Running head: ISD REPORT: GOOGLE CLASSROOMTM

EDUC 633
ISD Report: Google Classroom
Liberty University
Casey Lynn Belcher
Jettie Dush
Robert Fishel
Christie Harris
Kristin Heckman
Jeremy Sutter

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ISD REPORT: GOOGLE CLASSROOMTM

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Abstract

The purpose of this professional development series is to acclimate educational staff to the
features of Google Classroom . The features will be presented in a series of three online
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workshops that will begin by assisting participants in creating their own Google Classroom .
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The second module in the sequence will coach staff through the steps needed to create and grade
their own assignments in Google Classroom . The final module will ask staff to create and
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organize a Google Drive account. The goal of these modules is to help staff familiarize
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themselves with the platform at a pace that is appropriate and comfortable for each individual,
thus instilling a positive attitude toward implementing the platform in the classroom. A
secondary goal to the professional development series is to facilitate the initial setup of a Google
Classroom as well as a library of educational resources that teachers may use in their
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classrooms.
Keywords: Google Classroom , Google Drive , Google Docs
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ISD REPORT: GOOGLE CLASSROOMTM

Needs Identification
Google Classroom is an educational tool that helps teachers to promote learning inside
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and outside of the classroom. Many schools are beginning to allocate resources to help teachers
utilize Google Classroom (Logofatu, 2015). Teachers must understand the functionality and
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capabilities of Google Classroom to take full advantage of this educational resource. The
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potential of learning management system (LMS) tools cannot be fully reached if teachers are
unwilling to change teaching practices to adapt to the new way of learning (Georgouli,
Guerreiro, & Skalkidis, 2008). In training, teachers must be given the freedom to experiment
within the structured guidance and develop their own pedagogical approaches.
Our instructional design report will provide teachers with a professional development
opportunity to learn how to use Google Classroom . This workshop is designed for middle
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school and high school teachers, but the topics covered are applicable to other education levels.
The workshop will use Google Classroom to show educators the different features that are
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available, such as developing course material, creating assignments, and utilizing other Google
apps. This workshop allows teachers to logon as a teacher and as a student to get both
perspectives for this unique training opportunity.
Goal Statement
The goal of this professional development series is to introduce Google ClassroomTM
features to grades 6-12 instructional staff and instill a positive attitude towards its
implementation in the learning experience. The workshop will occur throughout three
asynchronous online modules. Participants will need individual access to an Internet-capable
device, Internet, and Google ClassroomTM. At the conclusion of Module Three, participants will

ISD REPORT: GOOGLE CLASSROOMTM

be able to create, edit, post, and grade course assignments and activities using the Google
ClassroomTM features.
Module One of the workshop will consist of an instructional video that demonstrates how
to create a new class and change various settings within the class. This module will illustrate
what the platform looks like in both teacher mode and student mode, and compare the two
accounts. After viewing the instructional video, participants will use a given username and
password to login and create their own class. Staff will also add a student and practice changing
the settings, as well as navigate through the platform using the icons.
Module Two of the workshop will also occur asynchronously and begin with an
instructional video. This tutorial will demonstrate how to create and grade assignments. The
video will also illustrate how the assignments will appear on the students accounts and how
students will submit these assignments. After viewing the tutorial, participants will create an
assignment using the class they created during the previous module, and practice editing the
assignment as necessary.
Module Three will begin with a video tutorial on how to save and organize assignments
on Google DriveTM, a cloud based file storing and sharing service. The video will focus on
creating a document on Google DocsTM, a word processing application within Google
DriveTM. After viewing this video, staff will be able to create, edit, and share course assignments
and activities with peers using Google DriveTM. These skills will be transferable to other
GoogleTM applications such as Google SheetsTM, a spreadsheet application, Google SlidesTM, a
presentation application, and Google FormsTM, an application for creating surveys, polls, or
quizzes and importing results into a spreadsheet. Upon completion of this module, participants
will reflect on their learning process and identify key takeaways as well as potential areas of

ISD REPORT: GOOGLE CLASSROOMTM

improvement regarding the professional development experience. Participants will begin

building a library of educational resources that can be used in their classrooms and shared with
peers.
Task Analysis
Goal Statement:

goal of this professional development workshop is to introduce Google Classroom

Learner and Context The
Analysis

This

features to 6-12 grade

instructional staff, promote professional confidence with new educational technology through proper training, and
st
assist
teachers
with facilitation
of learning with the
integration of 21
educational technology within a
instructional
unit
is intended
as a professional
development
unitcentury
for teachers
classroom.
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Goal 1:
currently working
in grades 6-12. The instructional portion
Goal 2: of the course will involve
Learn about GoogleTM Apps and
how they are beneficial and
st
participants
essential in a 21viewing
century instructional
learning environment.

videos

Explore Google ClassroomTM

Setup applications, tools, and
online
accessed through
resources.

Goal 3: Goal 4:
Create LinksView
for course
resources
Functions
and settings

in Google Classroom.
Google Classroom , followed
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by participants completing directed activities to set up their own Google Classroom .

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Participants will complete the activities online, and will work collaboratively with other online
participants by posting questions and answers to a discussion board.
Subset 1.0

Subset 2.0

Subset 3.0 Subset 4.0

All learners will need an Internet-capable

device, Wi-Fi, and a Google
forfamiliar
Education
Create class
Become
with creating
a Drive
folder
Collaborate
with other
teaches
for

Watch the video on Google Classroom

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and

Subset 2.1
for class documents,
files,
and assignments.
instructional
lessons
share points within
the beneficial uses in todays education and
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Add students to course
Subset
Google Drive
.
account. In addition to teacher accounts,
participants should also be assigned
a 3.1
separate
student
how it works.
Subset 2.1 a
Explore document types to create or add
Become familiar with teacher view and student
assignment submission for student.
Subset 1.1 a
view
in
class
creation.
account so that they
can
see
both
how
instructors
and
students
will
interact
through
Subset
3.1 a Google
Have Internet capability to setup GmailTM
Subset 2.2
Become familiar with creating a name for
account or go to www.gmail.com sign in if
Explore creating announcements, modifying an
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ClassroomTM. The use of a Googleannouncement,
Classroom
for this
lesson isto compatibleassignment
with the learning
and posting
announcements
Subset 3.2
teacher has an existing account.
multiple classes.
Explore due date and time creation for
Subset 1.1 b
Subset
a
assignments.
goals because it will allow teachers
to 2.3
view
what students will experience in
using Google
Be able to access classroom.google.com to
Explore student comment abilities and settings
Subset 3.3
Subset 2.4
Become familiar with student submission
setup account with password.
ClassroomTM for a course. Participants
need toandhave
Wi-Fi
with sufficient
bandwidth to
Explore will
the permissions
settings
and
options.
Subset 1.2
modifying student view settings.
Subset 3.3 a
Select status of account setup: teacher or
2.4 a
Determine student ability to edit document and
accommodate video streaming. Subset
Explore email notifications feature
view document.
student in setup settings.
2.4 c
Subset 3.4
Subset 1.3
Explore(2005)
the help feature
Become
familiar with grading and modification
Knowles, Holton, & Swanson
note that adult learners learn for
life-centered
Navigate to the Home Page.
2.4 d
of grading page.
Explore adding a teacher to your class
3.5
reasons, choosing to learn to meet2.4needs
or situations that arise in life rather
thanpage
learning
e
Explore
layout design view for classes
Explore adding teacher contact information

specific subjects. Therefore, it is important to motivate adult learners by motivating them to see

Figure 1. Task analysis listing goals and subsets following a Dick, Carey, & Carey model for a Google Classroom TM lesson

the need for change and seek instruction make those changes. Workshop leaders should
recognize the experience and professional knowledge of adult learners and encourage their

ISD REPORT: GOOGLE CLASSROOMTM

contributions to the group. Knowles, Holton, & Swanson (2005) say that learners will be more
creative and achieve greater amounts when you place faith in them and allow them to see
themselves as the center of control. In preparing for adult learners, it is important to note that
they will want to feel that they have control over what they learn, prefer to be taught by a
facilitator rather than a lecturer, prefer a problem solving approach, and will want to see a
relevant use for what they are learning (Malone, 2014). It is also important to understand that
teachers have busy schedules and create flexibility and support when needed. To make the
experience more meaningful to teacher participants, the workshop should be interactive and
work-based, including activities that encourage discussions about best practices for the
classroom (Picciano, 2011).
Instructional Objectives
Learners will progress through four components of learning to use Google ClassroomTM
in 2 class training periods and a third class that will focus on refining the knowledge covered in
the training. They will start with the basics of setting up a classroom. They will then progress to
a higher level of use focusing on more Google tools and computer programming. Upon
completion of each component learners will create and share their personal classroom that they
will use with students in the 2015-2016 school year.
Component 1: Google Classroom Setup
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1. Upon completion of this lesson, learners will gain knowledge on setting up their Google
Classroom with 100% activation.
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2. Learners will learn and leave the classroom with 100% working knowledge of Google
Classroom .
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ISD REPORT: GOOGLE CLASSROOMTM

3. Learners will set-up a classroom and learn the basic functions of Google Classroom

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homepage and learn 70% of all functionality.

Component 2: Explore Google Classroom

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1. Learners will be able to navigate both student and teacher interface with 100% comfort
level.
2. Learners will gain a knowledge base to help them answer peer and student questions
about the interface with 90% accuracy.
3. Upon completion of this lesson students will understand how to use 80% of the Google
Classrooms features and tools.
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4. Learners will learn information to access and communicate with others through
comments with 100% proficiency.
5. Learners will start adding personal and classroom information to their classroom with
90% of class syllabus complete on their account.
Component 3: Classroom data and collection
1. Learners will create and save files in Google Drive to share with others 90% of the time.
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2. Learners will create assignment programing and criteria.

3. Learners will understand all options for student submission of assignments.
4. Learners will grasp knowledge about other apps to assist with assignments and grading.
Component 4: Peer pair and share session
1. Learners act as experts in Google Classroom and share experience and info with others.
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2. Learners will gather knowledge and information on apps that can assist teachers in
Google Classroom .
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Assessments

ISD REPORT: GOOGLE CLASSROOMTM

1. All learners will take a pre/posttest for all components of Google Classroom .
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2. Learners must earn 95% on posttest to show mastery of skills.

3. Instructors would like to see at least a 50% growth of learning between data sets.
4. During the components, learners will have questions sent to their computer to do a self-check
on available information.
5. After personal reflection and group discussion, learners will evaluate and analyze their needs
and knowledge of Google Classroom .
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6. Learners will submit classrooms components of each session and share with the teacher to
check for accuracy.
7. After completion of the class learners will receive a Google Form to rate the class and
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instructor.
Instructional Strategy- Module 1
Objective

PreInstruction
Learners will set-up a Learners will
classroom and learn
complete a
the basic functions of survey
Google ClassroomTM indicating their
homepage.
prior
experience with
GoogleTM.
Learners will
be placed in
groups based
on their grade
level and
subject they
teach.
Instructional Strategy- Module 2

Content

Assessment

Learners will
Pre-assessment on
watch a video to Google
learn the basics ClassroomTM
of Google
ClassroomTM as
well as watch
videos to learn
how to create a
Google
ClassroomTM
homepage.

Time
Module 1

ISD REPORT: GOOGLE CLASSROOMTM

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Objective

PreInstruction

Content

Assessment

Time

Learners will be able

to navigate both
student and teacher
interface

Learners will
access
GoogleTM PD
website and see
objectives and
daily tasks that
must be
completed.

Learners will
access Google
ClassroomTM as
a student and
complete tasks.

Learners will
complete the
given tasks in
Google
ClassroomTM both
as the teacher and
student.

Module 2

Learns will
understand the use of
Google
ClassroomsTM
features and tools.

Learners will
work with their
groups based
on subject and
grade level
taught.
Learners will
access
GoogleTM PD
website and see
objectives and
daily tasks that
must be
completed.

Learners will
complete selfcheck quizzes.

Learners will
watch a video
that will discuss
the different
features and
tools that
Google
ClassroomTM
offers.

Learners will
complete the
given tasks in
Google
ClassroomTM.

Module 2

Learners will
complete selfcheck quizzes.

Learners will
work with their
groups based
on subject and
grade level
taught.
Instructional Strategy- Module 2 contd.
Objective

PreInstruction

Content

Assessment

Time

ISD REPORT: GOOGLE CLASSROOMTM

Learners will learn
information to access
and communicate
with others through
comments.

Learners will start

adding personal and
classroom
information to their
classroom.

Learners will
access
GoogleTM PD
website and see
objectives and
daily tasks that
must be
completed.
Learners will
work with their
groups based
on subject and
grade level
taught.
Learners will
access
GoogleTM PD
website and see
objectives and
daily tasks that
must be
completed.

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Learners will
watch a video
that will show
how to access
and
communicate
with others
through
comments.

Learners will
practice
communicating
with others
through
comments.

Learners will
watch a video
on how to add
personal
information into
their Google
ClassroomTM
that they
created.

Learners will add

personal
information into
their Google
ClassroomTM.

Module 2

Learners will
complete a selfcheck quiz.

Learners will take

a complete quiz
indicating they
have completed
all tasks thus far.
Learners will be
able to add
comments or post
questions before
submitting the
quiz.

Module 2

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Instructional Strategy- Module 3

Objective

PreInstruction

Content

Assessment

Time

Learners will create

and save files in
Google DriveTM to
share with others.

Learners will
access
GoogleTM PD
website and see
objectives and
daily tasks that
must be
completed.

Learners will
watch a video
on how create
and save files in
Google
DriveTM.

Learners will
create a Google
DocTM and attach
in a Google
Classroom TM
assignment to
create a copy for
each student.

Module 3

Learners will create

assignment
programing and
criteria.
Learners will
understand all
options for student
submission of
assignments.
Learners will grasp
knowledge about
other apps to assist
with assignments and
grading.

Learners will
access
GoogleTM PD
website and see
objectives and
daily tasks that
must be
completed.

Learners will
watch a video
on learn how to
create an
assignment.
In this video
learners will
learn of the
different
options for
students to
submit
assignments.
In this video
learners will
learn of other
apps to assist
with
assignments and
grading.

Learners will
share their created
documents to be
checked for
accuracy.
Learners will take
a self-check quiz
to check for
understanding on
creating,
submission, and
grading
assignments.

Module 3

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Instructional Strategy-Module 3 contd.

Objective

PreInstruction

Content

Assessment

Time

Learners will gather

knowledge and
information on apps
that can assist
teachers in Google
ClassroomTM.

Learners will
collaborate in
groups with
others in their
same subject
area or grade
level.

Learners will
work with their
groups to find
apps that could
be used with
Google
ClassroomTM.

Module 3

Learners act as
experts in Google
ClassroomTM and
share experience and
info with others.

Learners will
collaborate in
groups with
others in their
same subject
area or grade
level.

Learners will
present their
Google
ClassroomTM to
their group
members.

After personal
reflection and
group discussion
students will
evaluate and
analyze their
needs and
knowledge of
Google
ClassroomTM.
Learners will
indicate their
thoughts and
discussions in an
online survey.
Learners will take
a post-test Google
ClassroomTM to
show knowledge
gained throughout
this PD.

Module 3

Learners will
complete a
GoogleTM form
where they will
rate this PD class
and professor.
Media Selection
Google Classroom

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Are additional supports needed to access the media (e.g. plug-ins, special software, etc)?

ISD REPORT: GOOGLE CLASSROOMTM

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Each participant must be part of a Google Apps for Education domain in order to use
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Google Classroom within that domain. For example, our Google Classroom is part of
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the educ633isdproject" domain, the teacher login will be

teacher@educ633isdproject.com and the student login is
student@educ633isdproject.com.
What are the computer capability requirements that learners need to use the media?

Participants need computers that have audio and video capabilities to watch instructional
course materials.

What are the bandwidth requirements that learners need to use the media?

High-speed internet connection - 1 Megabytes Per Second (Mbps) recommended

Who will create the media? What skills are needed?

Our team created a sample Google Classroom that introduces participants to the
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general features and functionality for this media.

What skills will the users (instructor and students) need? How will skills be developed?

This professional development discusses basic fundamentals of Google Classroom

No prior skills are needed for this training, though an understanding of Google Drive ,

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Google Docs , Google Forms , and Google Slides will be helpful. Addition resources will
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be provided to understand the sharing features of these applications.

Skills will be developed by completing training modules.

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References
Georgouli, K., Guerreiro, P., & Skalkidis, I. (2008). A framework for adopting LMS to introduce
e-learning in a traditional course. Educational Technology & Society, 11(2), 227.
Knowles, M.S., Holton III, E.F, & Swanson, R.A. (2005). The Adult Learner: The definitive
classic in adult education and human resource development. London: Routledge.
Logofatu, B., Visan, A., & Ungureanu, C. (2015). Google Classroom - The new educational
challenge. Paper presented at the International Scientific Conference eLearning and
Software for Engineering , 2, 493-499.
Malone, S. (2014). Characteristics of adult learners. Training & Development, 41(6), 10-13.
Picciano, A.G. (2011). Educational Leadership and Planning for Technology (5 ed.). Boston:
th

Pearson.