Title of Grant Project:

Google Apps for Education Training Grant Proposal

Vicki Lee, Lee McFatridge, Stephen (Andy) Meyers

Abstract

This proposal for a professional development grant is made to benefit the teachers and

their students at a high school in Georgia. The school, Visionary Future High School (VFHS),

has a total of 30 teachers who instruct 400 students in grades 9 through 12. The student

demographic is 40% African American, 40% Caucasian, 10% Hispanic, and 10% Native

American. 74% of students have a household income below Federal Poverty Guidelines, and the

majority report limited access to technology outside of school; students ages range from 14 to

18 years old. Teacher professional development has the greatest impact on student learning

when it nurtures higher order thinking among the students and initiates project based learning

(Milken, 32). This grant proposal is to provide funding for comprehensive professional training

for VFHS teachers in the use of Google Apps for Education (GAFE), with additional funding

for an allotment of Chromebook computers for the classrooms at VFHS. As Google applications

have evolved and expanded for use in educational settings over the past several years, their use

has been documented in peer reviewed journal articles. A research study on the use of Google

docs in professional development showed an increase in technological knowledge and

pedagogical content knowledge, elements important to modern educators (Polly, 958). GAFE

learning opportunities for VFHS teachers will also allow them to implement what they learn in

their classrooms when their students are equipped with Chromebooks. According to Garet,

professional development that allows for active learning where the participants are able to

utilize what they learn in their practices is essential to useful development (Garet,

7). Chromebooks are a less costly technology investment for schools than Apple products,

Chromebooks have multiple preloaded applications that students and teacher can access and fill

technology needs allowing students and teachers to work together (Herold,

11). Chromebooks utilize cloud-based technology that allows storage and access to lessons,

documents and presentations on Google servers; this allows students to work in collaboration

and acquire technology skills while reducing the need for paper (Denton, 38). Appendices A and

B below are the Technology Needs Survey and survey results that establish the need for GAFE

professional development grant and funding for Chromebooks.

Proposal

Demonstrated Need: (see Appendix A and B)

A survey was designed to see what types of technology were already being used as well

as the facultys comfort level with such uses. A variety of questions were designed as triggers to

see how the faculty would deal with teacher-student collaboration within the classroom. The

questions that show the most need for Chromebook 1:1 implementation were:

How often do you integrate student-centered technology into your classroom?

o 80% of the faculty use student-centered technology at least several times a week.

Is the technology in your classroom meeting your needs?

o 56% of the faculty felt that technology was not adequately available for students

and teachers.

How do you feel about using technology as a teaching/learning tool?

o 38 % felt technology was useful and encouraged student use, whereas 51% said it

was essential to success in their classrooms.

There were two questions that determined the need for professional development in the

use of Google documents suite. The first question was to see how well the faculty was able to

use traditional document and presentation software, whereas the second question was to

determine how well they understood or used Google documents suite.

 I can create, edit, save and retrieve word processing and presentation documents.

o 90% felt they were capable and comfortable in using these software programs

I can create, edit, save and retrieve documents and presentation documents using Google

Drive.

o Only 13% felt capable and comfortable using Google documents suite, this also

showed that 36% where not even able to use this application.

Goals and Objectives

The objective of the grant is to provide collaboration for learning, assessment, and

student enrichment by providing relevant, real-world problems, using technology tools through

the addition of Chromebooks to provide a 1:1 ratio. Google Apps for Education (GAFE) and

Chromebooks are a means of connecting 21st Century Learning Skills with the Common Core

Standards.

1. By August 31st, all faculty will either attend or document district provided online

training of Google Apps for Education (Drive, Calendar, Spreadsheets, Presentation, as well as

Google Classroom) to create a more collaborative student learning environment. Dates of

professional training will be every Thursday in August from 4-6 pm. Online training is available

but must be documented with Google document assessment responses.

2. By September 30th, all faculty will guide students in the use of Google Apps for

Education (GAFE) as well as Google Classroom. Faculty must report by Google Doc to

Instructional Technology Department and Administration how and what they encountered during

this implementation phase. Any problems or barriers should be noted in Google Document

provided to Instruction Technology and Administration.

 3. By January 7th, faculty should be fully invested with Google Apps for Education in

conjunction with Google Classroom. Teachers and students should be using GAFE and Google

Classroom on a daily basis to provide collaboration for learning, assessment, and

enrichment. Faculty should send monthly reports of success or problems they are facing with

implementation using Google Docs to Instructional Technology Department and Administration.

Plan of Operation

Goal (Objective) One Activities: Thursday Afternoons in August; 8/6, 8/13, 8/20, 8/27

Amount of Type of Training Description

Time

Activity

Will Take

Individualized training with Faculty will use Chromebooks to become

4-6 PM (2 each faculty member moving familiar with Gmail. Faculty is to work

hours) at their own pace through through the Intro and Basic modules and must

video and question answer pass the Basic Module exam. Faculty is

format. encouraged to pursue the advanced lessons.

4-6 PM (2 Individualized training with Faculty will use Chromebooks to become

hours) each faculty member moving familiar with Google Calendar. Faculty is to

at their own pace through work through the Intro and Basic modules and

video and question answer must pass the Basic Module exam. Faculty is

format. encouraged to pursue the advanced lessons.

 4-6 PM (2 Individualized training with Faculty will use Chromebooks to become

hours) each faculty member moving familiar with Google Docs Suite. Faculty is to

at their own pace through work through the Intro and Basic modules and

video and question answer must pass the Basic Module exam. Faculty is

format. encouraged to pursue the advanced lessons.

4-6 PM (2 Individualized training with Faculty will use Chromebooks to become

hours) each faculty member moving familiar with Google Classroom.. Faculty is to

at their own pace through work through the Intro and Basic modules and

video and question answer must pass the Basic Module exam. Faculty is

format. encouraged to pursue the advanced lessons.

Goal (Objective) Two Activities: Educators should commit at least one class period every week

during the months of September through December, to train students in uses for GAFE. Provide

possible homework activities to ensure understanding if needed. Bi-weekly faculty meetings to

discuss any issues with GAFE in a provide and share atmosphere.

Amount of Time Type of Training Description

Activity Will

Take

A minimum of Individualized training Students will use Chromebooks to become

one 55 minute with each student moving familiar with Gmail, Google Calendar, and

class period per at their own pace through the Google Docs Suite. Students are to work
week during video and question through the Intro and Basic modules and must

September. answer format. pass the Basic Module exam. Students should

also consider pursuing the advanced lessons.

Students should also be challenged daily by

coursework being presented and submitted

using GAFE.

Goal (Objective) Three Activities: Bi-weekly faculty meetings to discuss any issues with GAFE

in a provide and share atmosphere. Faculty are encouraged to bring to the table not only issues

they may be having, but be prepared to share new innovative suggestions with other faculty.

Amount of Time Type of Training Description

Activity Will

Take

Remediation or Train-the-trainer, Faculty will be addressed by those that have

new applications hands-on, and pursued and become Certified

presented at descriptive examples of Trainers. Trainers will continue to teach new

educators issues or new and innovative ways that GAFE can be used in

discretion. implementations. the classroom. Reports that have been

submitted to Technology Department will be

shared to discuss and alleviate those issues from

happening in the future.

Resources for training:

http://www.google.com/edu/training/get-trained/

https://www.youtube.com/user/eduatgoogle

https://www.google.com/edu/

https://www.google.com/edu/resources/programs/

Evaluation (see Appendix C)

Participants skills and knowledge of how to appropriately use the Chromebooks and

Google Apps for Education (GAFE) will be evaluated using a Likert scale questionnaire given

six weeks after implementation of both technology resources. In addition to the Likert scale

questionnaire, participants, including teachers and administrators alike, will also be asked to

provide a short answer response to the question, How has the implementation of Chromebooks

and GAFE positively and/or negatively affected the learning environment in your

classroom/school? in order to gain more thorough feedback on how the Chromebooks are

changing the process of the teachers day to day instruction. In addition to this six week

evaluation, participants will be given a follow up evaluation tool, identical to the first, at the end

of the school year to monitor overall success of the new technology.

Evidence of successful Chromebook pilot should include the following:

- Increased 1-to-1 device usage

- Increased in-school Google Apps use to accompany instruction

Budget

Grade level chairpersons have been working on becoming Google Apps for Education

Certified Teachers as well as Certified Trainers. At this time they are still in the midst of this
training. With this being the fact we have contacted 21st Century Learning, LLC to provide

Certified Trainers to the faculty on the assigned days of training.

In order for this process to be seamless, the Chromebooks must be purchased directly

from Google. The initial price for the Chromebooks is $249 each. However, for security

reasons and compliance issues the management console must be added to each order in the

amount of $30. The web-based management console makes it easy to deploy and control users,

devices and apps across a fleet of Chromebooks.

The other budget items would be for continued usage of the Chromebooks. Incidentals

that may arise are the need for surge protectors and/or power strips for charging or the possibility

of obtaining charging carts/stations.

Proposed Budget

The estimated expense items involved in completing the proposed development activity

are as follows.

Budget Category Direct Cost

I. Personnel $3,000.00

A. Consultant (21st Century

Learning, LLC)

II. Facilities, Equipment, Materials ($279.00x430) $119,970.00

A. Chromebook Computers with

management console and

support
III. Other Costs $8,000.00

A. Incidentals (surge protectors,

power strips, charging carts)

Total Costs: $130,970.00

References

Denton, D. (2012). Enhancing Instruction through Constructivism, Cooperative Learning,

and Cloud Computing. Techtrends: Linking Research & Practice To Improve Learning,

56(4), 34-41. doi:10.1007/s11528-012-0585-1

Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes

professional development effective? results from a national sample or teachers. American

Educational Research Journal, 38(4), 915.

Herold, B. (2014). Chromebooks Gaining Popularity in Districts. (cover story). Education

Week, 34(12), 1-12.

Milken Family Foundation. (2001) How teaching matters: Bringing the classroom back into

discussions of teacher quality. Princeton, NJ: ETS. Available at:

http://www.ets.org/research/pic

Polly, D. (2011). Teachers' learning while constructing technology-based instructional

resources. British Journal of Educational Technology, 42(6), 950-961.

doi:10.1111/j.1467-8535.2010.01161.x
Appendices

Appendix A: Technology Survey form

Appendix B: Data from Technology Survey

Appendix C: Pre/Post Training GAFE Utilization Surveys

Appendix A: Technology Survey

The technology survey was sent to the teachers as a link to a Google Survey. The replies

to the questions was managed into an Excel document. From there the results of the survey were

put into a more usable form (see Appendix B).

Technology Survey

* Required

Approximately how long have you been teaching? *

o 1-3 years

o 4-7 years

o 8-10 years

o more than 10 years

How would you rate your overall skill in using educational technology? *

o challenged

o basic

o proficient

o advanced

What electronic devices do you use at home? *

o iPad, iPad Mini, iPod

o cell phone

o other type of tablet

o Nook or other ebook reader

o laptop or PC

o Mac computer
 How often do you use social media on personal time? *

o daily

o 1-2 times per week

o more than 3 times per week

o 1-2 times per month

o never

How often do you use educational social media? (Edmodo, Project Share, Pintrest,

Educlipper) *

o daily

o 1-2 times per week

o more than 3 times per week

o 1-2 times per month

o never

Please identify which of the following educational technologies you currently use in

teaching. Mark all that apply. *

o computer station

o Elmo or document camera

o Smartboard

o Student response system

o DVD player

o Digital camera or camcorder

o iPad, iPod

o other tablet devices

 How often do you integrate student-centered technology into your classroom instruction?

o daily

o 1-2 times per week

o 3 or more times per week

o 1-2 times per month

o never

I can create, edit, save and retrieve word processing and presentation documents. *

o not yet

o aware of process

o learning

o capable and comfortable

I can create, edit, save and retrieve documents and presentation documents using Google

Drive. *

o not yet

o aware of process

o learning

o capable and comfortable

I can use a variety of tools to enhance curriculum. (Smartboards, tablets, clickers, etc.) *

o not yet

o aware of process

o learning

o capable and comfortable

 I can use digital media for a variety of instructional purposes. *

o not yet

o aware of process

o learning

o capable and comfortable

I follow copyright laws and practices responsible and ethical use of technology and

software resources and make sure my students are aware of these requirements. *

o not sure

o not yet

o aware of process

o learning

o capable and comfortable

How often do you use computer technology resources to collect data and monitor your

student's progress? *

o daily

o 1-2 times per semester

o 4 or more times per semester

o never

Is the technology in your classroom meeting your needs? *

o technology is not adequately available for students

o technology is not adequately available for teacher

o I am happy with the technology in place

o I would not feel comfortable with more technology

 If technology is not meeting your or your students' needs, please explain. *

What barriers have you encountered using technology in the classroom? *

o inadequate training time in technology

o not enough devices for classroom size

o devices not working properly

o I don't know how to utilize all devices

o Other:

What resources for technology professional development have you attended/viewed this

school year? *

o required professional development days

o Simple K12 online courses or webinars

o outside workshops and training

o on my own reading, study, and practice

o county conferences

o none

o Other:

How do you feel about using technology as a teaching/learning tool? *

o Technology is essential to success in my classes.

o Technology can be useful and I encourage my students to use it.

o Technology is optional in my classes.

o I have no use for technology in my classes.

What additional technologies should we consider implementing into instruction? *

Appendix B: Data from Technology Survey
15. If technology is not meeting your or your students' needs, please explain.

...

Could use more laptops

Could use more laptops.

Devices are one of the major issues...we don't have enough.

fine
I am happy at this time with the available technology.

I am happy.

I do not have enough computers in my classroom.

I have a different situation that most classroom teachers due to my schedule/position. One

thing I wish I had in my classroom was a projector or Promethean board. There have been

several instances that this would have been beneficial to facilitate a lesson with my students. I

also wish that wireless internet was available. I would utilize my personal ipad and/or personal

Kindle to download apps that would benefit the students or for my own use as a teacher.

I would like more technology available to my students. I only have 2 computers in my

classroom and no tablets.

In an ideal situation, there would be a computer for every student to use each and every day.

For me, I can't use my IPad because I don't have access to the password to use the wireless

network here at school.

ipads or tablets would be great to have in the classroom

It is okay.

It would be beneficial to have more than 2 student computers in the classroom. Technology

such as ipads and activotes are not available.

It would be nice to have more computers so more students can use them.

It's meeting our needs

it's not available

NA

need ipads in classroom

Need more computers

Need more computers for students to use.

Need more computers for students to use.

Need more devices...updated wifi would be nice....

no active board

teach from a scripted program

None

None

see next question responses

Still working on getting a promethean board/projector

Technology is great when it works and when you can get into what you need. The filters block

a lot of content and applications that could be useful to me in the classroom.

Technology is meeting my needs.

There are not enough computers available for my students to daily use in my classroom.

To prepare students for the advanced computer world, every child should have laptop/iPad in

their hands everyday.

We currently do not have enough devices or wireless internet to support our students.

We just need more devices

We need more available technology and more training.

We need more computers or some form of technology that they can have more access to on a

daily basis

We need new updated technology such as ipads and new laptops.

we work in a gym, so technology is limited and sometimes hard to keep safe.

Wireless should be updated. I need more computers for my students.

Would be nice to have more computers in the classroom.

Would like more computers and some tablets for the classroom.
19. What additional technologies should we consider implementing into instruction?

*Wireless internet

*tablets/ipads

*more laptops

...

BILL ARP (who is NHE?) should look at implementing IPADS in classrooms

Coding

Document cameras for every classroom would be nice. Updated wireless. I-Pads for classes.

equipment readily available for entire classes

I am not aware of many others.

I am not aware of many others.

I would definitely like to pursue more collaborative technology as well as assessment

technology. Perhaps getting more devices and training in Google Apps or even Edmodo.

I would like to be able to collaborate with my students more and release to them the tools I
know are out there.

I would like to see the whole school be wireless. I would also like to see more computers or

laptops for the lower grades. Having only 2 in a classroom isn't really useful. You need

enough for a station during center time so all students can get to use the computer every day!

I would love more student computers. Even having 4, instead of 2, in the classroom would be

so beneficial.

ipad

Ipads

ipads

ipads

iPads

More document cameras

ipads in the classrooms for student use.

Ipads or chrome books for each class.

IPads or other type of tablet and digital cameras

make wireless available

N/a

None

None

None

none at this time

Not sure

Not sure
Not sure what else can be used to help. Not in a classroom.

Provide more up to date professional development with apps and google drive.

SRI

Tablets available for student use as well as adults

Tablets in the classroom for QR codes

Tablets or ipads for each classroom or for check out. I would like at least 2 more student

computers. The school having WiFi would be very helpful.

that depends on what we are allotted

unsure

Upper grades could benefit using Edmodo. Students could be interested in the similarities of

this program and social media. Teachers may also not be familiar with Remind 101. It is a

texting service that allows teachers to text parents without using their own personal cell phone

number. They could keep parents informed about events, tests, or other important information.

I realize that we have Moby Max for all grades but I don't know if Reading Eggs may be more

beneficial for lower grades students. I had a lot of success with this program at my previous

school.

We have Active Boards BUT I'm more familiar with Smart Boards and Eno Boards. Eno

Boards are the best in my opinion.

What I do does not have technology requirements.

WIFI update BYOT

Appendix C: Pre/Post Planning Chromebook Survey

Chromebook Survey

1. How much did having 1:1 Chromebooks benefit learning?

- A great deal

- Quite a bit

- Somewhat

- Very little

- Not at all

2. How did having 1:1 Chromebooks allow you to connect to more resources and content?

- A great deal

- Quite a bit

- Somewhat

- Very little

- Not at all

3. How much did having 1:1 Chromebooks change your learning experience?

- A great deal

- Quite a bit

- Somewhat

- Very little

- Not at all

4. What is your position about going 1:1?

- Strongly favor

- Somewhat favor

- Neutral
- Somewhat oppose

- Strongly oppose

5. Did 1:1 Chromebooks meet your expectations (compare your feelings about 1:1 Chromebooks

before and after the pilot)?

- Far exceeds my expectations

- Exceeds my expectations

- Meets my expectations

- Meets some of my expectations

- Does not meet my expectations

6. Did 1:1 Chromebooks create a distraction?

- Not at all

- Very little

- Somewhat

- Quite a bit

- A Great deal

7. Do you think Chromebooks are easy to use?

- Very easy to use

- Easy to use

- Same as other devices

- Hard to use

- Very hard to use

8. Which device do you prefer to help you learn?

- Chromebook
- Regular laptop

- Desktop computer

- Smart Phone or iPod

- No preference

- Other ______________________________

9. If you were to Tweet about your Chromebook experience, what would you say?

10. Suggestions for making the Chromebook experience better for students

11. I am a student | teacher (circle one)

12. My school is:

-Elementary School

-Middle School

-High School