Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.

6774615, ISSN 2822-4353

Research Article

The Google Productivity Tools Skills of Teachers Basis for Training-Workshop

Daisy Marie A. Lucas*

For affiliations and correspondence, see the last page.

Abstract

In light of the Enhanced Community Quarantine due to the COVID-19 pandemic and to further
promote the #DigitalRise and #SulongEduKalidad programs of the Department of Education, the
researcher wants to cascade a training workshop for Gsuite Education. This study aims to discover
the Google Productivity Tools Skills of Teachers. Through the Google Productivity Tools Skills
survey assessed by the researcher, the survey provides the performance indicators to evaluate the
level of knowledge and competence of teaching staff to apply google productivity tools in the
educational and office setting. This survey form will be the tool for assigning their training course .

Keywords: GoogleProductivity Tools, #DigitalRise, #SulongEduKalidad, COVID-19 Pandemic

Introduction years. Knowing her proficiency in audio-visual

Man lives in a world of change. Everywhere must
study and understand the world around him to keep
abreast of the trends of constant change. One must
acquire and discover new knowledge on how it affects
his daily existence, for scientific and technological
progress has changed man’s way of life.
technology and ICT inclination she was assigned as
School ICT Coordinator and Lead ICT Coordinator
among Congressional District Schools. This action
research aims to help the teachers to adopt the trend in
our so ciety to be sk illfu l in In fo rm atio n
Communication Technology so that they will be able
to teach this generation, who are exposed to
technology.

This is an age of technology, and much of the progress
now has been accelerated and attained through
continuous research and study. The rapid advancement
of technology has brought different discoveries and
inventions. The different tools and equipment have
helped people to do their jobs faster and even better.
The declaration of COVID-19 as a pandemic by the
World Health Organization had impacted education
and it cause a lot that even the learning of the students
was affected (Herrera & Caballes, 2022)
As we through the 21st century, technology in the
classroom is becoming more and more predominant.
Tablets are replacing our textbooks and we can
research just about anything that we want on our
smartphones. Social media has become commonplace,
and that way, the use of technology has completely
transformed the way we live.
Through the Google Productivity Tools Skills survey
assessed by the researcher, the survey provides the
performance indicators to evaluate the level of
knowledge and competence of teaching staff to apply
google productivity tools in the educational and office
setting. This survey form will be the tool for assigning
their training course.
In general, this set of competencies aims to prepare
teachers to become users of various ICTs that will help
their clients and themselves benefit from the
technology. It may stimulate teachers to produce
materials that can utilize in teaching. It may serve as a
model in the preparation of other media instruction.
The adequacy of the instructional material that they
will make may help in the actual performance of their
duties to make the teaching and learning process
interesting and meaningful.

Educators, too, have seen firsthand the benefits of
technology in the classroom. According to the
research, around 75 percent of educators think that
technology has a positive impact on the teaching-
learning process.
The prime benefits are: 1.) access to information and
knowledge resources, 2.) communication and
knowledge sharing, and 3.) work efficiency. Some of
these competencies are expected to be acquired during
training-workshop.

In the school, the proponent has been teaching for 9 The prime benefits are: 1.) equip the teachers on the

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use of G Suite Education that could be used to enhance
their teaching instructions, 2.) enhance teachers’ ICT
skills in terms of using multimedia in their teaching,
and 3.) work efficiency. Some of these competencies
are expected to be acquired during the training
workshop.
At this point, the results of the survey will be
dependent on how to conduct a training workshop for
the teachers.
Research Questions
This study aims to determine the google productivity
tools skills of Teachers basis for Training-Workshop.
Specifically, this sought to answer the following
questions:
1. What is the level of the respondents’
proficiency in the following Google Apps:
1. Google Docs;
2. Google Sheets; and
3. Google Slides?
2. What training workshop can be developed to
improve the google productivity tools skills of
teachers?
Literature Review
This part presents the implication of technology in the
teaching and learning process, read and analyzed by
the researcher in order to have a background of the
study and to show how significant was technology in
education.
The Role of Technology in Education
Technology’s role in this generation is to facilitate the
learning process so that it will increase the efficiency
and effectiveness of the teaching process. When
technology is applied to the educational setting, both
the students and teachers can be viewed as learners.
Thus, we can say that any increase in teachers’ ICT
literacy skills has an impact on increasing students’
achievement in school (Courvelle, 2011).
Today, technologies used to improve and facilitate
learning can be found everywhere. Leaving other
contextual factors to the side-such as unequal access to
technological and connected technologies across
schools and districts-we can only say that we have
embraced technology in education in schools, the main
purpose is to change how teachers and students gather,
access, analyze, present, and transmit information.
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This can democratize information in classrooms as
well as help differentiate instruction, particularly for
students with special needs (Waddell, 2015).
Research has illustrated that many educators have a
hard time integrating technology into their teaching
process because some of them are not good at
technology. At the same time, technology has a great
responsibility to enhance their teaching career
(Waddle, 2015).
According to Millar 2014, this generation the pupils
are growing up in a digital world. With the change of
their learning styles, the role of the teacher is changing
too; as well as being a presenter of lesson material,
they also assume the role of facilitator/ coach in an
increasingly collaborative learning environment.
The Advantages of Technology as a Teaching Aid
According to Belcher 2015, in today’s world, where
just about everything is more convenient and
accessible due to advances in technology all over the
world. She stated that technological advances show
people a more efficient way to do things. In education,
it has been greatly advanced by the technological
advances of computers. Students can learn in an easy
way; they will be able to know easily what’s
happening in their surroundings through browsing the
internet.
Nowadays, integrating ICT is one of the most
preferred methods of learning. Traditional lessons
have been supplemented by virtual ones. Using Google
slides presentations and other sources of ICT the
pupils will enjoy the interactive multimedia because
they will be able to learn easily.
Enhancement of Teachers in ICT
Computer and technology play a predominant role to
meet its challenges. A teacher is a source in the
process of teaching and learning, knowledge of ICT
and skills to use ICT in teaching-learning have gained
immense importance for today’s teacher (Charles,
2011).
The successful use of technology in the field of
education has transformed the teaching-learning
process, so the department should provide more
training and opportunities (Caballes & Delos Reyes,
2022).
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Research Article

Methodology Slides) and their training needs. The presentation and

discussion followed the sequence by which specific
questions were stated for clarity and consistency.
Research Design
Teachers’ Level of Google Productivity Tools
This study employed descriptive action research which
means it involves description, recording, analysis, and Table 1. Shows the result of the online survey about
interpretation of the study, present nature, Google Docs
composition, process, and phenomena. This study
focused on present conditions that may lead to an
increased quantity of knowledge or increased insight
into factors that are operating. The ICT literacy
competency will be based on the description of the
current situations.

Respondents

The school has 30 teachers and caters from Kinder to

Grade 6 pupils. This action research was delimited to
assess the computer training needs of teacher
respondents.

Gathering of the Data

The online survey checklist is the main research

instrument used in the gathering of the desired data.
The online survey checklist will determine the google
productivity tools skills of each teacher in Balingasa Question 1. The number of teachers who know how
Elementary School. Specifically, the researcher to create a new google docs.
followed the procedure in gathering the data:
Eighty-five percent (85%) of the teacher-respondents
1. Permission to conduct a survey was secured
revealed that they know how to create a new google
from the principal of Balingasa Elementary
docs. While fifteen percent (15%) don’t know how to
School stating her desire to assess the training
create a new google docs. This means that most of the
needs and attitudes of teachers toward ICT
teachers know how to create a new google docs.
2. A set of questionnaires who agreed to undergo
computer training Question 2. The number of teachers who knows
3. Likewise, permission was secured to conduct
how to save the newly created google docs.
school-based ICT training for teachers in the
library facility of the school.
Eighty-five percent (85%) of the teacher-respondents
4. A well-organized Computer Training Matrices
revealed that they know how to save the newly created
was prepared and submitted with the help of
google docs. While fifteen percent (15%) don’t know
master teachers and the approval of the
how to save the newly created google docs. This
principal.
means that most of the teachers know how to save the
5. The researcher then applies intervention using
newly created google docs.
training/workshop for the proposed training
matrices. Question 3. The number of teachers who knows
how to open, edit, save and close existinggoogle
Results and Discussion docs.

Eighty-five percent (85%) of the teacher-respondents

This section presents, analyzes, and interprets the data
revealed that they know how to open, edit, save and
gathered in this action research. This includes an
close existing google docs. While fifteen percent
online survey to determine their proficiency in the
(15%) don’t know how to open, edit, save and close
basic software (Google Docs, Google Sheets, Google

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Research Article
existing google docs. This means that most of the
teachers know how to open, edit, save and close
existing google docs.
Question 4. The number of teachers who knows
how to format text (change font style, size & color).
Eighty-five percent (85%) of the teacher-respondents
revealed that they know how to format google docs.
While fifteen percent (15%) don’t know how to format
document. This means that most of the teachers know
how to format google docs.
Question 5. The number of teachers who knows
how to format paragraph (align/justify text/center).
Seventy-seven percent (77%) of the teacher-
respondents revealed that they know how to format
paragraph. While twenty-three percent (23%) don’t
know how to format paragraph. This means that most
of the teachers know how to format paragraph.
Question 6. The number of teachers who knows
how to change paragraph spacing.
Seventy-seven percent (77%) of the teacher-
respondents revealed that they know how to change
paragraph spacing. While twenty-three percent (23%)
don’t know how to change paragraph spacing. This
means that most of the teachers know how to change
paragraph spacing.
Question 7. The number of teachers who knows
how to indent paragraphs.
Eighty percent (80%) of the teacher-respondents
revealed that they know how to indent paragraph.
While twenty percent (20%) don’t know how to indent
paragraph. This means that most of the teachers know
how to indent paragraph.
Question 8. The number of teachers who knows
how to apply numbering and bulleting.
Seventy-seven percent (77%) of the teacher-
respondents revealed that they know how to apply
numbering and bulleting. While twenty-three percent
(23%) don’t know how to apply numbering and
bulleting. This means that most of the teachers know
how to apply numbering and bulleting.
Question 9. The number of teachers who knows
how to change margins, paper size and source.
Eighty percent (80%) of the teacher-respondents
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revealed that they know how to change margins, paper
size and source. While twenty percent (20%) don’t
know how to change margins, paper size and source.
This means that most of the teachers know how to
change margins, paper size and source.
Question 10. The number of teachers who knows
how to move and copy text, insert and delete text.
Eighty percent (80%) of the teacher-respondents
revealed that they know how to move and copy text,
insert and delete text. While twenty percent (20%)
don’t know how to move and copy text, insert and
delete text. This means that most of the teachers know
how to move and copy text, insert and delete text.
Question 11. The number of teachers who knows
how to insert tables.
Eighty percent (80%) of the teacher-respondents
revealed that they know how to insert tables. While
twenty percent (20%) don’t know how to insert tables.
This means that most of the teachers know how to
insert tables.
Question 12. The number of teachers who knows
how insert pictures and images.
Eighty-five percent (85%) of the teacher-respondents
revealed that they know how to insert pictures and
images. While fifteen percent (15%) don’t know how
to insert pictures and images. This means that most of
the teachers know how to insert pictures and images.
Question 13. The number of teachers who knows
how to re-size pictures and images.
Eighty percent (80%) of the teacher-respondents
revealed that they know how to re-size pictures and
images. While twenty percent (20%) don’t know how
to re-size pictures and images. This means that most of
the teachers know how to re-size pictures and images.
Question 14. The number of teachers who knows
how to print a google docs.
Seventy-seven percent (77%) of the teacher-
respondents revealed that they know how to print
google docs. While twenty-three percent (23%) don’t
know how to print google docs. This means that most
of the teachers know how to print google docs.
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Table 2. Shows the result of the online survey about Google
Sheet
Question 1. The number of teachers who knows
how to open and close a google sheet.
Eighty percent (80%) of the teacher-respondents
revealed that they know how to open and close a
google sheet. While twenty percent (20%) don’t know
how to open and close a google sheet. This means that
most of the teachers know how to open and close a
google sheet.
Question 2. The number of teachers who knows
how to create a new google sheet.
Seventy percent (70%) of the teacher-respondents
revealed that they know how to create a new google
sheet. While thirty percent (30%) don’t know how to
create a new google sheet. This means that most of the
teachers know how to create a new google sheet.
Question 3. The number of teachers who knows
how to save a google sheet.
Sixty-seven percent (67%) of the teacher-respondents
revealed that they know how to save a google sheet.
While thirty-three percent (33%) don’t know how to
save a google sheet. This means that most of the
teachers know how to save a google sheet.
Question 4. The number of teachers who knows
how to enter data in multiple cells.
Seventy percent (70%) of the teacher-respondents
revealed that they know how to enter data in multiple
cells. While thirty percent (30%) don’t know how to
enter data in multiple cells. This means that most of
the teachers know how to enter data in multiple cells.
Question 5. The number of teachers who knows
how to delete rows or columns.
Sixty-four percent (64%) of the teacher-respondents
revealed that they know how to delete rows or
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columns. While twenty-six percent (26%) don’t know
how to delete rows or columns. This means that most
of the teachers know how to delete rows or columns.
Question 6. The number of teachers who knows
how to insert/delete/copy a google sheet.
Sixty percent (60%) of the teacher-respondents
revealed that they know how to insert/delete/copy a
google sheet. While forty percent (40%) don’t know
how to insert/delete/copy a google sheet. This means
t h a t m o s t of the t e a c h e r s k n o w h ow to
in sert/delete/copy a google sheet.
Question 7. The number of teachers who knows
how to add border effect.
Sixty-seven percent (67%) of the teacher-respondents
revealed that they know how to add border effect.
While thirty-three percent (33%) don’t know how to
add border effect. This means that most of the teachers
know how to add border effect.
Question 8. The number of teachers who knows
how to preview a google sheet.
Sixty-seven percent (67%)) of the teacher-respondents
revealed that they know how to preview a google
sheet. While thirty-three percent (33%) don’t know
how to preview a google sheet. This means that most
of the teachers know how to preview a google sheet.
Question 9. The number of teachers who knows
how to print a google sheet.
Sixty-four percent (64%) of the teacher-respondents
revealed that they know how to print a worksheet.
While twenty-six percent (26%) don’t know how to
print a worksheet. This means that most of the teachers
know how to print a worksheet.
Question 10. The number of teachers who knows
how to insert data in a cell.
Twenty-seven percent (27%) of the teacher-
respondents revealed that they are excellent on how to
insert data in a cell, then thirty-three percent (33%) of
the respondents revealed that they are good in inserting
data in a cell, twenty-seven percent (27%) of them are
fair while thirteen percent (13%) of them are poor.
This means that most of the teachers are good on how
to insert data in a cell.
Question 11. The number of teachers who knows
how to insert rows or columns.
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Twenty-seven percent (27%) of the teacher-
respondents revealed that they are excellent on how to
insert data rows or columns, then thirty-three percent
(33%) of the respondents revealed that they are good
in inserting data rows or columns, twenty-seven
percent (27%) of them are fair while thirteen percent
(13%) of them are poor. This means that most of the
teachers are good on how to insert data rows or
columns.
Question 12. The number of teachers who knows
how to set properties of cell.
Thirty-six percent (36%) of the teacher-respondents
revealed that they are excellent on how to set
properties of cell, then forty-four percent (44%) of the
respondents revealed that they are good in setting
properties of cell, fourteen percent (14%) of them are
fair while six percent (6%) of them are poor. This
means that most of the teachers are good on how to set
properties of cell.
Question 13. The number of teachers who knows
how to set change google sheet margins.
Twenty-seven percent (27%) of the teacher-
respondents revealed that they are excellent on how to
set change worksheet margins, then thirty-three
percent (33%) of the respondents revealed that they are
good in setting change worksheets margins, twenty-
seven (27%) of them are fair while thirteen percent
(13%) of them are poor. This means that most of the
teachers are fair on how to set change google sheet
margins.
Question 14. The number of teachers who knows
how to create formulas and functions.
Seventeen percent (17%) of the teacher-respondents
revealed that they are excellent on how to create
formulas and functions, then thirty-three percent
(33%) of the respondents revealed that they are good
in creating formulas and functions, twenty-seven
percent (27%) of them are fair while thirteen percent
(13%) of them are poor. This means that most of the
teachers are fair on how to create formulas and
functions.
Question 15. The number of teachers who knows
how to create/format charts and graphs.
Seventeen percent (17%) of the teacher-respondents
revealed that they are excellent on how to
create/format charts and graphs, then thirty-three
percent (33%) of the respondents revealed that they are
Daisy Marie Lucas
good in creating/formatting charts and graphs, twenty-
seven percent (27%) of them are fair while thirteen
percent (13%) of them are poor. This means that most
of the teachers are fair on how to create/format charts
and graphs.
Table 3. Shows the result of the online survey about Google
Slides
Question 1. The number of teachers who knows
how to open and close google slides.
Eighty percent (80%) of the teacher-respondents
revealed that they know how to open and close google
slides. While twenty percent (20%) don’t know how to
open and close google slides. This means that most of
the teachers know how to open and close google
slides.
Question 2. The number of teachers who knows
how to create a google slides.
Sixty-four percent (64%) of the teacher-respondents
revealed that they know how to create a google slides.
While thirty-six percent (36%) don’t know how to
create a google slides. This means that most of the
teachers know how to create a google slides.
Question 3. The number of teachers who knows
how to save a google slides.
Eighty percent (80%) of the teacher-respondents
revealed that they know how to save a google slides.
While twenty percent (20%) don’t know how to save a
google slides. This means that most of the teachers
know how to save a google slides.
Question 4. The number of teachers who knows
how to add text to the google slides.
Sixty-four percent (64%) of the teacher-respondents
revealed that they know how to add text to the google
slides. While thirty-six percent (36%) don’t know how
to add text to the google slides. This means that most
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of the teachers know how to add text to the google
slides.
Question 5. The number of teachers who knows
how to apply bulleting.
Eighty percent (80%) of the teacher-respondents
revealed that they know how to apply bulleting. While
twenty percent (20%) don’t know how to apply
bulleting. This means that most of the teachers know
how to apply bulleting.
Question 6. The number of teachers who knows
how to create/delete pictures and images.
Sixty percent (60%) of the teacher-respondents
revealed that they know how to create/delete pictures
and images. While forty percent (40%) don’t know
how to create/delete pictures and images. This means
that most of the teachers know how to create/delete
pictures and images.
Question 7. The number of teachers who knows
how to rotate or flip a drawn object.
Sixty percent (60%) of the teacher-respondents
revealed that they know how to rotate or flip a drawn
object. While forty percent (40%) don’t know how to
rotate or flip a drawn object. This means that most of
the teachers know how to rotate or flip a drawn object.
Question 8. The number of teachers who knows
how to start a slide show.
Eighty percent (80%) of the teacher-respondents
revealed that they know how to use start a slide show.
While twenty (20%) don’t know how to use start a
slide show. This means that most of the teachers know
how to start a slide show.
Question 9. The number of teachers who knows
how to create slides.
Twenty-seven percent (27%) of the teacher-
respondents revealed that they are excellent on how to
create slides, then thirty-three percent (33%) of the
respondents revealed that they are good in creating
slides, twenty-seven percent (27%) of them are fair
while thirteen percent (13%) of them are poor. This
means that most of the teachers are good on how to
create google slides.
Question 10. The number of teachers who knows
how to apply slides layouts and templates.
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Twenty-seven percent (27%) of the teacher-
respondents revealed that they are excellent on how to
apply slides layouts and templates, then thirty-three
percent (33%) of the respondents revealed that they are
good in applying slides layouts and templates, twenty-
seven percent (27%) of them are fair while thirteen
percent (13%) of them are poor. This means that most
of the teachers are good on how to create slides.
Question 11. The number of teachers who knows
how to create a slide show.
Seventeen percent (17%) of the teacher-respondents
revealed that they are excellent on how to create a
slide show, then thirty-three percent (33%) of the
respondents revealed that they are good in creating a
slide show, twenty-seven percent (27%) of them are
fair while thirteen percent (13%) of them are poor.
This means that most of the teachers are good on how
to create a slide show.
Question 12. The number of teachers who knows
how to create/print handouts.
Twenty-seven percent (27%) of the teacher-
respondents revealed that they are excellent on how to
create/print handouts, then thirty-three percent (33%)
of the respondents revealed that they are good in
creating/printing handouts, twenty-seven percent
(27%) of them are fair while thirteen percent (13%) of
them are poor. This means that most of the teachers
are good on how to apply slide show effects.
Table 4. Teacher’s Proficiency in Productivity Tools
Forty percent (40%) indicated that teacher respondents
are both proficient in Google Docs and Slides. While
twenty percent (20%) of them wants to gain more
skills in Google Sheets.
Conclusion
From the gathered information prior to the conduct of
the seminar-workshop, the following conclusions were
drawn:
1. That most of the teachers responded positively
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and willing to undergo the School-Based ICT
Training
2. Teachers are well motivated when they are
more exposed to the use of computers.
3. Some teachers need more encouragement and
motivation to integrate ICT into their teaching
4. The teacher’s attitude and motivation are
positive and show little need for improvement
5. Most of the teachers suggested they need to
improve and gain more skills in Google sheets
than in Google Slides and docs because they
find it hard for them to page set up and
construct formulas for doing their grading
sheets.
6. An online survey questionnaire is effective to
determine the needs to know their ICT
Literacy.
To enhance the teacher’s level of ICT competence,
giving attention to the following factors provides a
way forward:
1. The continued improvement of the ICT facility
in the school will impact positively on
teachers’ attitudes towards the use of ICT, and
more likely to integrate into their teaching
using these computers
2. Providing more material for every classroom
can help teachers to improve the teaching and
learning process
3. Provide more training for teachers on using the
ICT facility of the school to improve the
teaching-learning process
4. The need to access technical support and
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computers for teachers will enhance their ICT
Competence
5. Develop a Teachers’ Computer Training
Program during INSET (In-Service training for
Teachers) to update the newest ICT teaching
Strategies
6. Increasing the exposure of the teachers’ hands-
on will positively influence a teacher’s ICT
knowledge and skill level.
7. On Curriculum Administration, the customized
learning activities, motivation, and presentation
of the lessons should be based on K-12
Curriculum as well as the constructed/designed
interactive assessment tool/testing item.
References
Aguilar, M.G (2012). E-Classroom Basic Computer Training
Workshop for SSES/Regular Teachers of Project 6 Elementary
School. Action Research.
Caballes, D. G. & Herrera, M. B. (2022). Challenges of Teachers
Amidst Sustained Global Health Crisis. Journal of Humanities and
Education Development (JHED)
Caballes, D. G. & Delos Reyes, F.J. (2022). Digital Technology as a
Mode of Instruction: An Analysis.
Affiliations and Corresponding Information
Corresponding: Daisy Marie A. Lucas
Email: gsote.lucas.da@gmail.com
Daisy Marie A. Lucas
Balingasa Elementary School,
Department of Education - Quezon City, Philippines
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