Using Google Sites to Make Classroom Websites

Jennifer Heckel Fall 2012 Ed Tech 503-4174

Table of Contents Reflection Paper Part 1: Topic Part 1a: Stated Learning Goal Part 1b: Description of the Audience Part 1c: Rationale Part 2: Needs Analysis Part 2a: Description of the Need Part 2a.1: Needs Analysis Survey Part 2a.2: Results of the Needs Analysis Survey Part 2b: Description of the Learning Context Part 2b.1: Learning Context Part 2b.2: Transfer Context Part 2c: Description of the Learners Part 2d: Learning Task Analysis Flow Chart Part 3: Planning Part 3a: List of Learning Objectives Part 3b: Objectives Matrix Table Part 3c: ARCS Table Part 4: Instructors Manual Part 5: Learner Content Part 5a: Learning Materials Part 5b: Formative/Summative Assessment Materials Part 5c: Technology Tool Justification Part 6: Formative Evaluation Plan Part 6a: Expert Review Part 6b: One-on-One Evaluation Part 6c: Small Group Part 6d: Field Trial Part 7: Formative Evaluation Report Part 7a: Evaluation Survey or Rubric Part 7b: Results of the Expert Review Part 7c: Comments of Change Part 8: AECT Standards Grid Appendix

Page 3 5 5 5 6 6 6 7 8 8 9 11 12 13 15 18 19 20 20 20 21 21 21 22 22 23 26

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Reflective Synthesis Paper When one hears the term instructional design, many ideas can come to thought. While both of those individual terms have distinct meanings, putting the two concepts together creates even a more dynamic concept. Prior to this course, by background in the concept of instructional design was limited to none. As I progressed, I recognized that some of the principles of instructional design already exist in my life as a teacher. Because instructional design is already in most educators lives, one must fully understand this process to get all the benefits instructional design has to offer to an educator. First, it is important to define what instructional design is and is not in order to understand the complexities involving instructional design. Reiser defined instructional design as a process that, encompasses the analysis of learning and performance problems, and the design, development, implementation, evaluation and management of instructional and non-instructional processes and resources intended to improve learning and performance in a variety of settings (2001). At the beginning of this semester, I personally looked at instructional design and described systematic instructional design as a purposeful way of developing a plan that will impart knowledge that would help meet an end goal based on the needs of the audience. There must be some sort of control or standard in the plan that holds the designer accountable for their project and to be able to assess whether it is working or not. To help understand the process, anyone can relate it to something they are already familiar with. For instance, to me instructional design is like developing a practice plan for a sports team. First, a coach must decide what weakness a team has, or what skill or strategy must be taught in order to help the team play better together as a group. After that goal is determined, a coach must plan an effective practice that will instruct players on how improve their abilities and give them skills in order to accomplish their goal as determined by the coach. A specific example would be putting players in situations during practice that will purposely stretch them and make them think about what they are doing based on struggles the coach sees during games. In softball, players who struggle with the idea of cut-offs can be played in a difficult cut-off situation in practice where the coach can stop and correct bad habits, which in turn will give them the necessary skills they need to succeed in a game situations that runs at a different pace. After much systematic practice, the coach then can enter the game and see if the players did in turn meet their goal, or if they need more instruction in general to meet their goal. Going through the process of designing my own instructional design project this semester has challenged the way I look at how instruction happens in classrooms daily. So many times educators look at the content to be taught, but lose track of the constant assessment needed to ensure learning is taking place, as well as the needs of the learners and how that needs to affect how the content is taught. As educators, so much responsibility is placed on making sure every child gets the information. What I learned right from the beginning, though, is that a needs analysis is vital because how can anyone know where to begin when they do not even the current state to start with. For example, in this project I ran workshops that helped teachers create a Google site for their classroom. By conducting a needs analysis, I realized that the comfort level
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with the technology was too wide to run just one workshop for everyone. I broke the workshop into two sections, and invited those participants who were not as familiar with Google to come to an introduction workshop before we started actually creating the Google site. Using this new knowledge of the instructional design process, I can really transform the way I approach my instruction for my students. By making sure I not only look at the content that needs to be delivered, but the actual students who will be receiving the content, I can ensure that authentic learning can take place. In addition, by taking into account the environment that I am teaching in, I can make sure all of the resources that I have are used most efficiently. Taking a closer look at the environment where learning is taking place can help address potential struggles students might have. Finally, making sure that I assess each objective that I have during a lesson can ensure complete learning is taking place rather than just fragmented concepts. It is important for students to make connections to their learning, and making sure that all of the objectives are met will ensure children are getting the whole big picture. As far as my studies in educational technology go, the design process will help better prepare me for using tools to help better the education of my students. There are so many options available anymore, so by conducting an in-depth needs analysis survey, I will be able to narrow down options based on what my students currently need. Also, as I transition into more of a leadership role with my school, in the future I can use the design process to help first assess where we want to be at a school, and then use that knowledge to plan on how to get there. In addition, I can use my knowledge of consistent assessment of the design plan to help me ensure that we are going in the right direction and not just using tools aimlessly. The design process has shown me ways to get data to back up what I am doing, which will give me a clear picture of my effectiveness as a leader for technology use in my school.

References

Robert, A. R. (2001). A history of instructional design and technology: Part II: A history of instructional design. Educational Technology, Research and Development, 49(2), 57-57. Retrieved from http://search.proquest.com/docview/218031802?accountid=9649

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Part 1: Topic Part 1a: Stated Learning Goal After two one hour in-service training workshops, teachers will be able to create and utilize a classroom website that contains a calendar of student events and homework using Google Sites and Google Calendar. Part 1b: Description of the Audience The participants in this workshop are elementary and secondary school teachers at a private Christian school in Northeast Philadelphia. The experience levels of the participants range from one to twenty five years of service in the education field. Part 1c: Rationale Technology is becoming more and more of a norm in the general populations world today. Most families rely on technology not only to enhance their daily lives through the internet and entertainment, but also as a means of communication and enhanced productivity. Schools are constantly trying to keep up-to-date with trends in the students lives. This in turn makes schools push for more and more technology use in the classroom. If families and children are familiar using technology at home, why not include it in a childs education? While some families are still catching up to some of the latest technology such as smart phones, one thing that almost every household has right now is access to the internet. Even if there is not access right at their house, most people can access the internet at their place of employment or public places using Wi-Fi. Schools can use this valuable tool that most, if not all, families have access to by using teacher created websites to share valuable classroom information. This will improve communication between home and school and help keep everyone on task in an efficient manner. For this reason, I chose to focus on working with teachers to make their own websites to share scheduling information. Parents are super busy, and family life can be divided between multiple children. By using websites to communicate information, parents have less of a chance of losing information. Also, teacher websites provide greater access to information anywhere internet is available. My overall strategy for this instructional design project would be mostly supplantive in nature due to the fact most of the teachers participating do not have the prior knowledge of web site design. Because of this, I plan on designing and structuring activities which will allow the learners to explore as they are learning. There final product of a made webpage, though, will have generative strategies. Therefore, the instruction will be 85% supplantive and 15% generative. Due to the type of instruction, the major strategy used will be procedural. Learners will follow step-by-step instructions in order to complete their website on Google sites. It will be a guided training process where learners will receive visual instructions, and then be given the opportunity to create under the instructors guidance.
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Part 2: Analysis Report Part 2a: Description of the Need Part 2a.1: Needs Analysis Survey The teachers interested in participating must complete a Google form online at least two weeks prior to the actual workshops. The survey asks questions regarding the participants comfort level with technology, daily technology use, comfort with Google programs, and preferences regarding classroom websites. For this project, fifteen participants completed the survey out of the seventeen who were invited to take it. Please click the following link to be directed to the survey, or find the survey questions in Appendix A. Classroom Website Workshop Survey Part 2a.2: Results of the Google Forms Survey The results of the needs analysis survey were quite telling of the teachers skills and comfort levels prior to the workshop. The first set of questions on the survey is in regards to general learners comfort level with technology use. The survey found that 100% of the participants use cell phones on a daily basis, 87% use desktop computer and the internet, and 67% use tablets and/or e-readers. Regarding classroom technology, 73% of participants use desktop computers, and the second highest used technology tool was Smart Boards, coming in at 47%. Other than those technologies, use is rather limited. The next section of the survey questioned Google background knowledge. It was surprising to find that not a lot of the participants are comfortable with Google tools. When asked to rank their Google comfort level on a scale of five, with one being no Google background knowledge to five being comfort with all Google tools, eight out of fifteen responses listed themselves at a two. In addition, the following usage of Google products was gathered:

Figure 1- Reported use of Google tools in the last six months

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Eight participants already have a Google account, while seven need to create one in order to participate. Only two participants have Google calendars created currently, and both have their calendars synced to their tablet devices along with their smartphones. The final set of questions on the survey dealt with the participants background in website design. Ten participants are new at any sort of website design, while five currently have classroom websites (although they are not happy with their provider). The reasons that participants have not created a website in the past include time constraints (5 people), fear of using technology (2 people), lack of knowledge (2 people), and unsure of where to start (1). Twelve out of the fifteen participants would like to use a template rather than design a website from scratch. In regards to what participants would like to have on their websites at the time of completion, the following was recorded:

Figure 2- Reported wants by the teachers on their classroom websites

Finally, the last portion of the survey asked a few open ended questions regarding needs and concerns that the participants have prior to the beginning of the workshop. The biggest concern that people noted regarding creating a classroom website dealt with the time commitment of the upkeep. Most were concerned that they would not be able to keep up with it, and do not know if they will remember what they need to do from home to maintain the website. Also, some questioned the use by parents and did not know if it was worth their time and effort. Part 2b: Description of the Learning Context Part 2b.1: Learning Context The workshops will take place in one of three Calvary Christian Academy computer labs. Each of the labs is equipped with twenty to thirty new desktop computers running the Windows operating system. Each computer is connected to the internet through an Ethernet cord. There is also school wide wireless internet access for those who wish to bring their own laptop or tablet to the training. Included in each lab is a Smart Board which will provide the instructor with the opportunity to provide live demonstrations for the participants. This will provide the resources to show teachers the training materials while being presented.

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Part 2b.2: Transfer Context Learners can use the knowledge of website design in their own personal life for organizational purposes. By building a Google site, users will have their own Google account. Therefore, users will have a Gmail account that is accessible in and outside the classroom on computers, tablets, and smartphones. Also, setting up a Google Calendar will allow users to also eventually put their own personal engagements in the calendar, and sync easily across multiple platforms to help keep the user life more organized. These skills will improve efficiency and organization in anyones life. Part 2c: Description of the Learners Currently, more than seventy five teachers and staff work between the primary and secondary level. All teachers in the school are PA State certified. Twenty teachers have currently signed up to participate in the workshop. Based on the survey given prior to the first workshop, there is a wide range of teachers comfort levels with technology:
How comfortable are you with using technology?

No Comfort

Very comfortable

Figure 3- Report of the teachers comfort levels regarding technology use.

At the present time, there is a rather large divide between the older teachers and younger teachers, which accounts for the large divide in those teachers comfortable using technology and those who would rather stay away from technology use in the classroom. Also, as noted above, most participants are not familiar with Google programs, which will require some training before the actual classroom website design process.

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Part 2d: Learning Task Analysis The visual below shows a representation of the learning task during the workshops:

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The visual below shows prerequisite steps that need to be taken before the actual workshop is completed:

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Part 3: Planning Part 3a: Learning Objectives 1.0 The learner will be able to open a new Google account. 1.1 1.2 2.0 The learner will create a new user name related to the topic of the website. The learner will create a password.

The learner will be able to create a classroom calendar using Google calendar. 2.1 2.2 2.3 2.4 2.5 2.6 2.7 The learner will open the Google calendar program. The learner will create a new calendar called classroom events. The learner will be able to summarize the use of the classroom events calendar in a short paragraph. The learner will modify the properties of the classroom calendar to make it fit properly. The learner will label calendar components appropriately. The learner will share the calendar with others responsible for school activities, such as room moms and administrators. The learner will be able to post their calendar online publically for all parents to see.

3.0

The learner will be able to design a classroom website using Google sites. 3.1 3.2 3.3 3.4 The learner will open the Google sites program. The learner will choose an appropriate website from a list of templates. The learner will creatively name their site for easy reference. The learner will create appropriate headings based on the sections they want for their website.

4.0

The learner will be able to add important events and homework assignments to the classroom calendar. 4.1 4.2 4.3 The learner will click on the correct tab to create and add details regarding the event. The learner will publish important classroom events to the classroom calendar. The learner will set time limits for all classroom assignments.

5.0

The learner will be able to identify different components of a Google site.

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Part 3b: Matrix of Objectives

Learning Objectives Blooms Taxonomy Classification Synthesis (Create/build) Synthesis (Create/build) Synthesis (Create/build) Synthesis (Create/build) Application Synthesis (Create/build) Knowledge Format of Assessment Description of Test Form Sample Items

1.0

Performance

Self-Assessment Checklist

Open a new Google account

1.1

Performance

Self-Assessment Checklist

Create a username

1.2

Performance

Self-Assessment Checklist

Create a new password

2.0

Performance

Self-Assessment Checklist

Create a classroom calendar using Google calendar Open Google Calendar program Create new calendar named Classroom Events Summarize the use of the classroom events calendar in a short paragraph Modify properties to fit classroom website Label calendar components properly Share calendar with others responsible for adding events Post the calendar online publically Design a classroom website using Google sites Open Google Sites program

2.1 2.2

Performance Performance

Observation with Checklist Self-Assessment Checklist

2.3

Paper and Pencil

Constructed Response

2.4

Comprehensio n Knowledge

Performance

Observation with Checklist

2.5

Paper and Pencil Performance

Short Answer

2.6

Application

Observation with Checklist

2.7

Application

Performance

Observation with Checklist

3.0

Synthesis (Create/build) Application

Performance

Observation with Checklist

3.1

Performance

Observation with Checklist

3.2

Knowledge

Performance

Observation with Checklist

Choose an appropriate website from a list of templates. Creatively name their site for easy reference

3.3

Knowledge

Paper and Pencil

Short Answer

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3.4

Synthesis (Create/build)

Paper and Pencil

Short Answer

Create appropriate headings based on the sections they want for their website. Add important events and homework assignments to the classroom calendar Click on the correct tab to create and add details regarding the event. Publish important classroom events to the classroom calendar Set time limits for all classroom assignments Identify different components of a Google site

4.0

Application

Performance

Self-Assessment Checklist

4.1

Application

Performance

Observation with Checklist

4.2

Application

Performance

Observation with Checklist

4.3

Application

Performance

Observation with Checklist

5.0

Knowledge

Performance

Observation with Checklist

Part 3c: ARCS Table Categories & Subcategories ATTENTION A.1. Perceptual arousal Process Questions

A.2. Inquiry arousal A.3. Variability

Have the teachers look at different websites such as www.ccakteacher.com, http://www.jmeacham.com/, and http://www.tips-for-teachers.com/index.htm Discuss the similarities/differences of the two and the benefits/weakness of each website. How functional are they? Show them a created Google site such as http://www.tandmphoto.co.uk/ or http://www.kaumatuakapahaka.com/ to show how functional a Google site can be with the right changes. Have the participants brain storm uses of web sites for teachers. What characteristics are important? What features are useful? For those participants who are comfortable with technology, provide the time for them to design their own color scheme and layout. For those participants who are not as comfortable with technology, show them where to find templates on the
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RELEVANCE R.1. Goal orientation R.2. Motive matching

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R.3. Familiarity

Google Site starter page. Have participants discuss their favorite websites and why each website is their favorite. What features make them want to come back for more?

CONFIDENCE C.1. Learning requirements Have the instructor show each step on the Smart Board located in the front of the room to help provide visuals for each learner. The visuals will help provide detailed instructions that are easy to follow. By allowing the participants to explore designing their website under guidance, they will be able to learn by trial and error, which can provide them the opportunity to ask questions and seek answers. When the participants go home and try to update their website, they can remember solutions and processes they worked through earlier. The participants will have free choice of visuals and components on their web site. Since no two sites will be alike, participants will have a sense of ownership and pride in their accomplishments on their own.

C.2. Success opportunities

C.3. Personal control

SATISFACTION S.1. Natural consequences The participants will have to update their site, so they will naturally have opportunities to use the skills that they learned in the workshop to grow their website to tailor their needs. Participants will showcase their website at the end of the workshop to give ideas to those still completing their sites. While participants are showcasing their websites for the other participants, positive feedback will be given about what the perceived uses of the websites will be. Also, feedback will be given regarding the look and feel of each site.
(Keller, 1987, p. 2)

S.2. Positive consequences S.3. Equity

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Part 4: Instructors Guide I. Introduction

Gain Attention Show the participants the following websites to show what teachers are currently using as their classroom websites: www.ccakteacher.com http://www.jmeacham.com/ http://www.tips-for-teachers.com/index.htm Establish Purpose Allow the participants time to talk together as a group to answer the following questions regarding the websites listed above: o What needs did the website meet for the teacher? For the parents/families of students? o What features were important? Which features were just for fun and not as important? o What uses can you see for classroom websites? After the group discussion, the instructor can tell the participants that the purpose of this workshop is to design a website for a classroom that has pertinent information related to each classroom. Every website will be different, but each will be useful. Arouse Interest and Monitor or Stimulate Learners Attention/Motivation Next, show the participants the following short video highlighting the uses and features of Google Sites right from Google themselves: http://www.youtube.com/watch?v=X_KnC2EIS5w The instructor will tell participants that the platform that will be used for the workshop is Google Sites. Preview the learning Activity or Provide an overview The instructor will take participants to the computer lab and help everyone create Google accounts if they do not have one already. Then, all participants will click onto the home page for Google Sites and preview the features that will be available to them. Finally, all participants will receive their self-assessment checklist to see what will be talked about over the course of the workshop. (See Below)

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II.

Body

Recall Relevant Prior Knowledge The instructor will provide a quick overview of what certain features mean when working on computers. Please explain the following: o o o The back button, or cancel, will always get you out of a jam when you work on computers. To insert any feature into a webpage, you must click edit. Edit gives you the list of options that will help with the design of the website. If something does not respond right away, please do not keep clicking. Patience is a virtue when working with technology.

Also, the instructor will include that a lot of the edit features in Google Sites have the same look and feel as Microsoft Word. Please show them the font toolbar at the top to compare the features offered. Process Information and Examples Session One Provide the workshop participants with the Session 1 Cheat Sheet found in the appendix. This will provide a step by step procedure for participants to follow. For your reference, this session will focus on setting up Google Accounts and helping those participants design their own websites without the use of a template. A Google account will be set up on the Smart Board, demonstrating the following steps: 1. Go to www.google.com 2. 3. 4. Click Sign Up in the upper right hand corner Create a user name and password Check to accept the terms of Google

After setting up the Google account, the instructor will model how to open Google Sites and create a website without the use of a template. Please demonstrate the following steps: 1. 2. Click Site on the top of the www.google.com site while signed into your account. You will be taken to a screen where you will have the opportunity to select create a blank website or use a gallery. Please click on the create a blank website icon. Please name your site

3.

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4.

Explore the various themes that Google provides for webpages to see if that will help anyone come up with a creative webpage. Show participants how to click on the edit button to bring up a list of features they can choose from, as well as ways to change the color scheme, buttons, etc.

5.

Session Two Provide the workshop participants with the Session 2 Cheat Sheet found in the appendix. This will provide a step by step procedure for participants to follow. For reference, the instructor will focus on adding the components to an already designed web page. 1. Show everyone how to sign into their Google account. 2. 3. Model how to click on the sites tab at the top of the Google homepage. For those of who already created a site from scratch, model how to click the link to open their website. For those who did not yet create a site, please model how to name your site and check the box named use the gallery for ideas. Model how to use the edit button. When you hit edit a list of options will come up. Model clicking on Google Calendar to insert a Google Calendar into the website. Highlight other options in the edit menu that participants can use such as forums, blogs, etc.

4.

5.

6. 7.

Gain and Direct Attention Review key components of how to sign into the Google account, tabs to click on, edit button tabs in a class discussion. Employ Learning Strategies The instructor will encourage the participants to take notes at this point. The notes should include how to sign in and access your webpage on any computer, how to edit colors and formats of your webpage, and where elements that participants might want to add later are located for easy access. Provide for and Guide Practice Participants will now be guided to their own personal computers in the computer lab to set up their websites. The instructor will be walking around answering any questions participants may have, and also showing models on the Smart Board when appropriate.
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For example, if some people are having a hard time adding events to the Google Calendar, the instructor can show the step-by-step process on the Smart Board. III. Conclusion

Summarize and Review At this point, the instructor will ask the participants for any questions that were not answered or any additional feedback they need in order to succeed with their website at home. The instructor will encourage the participants to review their notes to see if it makes logical sense and contains important details. Transfer Learning/Re-motivate and Close In a group discussion, have participants share the uses of their website now that it is created. After completing the workshop, participants might have a different idea of how they can use their sites in the classroom. Also, discuss how to expand their websites in the future as they get comfortable with the application. Encourage participants to keep their websites up to date and explore tools available as comfort levels grow. Assess Learning Collect participants self-assessment worksheet to monitor which students completed which objectives. In addition, have participants write down the web address of their websites so the instructor can review all sites to assess completion/provide specific feedback on ease of use and features present. Part 5: Learner Content Part 5a: Learning Materials Classroom Workshop Cheat Sheet 1 (See Appendix C)This packet of information was created to be used during the actual instruction of workshop one. It outlines the step-by-step process of creating a Google Site from a blank design. Also, how to insert features and change the page layout/color scheme is included. Including screenshots, it is designed for ease of use, and will allow participants to take home the packet and continue adding features to their website. Classroom Workshop Cheat Sheet 2 (See Appendix D)This packet of information was created to be used during the actual instruction of workshop two. It outlines the step-by-step process of creating a Google Calendar and choosing a template for the Google Site. How to insert the calendar, format the website, and edit a template are all steps that are specifically noted in this cheat sheet. Including screenshots, it is designed for ease of use, and will allow participants to take home the packet and continue adding features to their website.
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Part 5b: Formative/Summative Assessment Materials Instructors should use the following checklist to assess whether each learner has completed the necessary tasks in order to create a functional Google Site for the classroom. Instructors Checklist Objective Completed? Successfully Created a Google Account With Username and Password Successfully Opened the Google Calendar Program Successfully Opened the Google Sites Program Successfully Make a New Calendar Named Classroom Events Successfully Adds Events to the Calendar Successfully Modified Properties on the Google Site Set Up Properties to Share Calendars With Others Successfully Publically Posted Calendar Online Chose an Appropriate Template for Classroom Website Use Successfully Identifies Components of Google Sites Program Successfully Identifies Components of Google Calendar Program Successfully Creates a Functional Google Site for Classroom Use Participants will use the following checklist to help them keep track of the necessary components of making a Google Site and to show completion. After completed, it will be returned to the instructor. The instructor will use this to record completion of workshop. Participants Self-Assessment Checklist (Printable Copy in Appendix B) Task Create A Google User Name Create A Password Decide on Creating Your Page From Scratch or From a Template Name Your Site Title Your Webpage Create a Google Calendar Named Classroom Events Add Important Classroom Events to the Google Calendar (5-7 Events) Set Appropriate Time Limits for Classroom Events on the Calendar Post Calendar Publically So All Viewers Can Access Events Insert an Image Onto Your Webpage Insert the Google Calendar Onto Your Webpage Write a Short Introduction Naming Your Webpages Purpose Write Appropriate Headings to Label Sections of the Webpage

Completed?

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Part 5c: Technology Tool Justification Computers: The reason computers are necessary in this workshop is because it will provide the gateway onto the internet that is needed to make a Google Site. Without the actual computer, participants could not access Google, which is essential. Computers are also used because they will be what most participants will use at home to access Google. Smart Board: For this workshop, a Smart Board will be used which is situated in the front of the computer lab where participants will be located. The Smart Board will be used to help provide visuals as to what participants should be doing during a specific step of the process. You Tube: You Tube will provide training videos that provide a great visual for what Google Sites can do and how it can be used by an educator. This background will provide insight and motivation for the participant. Part 6: Formative Evaluation Plan Part 6a: Expert Review The SME for this project Carolyn Eckert, the assistant principal at the high school where the workshops will take place. She currently has a Masters Degree in Educational Technology. She also has experience as a 6th grade classroom teacher, so she can provide insight into the instruction methods as well as the materials involved in the workshop. The materials to be reviewed will be given to her by December 3rd, and the materials will be returned in one week. Her email address for reference is ceckert@ccphilly.org. Part 6b: One-to-One Evaluation For this evaluation, the designer must work with an individual learner who will critique the process and provide valuable feedback regarding the materials presented. A current elementary school teacher will participate as the evaluator in the one to one evaluation for this project. While working through the material, the following questions will be visited and discussed: Was the instruction easy to follow? Where the materials interesting and eye-catching? Were any important steps to designing a Google Site missed during the instruction? Were you able to create a Goggle calendar using the given instruction? Were all of the features right where they were presented on the guide? What aspect of the instruction was most beneficial as a teacher looking to create a personal website?

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Part 6c: Small Group Evaluation This evaluation focuses on a key group of four participants who will complete the workshop and provide valuable feedback after the one-on-one evaluation. This evaluation will build on any corrections from the one-on-one evaluation, and provide additional information to help revise the materials as needed. This evaluation will take place in a computer lab after school. The questions that this group will focus on will include: Was the instruction on an easy to understand level for beginner website designers? What parts were most confusing in the instruction? Did the formatting fit to what was presented on the guides given? What suggestions do you have to help improve the instruction process? What additional features would you like to see presented during this workshop? How long did it take to set up a Google Site? How long did it take to set up a Google Calendar? Were all participants able to create a Google account?

Part 6d: Field Trial This evaluation will take place two weeks prior to the classroom website workshop. Preferably, this will take place prior to the start of the school year so teachers can have adequate time to create websites for their classrooms. Up to ten participants will be invited to attend the field trial, with the expectation that feedback will be given at the end to assess the effectiveness of the workshop. The following questions will be asked to gain insight: Did you feel supported by the provided materials in your efforts to learn Google Sites? Were any steps confusing or hard to complete? If so, why? What was the best part of creating a Google Site? Do you find that this Google Site will provide you a classroom website that will be easily manageable? Is there a specific feature that you feel would be beneficial to learn in regards to your classroom website? Part 7: Formative Evaluation Report Part 7a: Evaluation Survey The SME evaluation survey (Appendix E) was designed to ensure that this project would be useful to participants, effective, efficient, and interesting. It was created on a Google survey, and sent to the SME by email along with this project. A direct link is listed here: SME Evaluation Survey

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Part 7b: Results of Expert Review The results of the SME evaluation survey were quite telling. For part one, the SME noted that the learning goal was valid and succinct and that it clearly represented what was to be accomplished by the learners by the end of the project. Part two included the needs analysis survey, which the SME noted included both basic questions for novices at Google site and advanced questions to accurately assess where learners will be beginning. She noted that the workshop was clearly designed for all ability levels. Part three included the planning aspect of this project. The SME noted that the objectives were well worded and clear for easy assessment. She did make a suggestion about my selfassessment guide, noting that a questions column might be beneficial for those times an instructor is not able to answer questions right away about a specific topic on the selfassessment. By placing a questions column, participants can write down any questions that might come up during the workshop and ask at a time the instructor is present. Part four dealt with the instructors guide. The SME stated that the instructors manual was, clear and easy to read/understand. She had no questions, comments, or suggestions, stating that the goals for both workshops were clearly noted through the instruction. Lastly, part five talked about the learner content. The SME discussed the ease of use regarding the cheat sheets, and described how systematic and manageable they seemed. She said that was one of the highlights of the whole project for her, and that both cheat sheets were very descriptive and valuable to learners. In addition, she felt like both the assessments and the justification were comprehensive and covered the project well. Part 7c: Comments on Change In further review of my SME evaluation, I believe that adding a questions section to the self-assessment work page would be a good addition. It would not change the format much, and would give participants the opportunity to make notes that the instructor could easily view later. This will aide in communication, which is always a great thing. Besides this change, I feel like the feedback given was very positive in nature and did not require much change on the projects part. Of course, depending on the needs of the learners at each workshop, the specific goals and instruction can be tailored. More or less information may be given about basic computer functions based on level of experience. Likewise, if different topics would like to be explored, such as an announcement page or blog page instead of Google calendar, the materials can be easily rearranged to meet specific needs.

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Part 8: AECT Standards Grid 1.0 Design 1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model. 1.1.1 Analyzing 1.1.1.a Write appropriate objectives for specific content and outcome levels. 1.1.1.b Analyze instructional tasks, content, and context. 1.1.2 Designing 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning. 1.1.3 Developing 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application. 1.1.4 Implementing 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practice, field experiences, and training) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.5 Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. 1.3 Instructional Strategies 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.

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1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation. 1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies. 2.0 Development 2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies.

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3.0 Utilization 3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. 3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts. 3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption. 4.0 Management (none specifically addressed in 503) 5.0 Evaluation 5.1 Problem Analysis 5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation). 5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts. 5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts. SMET = School Media & Educational Technologies

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Appendix:

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Appendix A- Google Survey To Use For Needs Analysis 1) Name: 2) Current Position: 3) How many years of experience do you have in the educational setting? 4) What technology do you use on an everyday basis? Cell Phone Tablet/iPad Desktop Computer Laptop Computer Internet PDA Portable Music Device Other: Please specify 5) What technology do you currently use in the classroom? Cell Phone Tablet/iPad Desktop Computer Laptop Computer Internet PDA Portable Music Device Other: Please specify 6) What kind of operating system are you familiar with? Windows Mac 7) What Google tools have you used within the last six months? Google Search Gmail Google Drive Google Calendar Google Docs Google Images Google Scholar Google Sites Google Groups Google Circles Other: Please specify 8) Do you currently have a Google account (or Gmail email account)? Yes or No 9) Do you currently use a Google calendar to keep track of classroom events? Yes or No
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10) Have you ever created a website for classroom use? Yes or No 11) If yes, what platform did you use? 12) If no, what has kept you from making a classroom website? 13) If given a choice, would you rather make a classroom website from scratch or choose a preexisting template? 14) What features would you like to have included on your classroom website? Calendar Photos Blog Homework Assignments Poll Newsletters Links to personal contact information Other: Please specify 15) Is there anything not mentioned that you would like to have included on your classroom website? 16) What concerns do you have regarding building a classroom website?

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Appendix B: Self-Assessment Guide To Be Used During Workshop Name:_________________________ Self-Assessment Guide for Google Sites Workshop Participants, please use this guide to help you complete all the necessary tasks related to creating your Google Site. Task Create A Google User Name Create A Password Decide on Creating Your Page From Scratch or From a Template Name Your Site Title Your Webpage Create a Google Calendar Named Classroom Events Add Important Classroom Events to the Google Calendar (5-7 Events) Set Appropriate Time Limits for Classroom Events on the Calendar Post Calendar Publically So All Viewers Can Access Events Insert an Image Onto Your Webpage Insert the Google Calendar Onto Your Webpage Write a Short Introduction Naming Your Webpages Purpose Write Appropriate Headings to Label Sections of the Webpage Completed? Date:_______

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Appendix C: Classroom Website Workshop 1- Cheat Sheet Participants: Please use this guide to help you design the classroom website that you always envisioned. Listed below are some tips that will help you design the website that is perfect for your classroom. Every classroom has individual needs; therefore use Google sites to work to your advantage. 1. First, everyone must decide what kind of website to make. Will this be primarily for lists and assignments? Blogs and classroom interactions? Information for parents? Once that primary use is decided, you can move on to the next stage, which involves actually creating the backbone of the webpage. 2. Next, you need to create a website. Please click on sites on the top of the Google homepage, where you will be taken to this page:

After naming your site, please decide if you want to use a blank template or browse premade templates. You must also name your site. You will notice the URL of your site will be created.

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3. If you want to create your website from scratch, this page will come up:

This is the most basic webpage, without any formatting involved. This is where your creativity comes into play! If you click on the pencil icon towards the upper right hand corner, you will get to the page editor. This editor will allow you to change the look and feel of your website, and also add new content onto the page. Here is what the editor will look like:

You can change the font, colors, text, etc. using this editor. You can change the layout of your page by clicking on the layout tab. Please choose from the following options:

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For the rest of the examples, the left sidebar layout will be modeled. After choosing your layout, you can add text and features. If you click on the insert tab on the upper left hand side of your screen, this will come up:

Please use these tools to design the cover page for your website. It can include any images, maps, and text information you would like. Using the editor, you can change the layout by clicking the layout tab, choose the look and feel, and add headings as appropriate. 4. Once you create a home page, you can create additional pages for the classroom calendar, blog, etc. Please reference the image below to see what the screen will look like:

Please click on the page with the plus sign on it located in the upper right hand corner of the above screen. This will create a new page:

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You have some options to pick from when you create a new page. First, you must come up with an appropriate title. It will be displayed on the navigation menu, so please make it something that is easy to understand. Then, you must decide what type of page you want. Your options for types of pages are as followed: Types of Pages (taken from http://edtechvision.org/?p=644) Web page A basic page that allows you to write content and embed gadgets. This is your basic blank slate. Dashboard A two column webpage with four placeholder gadgets to make it easy to get started creating an overview of information or embed gadgets. File cabinet A page where you can upload and share files. You can create folders for different subjects. List This page can be used to create to-do lists or assignment lists. You can easily add or remove items. Announcements This a perfect tools for adding recent announcements to your page. While much of your content remains static, this lets place time-stamped information anywhere on your site.

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After you choose your type of page, please make sure you click Put Page Under ______ so the page will not become your homepage. As you can see, the Calendar page is listed under Miss Heckels Classroom Webpage, which is the homepage for this website:

Here, you can use the insert tab once again to insert the calendar that you want. More information regarding calendars will come during the 2nd workshop. 5. Last but not least, you can change the color and font setting for your website. By clicking the more tab in the upper right hand corner of the webpage, you will come up with the following options:

Please choose manage site, and click on colors and fonts on the bottom left hand side of your screen. It will open up the following page:

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Here you can change the layout of your webpage. If you changed your mind and want to use a template for colors, now you can also use those resources. After applying a page background color, the website will look like the following:

So, please use the remaining time to customize your website to your likings. Next workshop, we will explore Google Calendar and add classroom events to your website using that feature. Enjoy!

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Appendix D: Classroom Website Workshop 2- Cheat Sheet Participants: Please use this guide to help you design your Google Site from a template and set up a Google Calendar. In addition to the step-by-step procedures, this guide will also highlight important features to use as you continue to grow and edit your website. Creating a Google Site First, we must create a Google Site. Go to www.google.com, and click on the site tab at the top. If you already have a created website, please click on the name of your site to open up your site. Then, you may skip to the appropriate section for what you would like to accomplish. Creating a Website from a Template: If you have never made a Google site before, you will see the following screen:

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Please click on the box, Browse the Gallery for More. This will open up a separate screen that will provide multiple templates based on categories. The screen will look like this:

Click on the Schools & Education Tab on the left menu which will open up a list of possibilies. Please select a template, and click select on the next page that pops up. Then, you should be taken back to the first screen. Make sure that your template is selected in the boxes towards the top of your page. Next, please name your site, write down the site location, and click create at the top of the page. You have now successfully created your website!

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Website Home Page This is how your new website will look if you used a template. We will now take a closer look at some important components of your website.

This is your edit button. Please see the end of this packet for information regarding the edit features in Google Site.

This is your new page button. Please see the end of this packet for info regarding making new pages.

This is your More button. It will show you more options that you can use for your webpage. It will also give you print options, share options, and website management options. If you are not sure about something when it comes to saving, sharing, or mangaing your site, this is the place to look first. Using these tools, we will take a look at editing your site by adding a Google calendar, adding a new page to your sight, and finally managing your site.

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Editing Your Google Site When you click on the edit button in the upper left hand corner (pencil icon), the following will appear at the top of your page:

These buttons and menus are your edit features. They work very much like Microsoft Word works, as you can change the font, size, and features easily using the buttons. The menus provide customization of your website. If you click on the insert menu, the followi will appear: If you click on the layout menu, the following will appear:

Both of these menus are valuable in designing the website that you want!

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IMPORTANT: You must click save at the top right hand corner of your webpage to save your changes and view your website in real-time. In the editor, no changes will be apparent until you click save.

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Adding a Google Calendar To Your Google Site Now, we want to set up a Google Calendar to use on our Google Site. Go to www.google.com and click on the calendar tab on the top. A screen will come up that looks like this:

In the red circle, you will find an arrow next to the My Calendar tab. When you do that, you will see a create new option. Please click that.

This screen will pop up. Please name your calendar Classroom Events. Make sure you click that you can share this calendar with others, or no one on your website will be able to see it. Click to make the calendar public so all visitors to your site can access events. Click create at the top to create your calendar.

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After you create your calendar, you will see the following screen:

Use the red create button to create events to put on your calendar. You can set time limits, color code assignments, and make time limits easily. The screen will look like this:

Please add at least five events to your calendar. It can be schoolwide events or classroom events. Color coding each category would help each event to stand out and be easily noticed by visitors.

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When you are done, please click on the sites tab at the top of the screen to access your Google site again. You will open a page that will look something like this:

Please click on the title of your website to access the homescreen of your site. We will now insert your classroom events calendar into your Google Site. Your homescreen should come up when you click on the title of your webpage.Click on the edit tab at the top of your homepage to edit your webpage:

If you already have a calendar on your template: Please find the space allowed for it and click on the properties button that appears. It looks like a gear, and will open the proporties menu for the calendar.

Click display another calendar, and find the calendar named classroom events:

Click save when you are completed to insert your calendar.

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If you do not have a calendar on the template: find an open area in the edit screen and click insert:

Click calendar in the right hand column of the insert menu. Find the Classroom Events calendar on the right hand side, and click select at the bottom:

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A properties menu will then show up that looks like this:

You can save the properties on this menu, and then click save to insert your classroom events calendar.

IMPORTANT: You must click save at the top right hand corner of your webpage to save your changes and view your website in real-time. In the editor, no changes will be apparent until you click save.

When you click save, it will take you back to your homepage. There, you should see your new calendar!

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Adding Multiple Pages To Your Website Once you create a homepage, you can create additional pages for the classroom calendar, blog, etc. Please reference the image below to see what the screen will look like:

Please click on the page with the plus sign on it located in the upper right hand corner of the above screen. This will create a new page:

You have some options to pick from when you create a new page. First, you must come up with an appropriate title. It will be displayed on the navigation menu, so please make it something that is easy to understand. Then, you must decide what type of page you want. Your options for types of pages are as followed:

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Types of Pages (taken from http://edtechvision.org/?p=644) Web page A basic page that allows you to write content and embed gadgets. This is your basic blank slate. Dashboard A two column webpage with four placeholder gadgets to make it easy to get started creating an overview of information or embed gadgets. File cabinet A page where you can upload and share files. You can create folders for different subjects. List This page can be used to create to-do lists or assignment lists. You can easily add or remove items. Announcements This a perfect tools for adding recent announcements to your page. While much of your content remains static, this lets place time-stamped information anywhere on your site. After you choose your type of page, please make sure you click Put Page Under ______ so the page will not become your homepage. As you can see, the Calendar page is listed under Miss Heckels Classroom Webpage, which is the homepage for this website:

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Managing Your Website

If you look at the picture above, you see a red circled more button. Here, you will find the properties that you can use to manage your site. When you click on it, the screen will look like this:

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The following options exist in the More menu: Revision History: This is a list of all site versions you have, in case you need to revert back to a previous version. Subscribe to page changes: You will be able to subscribe to be notified when changes happen to that specific page. Page Settings: Here, you can add a page description and also change the page template. This is useful when you change your mind halfway through a page design.

Print Page: Use this to print your webpage. Preview Page as Viewer: This will give you an actual web view of your site as if you were a visitor on your site on the web. Save as Page Templates: Saving a page as a template will create a copy of this page that you and others can use to create new custom pages. Any content on your page will be included in the new template. Use this if you create an amazing site you would like to share with the world. Change Page Templates: This is where you can change your page type, such as announcement page, file cabinet page, etc. Subscribe to Site Changes: You can subscribe to be notified when changes to any part of the website occurs. Edit Site Layout: The following toolbar will be added to the top of your page: Manage Site: This is where you can edit colors, themes, layout, site name, etc.

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Appendix E: SME Evaluation Rubric Expert Evaluation Survey

Please answer the following questions to help see if this project is effective, efficient, interesting, and useful to participants. Please feel free to include as much feedback as possible. Thank you for your help in advance!

Part 1: Topic Please use the following questions to help assess Part 1 of this project, which deals with the topic. Is the stated learning goal effective? * Would you like anything else included in the stated learning goal? *

Do you have any suggestions for the target audience? * Part 2: Analysis Report Please answer the following questions regarding the analysis reports for this particular project. Does the needs analysis survey effectively show the present needs of learners? * Please comment on the overall quality of the questions on the needs analysis survey? *

Are the graphs an accurate representation of the results of the needs analysis survey? * Does the transfer context make sense for the stated learning goal? *

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Does the learning task analysis flow chart include all the necessary steps as far as you can tell? * Do you have any suggestions for the flow charts? What can make them easier to understand? *

Part 3: Planning Please answer the following questions regarding the learning objectives for this design project. Are the objectives written clearly? * Do you have any suggestions for test forms that will match up with the objectives on the matrix

of objectives? * Does the ARCS table make sense? * Part 4: Instructor's Manual Please answer the following questions regarding the instructor's manual. Are there any mechanical or grammatical errors? * Could there be any section that is written more clearly on the manual? * How easy to understand was the instructor's manual? * Did any part of instruction seem to be missing? *

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Part 5: Learner Content Please answer the following questions related to the learner content for this project. Did the classroom website cheat sheets visually help show the process that needed to be taken? * Please comment on your impressions of the cheat sheets *

Were the assessment materials comprehensive compared to the objectives? * Comments regarding assessment checklists

Where any technology tools missing from the justification? * Thank you so much for completing this survey! It will provide valuable information!

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