Wow with Google Workspace:

Using Google Workspace for Education to Enhance Your Teaching Practice

Karmen Lowery and L. Wimberly Tyler

Professional Development Technology Grant Proposal

 Abstract

This grant proposal seeks to provide the teachers of the Houston County School District,

in Warner Robins, Ga, with a technology professional development in support of a

comprehensive use of all apps included with Google Workspace for Education. The main goals

of this proposal are to build self-efficacy and confidence in teachers’ ability to effectively use

technology in their classrooms and professional learning environments and to provide teachers

with ready-to-use resources, examples, and tutorials for later use that will spark their interest and

streamline integration of technology into their classrooms.

The Houston County School District is made up of 24 elementary, 8 middle, and 7 high

schools serving approximately 30,000 students and employing roughly 1,900 teachers. The

proposed professional development is a training event designed and structured around a research-

based study, finding several common elements of effective professional development. Teachers

will experience active learning, choosing their learning path via breakout sessions where they

will receive a clear vision of best practices and modeled instruction by certified experts. Practice

sessions will be built in to allow teachers time to create and collaborate, apply newly learned

skills, and receive feedback from their peers and coaching from the experts. In addition, all

presentations, materials, and other resources will be provided to teachers in a digital format for

future reference. Follow-up and support will occur monthly throughout the school year in order

to evaluate proposed goals and objectives.

Proposal

Demonstrated Need

In order to determine the best course of action for a professional development program, a

needs assessment was conducted by surveying the teachers of Warner Robins Middle School. At
the beginning of the 2020-2021 school year, the district introduced comprehensive use of Google

Workspace for Education within the classroom and professional learning communities. Since this

initiative was recently introduced in the system, it was decided that surveying the teachers about

Google Apps would provide helpful insights into the success or lack thereof of the new resource

implementation. For the purposes of this grant proposal, a focus group of teachers within one

school was selected to be surveyed. A Google Form was created and emailed out to the teachers

of Warner Robins Middle School that asked reflective questions pertaining to their confidence

level and ability to use various Google Apps. The data was then analyzed using the various

charts created by Google Forms and exported to Google Sheets. The raw data collected through

this needs assessment is available for review in Appendix A. Once the data was analyzed, an

apparent professional development need was identified. The survey results showed that the

teachers felt proficient in the specific Google Apps that they were mandated to use or had used in

a nonwork setting such as Classroom, Youtube, Maps, or Gmail. However, other Google Apps

that offer great tools for enhancing learning were not as utilized or they didn’t feel proficient

using them. Additionally, a main concern they expressed through the survey was that they did

not feel they knew how to use all of Google Apps together effectively so that they were taking

full advantage of everything the technology had to offer. They expressed that they felt they

needed to see more examples, be presented with ideas, and be allowed to use the apps in a trial

and error format before they felt fully confident integrating them into their classroom.

Goals and Objectives

There are two main goals for the “Wow with Google Workspace” event. The first key

goal is to build self-efficacy and confidence in teachers’ ability to effectively use technology in

their classrooms and professional learning environments. This relates to the need identified that
teachers do not feel confident enough with using Google Workspace Apps to begin

implementing their tools in their daily practice. The second goal is to provide teachers with

ready-to-use resources, examples, and tutorials for later use that will spark their interest and

streamline integration of technology into their classrooms. The data collected via the needs

assessment identified that teachers want more examples from “expert” users, tutorials to use later

should they forget a tip or tool, and resources that they can use to spark their own minds into

creating resources that fit their students’ specific needs. In order to insure these goals are met,

objectives that are specific and measurable needed to be formed. The objectives for “Wow with

Google Workspace” are as follows:

1. Teachers will be able to successfully navigate and create items using Google Workspace

for Education apps.

2. Teachers will be able to use two or more Google Apps in conjunction with one another to

enhance their technological advantage.

3. Teachers will determine one area of their practice that can be done more effectively with

the use of Google tools and create a plan for shifting their practice to an online format.

4. Teachers will increase their weekly technological integration to at least 3 times a week in

some format using a Google tool.

5. Teachers will be provided with a master file with at least one tutorial video and one

example resource per each breakout session offered.

Plan of Operation

To begin the “Wow with Google Workspace” event, participants will attend an opening

session intended to provide them with all the information they need for the day, as well as to

introduce them to the idea of how Google Workspace for Education becomes powerful when
using multiple apps cohesively. This will be conducted in a large group setting with one main

speaker. The event schedule, found in Appendix B, will be shared and explained briefly. The

main speaker will also share the goals of the event and ask participants to fill out a brief pre-

event survey, which is included in Appendix C.

Attendees will participate in four different breakout sessions throughout the day and will

be able to choose their session depending on which Google Workspace for Education app they

would like to focus on. Session breakout leaders will be qualified with at least a Level 2 Google

for Education Certification. They will model instruction using the featured app and provide best

practices. Opportunities for interactive learning and collaboration will be provided for attendees

during the sessions. Each breakout leader will also provide a screen recorded instructional video

showing how to use or carry out certain functions of the app. The presentation, examples, and

video will be compiled on a hyperdoc that will be shared via Google Group at the end of the day.

Thus, attendees will have access to each and every breakout session’s hyperdoc for later

asynchronous learning support.

In addition, there will be two practice sessions that will allow the participants to practice

using the apps they learned about in breakout sessions. These will be held in a large group format

with everyone working on a resource they are trying to create on their personal devices. All

breakout session teacher leaders will be in the room, and if a person encounters a problem or has

a question about how to do something, a teacher leader will be available to come help them

create their resource. The purpose of these sessions is for teachers to leave with several resources

either built or have the building process started so they can immediately transfer their skills and

new knowledge into the classroom.

 Finally, the closing session of the event will bring everyone back together so that the

main speaker can provide participants with contact information, explain the resources that would

be posted into the Google Group, and give information about the Google Certified Educator

program. Before leaving, participants will be asked to complete a post-event survey, featured in

Appendix D. The main speaker will also inform participants that another survey will be posted in

Google Groups in a few weeks to see what questions participants still have, how they have

improved their technology practice, and what they still need to be more successful with Google

integration. This survey can be found in Appendix E.

The design of this training event is based on research conducted by the Learning Policy

Institute, in which the authors chose and reviewed 35 rigorous professional development studies

that demonstrated a positive link between teacher professional development, teaching practices,

and student outcomes. As a result, the authors identified seven elements of effective teacher

professional development- content focused, incorporates active learning, supports collaboration,

models instruction of effective practice, provides coaching and expert support, offers feedback

and reflection, and is of sustained duration. The chart below demonstrates how the event

activities align with the proposal objectives, ultimately working towards the two main goals of

building self-efficacy and confidence in teachers’ ability to effectively use technology and

providing teachers with ready-to-use resources, examples, and tutorials for later use that will

spark their interest and streamline integration of technology into their classrooms.

Timeline Activity Objectives

Day of event Breakout sessions Teachers will be able to successfully navigate and create
items using Google Workspace for Education apps.

Day of event Practice sessions - Teachers will be able to use two or more Google Apps
in conjunction with one another to enhance their
technological advantage.
 - Teachers will determine one area of their practice that
can be done more effectively with the use of Google
tools and create a plan for shifting their practice to an
online format.

Day of event Closing session Teachers will be provided with a master file with at
least one tutorial video and one example resource per
each breakout session offered.

Monthly after Follow-up Teachers will increase their weekly technological

event (current integration to at least 3 times a week in some format
school year) using a Google tool.

Evaluation Plan

During the opening session, participants will be asked to fill out a survey on Google

Forms to measure their current knowledge, confidence, and application of Google Workspace for

Education Apps. The survey questions are viewable in Appendix C. Each participant will be

asked to rank their confidence using all Google Apps featured in the event’s breakout sessions.

They will also be asked to tell how often they implement use of each Google App into their

teaching practice and explain why they may be hesitant to integrate these new skills. During the

closing session, participants will fill out a similar survey, found in Appendix D, that asks them to

re-rank their confidence levels. It will also ask them to create a plan for implementing their new

knowledge into their practice by identifying two activities or processes they plan to alter with the

use of Google Apps. An additional section of the post-event survey will be used to receive

feedback on the event itself. Participants will assess how each breakout session they attended

was conducted, as well as what they felt was most beneficial and could be most improved from

the event. Data from the pre and post event surveys will be compared to see if the goal of

building self-efficacy and confidence in teachers’ ability to effectively use technology in their
classrooms and professional learning environments has been met. Assessment of the actual event

will help for future professional development event planning.

A follow up survey, found in Appendix E, will be posted in Google Groups

approximately one month after the event. This survey will ask participants to, again, rate their

confidence levels with each Google App. Additionally, they will be asked to list their usage

frequency of Google Workspace for Education Apps, along with specific examples of how they

have applied their new knowledge and skills into their practice. It will also ask participants if

they have since used any of the resources created or presented to them via the hyperdoc during

the event. Data from this survey will determine if efforts directed toward the second goal to

provide teachers with ready-to-use resources, examples, and tutorials for later use that will spark

their interest and streamline integration of technology into their classrooms has been effective.

The combination of the pre-event, post-event, and follow up surveys go beyond assessing

whether or not participants enjoyed the event content or delivery methods. These surveys create

a comprehensive look into the effectiveness of the program for the long term. According to

Kirkpatrick’s Four Levels of Evaluation, the evaluation plan for the event reaches level three

evaluation, which assesses how much the new learning has been brought into the participants’

daily practice. Elaine Winfrey (1999) explains level three evaluation as such: “Evaluating at this

level attempts to answer the question - Are the newly acquired skills, knowledge, or attitude

being used in the everyday environment of the learner?” (para. 4).

Budget

By hosting the professional development event at a school within the county, no cost is

accrued for facility use or computer use within the school. Since the event centers around using a

technological system, all materials and resources will be digital. This immerses the participants
into the technology and helps them practice using it. Participants will be responsible for their

own lunch, though nearby local restaurants will be contacted beforehand about providing

coupons or specials that can be announced or handed out to participants to use. Therefore, the

only cost of the event would be payment of people involved in the execution of all parts. This

would include custodial staff, security, and the qualified teachers who would serve as leaders for

breakout sessions and speakers. Based on county precedent, custodial staff and teacher staff

would be paid $20 per hour of service. Security staff would be paid $30 per hour of service.

From Registration to the end of the Closing Session and including lunch, the event lasts ten

hours. The custodial staff would need to be present from lunch to two hours after the event to

handle trash and clean after everyone has left. They would have a work time of eight hours.

Therefore, each session speaker would cost $200, security staff would cost $300, and custodial

staff would cost $160. An additional two speakers beyond the 13 needed for sessions will be

hired in order to help where needed. An itemized list of expenses with a total cost is provided

below:

Item Cost Per Item Quantity Total Cost

Session Speakers $200 per person 15 $3000

Custodial Staff $160 per person 4 $640

Security Staff $300 per person 3 $900

-------------------------- -------------------------- -------------------------- Total: $4540

References

Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective teacher professional

development. Learning Policy Institute. Retrieved March 21, 2021, from

 https://learningpolicyinstitute.org/product/effective-teacher-professional-development-

report

Winfrey, E.C. (1999). Kirkpatrick's Four Levels of Evaluation. In B. Hoffman (Ed.),

Encyclopedia of Educational Technology. Retrieved March 24, 2005, from

http://coe.sdsu.edu/eet/Articles/k4levels/start.htm

Appendix A

Raw Data from Needs Assessment

Appendix A (cont.)

What types of resources What makes you
What interests you
would be beneficial for apprehensive about
about using Google
you as you learn to use using Google
Workspace more in your
Google Workspace for Workspace more in your Educator certifications?
classroom and work?
Education? classroom and work? If not, what has deterred
Ease of use, technology
Ways to integrate
integration, engagement
Most of my teaching documents
Google Classroom makes
are still Microsoft PPT & Word,
Unsure everything accessible in one
place for students.
Easy access for student who
Face to face training, user-
get quarantines. Easy access to
friendly manual, video manual
lessons I’ve made for coming
we can pause then go try
years.
more instruction on sheets, The ability to have students
slides, and docs working virtually
Thea ease of having all tools in
Tutorial videos
the same place
Slides can be interactive and
Simple tricks and how tos lessons are relevant ent and
easy for the kids to use
Making day to day instruction Ease of use and the
easier conveniency.
kids love technology so they
training
tend to work more efficiently
Will what I made- a doc, slide or
Examples of other teacher's Google Earth is my go-to tool
work in conjunction with the for teaching geography; the
student responses. students like it too.
information I want the students
Google Sites information; also
Students can access classwork
how to use the Google apps
from any location
together more seamlessly
Ready to use lessons on the
I'm not sure
smart board
student access easy to access
google drive instruction
from home or school ;organized
Instructions on how to use it. NA
Tutorials, ideas for ways to
It is already my primary
integrate it with
resource.
lessons/planning
Appendix A (cont.)
Have you completed
Google Educator What do you feel that
trainings online or you need in order to be
received any Google proficient with Google
Workspace for
Education?
you?
Nothing Yes Time to practice
A few trainings and a PD this
past summer through my school
system. I'm not Google I'm proficient in the apps that I
Educator certified though- just use. I typically won't use the
and converting is not always
not interested nor do I feel other apps.
easy for me to figure out.
technologically equipped
enough to master the content.
Just the time to take to learn it
No Instruction and time
and be comfortable
NOt as comfortable as I would
like to be with different no, The time required Inservice day training
documents
N/A Yes N/A
I have finished the level 1.
Working on level 2, but the More training and watching
I want to learn more!!!
training does not quite match YouTube videos
the exam.
No. Too long and too much of a More training on the inter
Computer availability
time commitment working of the applications
can't always see from the
no, time training and practice
student side
whatever- work when the I learn programs better by using
students need to use it on a them in real situations. Google I would need to use the
"computer day"? Will it products are also kind of self- program with a class. Mastery
successfully convey the explanatory and easy to learn through trial and error.
on your own.
to learn?
I have only completed the I would like to see an "expert"
Limited resources/time Google trainings required by the show examples of how to use
county the apps together
does not allow accessibility for
yes more practice
reading disabilities (read aloud)
unfamiliarity with certain
no general training
aspects
Don't know anything about it. time constraints training
N/A No; lack of time and opportunity Opportunities to utilize it
 Easy to follow, step by step Simplicity; easy to push out Time putting in to learn all the No, haven't received
I feel like I'm fine
written instructions loads of info in a variety of ways tricks vs. Tried & true methods information on it

Lack of knowledge on my part Short trainings - usually

Easy how-to use documents The different possibilities The learning curve of the possibilities with the trainings are long and
Google trainings overloaded with information

Videos How to use it with my students Never used it before Yes Training

More ways to use it The kids pick up fast Internet connections No Know all the benefits

Learning more tricks I like how a lot I feel it’s overwhelming. No because of time More training

Overview of all apps and their Their overall usage when it

Unsure how they all work No- not offered Experience
usage relates to the classroom
The ability to connect with
students to share information
and conduct assessments in-
class and at home, the
Tutorial videos for resources I'm
engagement of using No. Time restrictions due to Some additional training and
unfamiliar or less confident with Internet connection issues.
technology in the classroom, other responsibilities. practice.
using.
and the variety of tools and
resources that are available to
use for many different
purposes.
I’m not as proficient as I would
More than 1 training session. Google Classroom No More training
like to be.

Depending on the school’s WiFi

If May be helpful if I the and not being prepared for Work schedule, coaching after
Not sure About a week of training
necessary technology class because the WiFi doesn’t school
work all the time

Finer points The all in one ability Not knowing the tips Yes Training

Ability to post lessons and

Training, not just recorded
I'm not sure. resources for students to use Not enough trainings Yes
videos to watch.
remotely.

No prep low prep standards

Increased availability to
aligned lessons and student Slow wifi. Time Time
technology devices for students.
interactive resources

I started level one certification

but, have not been all the way
I think the sky is the limit with I don’t have much time to go
through to earn my certification.
the possibilities of using all of through many steps to learn the I need adequate training and
How to integrate videos of my I feel as through there is much
the tools available. I like the interface. I wish things were time to understand how all of it
students into GC for mastery of to memorize to use the interface
ability to use technology to more streamlined to work works together to truly help and
content. and I feel as though it could
enhance student learning in a together for ease of learning the enhance my classroom.
work more efficiently for me if I
performance based classroom. system.
understood how they work
together.

Not sure Everything So many things to learn No Time

Appendix B

Schedule of Events with Timeline

Timeline Activity

7:00 - 7:30 am Sign In/Registration - Get your name tag and join our Google Group if
you haven’t already!

7:30 - 8:00 am Opening Session - Welcome! Let’s chat about the innovative
characteristics of Google Workspace for Education!

8:00 - 9:00 am Breakout Session 1- Choose between Sites, Docs, Slides, Sheets, Forms,
Groups, Meet, Earth, Youtube, Keep, Classroom and Calendars

9:00 am - 10:00 am Breakout Session 2 - Choose between Sites, Docs, Slides, Sheets,
Forms, Groups, Meet, Earth, Youtube, Keep, Classroom and Calendars

10:00 am - 11:30 am Practice Session - Come practice the skills you’ve learned with helpers
close by.

11:30 am - 1:00 pm Lunch - Check out the offers provided by nearby local restaurants!

1:00 - 2:00 pm Breakout Session 3 - Choose between Sites, Docs, Slides, Sheets,
Forms, Groups, Meet, Earth, Youtube, Keep, Classroom and Calendars

2:00 - 3:00 pm Breakout Session 4 - Choose between Sites, Docs, Slides, Sheets,
Forms, Groups, Meet, Earth, Youtube, Keep, Classroom and Calendars

3:00 - 4:30 pm Practice Session - Come practice the skills you’ve learned with helpers
close by.

4:30 - 5:00 pm Closing Session - Thanks for joining us! Let’s chat about how you can
keep learning from here!

Appendix C

Pre-Event Evaluation Survey

 Appendix D

Post-Event Evaluation Survey

 Appendix E

Follow-Up Evaluation Survey