Running Head: MADROA INSTRUCTIONAL DESIGN DOCUMENT

Madroa Measure I Professional Development

Instructional Design Document
Laurie White
California State University Monterey Bay

IST 522 Instructional Design

Professor Vinson
December 15, 2015

IST522 White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

TABLE OF CONTENTS
Page
EXECUTIVE SUMMARY.. 4
Content.. 4
Goals and Objectives. 4
Ethical Considerations... 5
Constraints. 6
Available Resources6
Timeline and Costs..... 6
ANALYSIS7
Needs Analysis/Performance Gap.......7
Audience/Learner Analysis......9
Workplace/Environment/Setting Analysis..10
Literature Review/Environmental Scan..11
Task/Work Analysis... 11
Content and Procedures...11
Table 1: Task Analysis......12
Goals and Instructional Objectives. 15
Table 2: Learning Analysis........16
DESIGN 19
Test Instruments. 19
Table 3: Instructional Strategies....20
Organizational, Delivery, and Management Strategies. 21
Instruction.. 21

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

DEVELOPMENT. 22
Description of Tools Required for Development of Plan. 22
Table 4: Development Process Costs and Timeline..23
Instructional Materials and Strategies Developed.....
23 IMPLEMENTATION..
24
Delivery.. 24
EVALUATION. 24
Formative Evaluation. 24
Summative Evaluation... 25
Annotated Bibliography.........26
Appendices.30
Table A: Madroa Staff Survey......30
Table B: Google Classroom Beta Testing Training Questionnaire....33
Table C: Google Classroom Training Questionnaire.34

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

Executive Summary
Content
Teachers at Madroa Elementary (target audience and stakeholders) express an interest in
using more technology in the classroom with their students. They are aware that todays students
(stakeholders) are more in tune with technology than students entering school just ten years ago.
These children voice a desire to learn subject content delivered via technological means rather
than the traditional textbook or teacher lecture. Their parents (stakeholders) convey a readiness
to allow teachers to replace traditional style teaching with lessons that are more student-centered
through the use of hands-on technology in the classroom. The residents of Thousand Oaks
(stakeholders) voted last year to fund school technology over the next twenty years through the
Measure I Bond. Fund disbursement allows for the purchase of hardware and software, but not
professional development training of staff using the purchased technology. Funding for
professional development is managed through the Local Community Activity Plan (LCAP),
allowing each site to address the needs of their staff. LCAP also allows for the site team to make
decisions on some hardware purchases within the guidelines of the Measure I Bond, as
determined at the district level. LCAP is a component of the Local Control Funding Formula
(LCFF), which was enacted by the California Legislature in June 2013. LCFF changes the way
California funds education. Access to CVUSDs LCAP report can be found through the districts
website, http://www.conejousd.org.
Goals and Objectives
Conejo Valley Unified School District (CVUSD) creates a Google account for each
student as they enter the district, though most remain inactive until the students reach the age of
thirteen, when they are automatically activated. Parental permission prior to the student reaching

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

age thirteen activates the accounts of younger students. Google accounts and Google Apps for
Education (GAFE) are free to the district. GAFE is a free set of communication and
collaboration tools. The GAFE Suite includes these Google Apps: Classroom, Gmail, Drive,
Calendar, Vaults, Docs, Sheets, Slides, and Sites. Many other Google and third party apps can be
added to ones menu of tools within their Google account. Many elementary teachers lack
awareness of the benefits available to both them and their students in using GAFE. Increased
teacher awareness and use of GAFE is a goal of this project. Additionally, teachers will explore
and begin to use Google Drive, Google Docs, Google Slides, Google Sheets, Google Mail,
Google Calendar, and Google Contacts with the emphasis on transferring their current
knowledge of similar products offered by Microsoft.
Teacher and student files stored on district servers cannot be accessed unless one is
directly connected to the districts network, and server space is limited. Google Drive is a file
storage service that allows teachers and students the option of working on their documents from
anywhere, on any device. In addition, it limits the districts costs by reducing the number of
district servers required to store data.
Ethical Considerations
A discussion of who owns the files, or documents, created within the Google Classroom
format may be ethical issue to consider. As teachers assign work, and students turn it in, the files
reside on the teachers Google Drive. Could this create ownership issues? This question comes
up on the Google Classroom community questions and answers site in regards to the process of
students turning in work and teachers returning assignment, but on the main GAFE FAQ page, it
is reported that Google adheres to all Family Educational Rights and Privacy Act (FERPA)
guidelines.

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

Constraints
One of the major constraints to the success of this project is the teachers available time.
Teachers have an obligation to ensure all core subjects, including grade-level standards, are
taught to all students every year. Ensuring this occurs while migrating to this new educational or
technology-based platform will be a challenge for all teachers while they themselves learn to use
this technology.
Another constraint is the availability of devices for the students. Though Madroa has
two computer labs, their use is rotated amongst twenty-three classes. Each general education
classroom has a limited number of computers (on average a ratio of seven students to one
computer) for the students to use to complete their assignments. The stakeholders who make up
the LCAP team are working on a long-range plan that allows a smaller ratio of students to
devices, but this will take time to implement due to funding.
Available Resources
Madroa has most of the resources needed to begin training teachers in the use of GAFE.
This includes the hardware and software needed to implement the project, the equipment and
personnel necessary to provide the instruction, and the access to Google Classroom and other
GAFE that are required to begin teacher training.
Timeline and Costs
Much of the costs associated with this project are included in the districts professional
development program. This includes paying the facilitator as well as the participants for their
professional development training time. Other costs to consider are those incurred by the
teachers if they need more time to learn this process than the allotted professional development
training time allows.

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

The implementation of this project is expected to begin in the spring of 2016 and
continue throughout the 2016-2017 school calendar year.
Analysis
Needs Analysis/Performance Gap
At this time, most teachers and students store their documents on the districts servers
that grant them limited space and access. The majority of teachers demonstrate acceptable
confidence when using Microsoft Office applications. Students learn to use Microsoft Office
products, as well as other applications, during their computer specialist time. Teachers cannot
access students work directly; students must print their work out to have teachers edit or grade
it. This increases school budget costs due to the increased use of printer paper and ink. Students
cannot access the districts servers from home, meaning they cannot edit their work directly on
documents created at school, nor create a document at home, and then access it directly while at
school. Some students email their work to their teachers school email, but teachers can only
print them, they cannot transfer them to students accounts, and the students cannot work on
them from the teachers account.
As of October 2015, all Madroa parents of fourth and fifth grade students granted
permission to activate their childrens Google accounts, and the district activated said accounts.
This opens the door to teachers using GAFE with their students, allowing the students to work on
assignments anywhere. Unfortunately, most teachers express limited, or no, confidence using
GAFE. The computer specialist, all upper grade teachers, and many lower grade teachers desire
more training in GAFE, and the districts guidelines to using them. Given the advances in
technology, accessing documents from anywhere, on any device, should be the standard.

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

Technology should ease collaboration, teacher feedback, and use of links to online resources,
while cutting costs where possible.
The performance gap is fairly wide. Though two upper grade teachers use Google
Classroom, they only began recently, teaching themselves as necessary. A survey (Appendices:
Table A) of the Madroa staff suggests teachers lack confidence using Google products. Yet,
teachers express a high level of confidence in using similar Microsoft Office products, which
may work to narrow the performance gap through transference of knowledge while learning
GAFE. Narrowing the performance gap is critical to the successful use of technology already in
place at Madroa. Deficiencies in knowledge of, and skills in the use of, GAFE and the Google
Chrome platform account for most of the performance gap, but learner attitude also has an
impact. While the majority of the learners express a readiness to use new technology in their
classrooms, most voice concerns about the time commitment necessary to learn new
applications, and then incorporate them into their required teaching content.
Primary grade teachers indicate a preference of learning applications related to
Promethean Boards rather than GAFE. They note several reasons for this preference: Promethean
Board installation in primary grade classrooms is a priority; primary grade content presents more
effectively via Promethean software than through the use of GAFE; Internet use with five to
eight year olds entails risks, and requires more adult one-on-one supervision to accomplish
successfully.
All teachers express concern over the time commitment necessary to shift current grade
level content toward a more technological approach while still maintaining a high level of
teaching standards. Unlike several industries where a decrease in productivity is expected and

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

acceptable while trainees learn new procedures, attitudes regarding education indicate any loss to
student learning while teachers learn as unacceptable.
CVUSDs contract with the union specifies teachers obtain six hours of professional
development outside their typical work day, or lose six hours pay. The contract stipulates that
three of these hours occur at the school site under guidance of principal discretion. Under the
current LCAP model, lead teachers earn a stipend to create and present instruction for
professional development. The district schedules periodic train the trainer workshops in an
effort to provide training to lead teachers that they then bring back to teachers at their site. GAFE
trainer training is scheduled to occur in the spring of 2016.
Though difficult to predict, possible unintended side effects may be positive or negative.
Taking corrective actions may result in student standardized test scores dropping as teachers
work to add the use of technology into their classrooms. If these technological changes are done
well, however, it is probable that standardized test scores will rise in subsequent years.
Audience/Learner Analysis
A learner analysis of the target audience indicates that Madroas teaching staff is female,
ages 25-65, in various stages of life and career. While a few of the teachers have less than five
years of teaching experience, most have between fifteen and thirty years. The majority of the
Madroa teaching staff has several years teaching their grade level content, and would be
considered subject matter experts in their field. More than half of the staff currently hold a
masters degree, or are working toward a masters degree. The surveyed learners expressed a
confidence in the use of Microsoft Office products. This prior knowledge transfers well to
understanding several of the GAFE products. The targeted audience indicates a willingness to

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

10

invest the necessary time to learning new technology as well as implementing the use of
technology into their own classrooms.
Workplace/Environment/Setting Analysis
Located within an upper middle class neighborhood, Madroa sits in a small valley
offering lovely views of nearby hills. A significant number of older families reside within the
neighborhood, and no longer need elementary school services. Approximately twenty-five
percent of Madroas students commute by bus from nearby neighborhoods. Some twenty
percent or more of Madroas students list English as their second language. Additionally, nearly
twenty-five percent of Madroas students receive free lunch at school. Madroas PTA supports
the students and staff through volunteerism as well as financially. They encourage the use of
technology in education and have been instrumental in providing technological resources and
financing technology instruction.
Madroas two computer labs each support forty learners at once. Recently activated WiFi networks allow for the use of bring your own devices (BYOD) by students, staff and
parents. Use of BYOD equipment by students in the classroom requires additional adult
supervision and assistance because of its newness, and there is uncertainty in its effectiveness. A
fair number of students have access to home computers or other Internet access devices, but not
all. Ensuring equal educational access to all students requires teachers considering students
home Internet access availability when planning assignments.
While most teachers support the need to implement more technology, they express
several concerns about potential obstacles beyond their control. These include, but are not
limited to, yearly program changes to curriculum, procedures and methods, or supported
software and hardware.

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

11

Literature Review/Environment Scan

Beyond technology review journals touting the new features or benefits of using GAFE,
there is minimal literature specific to using Google Classroom as a learning management system.
There is, however, a plethora of articles, books, and blogs supporting the concepts causing the
shift in education from a teacher centered environment to one that is more student centered.
One article that uniquely combines the shift in learning philosophies with the use of
Google Apps for Education (GAFE) can be found in the International Journal of Computer
Science Research and Application. The article, Google Apps for Education a powerful
solution for global scientific classrooms with learner centred environment, by Elena Railean,
incorporates theoretical learning models, supported by mathematical analysis, with practical
guidelines in the use of Google Apps to support problem solving, collaboration, self-paced
learning, and flexible learning environments. According to Railean (2012), fast, easy
collaboration is what makes Google Apps unique (p. 23).
A visit to the Google for Education Trainer Learning Center website provides those with
authorization a multitude of lessons to enhance their knowledge and use of Google Classroom as
well as other Google Apps for Education. A search within the YouTube video site will produce
an abundance of training videos, some done well, some not, on various Google Apps. Though
some of these resources will likely be incorporated into the design phase of this project, the
Madroa staff survey indicates that the teachers require training tailored to the CVUSD Google
Chrome platform environment.
Task/Work Analysis
Content and procedures.

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

12

A tailored approach to instruction for CVUSD teachers learning to use GAFE, with an
emphasis on Google Classrooms, begins with them learning how to login to the CVUSD Google
platform. Though all teachers use the CVUSD general email via Outlook, only some use
Outlooks contacts or calendar features. Their Google account, which includes email, contacts,
and calendar features, is a separate account that only a few elementary school teachers realize the
district has created. During the IST501 course, a screencast instructional video was created for
the purpose of teaching users, both students and staff, how to login to the CVUSD Google
platform. This video, https://www.youtube.com/watch?v=H5r_wXyjP8U, will be used to aid in
the completion of the first task, or module.
Table 1 shows various additional tasks, or modules, which will take the learner through
the steps necessary to creating their own Google Classroom while learning how to use the
application. Each short module will build on the prior lessons, or tasks, to build the learners
confidence and understanding in using various Google Apps for Education. As the learners level
of understanding and confidence increases, they will be ready to move beyond the basic skills
level needed to start using Google Classroom within the CVUSD Google platform. This will be
the optimum time to explore the Google trainer learning center website to expose them to
additional online lessons that will support and enhance the professional development training.
Table 1
Task Analysis
Module
Tasks
Connect to CVUSD- Login to district provided Google account / Add Classroom to your
provided Google
Apps Menu
account and adding
Watch the 3-minute screencast video job-aid created for this task.
Google Classroom
Search web store for classroom app.
App
Install Google Classroom App.

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

13

Gmail /
Access Gmail
Madroas
Reply to a message invite to join Madroas Professional
Professional
Development Google Classroom
Development Google
Join Madroas Professional Development Google Classroom
Classroom
Explore Madroas Professional Development Google Classroom
View the stream feed of announcements, assignments, and
questions.
Respond to a question.
Add a comment to an announcement
Write a post as a student.
My First Assignment Complete a short assignment titled My First Assignment using Google
as a student.
Docs
Select assignment.
Click create
Choose doc
Observe that a document with the assignment name and student
name is created.
Click on the document to open it.
Type a question or comment for the facilitator.
Click Turn In to turn in assignment.
Try to open the assignment.
Observe that access is denied once the assignment is turned in.
Click Unsubmit on the assignment.
Re-open the document.
Add another sentence for the facilitator.
Turn in the assignment. Facilitator will add a grade.
View the work list.
Review graded assignment.
My first assignment Create a mock class.
as a teacher.
Click Create a class.
Name your class lastname_mock_class
Modify your background view gallery photos.
Invite other teachers to act as students in your class.
Create an announcement for your mock class.
Create a question for your mock class.
Create an assignment for your mock class.
Provide grades to completed assignments.
Add a private comment to a graded assignment.
Return grades to your students.
Complete tasks created by other teachers.
Reply to class invites and join classes.
Answer a question, comment to an announcement.
IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

14

Complete an assignment as directed.

Turn in assignment.
Review returned work.
Review student work.
Add a grade to your students assignments.
Add a private comment to the students work.
Return all student work.
Download grades for your grade book.
Select completed assignment
Click gear icon.
Select download all assignments
Open downloaded file in Excel
Print file
Customize My
Set-up account preferences and images.
Account
Add a profile picture
Change notifications
Explore Google web store for apps you might like to add to your
account.
Explore Google add-ons you might like to add to your account.
Creating a class to useSet-up real Google Classroom account
with my current
Create Class
students.
Name Class
Modify background image.
Create announcement.
Create an assignment for students to complete.
Add student contact information.
Invite students to your classroom.
Exploring additional Visit the Google trainer learning center website on classroom at
training options.
http://trainerlearningcenter.withgoogle.com/gettrained/classroom/basics.html
Explore lessons to review and enhance CVUSD training.
Getting my students Login to district provided Google account / Add Classroom to your apps
started with Google
Watch the 3-minute screencast video job-aid created for this task.
Classroom.
Search web store for classroom app.
Install classroom app.
Access Gmail
Reply to a message invite to join Google Classroom
Set-up account preferences and images.
Add a profile picture
Change notifications
Complete a short assignment titled My First Assignment using Google
Docs

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

15

Click create
Choose doc
Observe that a document with the assignment name and student
name is created.
Click on the document to open it.
Type a question or comment for the facilitator.
Click Turn In to turn in assignment.
Try to open the assignment.
Observe that access is denied once the assignment is turned in.
Click Unsubmit on the assignment.
Re-open the document.
Add another sentence for the facilitator.
Turn in the assignment. Facilitator will add a grade.
View the work list.
Review graded assignment.

Goals and instructional objectives.

The primary goal of this instruction is to take novice Google Apps users to a level of
comfort that will allow them to further explore the use of GAFE with ease. Additionally, this
instruction should provide directed assistance to teachers in setting up a Google Classroom for
their current students, creating their first assignment, and inviting their students to participate, as
well as provide teachers with the tools necessary to teach their own students how to access
Google Classroom and other various Google Apps for Education. The instructional objectives are
listed in Table 2. This table is provided to guide facilitators and learners through the objectives
and content of each module.

Table 2
Program GAFE
Professional Development
Module Topic Learning
Objectives

Learning Analysis
Description Beginning users will learn Audience Madroa
how to access and use Google Apps for Upper Grade Teachers
Education.
Tasks

Content Details

Procedures /
Documents /

Additional
Information to

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

16

Support
Content
Connect to
After viewing a
Login to district
Watch the 3-minute
https://ww This video can
CVUSDshort video, all
provided Google
screencast video job-aid
w.youtube. also be used by
created for this task.
teachers to
provided Googleparticipants will be account / Add
com/watch teach their
able to login and Classroom to your Search web store for
account and
?
add Google
apps
students how to
adding
classroom app.
v=H5r_wX access their
classroom app Classroom to their
Install classroom app
list of apps.
Google
yjP8U
accounts
Gmail
After viewing a
Access Gmail
Open email invite, click on https://docs.g Link to teacher
/Madroas
short video, all
Reply to a message the link, and follow prompts oogle.com/do tips resource on
Professional
participants will
about joining
to join the Madroa
cument/d/1aZ the Google
Development successfully
Professional
Professional Development zpjL8znlwYQ Apps for
Google
navigate their
Development
Classroom.
s_8qcaBVoU Education
Classroom
district Google
classroom as a
View the stream feed of
R2kHkUYLo website.
account.
student.
announcements,
_Vw4TwVDh
Join Madroas
assignments, and questions. MI/edit?
Professional
Respond to a question.
usp=sharing
Development Google Add a comment to an
Classroom
announcement
Explore Madroas Write a post as a student.
Professional
Development Google
Classroom
Job Aids

My First
Following given
Assignment as a instructions, all
student.
participants will
complete various
tasks from the
students
perspective using
the Google
Classroom App.

Complete a short
Select assignment.
assignment titled MyClick create
Choose doc
First Assignment
using Google Docs Observe that a document
with the assignment name
and student name is created.
Click on the document to
open it.
Type a question or comment
for the facilitator.
Click Turn In to turn in
assignment.
Try to open the assignment.
Observe that access is
denied once the assignment
is turned in.
Click Unsubmit on the
assignment.
Re-open the document.
Add another sentence for the
facilitator.
Turn In the assignment.
View the work list.
Review graded assignment.
My first
After creating a
Create a mock class. Click Create a class.
assignment as a mock class, all
Name your class sample
teacher.
(100%) participants
class
will successfully
Modify your background
invite students, and
view gallery photos.

Compare
Google Docs to
Microsoft
Offices Word
program.

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

use all features of
Google Classroom
at least one time.

Complete tasks
created by other
teachers.

17

Invite other teachers to act

as students in your class.
Create an announcement for
your mock class.
Create a question for your
mock class.
Create an assignment for
your mock class.
Provide grades to completed
assignments.
Add a private comment to a
graded assignment.
Return grades to your
students.

Review student work.

Reply to class invites and

join classes.
Answer a question,
comment to an
announcement.
Complete an assignment as
directed.
Turn in assignment.
Download grades for Review returned work.
your grade book.
Add a grade to your
students assignments.
Add a private comment to
the students work.
Return all student work.
Select completed
assignment
Click gear icon.
Select download all
assignments
Open downloaded file in
Excel - Print file
Customize My All participants willSet-up account
Google Account personalize their preferences and
account.
images.

Creating a class All participants willSet-up real Google

to use with my create a Google
Classroom account
current students. class to include all
current students in
their real-world
class.

Add a profile picture

Change notifications
Explore Google web store
for apps you might like to
add to your account.
Explore Google add-ons
you might like to add to
your account.
Create Class
Class Roster District Gmail
Name Class
Database
Modify background image.
Create announcement.
Create an assignment for
students to complete.
Add student contact
information.
Invite students to your

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

classroom.
Exploring
All participants willVisit the Google
Watch video lessons to
additional
successfully access trainer learning center review and enhance
training options. the Google
website on classroom learning.
Training Center, Explore lessons to
bookmark, and
review and enhance
complete at least CVUSD training.
one video lesson.

Getting my
students started
with Google
Classroom.

All participants
Login to district
(teachers and upper provided Google
grade students) will account / Add
use Google
Classroom to your
Classroom and
apps
other Google Apps
for Education to
complete 25% of Access Gmail
their coursework
during the first
year.
Set-up account
preferences and
images.

18

http://traine Google Apps

rlearningce for Education
training site
nter.withgo offers
ogle.com/g additional
etresources.
trained/clas
sroom/basi
cs.html

Watch the 3-minute

screencast video job-aid
created for this task.
Search web store for
classroom app.
Install classroom app.
Reply to a message invite to
join Google Classroom
Add a profile picture
Change notifications

Click create
Choose doc
Observe that a document
with the assignment name
Complete a short
assignment titled Myand student name is created.
Click on the document to
First Assignment
using Google Docs open it.
Type a question or comment
for the facilitator. Click
Turn In to turn in
assignment.
Try to open the assignment.
Observe that access is
denied once the assignment
is turned in. Click
Unsubmit on the
assignment.
Re-open the document.
Add another sentence for the
facilitator.
Turn in the assignment.

Review graded
assignment.

Facilitator will add a grade.

View the work list.

Design
Test Instruments

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

19

Testing for understanding is embedded throughout the training as the participants move
through each module. The learner must demonstrate understanding of a modules content, prior
to moving onto the next module in the training. The facilitator will provide feedback as the
learner progresses through each module. For module-specific learner assessments, refer to Table
3, Instructional Strategies. Table 3 provides aid to the facilitator in determining whether
participants meet the objectives as they proceed through the various tasks of setting up their
Google account, initial Google Classroom, and creating their first assignment.
Table 3
Module

Objectives

Instructional Strategies
Content Summary Learning

Domain
Connect to
After viewing a short video, Step by step video of login Cognitive
CVUSD-provided and completing multiple
procedure.
Domain
Google account practice attempts, all
Facilitator-led walk
Psychomotor
and adding
participants will
through of Google Web
Domain
classroom app
successfully login and add Store.
three Google apps to their
list of apps.

Learner Assessment
Learner will successfully
complete the login
procedure and app add-on
a minimum of two times
without prompts while
facilitator observes and
provides feedback.

Gmail /Madroas After viewing a short video, Email invite with prompts Cognitive
Professional
all participants will
to join the Madroa
Domain
Development
successfully navigate their Professional Development Psychomotor
Google Classroom district Google account.
Classroom.
Domain
Facilitator walk through of
various features of Google
Classroom app.

Learner will successfully

join the Professional
Development Google
Classroom, after which
they will add at least 2
comments and 1 post
while in the student
role.

My First
Assignment as a
student.

Following given
Mock student assignment
instructions, all participants to take participants
will complete four tasks
through the steps of
from the students
completing and turning in
perspective using the
an assignment in the
Google Classroom App.
Google Classroom
environment.

Cognitive
Domain
Psychomotor
Domain

Learner will successfully

complete the student
assignment and print
grade to show
understanding of the
students view of Google
Classroom.

My first
assignment as a
teacher.

After creating a mock class, Facilitator leads

all (100%) participants will participants, through
successfully invite students, discovery type learning, in
and use a minimum of
the creation of a mock
seven features of Google classroom with students,
Classroom at least one
graded assignments,
time.
announcements, and
questions.
All participants will
Facilitator leads

Cognitive
Domain
Psychomotor
Domain

Learner will successfully

invite facilitator to join
their mock class to
complete all assigned
tasks.

Cognitive

Learner will change their

Customize My

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

Google Account

20

participants, through
Domain
discovery type learning, Psychomotor
through the process of
Domain
personalizing their
account.
Creating a class to After practicing with a
Facilitator leads
Cognitive
use with my
mock class, all participants participants through
Domain
current students. will create a Google class creation of their real-world Psychomotor
to include all current
class of students being
Domain
students in their real-world invited to Google
class.
Classroom.

profile picture,
background image of
mock classroom, and set
notifications to their
preferences.
Learner will include all
students in their realworld class, having them
successfully accept the
invitation.

Exploring
After viewing the training
additional training video, all participants will
options.
successfully access the
Google Training Center,
bookmark, and complete at
least one training lesson.
Getting my
students started
with Google
Classroom.

personalize their account.

Google sponsored training

videos and step-by-step
lessons to review and
enhance learning.

Cognitive
Domain
Affective
Domain
Psychomotor
Domain

Participants will report

back on videos or lessons
they viewed, making
suggestions to other
participants on those they
find most helpful.

After successful completion Facilitator leads

of training, all participants participants through the
(teachers and upper grade process of getting their
students) will use Google students acclimated to
Classroom and other
using the Google
Google Apps for Education Classroom and the Google
to complete 15% of their for Education platform,
coursework during the first and then offers continued
year, and 25% during the support during the
second year of
implementation process.
implementation.

Cognitive
Domain
Affective
Domain
Psychomotor
Domain

Participants will complete

an action plan for using
GAFE with students, and
share or display
coursework completed
using Google Apps for
Education during the
Open House forum.

Organizational, Delivery, and Management Strategies

Instruction is organized into modules, with the subsequent modules building on the
learner understanding and completing the prior module. The instruction will be delivered
through multiple means. These include the use of job aids, direct instruction, facilitator-led
guided discovery, and the use of online videos in a computer lab classroom environment.
Students will move through the modules with the end result being the creation of their own
Google Classroom, with current students added, and preliminary assignments created.
Instruction
Instruction will be provided in small groups, between 5-10 participants per session. This
will allow for a combination of short, facilitator-led lectures and hands-on, guided discovery-

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

21

type learning. Though much of the instructional needs fall within the cognitive learning domain,
navigating the web on various devices also relies on the psychomotor learning domain. Learners
will need to tap into their procedural knowledge, or prior understanding, of computer login tasks,
applying them to the districts Google account login procedure.
Learners will be able to apply their prior knowledge of assigning student work, accessing
email, creating Word, Excel, and PowerPoint documents, as well as posting to social media
applications, like Facebook, as they learn the specific procedures used in the Google Classroom
App. This may require both the facilitator and the learner to use their procedural knowledge,
explicitly convert it to declarative knowledge, and apply these connections to prior
understanding of various software applications and teaching practices. This will also enhance
the learners metacognition abilities.
One major learning area of importance uses the affective learning domain. Teachers will
be changing their day-to-day teaching and interaction with their students as a result of using
Google Classroom and other GAFE. This change in behavior will take time, and a commitment
from the teacher. Teachers will be more successful with this shift in their teaching if they see a
benefit to their students and to themselves. These benefits continue to be discussed prior to the
initial training session. Upon completion of the training modules, teachers will complete an
action plan indicating when they will start using GAFE on a regular basis with their students.
Development
Description of Tools Required for Development of Plan
Materials required to produce project include:

Devices with Internet access to Google Apps for Education (GAFE)

Class rosters with student Google account information
CVUSD Google account login video

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

22

Table 4 gives the cost and timeline to complete the development process of the project.
Table 4
Development Process Costs and Timeline
Step in the Development Process Madroas Cost
Madroa leadership team maps out Copy cost / snacks
professional development sessions $10
for the remainder of the year.
February 2016
LCAP lead teachers complete
District covers cost of
Googles Train the Trainer
subs and speaker. No
Coursework
cost to Madroa.
March 2016
Beta testing of training
Trainer time, copy
cost, snacks, and setup cost $100
May 2016
Obtain parental permission for third Copy costs $5
grade students Google accounts to be
activated.
June 2016
Technology Committee works on
Allotted spending is
2016-2017 Measure I purchase plan. $105 per student
August 2016
Initial Training of Madroas teachersTrainer time, copy
using 2016-2017 class rosters.
cost, snacks, and setup cost $100
October 2016
Additional Training Sessions
Trainer time, copy
cost, snacks, and setup cost $100
Instructional Materials and Strategies Developed
Time Frame
January 2016

Prior to the first lesson, the facilitator will create the mock course work. This will include
a Google Classroom for the teachers to join as students, with several lessons for them to access
and complete as part of their learning. Class rosters that include student Google account
information will need to be generated.
Madroas computer lab is set-up with forty Dell PC desktop computers. This classroom
style computer lab will serve as the learning environment for this project. The facilitators
computer is connected to a projector that displays the facilitators screen at the front of the room.
This allows the facilitator to guide students through several of the steps needed in each module.
The flow of the room allows the facilitator ease of movement between students as they complete

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

23

the student-centered portions of the course. This will aid the facilitator in providing one-on-one
help as needed during the guided discovery instruction stage. The computers are connected to
printers located in the computer lab, allowing ease of access to printing as needed.
Implementation
Delivery
Members of Madroas LCAP team will participate in Googles Train the Trainer
sessions during the spring of 2016. These LCAP team members will then complete a beta testing
session of this projects course content, offering suggestions for course improvements to the
instructional designer, who will facilitate the beta testing session. The course content, as detailed
in Table 2 and Table 3, encompasses taking the Madroas upper grade staff through the steps
needed to begin using Google Apps for Education with their students. The beta testing session
will take place in Madroas computer lab to ensure all course materials are accessible to the
learner in this training environment. The instructional designer will act as the facilitator during
the beta testing session with the intent to train the LCAP members as facilitators of this course
material as well.
Once the beta testing session is complete, and suggested design changes incorporated into
the course design by the instructional designer, professional development sessions for this course
will be placed on Madroas master calendar.
Evaluation
Formative Evaluation
Throughout the design and development phases of this project, feedback from key
personnel has been used to evaluate the proposed instructional content and objectives,
professional development time allotment, and method of delivery. During the beta testing phase

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

24

of this project, additional formative evaluation occurs. A sample questionnaire for the beta test
group is found in the Appendices, Table B. These questions are geared to gather data on the pace
of the course, the level of difficulty encountered by the learners, whether objectives are being
met as a result of the provided instruction, and whether material provided met the needs of the
learner. This group will also be asked to suggest any additional training necessary to help
Madroa move toward using the GAFE Suite.
Summative Evaluation
A summative evaluation will be done in the form of participant questionnaire at the end
of the course. Participants will be asked to rate the course content as it relates to their needs. The
outcome of this summative evaluation will likely be used formatively to guide future
professional development courses. A sample questionnaire, Table C, is provided in the
Appendices. The first two of Kirkpatricks Four Levels of Evaluation will be reviewed to
determine how the learners felt about the training and whether or not they were able to perform
all of the objectives. Level three of Kirkpatricks Four Levels, how trainees apply the training to
their own classroom and daily work, may provide the instructional designer feedback between
the initial instructional session and additional sessions that can be used to modify the training
instruction. Level four, changes to the organization, will not be evident for at least a year or more
after the initial training. Ideally, these changes would include an increase in the use of GAFE to
facilitate collaborative learning in a more student centered educational environment.

Annotated Bibliography
Conejo Valley Unified School District. (2014). Local control and accountability
plan and annual update template. (Ref. No. 15497). Retrieved from

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

25

http://www.conejousd.org/Portals/0/CVUSD%2014-15%20LCAP%20Final
%206-24-14.pdf
This sixty-two-page report serves as the action plan for the Conejo
Unified School Districts implementation of the States Local Control
Accountability Plan. This is an excellent resource for those seeking to
understand how the Conejo Valley Unified School District plans to
implement the States new educational funding mechanism, Local
Control Funding Formula, LCFF.
Google for education: Google classroom: Basics. (n.d.). Retrieved from
http://trainerlearningcenter.withgoogle.com/gettrained/classroom/basics.html.
This site offers a series of nine training lessons totally approximately
two additional hours of training on the Google Classroom App. This is
an excellent resource to review and enhance the professional
development training as well as allow the learner to stay abreast of
new features as they are added to this app.
Google for education: Google in your classroom. (n.d.). Retrieved from
http://trainerlearningcenter.withgoogle.com/get-trained/.
This site is the window into all of Google Apps for Education training.
From here, the authorized learner can access all available training
that Google has to offer regarding Google Apps for Education.
Google for education: Teacher tips for classroom. (n.d.). Retrieved from
https://drive.google.com/file/d/0B5AOHQcS-cAeN0dqQlFsRkwteUE/view?usp=sharing.

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

26

This document provides teachers with additional tips and suggestions for instructing
others in using the Google Classroom app, including links to additional sources shared
on the Google Apps for Education site. This document serves as a good resource for
those planning to train other in the use of Google Classroom.
Harvell, E. (2014 September 9). How google apps for education can help you
implement common core. The journal. Retrieved from
https://thejournal.com/Home.aspx.
This article discusses the impact using Google Apps for Education is
having in the Pascagoula School District in Mississippi. They provide
email to all students, encouraging its use as a collaboration tool.
Students and teachers are using Google Drive to relieve issues of
incompatible devices or platforms between the home and school
environment. They use Google Apps to simulate the experiences
student will have when completing common core testing. This article
is provides insight into ways teachers can use Google Apps for
Education to collaborate with other teachers, provide real world
experiences for their students, and help prepare students for common
core testing.
Martin, A., Snowden, K., & West, D. (2009, Nov). Are you ready for the
cloud? Implications and uses of cloud computing for libraries,
presented at Brick and Click Libraries Symposium Proceedings,
Marysville, Missouri.

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

27

This paper focuses on the use of cloud computing and storage of

educational library items, as well as student use of Google Apps as a
collaboration tool. Advantages and disadvantages to storing data on
off-site servers owned by third party companies are addressed.
Though there are cost benefits, concerns still remain regarding
privacy and security of confidential data. These concerns not stopping
the use of Google Apps because the tremendous advantages they
provide for student collaboration, ease of access to cloud stored
information from any device, and the need for libraries to offer
content in a media desired by their patrons. This paper brings to light
areas for district personnel to consider as they plan for future
technology capabilities to incorporate within the district.
Nevin, R. (2009). Supporting 21st century learning through google apps. Teacher Librarian,
37(2). 35-38.
This article reviews a pilot project involving the use of Google Apps for Education and
the use of netbooks at Adam Scott Collegiate and Vocational Institute in Peterborough,
Canada. The project encourages the use of cloud computing and collaboration, two
areas seen as critical trends in education according to the 2009 Horizon Report. Many
of the practical advantages of using cloud based storage and applications are reviewed.
This article proves effective in persuading those reluctant to changing the current or
more traditional methods used in education.

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

28

Railean, E. (2012). Google apps for education a powerful solution for global scientific
classrooms with learner centred environment. International Journal of Computer Science
Research and Application, 2(2). 19-27.
This article presents the use of Google Apps for Education in both theoretical and
practical terms. The theoretical portion includes multiple mathematical models to
support the theories presented. The practical portion includes reasons for incorporating
Google Apps for Education into a student-centered learning environment that allows for
self-paced learning and collaboration with others. Those looking to use mathematical
models to prove or disprove certain learning theories may find this article beneficial.
Those researching practical reasons to support a shift toward the use of Google Apps for
Education in their classroom will also find this article helpful.
White, L. [MrsWhiteMadrona]. (2015, October 7). CVUSD - Google Accounts.
YouTube. N.p., 2015. Web. 24 Nov. 2015.
This video gives explicit instructions for the CVUSD user to access
their CVUSD Google account. The video also covers searching the
web store to add apps to the users Google account.

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

29

Appendices
Table A
Madroa Google Apps for Education Survey Results
Time
What
How
How
How
How
stamp do you comfortabl comfort comfortable comfort
know e are you able are are you able are
about using your you
using
you
the app @learn.co using
Google
using
Google nejousd.ne Gmail?
Docs?
Google
Classro t account?
Slides?
om?

How
comfort
able are
you
using
Google
Sheets?

Google
Microsoft Word,
Classroom,
Microsoft Excel,
Google
Document Camera,
Sheets,
iPads, Smartphone
EADMS
Outlook Email, Outlook
Calendar, Outlook
Contacts, Microsoft
Google
Word, Microsoft
Classroom,
PowerPoint, Microsoft
Student
Excel, Microsoft
Google
Publisher, iPads,
Apps,
Smartphone, EADMS, Promethean
DataWise
Flipcharts
Google
Classroom,
Outlook Email, Outlook
Student
Calendar, Outlook
Google
Contacts, Microsoft
Apps,
Word, Microsoft
Google
PowerPoint, Microsoft
Docs,
Excel, Microsoft
EADMS,
Publisher, Smartphone, Promethean
DataWise
Flipcharts

Outlook Email, Outlook

Google
Calendar, Outlook
Classroom,
Contacts, Microsoft
Google
Word, Microsoft
Docs,
PowerPoint, iPads,
Promethean
Smartphone, DataWise, Flipcharts,
apple TV
apple TV

11/2/2015
15:33:06

11/2/2015
21:52:25

11/5/2015
7:33:28

11/5/2015
7:56:39

11/5/2015
8:24:24

11/5/2015
8:26:52

Please check each

What
Name Rather than
a training
application you feel application
session, what
very confident
s do you
job aids,
using, no additional want to
such as a 1-2
training requested. learn more
minute
about, or
video, might
think 30-60
help you?
minutes of
training is
needed?

Outlook Email, Outlook

Contacts, Microsoft
Word, Microsoft
PowerPoint, Microsoft
Excel, Document
Google
Camera, Smartphone Classroom
Google
Classroom,
Student
Google
Apps,
Outlook Email, Outlook
Google
Calendar, Microsoft
Docs,
Word, Microsoft Excel,
Google
Document Camera,
Slides,
iPads, Smartphone,
Google
EADMS
Sheets

MM

HC

SV

Various
Logins EADMS,
Google
Account,
etc., Report
card tasks,
EADMS tasks
Various
Logins EADMS,
Google
Account,
etc., RazKids
tasks, IXL
tasks, Report
card tasks,
Sound
system
Various
Logins EADMS,
Google
Account,
etc., RazKids
tasks, IXL
tasks

RP

Various
Logins EADMS,
Google
Account, etc.

EM

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

11/5/2015
9:09:06

11/5/2015
15:06:21

10

11/5/2015
15:07:30

11/5/2015
15:19:58

11/5/2015
15:22:38

11/6/2015
9:05:40

11/6/2015
14:15:56

11/6/2015
15:22:44

10

Outlook Email, Outlook

Contacts, Microsoft
Word, Microsoft
PowerPoint,
Smartphone

Outlook Email, Outlook

Calendar, Outlook
Contacts, Microsoft
Word, Microsoft
PowerPoint, Microsoft
Excel, Document
Camera, Smartphone

30
Google
Classroom,
Student
Google
Apps,
Google
Docs,
Google
Slides,
Promethean
Flipcharts
Google
Classroom,
Student
Google
Apps,
Google
Docs,
Google
Slides,
Google
Sheets,
EADMS,
Promethean
Flipcharts
Google
Classroom,
Student
Google
Apps,
Google
Slides,
Google
Sheets

Outlook Email, Outlook

Calendar, Microsoft
Word, Microsoft
PowerPoint, Microsoft
Excel, Microsoft
Publisher, Document
Camera, iPads,
Smartphone
Outlook Email, Outlook
Calendar, Outlook
Contacts, Microsoft
Word, Document
Google
Camera
Classroom

Outlook Email, Outlook

Contacts, Microsoft
Word, Microsoft
EADMS,
PowerPoint, Document Promethean
Camera, Smartphone
Flipcharts
Google
email,
Google
Docs,
Outlook Email, Outlook
Google
Calendar, Outlook
Slides,
Contacts, Microsoft
Google
Word, Microsoft Excel
Sheets
Outlook Email, Outlook
Calendar, Outlook
Contacts, Microsoft whichever is
Word, Smartphone,
most K
DataWise
appropriate
Google
Classroom,
Outlook Email, Outlook
Student
Calendar, Outlook
Google
Contacts, Microsoft
Apps,
Word, Microsoft
Google
PowerPoint,
Docs,
Promethean flipcharts,
Google
Document Camera,
Slides,
iPads, Smartphone,
Google
EADMS, DataWise
Sheets

NJ

EK

MM

PL

CK

RazKids
tasks, IXL
tasks, Report
card tasks

Various
Logins EADMS,
Google
Account,
etc., RazKids
tasks, IXL
tasks, Report
card tasks,
EADMS tasks
Various
Logins EADMS,
Google
Account,
etc., RazKids
tasks, IXL
tasks, Sound
system

EADMS tasks
Various
Logins EADMS,
Google
Account,
etc., Sound
system,
EADMS tasks

Various
Logins EADMS,
Google
Account, etc.
Various
Logins EADMS,
Google
Account,
etc., EADMS
tasks

DL

Various
Logins EADMS,
Google
Account, etc.

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

11/6/2015
15:36:07
11/6/2015
18:13:07

11/8/2015
15:56:01

11/9/2015
19:09:45

10

31

Google
Classroom,
Student
Outlook Email, Outlook
Google
Contacts, Microsoft
Apps,
Word, Microsoft
Google
PowerPoint,
Docs,
Promethean flipcharts,
Google
Document Camera,
Slides,
iPads, Smartphone
EADMS
Google
Outlook Email
Classroom
Outlook Email, Outlook
Calendar, Outlook
Contacts, Microsoft
Word, Microsoft
PowerPoint, Microsoft
Excel, Microsoft
Publisher, Document
Camera, iPads,
Smartphone, EADMS, Promethean
DataWise
Flipcharts
Google
Classroom,
Google
email,
Google
Docs,
Google
Slides,
Google
Microsoft Word,
Sheets,
Microsoft PowerPoint,
EADMS,
Document Camera, Promethean
iPads, Smartphone
Flipcharts

SE

EADMS tasks

JB

JL

RazKids
tasks, IXL
tasks, Report
card tasks, If
there is a
specific task,
or you have
another idea,
list in "other"
below,
interactive
whiteboards,

LD

RazKids
tasks, Sound
system,
EADMS tasks

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

32

Table B
Google Classroom Beta Testing Training Evaluation Form
Date:
Trainer:
Location:
Please indicate your level of agreement with the statements listed below:
Strongly
Agree

Agree

2. The topics covered were relevant to

me.
3. The content was organized and easy

Neutral Disagree Strongly

Disagree

to follow.
4. Participation and interaction were

encouraged.
5. The trainer was prepared.
6. The materials were helpful.
7. The trainer was knowledgeable about

the training topic.

8. The training objectives were met.
9. The time allotted for the training was

1. The objectives of the training were clearly

defined.

adequate.
10. The training room was adequate.
11. What did
you like
most about
this training?

12. What
aspects of
this training
could be
improved?
13. How will
IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

33

you use this

training in
your
classroom?
14. What
additional
Google Apps
for
Education
training
would you
like in the
future?
Table C
Google Classroom Training Evaluation Form
Date:
Trainer:
Location:
Please indicate your level of agreement with the statements listed below:
Strongly
Agree

Agree

Neutral Disagree

Strongly
Disagree

1. This training was relevant to me.

2. This training provided clear

objectives.
3. I was able to meet all of the

objectives.
4. This training will help me work

collaboratively with my students.

5. I will use what Ive gained during

this training with my students.

6. I would like additional training in

IST522 - White

MADROA - INSTRUCTIONAL DESIGN DOCUMENT

34

other GAFE products.

Which products?
7. How might using GAFE impact the way I teach?

8. How might using GAFE impact the way my students learn?

IST522 - White