Middle School Teachers’ Proficient Use of Google Suite for Education

Lindsey Burnsed and Katrina Poff

Georgia Southern University

Report I
1.0 Introduction

1.1 What is your system of interest?

We are both Middle School teachers and have an interest in how educators utilize interactive
resources in the classroom. Katrina used to be a computer teacher and was in charge of aiding
teachers in their use of technology in their lessons. Lindsey is working towards being an
instructional technologist or media specialist so she is also interested in teaching educators to use
interactive tools. Since both of us utilize Google Suite with our students, we’d like to focus on
teachers’ use of the interactive components of G-Suite for Education.

1.2 What are the sub-systems?

Abilities of teachers
Many of the teachers we have worked with have a wide range of technology skills. There are
some who naturally and effectively use technology resources in every lesson while others
attempt to incorporate technology in their lessons every so often. Before making sure middle
school teachers are proficient at using G-Suite, we would have to evaluate their technology skills
and their comfort level.

Access to technology
Many teachers have access to laptops and cellphones that can connect with G-Suite for
Education. Students also have access through personal cell phones, personal computers or
tablets, school computers, and public library computers. This gives teachers the opportunity to
incorporate the more interactive components of G-Suite.

Google Accounts
Teachers must have Google accounts to access the G-Suite Applications. Students must also
have Google accounts in order to access some features of the G-Suite, as well as save any work
they have completed through those applications.

1.3 What symptoms drew your attention

As educators, there are more requirements by school administration to incorporate technology in
our profession. Teachers are now expected to use online drives such as Google Drive or online
apps such as Google Docs or Google Forms for students to have easy and free access to items
wherever they are learning.
According to EdWeek Market Brief (2017), over forty percent of schools use Chromebooks (a
Google product) in the classroom, as shown through the chart below.

Even if students and teachers are not using the Google Chromebooks, over 65% of teachers and
schools reported that the technological tool most used is Google G-Suite and Google Classroom,
as shown in the chart below (EdWeek Market Brief, 2017).
2.0 Front End Analysis

2.1 Are there any performance gaps involved in this problem that justify a learning
intervention?
Yes, there is a performance gap that justifies a learning intervention. Since middle school
teachers don’t all receive the same professional development and are at various comfort levels,
we must determine where there are gaps in learning.

Each part of the Mager and and Pipe Performance Model is important to understanding the
performance gaps that teachers may have. For teachers that cannot complete the performance
task, they will receive training, feedback, coaching, job aids, and mentoring as listed above in the
chart. For teachers that can complete the performance task, one must look towards teacher
motivation and environment.
3.0 Needs Analysis

3.1 Optimals
3.1.1 What information and data would you collect?
We would collect data from middle school teachers about which G-Suite tools they are
using, how often the tools are used, if implementation was successful, and any changes
the teachers would make to their lessons.

3.1.2 How would you collect that information and data?

We could pull data from the devices of all middle school teachers who utilize G-Suite for
Education in their classroom. We could then observe those teachers and monitor the
specific methods used in each classroom.

3.2 Actuals
3.2.1 What information and data would you collect?
We would collect data on which G-Suite components are being used by middle school
teachers: Docs, Slides, Sheets, Forms, Classroom, etc. We would then want to get a
better understanding of the differences and similarities of successful and unsuccessful
attempts of using G-Suite in the middle school classroom.

3.2.2 How would you collect that information and data?

We would initially send surveys to middle school teachers to get the first wave of
quantitative data. We would then conduct interviews to get that more in depth
information in a second wave a qualitative data.

3.3 What are the discrepancies between the current (actual) and desired (optimal) state?
A major discrepancy would be that often instructional technology lead teachers do not have
access to overall Google usage data. Instead, we would have to rely on surveys given to teachers.
It would be more beneficial to see the raw data from Google on each of the teachers.

3.4 What priorities can you assign to the identified discrepancies or goals?
Our main priority will be able to identify which applications are being used through teacher
surveys. We can use this data to create professional development and more specific goals for the
different G-Suite applications that we want teachers to be using.
3.5 Prepare a Learning Goal Statement:
Teachers will effectively incorporate G-Suite applications in their classrooms.

4.0 Instructional Analysis

4.1 Goal Analysis
The domain of learning for our goal is classified as intellectual skills with attitudes. The actual
use of the technology requires problem solving, forming concepts, and applying rules (Dick,
Carey, & Carey, 2015, p.43). The choice to use the technology in the classroom is the attitude
domain due to teachers making a decision based on their (Dick, Carey, & Carey, 2015, p.44).

4.2 Subordinate Skills Analysis

We are using a hierarchy method to show our subordinate skills analysis that includes the
following entry level skills (4.2.2):
- Teachers must be able to log in to a Google Education account.
- Teachers must be familiar with creating and formatting Word documents and PowerPoint
presentations.
4.2.1 Goal Analysis Model
 Report II
5.0 Learner and Context Analysis

5.1 What is the target population?

The target population is the faculty and staff of a middle school.

5.2 Describe how you would determine the characteristics of the target population.
We would examine the entry skills of the target population by testing their ability to log in to a
Google Education account and their familiarity with creating and formatting Word documents
and PowerPoint presentations. We would also test their skills by giving them a pretest that
covers the different components of G-Suite. To understand how each teacher learns and
processes information, we would conduct Gardner’s Multiple Intelligence test and ask the
individuals specific questions about how they learn best. Finally, we would administer a
questionnaire to ascertain how each teacher prefers to get feedback.

Sample Middle School Faculty and Staff

Teacher Gender Race Age “How do you Multiple Feedback
learn best?” Intelligence Questionnaire
conversation Learning Style
Survey

Abby F Black 22 Self-paced by Intrapersonal One-on-one

reading feedback with
instructions and supervisor
practicing on
her own

Ben M White 35 Through Bodily/Kinesthetic Prefers feedback

repeated from peers instead
practice of supervisors

Carla F Hispanic 28 Through Spatial/Visual Frequent

listening and observations and
seeing a feedback from
demonstration supervisors

Derek M Black 56 Through group Interpersonal Prefers a data-based

learning feedback system
experiences analyzing a table of
the group’s usage of
G Suite Apps with
student data
Elizabeth F White 47 Through Spatial/Visual Prefers feedback
practice and from peers instead
demonstrations of supervisors

5.3 Describe how you would determine the physical and organizational environment.
By using Gardner’s Multiple Intelligence test, we are able to see that the teachers have a wide
variety of learning styles and would greatly benefit from learning through differentiated
instruction. The instructional setting would be a media center or classroom with access to the
internet and enough devices for each teacher. There will be visual aids around the room listing
the different tools and features of each G-Suite component.

Teachers will be placed in groups based on their pretest scores and all groups will have at least
one teacher with a good understanding of the concepts. Each component of G-Suite (Forms,
Docs, Slides, Drive, Classroom) will be modeled in small groups and teachers will be asked to
complete specific tasks using the tools and features they learned about previously. These groups
of teachers will be observed exploring, discussing, and helping one another in their use of
G-Suite. Teachers will also be observed using these tools in their own classrooms and feedback
will be given based on the observations.

Since all of these tasks heavily involve technology, we need to make sure the teachers’
technological needs are met.

Technology Integration Assessment

Technology Planning and There has been a big push to incorporate technology in
Policies the classrooms and for teachers to become more
proficient in their use of online tools and resources.
We plan to train teachers on how to use certain
components of G-Suite: Forms, Docs, Slides, Drive,
Classroom.

Finance The school has a technology budget and has opted to

buy a Google email domain specifically for their
school. While this was not necessary since most
Google tools are free, this gives teachers better access
to student accounts as well as the ability to utilize
Google Classroom. There are enough teachers
proficient in G-Suite who can demonstrate the various
tools so no further finances are needed for professional
development.
 Equipment and All of the teachers have access to high speed internet
Infrastructure as well as updated computers. Teachers also have
access to other devices such as laptops, iPads,
Chromebooks, etc. that access G-Suite.

Maintenance and Support The school employs an off-site IT company to

remotely troubleshoot any problems if needed. They
are available during school hours via email “tickets”
as well as by phone. One IT staff member is also on
campus once a week to work on any issues that need a
hands-on approach.

Professional Development Teachers will learn, practice, and discuss various

components of G-Suite during monthly faculty
meetings that focus solely on technology. Teachers
will be able to share their use of the previously learned
tool as well as any failures/successes they have faced.

Technological Integration After learning about a new G-Suite application at each

faculty meeting, teachers will have a goal to
successfully use that application in their classroom
before the next meeting. Teachers who are tech-savvy
and proficient in a particular application can then
attempt to utilize it more than once before the next
faculty meeting.

6.0 Writing Performance Objectives

6.1 State the Terminal Objective (TO)

After instruction, teachers will be able to access and use the key features of G Suite applications.

6.2 Prepare three (3) Subordinate Objectives (SO)

-Cognitive​:​ ​When using G Suite for Education (CN), teachers will always (CR) create
assessments, recall similar tools from the Microsoft Suite, organize folders and subfolders, and
use Google classroom to post and grade assignments (B).
-Affective​: When using technology in the classroom (CN), a teacher will always (CR) choose to
use G Suite for Education (B) over other technological systems (CR).
-Psychomotor​: When using G Suite for Education(CN), teachers will always (CR) manipulate a
computer mouse and type (B).
7.0 Assessments

7.1 Select one SO; describe the manner by which you would assess whether or not the
learner has achieved that objective.
Cognitive objective:​ ​When using G Suite for Education (CN), teachers will always (CR) create
assessments, recall similar tools from the Microsoft Suite, organize folders and subfolders, and
use Google classroom to post and grade assignments (B).

For the cognitive objective, we would assess the learner by having each person create their own
portfolio of assignments that show their use of each of the tools. For example, they would need
to showcase in their portfolio an assessment created on G Suite, an organized Google Drive (in G
Suite), and a Google Classroom assignment (one posted and one graded). Each item would be
assessed using a rubric that is specific to the item required in the portfolio. If teachers show a
proficiency in their portfolio work, they will have achieved the goal.

7.2 What types of assessment instruments will your instruction have? Why?
Our instruction will include product developments assessed through rating scales and checklists.
It will also include multiple opportunities for self-assessment by the teachers to gauge their
comfort level and understanding of each of the applications in G Suite. The ultimate goal of our
objectives are for teachers to create products in G Suite which is best assessed through
“alternative assessments” (Dick, Carey, and Carey, 2015, p.147). Multiple choice questions will
only be effective for “identifying” the different tools and “defining” the applications available in
G Suite for Education (Dick, Carey, and Carey, 2015, p. 148).

7.3 Write items that assess the SOs in 6.2 above. Include an answer key or rubric.
7.3.1 Write one item in the cognitive domain.
-Cognitive​:​ ​When using G Suite for Education (CN), teachers will always (CR) create
assessments, recall similar tools from the Microsoft Suite, organize folders and
subfolders, and use Google classroom to post and grade assignments (B).

Teachers will be asked to add content from their personal drives to the Google Drive and
organize it by folder and subfolder.

2 1 0

Folders Teachers have Teachers have Teachers have no

multiple folders multiple folders folders.
with appropriate without labels.
labels. -OR- Teachers have
 a few folders with
labels.

Sub-Folders Teachers have Teachers have Teachers have no

multiple sub-folders multiple subfolders subfolders.
in each main folder. without labels.
-OR- Teachers have
a few subfolders
with labels.

Content in Folders Content is Some of the content Teachers have no

organized in to is misplaced or in content in their
correct folders. the wrong folder. folders.

Scoring: Teachers will be scored through the rubric above based on the criteria listed in
the rubric. For a teacher to show mastery, they should score at least a 4 out of 6.

7.3.2 Write one item from the selected domain in 6.2.

-Affective​: When using technology in the classroom (CN), a teacher will always (CR)
choose to use G Suite for Education (B) over other technological systems (CR).

Teachers will answer the following question: Would you recommend G Suite for
Education to other teachers over other technological systems? Why or why not? Give
examples from your own classroom.

Yes No

Teacher would recommend

G Suite.

Teacher explains why they

would recommend G Suite.

Teacher gives examples of

the benefits of G Suite in
her own classroom.

Scoring: Teachers should positively answer 2 out of the 3 domains of the question to
show that they would choose G Suite for themselves.

7.3.3 Write one item from the selected domain in 6.2.

 -Psychomotor​: When using G Suite for Education (CN), teachers will always (CR)
manipulate a computer mouse and type (B).

In this activity, the teacher will create a Google Document to be used in the classroom.
Does the teacher effectively open and create the document?

Yes No Feedback

Teacher logs in to G Suite account.

Teacher opens Google Docs from G Suite

account.

Teacher types information into the Google Doc.

Teacher click on the document title and types a

specific document name.

Teacher uses the mouse to format the document

(i.e. highlighting text, changing fonts/font sizes
and alignment, and adding features such as bold,
italic, or underline to the text)

Scoring: Teachers should exhibit all of the behaviors in order to successfully use G Suite
for education. Feedback will be given on items not exhibited.

8.0 Planning the Instructional Strategy: Theoretical Bases

8.1 For the TO, specify and exemplify an appropriate pre-instructional activity or
activities.
For the TO, we would use a KWL chart using the following process.
1. Teachers would be given a KWL chart, and would watch a short introductory video to G
Suite for Education to give everyone some background knowledge on G Suite (Forget).
2. Teachers would then be given two minutes to write down everything they know about G
Suite for Education in the “K” column.
3. Teachers would then have two minutes to write questions they have about G Suite for
Education in the “W” column.
 K W L

**​After watching the video to
grab the learners’ attention,
learners will fill in this
column with what they know
about G Suite for Education.
**​After discussing what the
learners already know, they
will write questions they want
answered about G Suite for
Education.
**​At the end of learning, we
will return and look at how
we can answer our questions
in the W column.

8.2 For a SO associated with that TO, specify and exemplify an appropriate presentation
strategy or strategies.
-Cognitive​:​ ​When using G Suite for Education (CN), teachers will always (CR) create
assessments, recall similar tools from the Microsoft Suite, organize folders and subfolders, and
use Google classroom to post and grade assignments (B).

A presentation strategy would include both “deductive” strategies and “inductive” strategies
(Dick, Carey, & Carey, 2015, p.179). Learners would be provided with step-by-step written out
instructions for each of the tools used in the goal. During the instruction, the leader would guide
the learners through using the tools. The leader would be showing the steps of using the tools
through an overhead projector while the learners would be completing the same steps on their
own devices.

8.3 For the same SO, specify and exemplify an appropriate practice activity or activities.
Learners will be given tasks throughout the lesson where they will have to use the tools to create
items. The following are tasks that the learners will be given to practice using the tools:
- Set up the format of a test with one question in Google Docs
- Through discussion, identify tools in G Suite that are similar to other technological
systems.
- Create an example folder and example subfolder in Google Drive
- Create a one-question assignment in Google Classroom
- Grade that one-question assignment in Google Classroom

8.4 For the TO, specify and exemplify an appropriate evaluation follow-through activity or
activities.
Memory aids will be provided to teachers with steps and instructions for each application used in
G-Suite. Learners will also be asked to provide evidence of using the materials in their classroom
with their students. Extra training sessions will be held that are specifically focused on each of
the G Suite applications to provide support for its use in the classroom.
9.0 Planning Logistics and Management for Instructional Materials

9.1 For the TO, provide a description of the learning experience and how you have planned
for it.
The learning experience will differ from teacher to teacher based on their previous knowledge of
G-Suite for Education and how much they already utilize the different applications in their
classroom. In the hopes of helping all teachers learn based on their learning style, individuals
will learn through teachers modeling lessons for one another, discussions about the best methods
of using G-Suite, and the creation of their Google Drive portfolios. After instruction, teachers
will be able to access and use the key features of G Suite applications.

9.2 Provide a material, technology, and resources logistics checklists.

9.2.1 Provide a material, and resources logistics checklist.
Materials, Technology, Resources Yes No Comments

Materials

Directions/tips for G-Suite applications

Technology

Internet access

Computer lab or media center

Overhead projector and screen (or other

presentation tool)

Devices (laptops, iPads, Chromebooks, etc.)

Access to G-Suite for Education

Resources

Google Support

Teacher lesson examples

9.3 Provide an organizational matrix table showing learning initiatives, activities, lessons.
9.3.1 In this matrix, align and show these instructional events with your SO
performance objectives, time required, sequence of delivery, technology/materials
required.
Learning Initiatives Lesson Activities Materials/Technology
Needed

Pre-instructional ● What is G Suite 1. KWL chart ● KWL Chart

Activity for Education? ● Introduction Video
● Presentation Screen
and projector
● Pens/pencils

Teachers will be able ● Google Forms 1. Use the questions ● Computers

to create assessments, ● Google and answers from ● Internet access
recall similar tools Docs/Slides a quiz to create a ● G Suite log-in
● Google Drive Google Form; use information
from the Microsoft
● Google Flubaroo to grade ● Personal drive
Suite, organize Classroom the assignment (flash drive or
folders and 2. Convert a Word computer drive)
subfolders, and use Document and
Google classroom to PPT into a
post and grade Google Doc or
assignments. Slide; use the
various tools to
edit the two
documents
3. Google Drive
portfolio: add
content from their
personal drives to
the Google Drive
and organize it by
folder and
subfolder
4. Create an
assignment in
Google
Classroom and
grade student
work

Teachers will choose ● Google vs. 1. View introductory ● Computers

to use G Suite for Microsoft Office video that grab ● Internet access
Education over other learner’s attention ● G Suite log-in
related to Google information
technological
v. Microsoft ( 5 ● Introductory Video
systems. minutes). ● Pencils/pens
 2. Explore and note ● Google v.
important Microsoft
Microsoft features worksheet
and tools. List (includes t-chart
these in a chart (5 for notes and Venn
minutes) diagram for
3. Explore and note comparisons).
important G Suite
features and tools.
List these in a
chart. (5 minutes)
4. Create a Venn
Diagram that
compares the two
systems. (10
minutes)
5. Class-wide
discussion- What
are the benefits of
using G Suite
instead of
Microsoft? How
can this be used
in our
classrooms?
(10-15 minutes)

Teachers will be able ● Manipulate a 1. Create/edit a ● Computers

to manipulate a mouse Google Doc ● Internet access
computer mouse and ● Type ● G Suite log-in
information
type while using G
Suite for Education.
Report III
10.0 Developing Instructional Materials
10.1 For the TO, specify and defend your choice of an appropriate pre-instructional
materials. ​Note: If you choose to select materials, prepare a plan for finding those materials. If you choose to
produce materials, prepare storyboard, flowchart, or other organizational tool that you would use in the production
of a portion of your instruction.
The pre-instructional material to be used will be a KWL chart to gauge what the learner
already knows about G-Suite for Education, as well as allow the learners to begin to set their
own learning goals through writing questions in the column titled, “want to know.” The
following process will be used in the pre-instructional activity:
1. Learners will be given two minutes to write everything that they already know about
Google and G Suite for Education in the “Know” column.
2. Learners will be shown the following introductory video:
https://www.youtube.com/watch?v=uXFUl0KcIkA​. They will be required to have pencils
down and focus on the video.
3. Learners will be given another three minutes to add to their “Know” column.
4. The group will share with one another what they have added to the first column to create
a group KWL chart.
5. After sharing, each person will be given four minutes to write at least five questions they
want to have answered by the end of the training in the “Want to Know” column.
6. The group will share their questions with one another to add to the group KWL.
This activity will allow the instructor to see what prior knowledge the learners are bringing, as
well as key questions that the group has about G Suite for Education. This can help the instructor
assess entry level skills and knowledge the learners are bringing with them.
10.2 Select one SO; specify and defend your choice of appropriate presentation of
materials.
When using G Suite for Education, teachers will always create assessments, recall similar
tools from the Microsoft Suite, organize folders and subfolders, and use Google
classroom to post and grade assignments.

Teachers learning how to use G-Suite would must first learn how the tools work and then
discover new ways in which they can be used in their own classroom. Professional
development instructors should demonstrate how each tool is used: Docs, Slides, Forms,
etc. They will display their examples in a whole group setting and give teachers a
G-Suite “cheat sheet” with tips and tricks for each tool. Once teachers have distinguished
the similarities and differences between all of the tools, they can then create assessments
in groups and explore the many ways each tool is useful for the subject area they teach.
This combination of presenting material using deductive and inductive patterns gives
teachers a chance to learn in a way that best fits each teacher’s needs.

10.3 For the same SO, specify and defend your choice of an appropriate practice materials.
When using G Suite for Education, teachers will always create assessments, recall similar
tools from the Microsoft Suite, organize folders and subfolders, and use Google
classroom to post and grade assignments.

The main objective is to have teachers create their own classroom assessments and
resources but many educators need to practice using G-Suite tools before venturing out
on their own. Groups will be given tasks for each type of tool and teachers will practice
creating Docs, Slides, and Forms. They will also be asked to organize their Drive, share
each practice item with their group, and create an assignment on Google Classroom. As
problems arise, teachers within a group will help each other troubleshoot and keep a
running list of issues/discoveries they encounter along the way. This list will be shared
with all groups in the professional development workshop so groups can learn from one
another.

10.4 For the TO, specify and defend your choice of an appropriate follow-through
materials.
After learning and practicing the different aspects of G-Suite, teachers will try to utilize
these tools in their own classrooms. The same groups will come together midway
through the year and at the end of the school year to assess their mastery of G-Suite.
 They will be given prompts to guide their discussions and teachers will show examples of
G-Suite applications they used in their grade level and subject area. If needed, groups
will revisit the “cheat sheet” and make a plan for how else to better implement the tools
with their curriculum. Teachers may also present their examples to the whole group if
they think it will help others in their understanding and discovery of G-Suite.

11.0 Formative Evaluation

11.1 Describe an approach that you might use to carry out formative evaluation for your
instructional initiative. Include any instruments for assessment, quiz/rubrics, or other
related products used for your evaluation.
Learners will be given a scenario (listed below). In this scenario, they will be required to use
multiple features of G Suite for Education to develop products. These products will be assessed
using checklists. This scenario will be similar to the practice they will have completed with G
Suite Apps. The learners will be given the rubric in advance with the instructions so that they
know what is expected of them.

G Suite for Education Formative Evaluation Name:______________________

Instructions: Follow the scenario to create the products in G Suite for Education

Scenario
Your curriculum team has decided to create a take-home quiz using Google Forms and posting it on
Google Classroom; however, since a few of your students do not have access to internet at home, you
must also create the quiz as a Google Doc that can be printed and sent home with the students.

Guidelines
There are three parts to this scenario. The first is creating a quiz with correct formatting in Google
Docs. The second is creating a Google Form for the quiz, inputting questions and answers, and point
values. The third is posting the quiz to the classes in your Google Classroom.

Rubric

Part I: Google Doc

Yes No Feedback

Google Doc was

created and named.
 Quiz has normal
formatting (as used on
Word Documents).
Includes
lettering/numbering
and organization.

Part II: Google Forms Checklist

Yes No Feedback

Google form is created

and named.

Google form is clearly

set up as a quiz.

Quiz is organized with

multiple choice and
short answer

Quiz has set point

values

Quiz has appropriate

feedback attached.

Part III: Post to Google Classroom

Google classes have

been set up.

Quiz on Google Forms

has been assigned to
students in Google
Classroom.

Teacher has posted

instructions on the
assignment in Google
Classroom.

Score: _______________ (Yes= 1 point; No= O points)

Scoring: Teachers should score at least a 7 out of 10 on the assignment to show mastery.
12.0 Revision
12.1 Describe your plans for revising your instruction.
Through the use of observations, group discussions, scenario rubric, and the running list
of issues/discoveries, we can determine if teachers are understanding the material at hand
with each G-Suite tool that’s presented. Besides formative evaluations, we can
administer a survey at the end of the professional development workshop. Teachers will
rate their level of confidence for each of the G-Suite applications. Open ended questions
will ask teachers for strengths and weaknesses in the program as well as any
improvements they feel might help future groups of teachers learn G-Suite more
efficiently. Any teachers who rate themselves as not confident in a particular application,
can meet with a Technology Specialist or another teacher who is proficient in that tool
and practice some more. Using the survey data will help us revise the program in
specific ways to meet the needs of all teachers.

13.0 Summative Evaluation

13.1 Describe an approach that you might use to carry out summative evaluation for your
instructional initiative. Include any instruments for assessment, quiz/rubrics, or other
related products used for your evaluation.

Based on information provided by Dick, Carey, and Carey, the summative evaluation relies on
the “template for assessing learners’ perceptions of the impact of instruction in the performance
context” (2015, p. 361). We will use this template in our summative evaluation.

Reflection on Residuals from G Suite for Education Training (Dick, Carey, & Carey, 2015, p.361)

During the last school year, you were selected to participate in the G Suite for Education Training that
had defined expected outcomes of:
1. Create assessments using Google Forms.
2. Create presentations and documents using Google Docs and Google Slides.
3. Organize and share resources using Google Drive.
4. Post and grade assignments in Google Classroom.

A few months (summer break) has passed since the conclusion of the G Suite for Education Training,
which has provided time for you to transfer the new knowledge and skill to your job and to reflect on
how you and your work have been influenced by the G Suite for Education Training experience. We
would like for you to share your reflections on how you and your work have been influenced by the
experience. Your comments are anonymous, and all information gathered will be used to assess the
effectiveness of the G Suite for Education Training. Thank you in advance for your time.
 A. To what degree are you using these skills in your work?

Outcomes Not Using Planning Starting to Using Was using

to Use Use Routinely before

1. Create assessments
using Google Forms.

2. Create presentations and

documents using Google
Docs and Google Slides.

3. Organize and share

resources using Google
Drive.

4. Post and grade

assignments in Google
Classroom.

B. If you responded “not using” to any of the intended outcomes, please indicate your reason. For
any outcome, choose as many reasons as apply.

Outcomes Not Relevant Need more Need more Need more Need more
for my work training supervisor resources assistance
support

1. Create
assessments
using Google
Forms.

2. Create
presentations
and documents
using Google
Docs and
Google Slides.

3. Organize
and share
resources
using Google
Drive.
 4. Post and
grade
assignments in
Google
Classroom.
C. As a direct result of the workshop, have you noticed positive changes related to these outcomes
in your knowledge, skills, and attitudes/perspectives?
1= No, 2= Some, 3= A lot

Knowledge Skills Attitudes

1. Create assessments using 1 2 3 1 2 3 1 2 3

Google Forms.

2. Create presentations and 1 2 3 1 2 3 1 2 3

documents using Google Docs
and Google Slides.

3. Organize and share resources 1 2 3 1 2 3 1 2 3

using Google Drive.

4. Post and grade assignments in 1 2 3 1 2 3 1 2 3

Google Classroom.

D. For each outcome, please comment on the course strengths and your suggestions for
improvements.

Strengths Suggestions for Improvement

1. Create assessments using

Google Forms.

2. Create presentations and

documents using Google Docs
and Google Slides.

3. Organize and share resources

using Google Drive.

4. Post and grade assignments in

Google Classroom.
 References

Dick, W., Carey, L., Carey, J.O. (2015). ​The Systematic Design of Instruction.​ Upper Saddle
River, NJ: Pearson.

EdWeek Market Brief. (2017). [Graph of most frequently used technology tools by teachers].
Amazon, Apple, Google, and Microsoft Battle for K-12 Market, and Loyalties of
Educators​. Retrieved from https://marketbrief.edweek.org/special-report/amazon-apple-
google-and-microsoft-battle-for-k-12-market-and-loyalties-of-educators/

EdWeek Market Brief. (2017). [Graph of most frequently used technology suites by teachers].
Amazon, Apple, Google, and Microsoft Battle for K-12 Market, and Loyalties of
Educators​. Retrieved from https://marketbrief.edweek.org/special-report/amazon-apple-
google-and-microsoft-battle-for-k-12-market-and-loyalties-of-educators/

Forget, M. A. (n.d). ​MAX Teaching with Reading and Writing: Classroom Activities for Helping
Students Learn New Subject Matter While Acquiring Literacy Skills​. Worthington, PA:
MAX Teaching, Inc.