Instructional Design Project-BYOD and Google Docs: A Great Match

Dimitrios Karagiorgas

Abstract

Bring your own device (BYOD) initiatives have been around for quite a few years, and are being adopted at a very rapid pace. While instituting BYOD is a good idea because both teachers and students benefit from it, the initiative is not without its opposers. Specifically, teachers, especially veteran teachers, who because of their pedagogical beliefs and existing knowledge refuse to integrate mobile computing devices (MCDs) in to their classroom. The overall purpose of this Instructional Systems Design (ISD) is to encourage all teachers, especially hesitant or even opposing teachers, to embrace BYOD and begin integrating it into their curriculum. The means by which this will be accomplished will be through professional development (PD) that will be conducted in a basic, easy to understand format including many multimedia elements and plenty of time in which to complete the assignments.

Keywords: BYOD, bring your own technology, teachers oppose technology, classroom tech, classroom and mobile devices 

The Need

Based on current research, it has become evident that 9^th – 12^th grade teachers require more training for implementing a BYOD initiative. According to Ross (2013), teachers complained that their level of knowledge was not where they wanted it to be, and believed they needed more training in the form of PD. Moreover, Arnold (2015), says that in order for a BYOD initiative to be fully effective it has to be coupled with PD. Obviously, there is absolutely no doubt that in order to achieve a successful BYOD implementation, teachers must be properly trained through PD. Therefore, this ISD seeks to fulfill the obvious gap that exists in many schools by properly training teachers in how to use technology in a BYOD environment so they can integrate it into their curriculum.

The Goal

According to Bolkan (2013), 85% of educational establishments, K-12 and higher education, have a BYOD policy that allows teachers and students to bring their MCDs into the classroom. The goal of the PD sessions is to enable 9^th – 12^th grade teachers to use their personal MCDs in order to successfully utilize Google Docs. Teachers will be provided with effective PD in order to not only know how to use Google Docs on their MCDs but also to gain expertise in how to use Google Docs to create documents that will assist them with their teaching. 

Task Analysis

Figure 1.  Task analysis listing goal, steps and substeps.

Context and Learner Analysis

This instructional design module is intended for 9^th – 12^th grade teachers who may or may not have incorporated BYOD into the classroom. The learners' skill set will vary because some teachers, especially veteran teachers, have a low level of knowledge in using technology and resist it (Testa, 2014). Again, according to Testa (2014), many teachers do not believe that effective teaching can occur by utilizing technology because there is a lack of support from schools to help teachers integrate technology into the classroom.

Other teachers may have devices with which they are comfortable, and are able to incorporate them with some level of success into their classroom.  PD sessions will need to be differentiated for all levels of learners so as to help them gain insight.  The reason the PD sessions will need to be differentiated is that learners’ time to learn differs as do the pursuits they find appealing as well as their learning profile (Tomlinson & Allan, 2000). Differentiation models may include mentor teachers, or small cohorts of teachers that include experienced users as well as inexperienced users.

This topic is likely to interest learners who are searching for ways to incorporate technology into their classrooms but are not certain how to begin as well as those who may be hesitant or even reluctant. According to Burns-Sardone (2014), teachers are quite interested and have a favorable attitude toward incorporating BYOD into their classrooms.  Unfortunately, there are some teachers who resist technology and as such have become a stumbling block to BYOD because, among other reasons, they see themselves as being transformed into facilitators (Kiger & Herro, 2015). However, as previously mentioned, to combat this problem school support in the form of helping teachers to integrate technology into the classroom helps to alleviate this issue (Testa, 2014).

Another issue that concerns teachers is that they want to see the use of devices aligned with the curriculum.  In other words, the effort is not technology for technology's sake, but purposeful integration of technology (Grant, et al., 2015).  When using MCDs, students are more engaged in content and as a result test scores, graduation rates, and report card grades all increase (Broussard, Herbert, Welch, & Vanmetre, 2014). Indeed, it is evident that when students use technology they are more satisfied and are academically successful. Therefore, a BYOD initiative, coupled with purposeful PD, makes sense. It makes sense because it helps teachers to be better instructors, encourages them to integrate technology into the classroom and students benefit as well. Overall, it is a winning combination.  
 

Instructional Objectives

Step 1: Teachers will be able to click on the Google Play store app or App Store app for iOS users, conduct a search and download, and install Google Docs on their MCD and register if they are not already registered.

SubStep 1.1 Teachers with MCDs that do not require apps, such as laptops, will be able to head on over to the online version, click on the Go to Google Docs button, and use the web version by registering for the service.

Step 2: Teachers will be able to save their Google Docs documents on Google Drive by unchecking the Keep Offline button and by clicking on the checkmark on the upper right—web users’ documents are saved automatically—and teachers will be able to retrieve their documents by going to the homescreen to locate them.

SubStep 2.1 Teachers will be able to save locally by checking the Keep Offline button and will be able to retrieve their documents by going to the homescreen to locate them. 

Step 3: Teachers will be able to share their documents by choosing Share & Export and then clicking on Send a Copy, selecting either PDF or Word (.docx), and then choosing the built in email app from the dialog box that will enable them to email the document—web users will click on share and follow the directions in the pop up dialog box and follow the same procedure. Once they are done, they will email a copy to their pre-assigned colleague for collaboration and then a copy to the instructor for assessment.

Step 4: Teachers will be able to select and use any of their existing lesson plans, and then create a new Google Docs document in order to create lecture notes and a homework assignment for their chosen lesson plan. Once they are done, they will email a copy to their pre-assigned colleague for collaboration and then a copy to the instructor for assessment.

Step 5: Teachers will be able to apply various formatting on their Google Docs documents using Bold, Italic, Underline, Superscript to at least one word for each formatting, and be able to change the font size to 12pt or 13px; change the font to Verdana, Arial, or Times New Roman; text color to red on one sentence; apply left alignment to 1-2 sentences, and center alignment to another 1-2 sentences.

Instructional Objectives Flowchart

Figure 2.  Instructional objectives flowchart steps and substeps.

Pre-Assessment

            In order to gauge any pre-determined biases, pre-conceptions and/or prior knowledge, there will be a short online survey that teachers will take prior to attending the PD sessions. The survey will be very short and consist of 6 questions in a Yes or No format. In addition, there will be an optional text box where teachers may include any other information they believe would contribute to a better PD experience.

Survey Questions

* required

*1.       Do you own any kind of mobile device e.g. laptop, tablet, smartphone, etc.?
☐Yes ☐No

*2.       If you answered yes to question 1, please answer the following question: Have you ever installed or been prompted by your device to update an app or piece of software?
☐Yes ☐No

*3.       Have you ever heard of Google Docs? ☐Yes ☐No

*4.       If you answered yes to question 3, please answer the following question: Have you ever tried using Google Docs? ☐Yes ☐No

*5.       Do you send and receive email using your mobile device? ☐Yes ☐No

*6.       Do you believe mobile devices can be a useful asset in teaching? ☐Yes ☐No

optional

Please use the textbox below to contribute anything you believe will make the professional development seminars more beneficial.

Post Assessment

During steps 5 & 5.1, teachers will receive a pre-formatted Google Docs document from the instructor that will have examples of the required formatting. It will include everything that has been covered up to this point. The teachers must use a Google Docs document that has lecture notes and a homework assignment.

Table 1

Assessment Rubric

Instructional Strategy

            According to Szapkiw and Szapkiw (2010), Dick, Carey, and Carey have identified the following ISD elements: Content sequencing is simply the order objectives should be taught in a lesson, and clustering is whether objectives will be bundled or presented one by one. Furthermore, sequencing and clustering should be determined by the students’ age, the difficulty of the material, the ability to change activities in order to accomplish the objective, and finally how much time will be required to finish the instructional tasks (Szapkiw & Szapkiw, 2010).

This web based, device neutral ISD takes all these factors into consideration, and as such presents the objectives in clusters and one by one where it is deemed necessary. In addition, collaboration with peers is taken into account and is based on the results of the survey which also seeks out any preexisting knowledge of the subject matter. In essence, group work is based on the Dick, Carey, and Carey instructional strategy model and mixed ability. Why mixed ability? Because according to Slavin (2015), students with different performance levels who are grouped together help each other to learn.

A very important issue is to help ease any fears, preconceptions, or downright hostility to technology from teachers who are opposed to integrating technology into the classroom. The issue here is not so much if a school implements a BYOD, a 1:1, or some kind of hybrid system that allows for a mixture of both, but what the individual teachers will do when it comes time to integrate technology into their classroom. Will they continue to resist and not integrate technology? Will they accept it and use it? Well, that all depends. According to Morag and Berger (2013), the decision to integrate technology depends on what individual teachers decide to do in their classroom. However, the good news is that even teachers who are initially opposed to integrating technology view PD that is conveniently scheduled to fit their timetable as a tremendous advantage (Morag & Berger, 2013). This ISD is designed to teach technology in a straight forward, non-intimidating manner that does not rush the learners so that it will encourage them to use what they learn and to further explore on their own. As a matter of fact, after being exposed to PD, many teachers said they wanted to explore and conduct a lot of research on their own (Grant, et al., 2015). Finally, this ISD provides rich content in the form of links to streaming videos, website posts with interesting tutorials, so that learners will be engaged and encouraged to learn and to explore on their own.

Order of Lessons

1. Download Google Docs app and install it
   1. 1.Web version users will go to the online version
2. Create and save a Google Docs document on Google Drive
   1. 1.Save a Google Docs document locally
3. Share Google Docs documents via email
4. Create lecture notes and homework assignments in a new Google Docs based
   on existing lesson plan
5. Apply formatting to a Google Docs document

Lessons

Step 1 & 1.1: Download Google Docs app and install it.

Teachers who are using an Android or iOS device will watch a PowerPoint YouTube video on the site called Android & iOS Video Tutorial on how to search for, download, and install Google Docs. MCD users who require apps will go either to Google Play or the App Store, depending on their device, and do a search for Google Docs and install it. MCD users who do not require an app will simply navigate to the web version of Google Docs and login—this includes those using an unconventional smartphone such as BlackBerry and Windows that do not directly support genuine Google Docs apps. Regardless of the method used to obtain the app or using the online version, it will be at this point that if any users have not yet registered on Google will have to do so before downloading any apps or using the service. Registration is a simple process where users will be automatically prompted to register by following a simple step by step procedure. The important issue here is that all users are able to install the Google Docs app or are able to successfully login to the online version.  Teachers will then follow a tutorial on how to take a screenshot, regardless of their device. Once they complete the tutorial and take a screenshot, teachers will follow a tutorial on how to email a screenshot on an iOS device, Android device, a Mac, or if using a personal computer (PC) they will follow a tutorial. Finally, teachers will email a simple screenshot to the instructor showing the installed app or being logged in to the web version to satisfy the assessment.  Time: 2:00 hrs.

Step 2: Create and save a Google Docs document on Google Drive and on local device

Teachers will view a Google YouTube tutorial on the site and follow tutorials based on their particular MCD, Android, iOS, desktop/laptop/other on how to create a Google Docs document and then how to save it both locally and on Google Drive. Teachers will watch a Google video tutorial on the site on how to manage files. They will save locally by clicking the Keep Offline button located on the upper right under the three vertical dots menu, and do the opposite for saving online. Web users will click on the menu button on the top left and then under settings will either click the offline button on or off based on what they prefer. Web users’ files are saved automatically. The assessment will be emailed screenshots of the online/offline directory of the homescreen. Time: 1:30 hrs.

Step 3: Share Google Docs documents via email

Teachers will watch a PowerPoint YouTube video on the site on how to email a Google Docs document on Android and iOS, or follow a tutorial on emailing on any other device.

Teachers will be encouraged to explore the different settings and options, so they can start emailing PDF or Word (.docx) files to their colleagues and experiment back and forth with various settings and help each other learn. This document will again be used in step 5 in order to apply formatting. This is a simple lesson meant to get teachers used to emailing Google Docs documents back and forth, and to prepare them for the following lessons where they will have to email their Google Docs documents to the instructor for assessment. Naturally, the assessment for this step is an emailed Google Docs document to the instructor. Time: 1:30 hrs.

Step 4: Create lecture notes and homework assignments in a new Google Docs based
on existing lesson plan

Teachers will read several Google tutorials based on their MCD. There is a tutorial for Android and iOS as well as devices that do not use or have an app. Once they have finished the tutorials, they will create a Google Docs document and fill it with lecture notes and a homework assignment using an existing lesson plan. This helps them to getting used to aligning technology with the curriculum. Once they have finished the document, they will email it to their pre-assigned colleague and share tips and help each other learn. Teachers will ask their colleague if he/she discovered anything else. The assessment is an emailed Google Docs document to the instructor. Time: 1:30 hrs.

Step 5: Apply formatting to a Google Docs document

Teachers will follow a Google tutorial that covers all MCDs on how to format a Google Docs document, and then experiment with the new formatting skills they have just learned.

Then, they will apply various formatting styles to a Google Docs document. Bold, Italic, Underline and Superscript to at least one word for each style, change the document font size to 12pt. or 13pt, change the font to Verdana, Arial, or Times New Roman, and change the text color to red on at least one sentence. Then, they will be able to apply left alignment to 1-2 sentences, and apply center alignment to another 1-2 sentences. This is considered to be the most challenging so they will be encouraged to email their colleague to exchange ideas. In addition, there will be a PDF file on the site that has examples of all the required formatting for this step. The assessment will be a Google Docs document emailed to the instructor. Time: 2:30 hrs.

Table 2

Lessons

(table continues)

Table 2 Continued

Media Selection

            According to Szapkiw and Szapkiw (2010), multimedia is when two or more different types of media are combined in order to provide information and can include animation, graphics, and audio. However, the question is why should one include multimedia in a learning environment? The reason is higher student engagement. According to Dailey, Mandernach, and Donnelli (2010), multimedia provides a wealth of tools to enhance text, graphics, etc. which results in students’ learning being maximized through strategies involving cognitive learning.

Table 3

Media Selection: Joomla!

Table 4

Media Selection: PowerPoint Based YouTube Videos

Table 5

Media Selection: SurveyMonkey

Table 6

Media Selection: PDF File

Conclusion

Rolling out a BYOD initiative is never a simple matter. There are many issues that need to be considered. Two very important considerations are teacher training in the form of PD, and making certain teachers are able to align their devices with their curriculum. By providing quality PD in a manner that is easy, straightforward with ample time to complete the training, teachers will have a better insight into adopting technology and hopefully be less resistant as well. It is at this point where Google Docs plays a significant role. Google Docs is very versatile because it runs on almost any device and allows documents to be stored on the local device as well as online making it very easy to access from anywhere. It is a very good way for teachers to take notes and so much more as well as being very easy to use and it is free.

A good ISD involves a multimodal teaching approach in that it offers multimedia elements, quick and easy steps for tutorials, and allows for personal experimentation and collaboration with peers. This way, students may learn in a way that best suits them. As for the web component of the ISD, it should comply with universal usability guidelines, and adhere to common sense standards such and not being overbearing by adding excessive text and graphics. Overall, an ISD should be interesting, informative, accomplish its purpose and above all fun.

References

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Bolkan, M. (2013, May 13). Report: 85 percent of educational institutions allow BYOD, yet security lags behind. Retrieved from Campus Technology: http://campustechnology.com/articles/2013/05/21/report-85-percent-of-educational-institutions-allow-byod-yet-security-lags-behind.aspx

Broussard, J., Herbert, D., Welch, B., & Vanmetre, S. (2014). Teaching today for tomorrow: A case study of one high school's 1:1 computer adoption. 80(4), 37-45. Retrieved from http://search.proquest.com/docview/1552711427?accountid=12085

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Dailey, A., Mandernach, B. J., & Donnelli, E. (2010, February 25). Teaching with technology: A more meaningful learning experience starts with two simple questions. Retrieved from Faculty Focus: http://www.facultyfocus.com/articles/effective-teaching-strategies/teaching-with-technology-a-more-meaningful-learning-experience-starts-with-two-simple-questions/

Grant, M. M., Tamim, S., Brown, D. B., Sweeney, J. P., Ferguson, F. K., & Jones, L. B. (2015, July). Teaching and learning with mobile computing devices: case study in K-12 classrooms. TechTrends, 59(4), 32-45. doi:http://dx.doi.org/10.1007/s11528-015-0869-3

Kiger, D., & Herro, D. (2015). Bring your own device: Parental guidance (PG) suggested. TechTrends, 59(5), 51-61. doi:http://dx.doi.org/10.1007/s11528-015-0891-5

Morag, S. G., & Berger, M. J. (2013). Laptop computers: Reflecting on innovation in science. International Journal of Information and Education Technology, 3(2), 139. doi:http://dx.doi.org/10.7763/IJIET.2013.V3.251

Ross, K. (2013). Teacher implementation of "bring your own device" at a suburban high school serving high SES students. (Order No. 3559642). Available from ProQuest Dissertations & Theses Global. (1353764393). Retrieved from http://ezproxy.liberty.edu:2048/login?url=http://search.proquest.com/docview/1353764393?accountid=12085

Slavin, R. E. (2015). Educational psychology: Theory and practice. [Kindle edition]. Retrieved from http://www.amazon.com

Szapkiw, M., & Szapkiw, A. (2010). Module 4: Design (P3: instructional strategy). Retrieved from Amanda Szapkiw: http://www.amandaszapkiw.com/elearning/principles-of-design/module-4-3/index.html

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Tomlinson, C. A., & Allan, S. D. (2000). Leadership for differentiating schools & classrooms. Retrieved from ASCD: http://www.ascd.org/publications/books/100216/chapters/Understanding-Differentiated-Instruction[@ (Remove brackets and leave @ symbol)]-Building-a-Foundation-for-Leadership.aspx">