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    Google Apps PD Part 1 1

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    api-400222381
    This document outlines a training agenda for teaching teachers how to use Google Apps to differentiate instruction for diverse learners. It includes activities that make learning accessible through the apps, which allow for problem-based learning and implementing universal design for learning. Teachers will be assessed based on artifacts they create using the apps and by completing pre/post assessments and professional development logs. The training will provide strategies for teachers to assess the efficacy of the tools with their students, such as using Google Forms surveys and having students keep reflection logs to improve metacognition. Resources to be used include a library space, technology equipment, and tutorials/examples shared through Google Drive.

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    Google Apps PD Part 1 1

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    This document outlines a training agenda for teaching teachers how to use Google Apps to differentiate instruction for diverse learners. It includes activities that make learning accessible through the apps, which allow for problem-based learning and implementing universal design for learning. Teachers will be assessed based on artifacts they create using the apps and by completing pre/post assessments and professional development logs. The training will provide strategies for teachers to assess the efficacy of the tools with their students, such as using Google Forms surveys and having students keep reflection logs to improve metacognition. Resources to be used include a library space, technology equipment, and tutorials/examples shared through Google Drive.

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    This document outlines a training agenda for teaching teachers how to use Google Apps to differentiate instruction for diverse learners. It includes activities that make learning accessible through the apps, which allow for problem-based learning and implementing universal design for learning. Teachers will be assessed based on artifacts they create using the apps and by completing pre/post assessments and professional development logs. The training will provide strategies for teachers to assess the efficacy of the tools with their students, such as using Google Forms surveys and having students keep reflection logs to improve metacognition. Resources to be used include a library space, technology equipment, and tutorials/examples shared through Google Drive.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    76 views3 pages

    Google Apps PD Part 1 1

    Uploaded by

    api-400222381
    This document outlines a training agenda for teaching teachers how to use Google Apps to differentiate instruction for diverse learners. It includes activities that make learning accessible through the apps, which allow for problem-based learning and implementing universal design for learning. Teachers will be assessed based on artifacts they create using the apps and by completing pre/post assessments and professional development logs. The training will provide strategies for teachers to assess the efficacy of the tools with their students, such as using Google Forms surveys and having students keep reflection logs to improve metacognition. Resources to be used include a library space, technology equipment, and tutorials/examples shared through Google Drive.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Samantha Petrosi

    Rationale: My Internet Thing

    Training Agenda
    c. How the outcomes and associated activities meet the needs of diverse learners?
    This PD workshop covers a host of activities that are great to use in a class of diverse learners.
    Specifically, the Google Apps platform is a great tool for engaging students and making learning
    more accessible. Google Applications empowers teachers to differentiate learning and provide
    choice for students. In addition, students can also utilize the applications to engage in problem
    based learning which helps them apply the knowledge to the real world. Lastly, Google apps can
    help implement the principles of Universal Design for Learning more readily. Teachers can
    easily modify or instruct students on the different supports inherent in Google application. One
    tool helpful for ENL students is the define and explore tool in Google Docs. This allows students
    to explore words they are unfamiliar with and even find a visual to help them understand.

    d. How you will assess that the outcomes have been met for the teachers taking the course?
    In order to see integration of one of the applications discussed throughout the workshop, teachers
    will send within 2 weeks, an artifact of a lesson they taught using one of the apps. The artifact
    will show both their creation and student work. Additionally, teachers will be given a google
    form at the beginning of the PD and the end with the same questions to assess learning overall.
    In addition, after each session teachers will be asked to complete a professional development log.
    This log will document the different applications that we have covered and various ways they
    feel they could be integrated into their classroom. This log allows participants to return to their
    notes and ideas from the training. In order to better support integration of the Chromebook and
    google apps, a follow up session should be completed. In this session, more examples of possible
    activities can be shown and perhaps a tutorial on the Chromebook. Students have Chromebook
    but teachers do not which lead to some challenges in understanding how they work.

    e.  The strategies that teachers who participate in the training can use to assess the efficacy
    of the tool with their students

    In this training, teachers are provided with multiple ways to assess the efficacy of the tools used.
    One obvious way is using Google Forms to survey students which teachers learn to operate and
    integrate in this training. In addition, during the training teachers are asked to keep a log of their
    learning. This could also be used in the classroom with students to improve their metacognition
    and reflection. This log would make student thinking visible and teachers could easily track
    student feelings/outcomes with the tools.

    Resources

    Facility: Reserved library space to hold PD sessions


    Equipment: Projector, smartboard, speakers, teacher laptops with internet access, access to
    school network and unique teacher log-ins which are linked to Google
    Materials: handout/tutorials of Google Apps
    Print/Electronic Files: Resources will be shared in google docs via a shared google drive
    folder. This will allow for pairs of teachers to work collaboratively on the documents for
    the jigsaw and can be accessed by all participants. There will be a google doc of the
    jigsaw resources, evaluation instrument for jigsaw resources and pre/post google form.
    Teachers will need their laptops to complete and participate in the training.

    Materials

    Google Drive & Docs Scavenger Hunt


    Google Slides & Draw How to
    Google Classroom How to
    Google Apps Report Card
    PD Log
    Post Assessment

    Additional Training Opportunities

    https://sites.google.com/site/highlandparkgatraining/32-ways-to-use-google-apps

    https://edutrainingcenter.withgoogle.com/

    Exemplar

    Assignment Sheet
    Model/Sample Work

    Literature

    Article #1: Harvell, E. (2014). How Google Apps for Education Can Help You Implement
    Common Core. The Journal: Transforming Education Through Technology. Retrieved
    December 11, 2017, from https://thejournal.com/Articles/2014/09/09/Using-Google-Apps-for-
    Education-to-Implement-Common-Core.aspx?Page=2.

    o https://thejournal.com/Articles/2014/09/09/Using-Google-Apps-for-Education-to-
    Implement-Common-Core.aspx?Page=2

    This article describes a school district in Mississippi that began utilizing the Google Application platform
    in their district as part of the adoption of common core. The district saw the need for greater connectivity
    and collaboration among students and teachers and Google Suite formerly known as Google Apps for
    Education played a key role. The article discusses how the applications are being used in the classroom
    beyond just Google Docs and Google Drive. The article goes on to discuss the promise that using Google
    applications in schools hold specially to help students become effective communicators and collaborators.
    Article #2: Awuah, L. J. (2015). Supporting 21st-Century Teaching and Learning: The Role of Google
    Apps for Education (GAFE). Journal of Instructional Research, 4. Retrieved December 11, 2017 from
    https://files.eric.ed.gov/fulltext/EJ1127612.pdf

    o https://files.eric.ed.gov/fulltext/EJ1127612.pdf

    This article discusses a study done to determine the efficacy of Google apps in enhancing teaching and
    learning as well as a collaboration tool. The research study found that students who participated in a class
    that integrated Google apps were 91% more satisfied than traditional methods. Also 84% of participants
    reported that the applications improved their performances.

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