solution for global scientific classrooms with a learner-centered environment," by
Elena Railean, incorporates theoretical learning models, supported by
mathematical analysis, with practical guidelines for the use of Google Apps to
support problem-solving, collaboration, self-paced learning, and flexible learning
environments. According to Railean (2012), "fast, easy collaboration is what
makes Google Apps unique" (p.23).
A visit to the Google for Education Trainer Learning Center website
provides those with authorization a multitude of lessons to enhance their
knowledge and use of Google Classroom as well as other Google Apps for
Education. A search on the YouTube video site will produce an abundance of
training videos, some done well, some not, on various Google Apps. The
Madroa staff survey indicates that the teachers require training tailored to the
CVUSD Google domain platform environment. However, design plans include
links to these additional resources. They specifically need training in accessing
the CVUSD domain and interacting with their students within the CVUSD
domain.

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CAPSTONE PROPOSAL Laurie White

Solution Description
Goals of the Project
The primary purpose of this capstone project is to provide the Madroa
teaching staff the training necessary to facilitate their use of Google Apps for
Education with their students as a means to build the students' problem-solving
and collaboration skills. Specifically, the project will address the Common Core
State Standard for College and Career Readiness Anchor Standard for Writing #6,
which states that students will, use technology, including the Internet, to produce
and publish writing and to interact and collaborate with others. The project will
focus on making all of the Madroa users of GAFE comfortable, willing, and able
to explore and use GAFE with ease, and thus encourage their interaction and
collaboration with peers.

Proposed Solution to Fill the Gap

The teaching staff at Madroa is required to participate in twelve hours of
professional development instruction this year. As part of these professional
development hours, this capstone project will provide the teachers with one hour
of online instruction to facilitate the use of GAFE throughout the school. The
instruction occurs in the school's computer lab with the facilitator available to
answer questions as necessary.
The use of Captivate and Camtasia modules, hosted via a website, allows
the Madroa teaching staff repeated access to the instruction as well. Some of the
modules may also be used to guide students toward peer collaboration through the
use of shared documents as the teachers begin to teach them how to access the
GAFE, especially Google Classroom.

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CAPSTONE PROPOSAL Laurie White

Learning Objectives
Key learning objective.
The learner will demonstrate their ability to facilitate student collaboration,
as defined by CCSS, through the use of a CVUSD Google account and the
Google Classroom App to create, store, and share various types of documents for
ease of access from any Internet-connected device.
Supporting learning objectives.
1. Given a username and password, the learner will demonstrate their
ability to instruct their students to log into the CVUSD Google
Domain during at least three out of four attempts.
2. Given written instructions, the learner will demonstrate their capacity
to navigate Google Drive, create a new folder, upload an existing file
to the folder, and share the folder within the CVUSD domain with 90%
accuracy.
3. Given written instructions, the learner will, with 100% accuracy,
demonstrate their ability to instruct their students to create and name a
new Google Doc.
4. To facilitate peer-to-peer collaboration, the learner will demonstrate
their ability to share a file, granting the recipients either edit,
comment, or view privileges as directed with at least 80%
accuracy.
5. To facilitate student-teacher collaboration, the learner will add a
comment, make a suggestion, and edit a portion of the text in a shared
Google Docs file as directed with at least 80% accuracy.
6. To facilitate peer-to-peer research collaboration, the learner will
demonstrate their ability to use the research tool within a shared
Google Docs document with at least 80% accuracy.

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CAPSTONE PROPOSAL Laurie White

7. Given written instructions, the learner will demonstrate their ability to

instruct their students to add Google Classrooms to their list of apps
with 100% accuracy.
8. Given a class code, to facilitate student interaction within the virtual
classroom, the learner will join the instructors Google Classroom,
respond to a question, and submit an assignment in the student role.
9. Within the Google Classroom environment, the learner will
collaborate with other users to update a Google Slides document by
adding media.
10. Given written instruction, the learner will demonstrate their ability to
invite students to Google Classroom by creating a mock Google
Classroom, obtaining the class code, and inviting the instructor to join
the class.
11. Given written instruction, the learner will create a question, an
announcement, and an assignment within the Google Classroom
environment to promote peer-to-peer collaboration.

Learning Theories/Instructional Principles

Knowles and Tough.
Knowles (1968) defined andragogy as the art and science of helping
adults learn, (Merriam, 2001). Tough (1967, 1971) describes self-directed
learning as being common, occurring throughout an adults daily life, and not
requiring classroom instruction, yet remaining methodical on the part of the
learner (Merriam, 2001).
Knowles (1980) provides us with five assumptions about adult learners
that are key factors in influencing their learning (Merriam, 2001). First, the adult
is independently self-aware and capable of directing his or her learning. Second,
the adult's life experiences provide him or her with a wealth of prior knowledge to

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tap. Third, the adult's learning needs frequently connect to changes in his or her
social roles. Fourth, the adult learner tends to focus on learning that allows for
the use of acquired knowledge to solve an immediate problem. Finally, intrinsic
motivation rather than extrinsic reward tends to drive the adult learner's learning
experiences.
Instructors of adult learners need to provide some guidance while still
allowing the learner to direct much of his or her learning. Carl Rogers (1969, as
cited in Knowles, Holton, and Swanson, 2015) provides several guidelines for
facilitators of learning. He prefers the term facilitator to an instructor. The
facilitator sets the mood, or climate of the learning environment, clarifies the
purposes of the learning, organizes a wide selection of resources, sees himself as a
flexible resource for the group, and eventually becomes a participant learner in
the group (Rogers, as cited in Knowles et al., 2015).
Gagne.
According to the conditions of learning theory (Gagn, 1985), there are
multiple degrees involved in the learning process. Gredler, M.E. (2005) provides
us with some basic beliefs and sound reasoning behind the conditions of learning
theory (p. 143). The key is the idea that learning is not the result of physical
growth, which is the result of genetics, but instead the result of events that occur
in the environment of the learner. Learning is defined as an important determinant
in how an individual develops (Gagn, 1968a, 1977a, as cited in Gredler, 2005).
Those that espouse the conditions of learning theory do not see learning as a
collection of minute pieces of facts; rather they view learning as a cumulative
task, one in which the learner builds complex abilities by adding to their prior
learning. Learners do not need to learn an entirely new series of responses for
each new learning circumstance. Instead, they add to, or incorporate, prior
knowledge while adding layers of new information to create a new collection of
learning outcomes (Gredler, 2005).

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CAPSTONE PROPOSAL Laurie White

According to Gagn, learning is broken down into five categories or

varieties of learning. These categories, verbal information, intellectual skills,
motor skills, attitudes, and cognitive strategies, represent the end results of
learning (Gagn, 1972, 1977a, 1985 as cited in Gredler, 2005, p.147).
Verbal information deals with the recall of information. It includes
paraphrasing information as well as memorizing a poem or story passage in which
at least some of the words mean something to the learner. Two critical features of
verbal information are the ability to verbalize orally or in writing, and the need to
have some level of understanding of the words used (Gagn, 1977a p. 182, as
cited in Gredler).
Intellectual skills are those that require the learner to combine, or work
with, symbols in some meaningful way. Intellectual skills, the main component
of the learning that happens at school, are further broken into four distinct skills.
These skills are typically thought of from the simplest to the most complex. "They
are (a) discrimination learning, (b) the learning of concrete and defined concepts,
(c) rule learning, and (d) higher order rule learning (problem-solving)" (Gredler,
2005). Discrimination learning is the ability of the learner to distinguish
attributes such as size, shape, color, or texture. Learning concrete concepts
requires the learner have skills in discrimination learning. Concrete concepts are
those that can be observed or touched; they are concrete. Sorting objects by color,
size, or shape may be considered concrete learning. Defined concepts are abstract
and require the learner to understand the relationship between other concepts.
Rule learning is the next higher level of learning and involves task such as
addition or subtraction. Problem solving requires the learner to use subordinate
norms in the correct sequence (Gredler, 2005).
Motor skills are those that involve some physical movement on the part of
the student. These skills typically require the learner initially think about the
sequence of the movements as they are first learning the skill, but with mastery

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CAPSTONE PROPOSAL Laurie White

comes automaticity of the actions involved in performing the skill (Gredler,

2005).
Attitude is a person's tendency to act affirmatively or pessimistically
toward an event or individual. Inferred states, attitudes may influence behavior,
but they do not directly impact performance in the way the other varieties of
learning can. According to Gagn (1977a, p.231, as cited in Gredler, 2005),
"attitudes only make classes of individual actions more or less likely."
Cognitive strategies are those that have the learner thinking about how
they think, also known as metacognition. Developing strong cognitive strategies
helps the learner control their executive function processes that direct how they
learn, not what they learn. Cognitive strategies can be used to determine how or
when to use intellectual or verbal skills (Gagn, 1984, as cited in Gredler, 2005).
Gagn defines nine phases of learning that he divides into three stages. In
the first stage of learning, preparation for learning, the learner must first attend to
the presented stimulus, establish the expectancy for the learning goal, and access
their prior knowledge.
In the second stage of learning, acquisition, and performance, the learner
perceives the importance of the stimuli and temporarily stores the information
into their working memory. Next, the learner must assign meaning to the stimuli
before transferring, or encoding, it to long-term memory. The learner must then
retrieve the information to activate a response. Feedback from the environment
provides reinforcement of the student's goal. According to Gagn (1977a, p. 66,
as cited in Gredler, 2005), encoding is the most crucial phase in learning.
In the third stage of learning, transfer of learning, the learner can apply
their learning to new experiences. This transfer of learning creates additional
cues for the learner to retrieve information for later recall and leads to
generalizability or the enhancement of transfer of learning to new experiences.

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CAPSTONE PROPOSAL Laurie White

This transfer of knowledge is known as a lateral transfer (Gagn, 1985 as cited in

Gredler, 2005).

Instructional Strategies/Justification
The Madroa Professional Development ~ Supporting Technology in the
Classroom modules design considers both the conditions of learning theory and
the concepts behind self-directed learning in mind. For those learners ready to
progress through the presentation on their own, they will have that option.
The presentation begins by gaining the learners attention through the use
of an informative video about Google Apps for Education (GAFE). The
instructor informs the learner of the goals of the presentation, learning Google
Drive and having some successful interactions using it. The instructor makes
connections to the learners prior knowledge through comparing several of the
Google Apps with Microsoft Office applications the learners are currently using.
The acquisition and performance stage is repeated throughout the lesson as
the learners watch a video, ask questions, try the steps on their own via the
Captivate modules, and receive feedback on their success from the module, the
instructor, and the other learners. This stage occurs for each of the learning
objectives. Transfer of learning happens through continued use of the GAFE.
Knowles Theory Application.
As described by Knowles, andragogy instructional strategies will need to
take into account that adult learners have different learning styles and a need for
self-directed discovery as they learn. With this in mind, the modules will include
interactive elements in addition to those listed as objectives.
Gagne Theory Application.
In addition to describing the five varieties and nine phases of learning,
Gagn, Briggs, and Wager (1992, as cited by Instructional Design, 2011), suggest
nine instructional events that correspond to the nine phases of learning. The first

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instructional event, gaining attention, stimulates the learning phase of attending

through some change of stimulus. Next, the instructor should inform the learner
of the learning objective. Informing them corresponds to the learning phase of
expectancy. Tapping into prior knowledge is the third instructional event and
activates the student's retrieval of relevant knowledge to working memory. After
meeting the preparation for learning stage, it is time to work on the acquisition
and performance stage of learning.
Now the instructor is ready to present the stimulus, and the learner begins
the selective perception of the stimulus features phase. The instructor provides
learning guidance while the learner semantically encodes the new knowledge.
Next, the instructor elicits performance, or checks for understanding, causing the
learner to activate the retrieval and response phase of their learning. The
instructor provides the learner feedback on their performance, thus causing the
learner to enter the reinforcement phase of their learning.
The third learning stage, transfer of learning, comes next. In this stage,
the instructor assesses the learner's performance, causing the learner to enter the
cueing retrieval phase of learning. The instructor will then enhance retention of
transfer of learning by eliciting performance with new examples. Eliciting this
performance helps the learner to generalize their learning.

Instruction Content Outline

Table 1 provides an outline of the modules included in the course. They
may be completed sequentially, or a more experienced user may complete them in
the order they choose. The instructional website will also include a page on the
benefits of using Google Apps for Education. This introduction will be in the
form of a video.
Before exploring ways to use GAFE for student or teacher collaboration,
the learners need first to learn how to access their Google accounts. For this

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reason, the instruction will begin with training the learner in accessing their
CVUSD Google account and then proceed to use these tools for collaboration. A
tailored approach to instruction for CVUSD teachers learning to use GAFE, with
an emphasis on Google Classrooms, begins with them learning how to login to the
CVUSD Google platform. Though all teachers use the CVUSD general email via
Outlook, only some use Outlooks contacts or calendar features. Their Google
account, which includes email, contacts, and calendar features, is a separate
account that only a few elementary school teachers realize the district has created.
During the IST501 course, a screencast instructional video was set up for the
purpose of teaching users, both students and staff, how to login to the CVUSD
Google platform. This video will be revised to include district password
requirement changes made during this summer. The revised video will be used to
aid in the completion of the first task, or module.
Once the learner gains confidence in using the GAFE, they will be ready
to explore using some of the collaborative features GAFE provides. In the
module Peer-to-Peer Collaboration: Sharing Files, learners will go through the
process of uploading and sharing files to create a shared unit of instruction with
other teachers.
In the module, Google Classroom: Encouraging Student Interaction in a
Virtual Classroom, the learner will explore the various techniques or features of
this app that allow students a voice in the classroom, help teachers organize
content, and provide parents with updates on how their students are progressing in
the classroom. As part of the module, the learner will join a classroom in the role
of a student to complete an assignment, answer a question, and post a comment.
They will also create a classroom as a teacher, post an announcement with links,
create an assignment for their students to complete, and explore the grading
features of Google Classroom.

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In the module, Google Docs: Student Collaborative Research Writing

Project, the learner will explore using the research tool to search the Internet
regarding a specific topic. They will add their input to a shared document and add
comments to the work of others.
In the module, Google Slides: Student Collaborative Presentation, the
learner will add media to a shared group presentation as they explore using the
app.
Table 1

Module

Main Content

CVUSD Google Account

Introduction to the CVUSD Google domain used

by students and staff: @learn.conejousd.net
Navigating apps in the CVUSD menu
Adding apps to encourage collaboration:
Google Classroom and Kami

Peer-to-Peer

Introduction to ways teachers may use GAFE

Collaboration: Sharing

for collaborative planning

files

Navigating Google Drive

Creating and sharing a team folder
Uploading files and links to a team folder

Google Classroom:

Introduction to encouraging student

Encouraging student

interaction with Google Classroom

interaction in a virtual

Adding the app from the web store

classroom.

Joining a classroom
Completing a question, comment, or
assignment from student view
Creating a classroom

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Inviting students to join

Creating a question, announcement, and
assignment from teacher view

Google Docs: Student

Introduction into using Google Docs for

Collaborative Research

student collaborative research projects

Writing Project

Creating and naming a document

Ways to share a document: granting edit,
comment, or view access
Commenting, editing, or making suggestions
on a shared document
Using the Research Tool within Google Docs

Google Slides: Student

Introduction to using Google Slides for a

Collaborative

collaborative student presentation

Presentation

Importing media into Google Slides

Sharing options review

Media Components
The media will be a combination of Captivate interactive modules;
Camtasia created videos to provide instructional demonstrations, and the use of
HTML to create a website to host the training modules. Captivate modules will
include audio narration to guide instruction and the use of an avatar.
Dreamweaver will be used to create the website pages and aid in the
personalization of the training modules. Google Forms will be used for surveys
and assessments for each training module.

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Anticipated Challenges
Though Captivate and Dreamweaver have been used during prior terms,
they are still relatively new to the developer. Additional training in each will
likely be necessary for the developer to complete the development of all aspects
of the Madroa Professional Development ~ Supporting Technology in the
Classroom project.

Methods/Procedures
Each module in the Madroa Professional Development ~ Supporting
Technology in the Classroom will consist of a Captivate tutorial lesson. Some
will also include an embedded video demonstration of the process taught.

Preliminary Results
A beta testing of the modules was completed using Google Slides. Last
spring. Participants provided feedback on the module. The designer plans to use
this feedback in developing the Captivate modules.

Design and Development of Project

The designer is in the process of creating a storyboard to guide the full
development of the project. Each Captivate module will be similar in design and
layout to facilitate a cohesive final project. The website layout and design will be
similar to the one created in IST541 for the Madroa students, Madroa Online
Resources.

Finalizing Steps

Complete the design of each module via a storyboard

Design the Madroa Professional Development ~ Supporting

Technology in the Classroom website

Develop each module

Develop the website

Try out each module

22

CAPSTONE PROPOSAL Laurie White

Prepare evaluation materials for usability test

Run usability test

Conduct formative evaluation based on tryout/usability test and make

modifications as needed

Write capstone report

Major Deliverables
The major deliverables include the four Captivate interactive training
modules, the Camtasia demonstration videos, and the website to host the training.
Job aids will also be created to aid those learners who prefer using written
instructional guidelines.

Resources
Time/Money/Hardware/Software/Etc.

Time: 100-200 hours to complete the design and development of the

training modules and website.

Money: $0 additional funds anticipated for this project

Hardware: Apple MacBook Pro, microphone

Software: Captivate, Camtasia, Dreamweaver, and various GAFE

Technical Skills
Technical expertise developed during previous MIST courses will be used
to aid the development of these modules. These include the use of video and
audio hardware, Captivate, Camtasia, Dreamweaver, and Google Slides.

Timeline/Progress Report
August 27 September 6:

Capstone Progress Report

August 27 September 11:

Capstone Proposal Draft

September 20:

Capstone Proposal Final

September 11 September 23:

Capstone Project Design Storyboard

23

CAPSTONE PROPOSAL Laurie White

September 23- October 1:

Complete Camtasia demonstration videos

Begin Captivate Development

October 1 October 4

MIST learning experience narrative

October 5 October 25

Develop Captivate Modules

Develop Website
Conduct usability test/formative evaluation
Capstone Check Point

October 25 November 1

E-Portfolio update
Continue working on modules and website

November 2 November 9

Finalize Capstone project

November 9 November 15

Summary and begin final report

November 16- November 22

Conduct summative evaluations

Revise final deliverables
Prepare Capstone presentation files

November 30 December 6

Complete all final deliverables

Submit one-page summary
Submit Capstone presentation

December 7 December 13

Submit final deliverables:

e-portfolio, Capstone project, final report

December 16

Capstone Project Presentation

Evaluation/Testing
Formative Evaluation Plan
Throughout the design and development phases of this project, feedback
from key personnel will be used to evaluate the proposed instructional content and
objectives, professional development time allotment, and method of delivery.
During the beta testing phase of the project, additional formative evaluation
occurs. Table B in the Appendices provides a sample questionnaire for the beta

24

CAPSTONE PROPOSAL Laurie White

test group. Questions are geared to gather data on the pace of the course, the level
of difficulty encountered by the learners, whether objectives are being met as a
result of the provided instruction, and whether material provided complied with
the needs of the learner. This group will also be asked to suggest any additional
training necessary as Madroa teachers move toward supporting the use of
technology in the classroom.

Summative Evaluation Plan

A summative evaluation will be done in the form of a participant
questionnaire at the end of the course. Participants will be asked to rate the
course content as it relates to their needs. The outcomes of this summative
evaluation will likely be used as formative to guide future professional
development courses. A sample questionnaire, Table C, is provided in the
Appendices. The first two of Kirkpatricks Four Levels of Evaluation will be
reviewed to determine how the learners felt about the training and whether or not
they were able to perform all of the objectives. Level three of Kirkpatrick's Four
Levels, how trainees apply the training to their classroom and daily work, may
provide the instructional designer feedback between the initial instructional
session and additional sessions that can be used to modify the training instruction.
Level four, changes to the organization, will not be evident for at least a year or
more after the initial training. Ideally, these changes would include an increase in
the use of GAFE to facilitate collaborative learning in a more student-centered
educational environment.

25

CAPSTONE PROPOSAL Laurie White

References
Alajlan, A. S. (2015) Appling andragogy theory in photoshop training programs.
Journal of Education and Practice, 6 (25), 150-154. Retrieved from
http://www.iiste.org.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and
functioning. Educational psychologist, 28(2), 117-148.
Conejo Valley Unified School District. (2014). Local control and accountability
plan and annual update template. (Ref. No. 15497). Retrieved from
http://www.conejousd.org/Portals/0/CVUSD%201415%20LCAP%20Final%206-24-14.pdf
Gagne, R. M. (1974). Instruction and conditions of learning. In Bart, W. M &
Wong, R. (Eds.), Psychology of school learning: Views of the learner.
Volume I: Environmentalism. (pp. 153-175). Retrieved from
http://files.eric.ed.gov/fulltext/ED104859.pdf#page=153.
Google for education: Google classroom: Basics. (n.d.). Retrieved from
http://trainerlearningcenter.withgoogle.com/gettrained/classroom/basics.html.
Google for education: Google in your classroom. (n.d.). Retrieved from
http://trainerlearningcenter.withgoogle.com/get-trained/.
Google for education: Teacher tips for the classroom. (n.d.). Retrieved from
https://drive.google.com/file/d/0B5AOHQcScAeN0dqQlFsRkwteUE/view?usp=sharing.
Gredler, M. E. (2005). Learning and instruction: Theory into practice. Upper
Saddle River, NJ:Pearson/Merrill Prentice Hall.
Hannum, W. (2010). Robert gagne - Learning theory fundamentals. [Web post].
Retrieved from http://www.theoryfundamentals.com/gagne.htm.

26

CAPSTONE PROPOSAL Laurie White

Harvell, E. (2014 September 9). How google apps for education can help you
implement common core. The journal. Retrieved from
https://thejournal.com/Home.aspx.
Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2014). The adult learner:
The definitive classic in adult education and human resource development.
London and New York: Routledge.
Mackey, J., & Evans, T. (2011). Interconnecting networks of practice for
professional learning. The International Review of Research in Open and
Distributed Learning, 12(3), 1-18.
Martin, A., Snowden, K., & West, D. (2009, Nov). Are you ready for the cloud?
Implications and uses of cloud computing for libraries, presented at Brick
and Click Libraries Symposium Proceedings, Marysville, Missouri.
Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult
learning theory. In Merriam, S. B. (Ed.), The new update on adult learning
theory (pp. 3-13). San Francisco, California: Jossey-Bass.
Nevin, R. (2009). Supporting 21st-century learning through google apps. Teacher
Librarian, 37(2). 35-38.
Railean, E. (2012). Google apps for education a powerful solution for global
scientific classrooms with learner centred environment. International
Journal of Computer Science Research and Application, 2(2). 19-27.
Reiser, R. A., & Gagn, R. M. (1983). Selecting media for instruction. Englewood
Cliffs, NJ: Educational Technology Publications, Inc..
White, L. (2016). Professional Development: Learning Google Drive [Google
Slides presentation]. Retrieved from
https://docs.google.com/presentation/d/1Q8M_0GGF_d68CtfFiOFGi_Y7
DJ7ehBWB6COBY8lvh-w/edit?usp=sharing
White, L. [MrsWhiteMadrona]. (2015, October 7). CVUSD - Google Accounts.
YouTube. N.p., 2015. Web. 24 Nov. 2015.

27

CAPSTONE PROPOSAL Laurie White

28

Appendices
Table A: Madroa Staff Survey
Table A
Madroa Google Apps for Education Survey Results
Time
stamp

11/2/2
015
15:33:
06

11/2/2
015
21:52:
25

11/5/2
015
7:33:2
8

11/5/2
015
7:56:3
9

Wha
t do
you
kno
w
abou
t the
app
Goo
gle
Clas
sroo
m?

How
comfort
able are
you
using
your
@learn.
conejou
sd.net
account
?

How
comf
ortabl
e are
you
using
Gmai
l?

How
comforta
ble are
you
using
Google
Docs?

How
comf
ortabl
e are
you
using
Goog
le
Slides
?

How
comf
ortabl
e are
you
using
Goog
le
Sheet
s?

Please check each

application you
feel very confident
using, no
additional training
requested.

What
applicati
ons do
you
want to
learn
more
about, or
think
30-60
minutes
of
training
is
needed?
Google
Classroo
m,
Google
Sheets,
EADMS

Microsoft Word,
Microsoft Excel,
Document Camera,
iPads, Smartphone
Outlook Email,
Outlook Calendar,
Outlook Contacts,
Microsoft Word,
Microsoft
PowerPoint,
Microsoft Excel,
Microsoft Publisher,
iPads, Smartphone,
EADMS, DataWise

Outlook Email,
Outlook Calendar,
Outlook Contacts,
Microsoft Word,
Microsoft
PowerPoint,
Microsoft Excel,
Microsoft Publisher,
Smartphone,
DataWise

Google
Classroo
m,
Student
Google
Apps,
Promethe
an
Flipcharts
Google
Classroo
m,
Student
Google
Apps,
Google
Docs,
EADMS,
Promethe
an
Flipcharts

Outlook Email,
Outlook Calendar,
Outlook Contacts,
Microsoft Word,
Microsoft
PowerPoint, iPads,
Smartphone,
DataWise, apple TV

Google
Classroo
m,
Google
Docs,
Promethe
an
Flipcharts
, apple
TV

Na
me

Rather
than a
training
session,
what job
aids, such
as a 1-2
minute
video,
might
help you?

MM

HC

EM

Various
Logins EADMS,
Google
Account,
etc.,
Report
card tasks,
EADMS
tasks
Various
Logins EADMS,
Google
Account,
etc.,
RazKids
tasks, IXL
tasks,
Report
card tasks,
Sound
system

CAPSTONE PROPOSAL Laurie White

29

Table A
Madroa Google Apps for Education Survey Results
Time
stamp

11/5/2
015
8:24:2
4

11/5/2
015
8:26:5
2

11/5/2
015
9:09:0
6

11/5/2
015
15:06:
21

Wha
t do
you
kno
w
abou
t the
app
Goo
gle
Clas
sroo
m?

How
comfort
able are
you
using
your
@learn.
conejou
sd.net
account
?

10

How
comf
ortabl
e are
you
using
Gmai
l?

How
comforta
ble are
you
using
Google
Docs?

How
comf
ortabl
e are
you
using
Goog
le
Slides
?

How
comf
ortabl
e are
you
using
Goog
le
Sheet
s?

Please check each

application you
feel very confident
using, no
additional training
requested.

Outlook Email,
Outlook Contacts,
Microsoft Word,
Microsoft
PowerPoint,
Microsoft Excel,
Document Camera,
Smartphone

Outlook Email,
Outlook Calendar,
Microsoft Word,
Microsoft Excel,
Document Camera,
iPads, Smartphone,
EADMS

Outlook Email,
Outlook Contacts,
Microsoft Word,
Microsoft
PowerPoint,
Smartphone

Outlook Email,
Outlook Calendar,
Outlook Contacts,
Microsoft Word,
Microsoft
PowerPoint,
Microsoft Excel,
Document Camera,
Smartphone

What
applicati
ons do
you
want to
learn
more
about, or
think
30-60
minutes
of
training
is
needed?

Google
Classroo
m
Google
Classroo
m,
Student
Google
Apps,
Google
Docs,
Google
Slides,
Google
Sheets
Google
Classroo
m,
Student
Google
Apps,
Google
Docs,
Google
Slides,
Promethe
an
Flipcharts
Google
Classroo
m,
Student
Google
Apps,
Google
Docs,
Google
Slides,
Google
Sheets,
EADMS,
Promethe
an

Na
me

Rather
than a
training
session,
what job
aids, such
as a 1-2
minute
video,
might
help you?

SV

Various
Logins EADMS,
Google
Account,
etc.,
RazKids
tasks, IXL
tasks

RP

Various
Logins EADMS,
Google
Account,
etc.

NJ

RazKids
tasks, IXL
tasks,
Report
card tasks

EK

Various
Logins EADMS,
Google
Account,
etc.,
RazKids
tasks, IXL
tasks,
Report
card tasks,
EADMS
tasks

CAPSTONE PROPOSAL Laurie White

30

Table A
Madroa Google Apps for Education Survey Results
Time
stamp

Wha
t do
you
kno
w
abou
t the
app
Goo
gle
Clas
sroo
m?

How
comfort
able are
you
using
your
@learn.
conejou
sd.net
account
?

How
comf
ortabl
e are
you
using
Gmai
l?

How
comforta
ble are
you
using
Google
Docs?

How
comf
ortabl
e are
you
using
Goog
le
Slides
?

How
comf
ortabl
e are
you
using
Goog
le
Sheet
s?

Please check each

application you
feel very confident
using, no
additional training
requested.

What
applicati
ons do
you
want to
learn
more
about, or
think
30-60
minutes
of
training
is
needed?

Na
me

Rather
than a
training
session,
what job
aids, such
as a 1-2
minute
video,
might
help you?

Flipcharts

11/5/2
015
15:07:
30
11/5/2
015
15:19:
58

11/5/2
015
15:22:
38

Outlook Email,
Outlook Calendar,
Microsoft Word,
Microsoft
PowerPoint,
Microsoft Excel,
Microsoft Publisher,
Document Camera,
iPads, Smartphone
Outlook Email,
Outlook Calendar,
Outlook Contacts,
Microsoft Word,
Document Camera

Outlook Email,
Outlook Contacts,
Microsoft Word,
Microsoft
PowerPoint,
Document Camera,
Smartphone

11/6/2
015
9:05:4
0

11/6/2
015
14:15:
56

Outlook Email,
Outlook Calendar,
Outlook Contacts,
Microsoft Word,
Microsoft Excel
Outlook Email,
Outlook Calendar,
Outlook Contacts,
Microsoft Word,
Smartphone,

Google
Classroo
m,
Student
Google
Apps,
Google
Slides,
Google
Sheets

MM

Google
Classroo
m

PL

EADMS,
Promethe
an
Flipcharts
Google
email,
Google
Docs,
Google
Slides,
Google
Sheets
whicheve
r is most
K
appropria
te

CK

Various
Logins EADMS,
Google
Account,
etc.,
RazKids
tasks, IXL
tasks,
Sound
system

EADMS
tasks
Various
Logins EADMS,
Google
Account,
etc.,
Sound
system,
EADMS
tasks
Various
Logins EADMS,
Google
Account,
etc.
Various
Logins EADMS,
Google
Account,

CAPSTONE PROPOSAL Laurie White

31

Table A
Madroa Google Apps for Education Survey Results
Time
stamp

Wha
t do
you
kno
w
abou
t the
app
Goo
gle
Clas
sroo
m?

How
comfort
able are
you
using
your
@learn.
conejou
sd.net
account
?

How
comf
ortabl
e are
you
using
Gmai
l?

How
comforta
ble are
you
using
Google
Docs?

How
comf
ortabl
e are
you
using
Goog
le
Slides
?

How
comf
ortabl
e are
you
using
Goog
le
Sheet
s?

Please check each

application you
feel very confident
using, no
additional training
requested.

What
applicati
ons do
you
want to
learn
more
about, or
think
30-60
minutes
of
training
is
needed?

Na
me

DataWise

11/6/2
015
15:22:
44

11/6/2
015
15:36:
07
11/6/2
015
18:13:
07

11/8/2
015
15:56:
01

10

10

etc.,
EADMS
tasks

Outlook Email,
Outlook Calendar,
Outlook Contacts,
Microsoft Word,
Microsoft
PowerPoint,
Promethean
flipcharts, Document
Camera, iPads,
Smartphone,
EADMS, DataWise

Outlook Email,
Outlook Contacts,
Microsoft Word,
Microsoft
PowerPoint,
Promethean
flipcharts, Document
Camera, iPads,
Smartphone

Google
Classroo
m,
Student
Google
Apps,
Google
Docs,
Google
Slides,
Google
Sheets
Google
Classroo
m,
Student
Google
Apps,
Google
Docs,
Google
Slides,
EADMS

Outlook Email

Google
Classroo
m

Outlook Email,
Outlook Calendar,
Outlook Contacts,
Microsoft Word,
Microsoft
PowerPoint,
Microsoft Excel,
Microsoft Publisher,
Document Camera,
iPads, Smartphone,
EADMS, DataWise

Rather
than a
training
session,
what job
aids, such
as a 1-2
minute
video,
might
help you?

Promethe
an
Flipcharts

DL

Various
Logins EADMS,
Google
Account,
etc.

SE

EADMS
tasks

JB

JL

RazKids
tasks, IXL
tasks,
Report
card tasks,
If there is
a specific
task, or
you have
another
idea, list
in "other"
below,
interactive
whiteboar
ds,

CAPSTONE PROPOSAL Laurie White

32

Table A
Madroa Google Apps for Education Survey Results
Time
stamp

11/9/2
015
19:09:
45

Wha
t do
you
kno
w
abou
t the
app
Goo
gle
Clas
sroo
m?

How
comfort
able are
you
using
your
@learn.
conejou
sd.net
account
?

How
comf
ortabl
e are
you
using
Gmai
l?

How
comforta
ble are
you
using
Google
Docs?

How
comf
ortabl
e are
you
using
Goog
le
Slides
?

How
comf
ortabl
e are
you
using
Goog
le
Sheet
s?

Please check each

application you
feel very confident
using, no
additional training
requested.

Microsoft Word,
Microsoft
PowerPoint,
Document Camera,
iPads, Smartphone

What
applicati
ons do
you
want to
learn
more
about, or
think
30-60
minutes
of
training
is
needed?
Google
Classroo
m,
Google
email,
Google
Docs,
Google
Slides,
Google
Sheets,
EADMS,
Promethe
an
Flipcharts

Na
me

LD

Rather
than a
training
session,
what job
aids, such
as a 1-2
minute
video,
might
help you?

RazKids
tasks,
Sound
system,
EADMS
tasks

CAPSTONE PROPOSAL Laurie White

33

Table B
Google Classroom Beta Testing Training Evaluation Form
Date:
Trainer:
Location:
Please indicate your level of agreement with the statements listed below:
Strongly

Agree

Neutral

Disagree

Agree

Strongly
Disagree

1. The objectives of the training were clearly defined.

2. The topics covered were relevant to me.

3. The content was organized and easy to follow.

4. Participation and interaction were encouraged.

5. The trainer was prepared.

6. The materials were helpful.

7. The trainer was knowledgeable about the

8. The training objectives were met.

9. The time allotted for the training was adequate.

10. The training room was adequate.

training topic.

11. What did you like most about this training?

12. What aspects of this training could be
improved?
13. How will you use this training in your
classroom?
14. What additional Google Apps for Education
training would you like in the future?

CAPSTONE PROPOSAL Laurie White

34

Table C
Table C
Google Classroom Training Evaluation Form
Date:
Trainer:
Location:
Please indicate your level of agreement with the statements listed below:
Strongly
Agree

Agree

Neutral

Disagree

Strongly
Disagree

1. This training was relevant to me.

2. This training provided clear objectives.

3. I was able to meet all of the objectives.

4. This training will help me work

collaboratively with my students.

5. I will use what Ive gained during this
training with my students.
6. I would like additional training in other
GAFE products.
Which products?
7. How might using GAFE impact the way I teach?
8. How might using GAFE impact the way my students learn?