Running head: Case Study

Case Study - Part Four

Google Classrooms Impact Within Teaching
By: Terri Alexanian
EDUC 515 - Summer 2015

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Abstract
In this case study I will discuss the impact Google classroom plays in teaching, especially
in a special education setting. I will discuss how it supports the teachers lessons and classroom
management. I will discuss how students and teachers use the application to communicate
assignments, announcements, and give or receive feedback. Moreover, I will explain how
Google Classroom supports teachers by giving the students brain-based learning environment.

Summary of Google Classroom and its Effects on Teaching

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Google classroom offers a way for teachers to stay organized while they effectively
manage their classroom in a technological environment. With only a few easy steps, educators
can easily set up an online classroom through google.com. Once a Google account has been
created the educator can set up their classroom by gaining a class code. They will listing their
students names, class information, and information about their self for students to view. Once
received, the students will enter the code into their Google account on their computer, tablet, or
other hand-held device, giving them access to their teachers classroom.
In each online classroom, the teacher can create and distribute assignments. Teachers can
also give students feedback to any questions or comments they may have, or response to their
assignments. Furthermore, teachers can monitor students progress on assignments by how much
time they have spent on the assignment or if they have completed it or not. As a special
education teacher I have created a classroom for each of my class periods. In each online
classroom, I can organize them with different streams," which are discussions that list
assignment information, announcements, or additional support for my students. Creating
individual classes for each period will better assist my students of special education as they will
only be given information for their specific class. This will eliminate any confusion of which
assignments are assigned to which class or period. In addition to announcements and
assignments, I can create documents and attachments by placing them in the stream as helpful
tools or extra information on the content and lesson. These items can be in the form such as an
instructional video, images, directions, literature, or more.
The students will have full access to their online classroom once they enter the class code
into their account. The students can read the stream that the teacher entered and gain project
support from it. The classroom will keep them organized by showing them announcements of

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when assignments are specifically due and if the student had already completed it. Lastly, with
the teachers permission, the students may share a message in the class stream as well as
comment on messages, announcements, and assignments from the educator and other students.
Analysis and Evaluation of the Case Study Findings
My original thoughts on Google Classroom was that it was going to be very technical and
difficult for most users who do not have much experience with an online classroom. After
reviewing the application, I found this was an incorrect thought. For one thing, it is a quick and
simple process in adding a classroom to your account. With a click of a few buttons and I was
done. Google made the process very straight forward and simple. The second, thing that makes
this app very easy to use is how well organized the app is. It is clean of unnecessary items or
graphics, making it easy to follow and understand its abilities and use.
My next initial thought was, How effective is Google classroom with holding classroom
content and being able to distribute it out? When I entered my classroom and posted to a
stream, I quickly saw how simple I can give support to my students of the content they need.
The app makes it extremely easy to click on either assignment or announcement and place any
attachment to the post. Once finished both the teacher and students can view the stream I created
with all the support documents, videos, and more. They can comment, review, and even revise
documents.
Applying the Use of Technology
If an educator chose to use the app merely as a form of communication, such as giving
announcements only, then cognitive dissonance of technology would occur. For example, if
students did not receive any additional support such as learning videos, lessons, images,

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assignment examples, or content literature, then they would lack understanding of the content.
To avoid this cognitive dissonance, educators need to use the app to its fullest potential with all
that it offers. It needs to be used as a source of reference, communication, creation, and
distribution of information and assignments. If used properly, learners can learn greatly from its
technology use.
Learners use their whole brain to extract meaning, also known as brain-based learning.
To use their brain-based learning Students need a well orchestrated education, enriched with
appropriate experiences that allow them to process experiences in such a way to increase
meaning. Brain-based learning also explains how students use their multiple intelligences such
as: linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, interpersonal,
intrapersonal, and naturalistic (Miller 2004). Technology in the classroom allows learners to use
these multiple intelligence to gain meaning. Google classroom is a perfect tool that allows the
educator to provide various forms of content to their students. It offers a well organized and
engaging learning environment for the students to extract meaning from.
Overall Results of the Case Study
Overall, I believe Google Classroom is a strong asset and should be used in a classroom
at least part time. By providing students with a supportive, blended learning environment of
technology and the traditional setting, students will gain access to a brain-based education. This
online application allows teachers to paperlessly create assignments, distribute and collect them
supporting the management of the classroom. It is a fantastic tool for students to understand the
classroom assignments, receive teacher announcements, and collaborate with their peers.
Moreover, educators can support their students learning by giving them lessons enriched with
content of the subject they are studying.

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Recommendations
As I researched information of this case study, I wanted to further understand how a
brain-based learning environment and technology go hand in hand. I researched further and
found an article by Anita Miller, Brain-Based Learning With Technological Support and her
findings on the subject. I found this article interesting and agree with its contents that students
use multiple intelligences to learn. From my experience as well as recorded research findings,
students do not learn the same way. Some learners, such as my students in special education,
require a lot of visuals and auditory support. Using technology truly supports their learning
allowing for an appropriate education for them.

References
Google for Education. Retrieved June 24, 2015.
https://www.google.com/edu/training/get-trained/classroom/introduction.html
EdTech, Focus On K-12. Q&A with Google Classroom Expert Alice Keeler on the Future of
Education. Retrieved June 24, 2015.
http://www.edtechmagazine.com/k12/article/2015/05/qa-google-classroom-expert-alice-keeler

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Google for Classroom. Blog Spot. Teaching Teams: New way to work together in classroom.
Retrieved June 24, 2015.
http://googleforeducation.blogspot.com/2015/04/teaching-teams-new-ways-to-work.html
Teacher Tech. Alice Keller. Twenty Things You Can Do With Google Classroom. Retrieved June
24, 2015.
http://www.alicekeeler.com/teachertech/2014/09/07/20-things-you-can-do-with-googleclassroom/.
Google Classroom Help. Retrieved June 24, 2015.
https://support.google.com/edu/classroom/?hl=en#topic=6020277
Brain-Based Learning With Technological Support. Miller, A. (2004). Retrieved July 17, 2015.
http://files.eric.ed.gov/fulltext/ED485052.pdf