Professional Documents
Culture Documents
Mark Flancbaum
April 28, 2014
I work as a fourth grade teacher for Brown International Academy, a public school in
Denver Public Schools. Brown International Academy is a K-5, International
Baccalaureate school. The mission at Brown International Academy is to empower
learners to grow and evolve into compassionate, confident, contributing citizens of the
world. Learners will be open-minded to multiple perspectives, advocate for peace, and
promote change within our global community."
Brown International Academy, along with the rest of Denver Public Schools, has adopted
the use of Google for both staff and students. This adoption occurred at Brown at the
beginning of the 2013-14 school year. At the beginning of the year, I was responsible for
training our staff on the use of Google Drive. At our school, we have successfully
integrated Google Drive into our collaborative process. We use Google Drive for
collaborative data team meetings, team file sharing, and for creating our planners for the
International Baccalaureate program.
The problem we now face is that we do not have a system that will safely and efficiently
give Google Drive access to students. We have a few teachers, including myself, who
have begun the use of Google Drive with their students. This inconsistency has raised
questions of equity, as some students have access while others do not.
The other issue we face is the inappropriate use of Google Drive. In an effort to roll out
our 60 new Chromebooks in a timely manner, our administration set up the Chromebooks
on one shared Google Account. Because the system was set up this way, any changes
made on one computer will affect each of the other computers. This includes bookmarks
and saved documents. In addition, students are able to open up a Google Document, and
write inappropriate content to other students without the ability for it to be traced back to
that student.
This project will be done in collaboration with our technology coordinator, Trent
McFalls. The purpose of this change project is to successfully train staff to use Google
Drive with their students, and to establish a unified system at Brown International
Academy for student use of Google Drive.
Planned
Intervention
The
goals
of
this
intervention
are
as
follows:
follow
up
as
needed,
we
will
also
provide
a
link
to
many
Google
Drive
resources
for
those
who
prefer
to
learn
on
their
own.
We
will
be
able
to
complete
this
project
in
a
timely
manner.
We
have
already
polled
the
staff
to
find
a
possible
date
for
this
training.
This
will
provide
teachers
with
company
time
to
learn
Google
Drive
as
Ely
recommends
in
his
facilitating
conditions
(Surry
and
Ely
2001).
There
is
a
sense
of
urgency
among
teachers
and
administration
to
ensure
the
inappropriate
use
of
our
computers
is
stopped.
The
only
cost
for
this
intervention
will
be
the
time
spent
preparing
training,
and
the
time
spent
by
teachers
attending
training.
We
have
two
members
of
the
technology
team
who
will
be
working
primarily
on
this
project,
however
we
also
have
the
support
of
the
rest
of
the
technology
team,
including
our
principal.
This
will
provide
support
from
our
leader,
as
well
as
support
from
within
our
school,
as
Elys
eighth
facilitating
condition
suggests.
My
role
in
this
intervention
is
to
be
one
of
the
primary
members
conducting
the
professional
development.
In
addition,
I
will
provide
follow
up
with
teachers
who
need
additional
support.
I
will
also
be
analyzing
the
effectiveness
of
our
intervention.
As
a
technology
committee,
we
have
considered
having
me
work,
alongside
each
teacher,
with
each
of
the
intermediate
classes
in
setting
up
the
accounts.
If
we
decide
to
take
this
route,
I
would
have
a
substitute
for
a
day
and
we
would
rotate
each
of
the
classes
through
the
computer
lab.
This
would
help
to
set
up
consistency
among
the
classes
and
the
teachers.
I
am
unsure
if
we
will
take
this
path,
as
it
will
require
a
joint
decision
among
our
committee.
Evaluation
To
determine
the
success
of
this
intervention
we
will
need
to
collect
data
in
a
few
areas.
When
we
have
finished
our
intervention,
we
will
provide
teachers
with
an
anonymous
survey
that
evaluates
five
areas
of
our
implementation.
First
we
will
need
to
determine
that
we
have
all
intermediate
students
successfully
set
up
with
their
Google
Drive
account.
Right
now
we
only
have
two
out
of
nine
intermediate
classes
using
Google
Drive.
This
amounts
to
50
out
of
225
students,
or
22%.
Our
goal
is
to
have
100%
of
our
intermediate
students
either
using
Google
Drive,
or
officially
opted
out
of
their
account.
In
addition
to
account
use,
we
also
need
to
migrate
our
Chromebooks
to
accommodate
individual
student
login,
as
opposed
to
a
global
login.
Currently
we
have
zero
intermediate
students
logging
in
using
their
individual
student
Google
Account.
When
we
evaluate,
we
should
see
100%
of
intermediate
Chromebook
use
done
through
individual
student
logins.
Along
with
the
logistical
side
of
changing
our
systems,
we
also
need
to
evaluate
the
frequency
of
Google
Drive
utilization
by
students.
We
will
ask
teachers
to
determine
how
often
they
use
Google
Drive
with
their
students
on
a
scale
of
daily,
weekly,
monthly,
or
never.
Another
important
piece
of
data
to
consider
is
the
perspectives
of
our
teachers
and
students.
We
will
give
a
short
survey
to
intermediate
teachers
and
students
that
will
allow
them
to
give
feedback
on
what
is
working
well
with
Google
Drive,
and
where
we
need
to
provide
more
support.
Finally,
we
will
evaluate
what
students
are
actually
accomplishing
through
Google
Drive.
Although
not
an
official
goal
of
this
change
project,
this
evaluation
could
be
a
springboard
into
future
change
that
focuses
on
how
we
use
technology.
I
will
ask
teachers
to
anonymously
rate
themselves
on
a
framework
we
used
in
INTE
5830
that
evaluates
use
of
technology
from
basic
use,
all
the
way
to
inventive
and
creative
use
(Scrogan
2013).
This
will
provide
data
to
help
us
be
intentional
in
how
we
use
the
technology
in
our
building.
Through
this
evaluation
process,
we
will
be
able
to
assess
the
effectiveness
of
this
intervention,
and
collect
data
to
help
us
move
forward
in
the
future.
Findings
Intervention
1
Train
intermediate
(grades
3-5)
classroom
teachers
on
how
to
successfully
begin
using
Google
Drive
with
students
(including
how
to
access
accounts,
how
to
include
parents
in
the
process,
and
how
to
set
up
norms
and
expectations
with
students.)
In
collaboration
with
our
technology
coordinator,
Trent
McFalls,
we
were
able
to
successfully
complete
this
intervention.
During
a
district
mandated
professional
development
day,
we
held
professional
development
for
all
intermediate
teachers
in
our
computer
lab.
During
the
P.D.,
we
showed
teachers
how
they
could
have
their
students
access
their
accounts.
This
included
where
to
find
student
logins
and
how
students
navigate
to
the
login
page.
In
addition,
we
provided
teachers
with
a
form
to
send
home
to
parents.
This
form
informed
parents
about
Google
Drive
and
gave
them
the
option
to
opt
out.
We
also
spent
time
discussing
ways
to
set
up
norms
and
expectations
for
students.
We
used
a
page
from
my
class
website
as
a
springboard.
One
tool
we
used
in
our
professional
development
was
a
live
Google
Doc.
In
a
P.D.
on
Google
Drive,
it
made
sense
to
have
participants
be
active
in
a
Google
Doc
with
questions
during
the
session.
This
proved
to
be
helpful.
It
allowed
participants
to
be
active,
and
also
mined
the
knowledge
of
the
collective
group.
As
of
today,
April
28th,
2014,
100%
of
intermediate
teachers
have
all
of
their
students
using
Google
Drive.
Nobody
in
our
school
opted
out
of
their
account.
Intervention
2
Change
the
set-up
of
Chromebooks
to
require
students
to
login
with
their
own
account
rather
than
one
shared
account.
This
was
the
step
that
posed
a
few
unexpected
challenges.
Student
passwords
in
our
district
our
given
by
the
district.
They
are
comprised
of
eight
numeric
digits
based
on
student
birthdays.
Students
use
this
password
to
access
several
services
through
our
district.
This
password
was
the
one
given
to
them
for
their
Google
Drive
account.
The
issue
was
that
Chromebooks
required
a
more
secure
password
for
logging
in.
These
passwords
needed
to
have
an
uppercase
letter,
lowercase
letter,
and
a
number.
The
password
changing
process
in
our
system
requires
students
to
add
three
security
questions
along
with
the
password
change.
The
challenge
here
was
twofold.
One,
third
through
fifth
grade
students
needed
to
spell
their
password
and
security
answers
correctly.
Two,
they
had
to
remember
the
answers
to
their
security
questions
until
the
twelfth
grade.
Our
solution
was
to
take
students
through
a
two-step
process
to
change
their
password.
We
gathered
each
class
in
the
computer
lab
with
both
the
teacher,
and
the
technology
specialist.
Our
first
step
was
to
have
them
practice
with
preselected
security
questions
on
a
Google
Form.
We
were
able
to
help
students
spell
check
during
the
practice
session.
Once
students
submitted
the
Google
Form,
we
also
had
a
record
of
their
security
answers.
Secondly,
we
took
them
through
the
actual
password
changing
process.
We
kept
passwords
consistent
by
adding
their
capitalized
first
initial
and
their
lowercase
last
initial
in
front
of
their
original
password.
All
passwords
were
changed.
However,
only
two
thirds
of
the
passwords
allowed
students
to
sign
in
to
the
Chromebooks.
We
had
to
call
the
district
to
get
this
resolved.
We
took
those
students
through
the
process
again
and
were
successful.
As
of
today,
April
28th,
2014,
100%
of
our
intermediate
students
are
logging
into
our
Chromebooks
using
their
personal
accounts.
This
has
cut
back
on
inappropriate
use,
and
allowed
us
to
trace
inappropriate
use
back
to
individual
students.
Along
with
the
logistical
side
of
Google
Drive
use,
we
also
wanted
to
evaluate
other
areas
of
its
use.
Frequency
In
surveying
our
nine
intermediate
teachers,
Google
drive
is
typically
being
used
weekly
on
a
scale
of
daily,
weekly,
monthly,
or
never.
Fourth
and
fifth
grade
teachers
are
using
it
more
frequently
than
third
grade
teachers.
This
information
will
help
us
to
support
our
third
grade
teachers
in
their
use
of
Google
Drive.
Conclusion
Overall,
this
change
project
was
successful.
We
improved
the
equity
of
Google
Drive
use
at
our
school
and
increased
the
efficiency
of
our
Chromebook
use.
One
factor
that
contributed
to
our
success
was
the
collaboration
between
Trent
McFalls
and
myself.
We
do
not
have
a
large
amount
of
technologically
savvy
people
at
our
school,
but
having
just
two
helped
us
to
more
efficiently
bring
about
this
change.
Another
reason
we
were
successful
was
that
we
planned
thoroughly
before
jumping
into
action.
We
devised
a
plan
for
changing
student
passwords
and
then
followed
through
with
that
plan.
Through
this
process
we
learned
a
few
valuable
lessons.
One
lesson
was
to
always
expect
the
unexpected.
When
we
started
this
project,
we
had
no
idea
that
we
would
have
to
jump
through
the
hoops
that
we
did.
In
addition,
we
learned
that
projects
oftentimes
take
longer
than
anticipated.
The
unexpected
hurdles
we
faced
lengthened
our
time
frame
considerably.
The
last
reason
we
believe
this
project
was
a
success
is
because
we
now
have
clear
next
steps.
Now
that
we
have
moved
past
logistics,
we
can
focus
on
how
students
are
using
Google
Drive.
We
can
train
teachers
and
students
on
how
to
use
Google
Drives
collaborative
features.
We
can
also
teach
teachers
how
to
use
teacher
commenting,
peer
commenting,
and
audio
commenting
to
provide
meaningful
feedback
on
student
work.
Google
Drive
is
a
powerful
tool,
and
we
look
forward
to
expanding
its
use
in
our
school.
References
Robinson,
L.
(2009).
A
summary
of
diffusion
of
innovations.
In
Enabling
change.
Retrieved
from
http://www.enablingchange.com.au/Summary_Diffusion_Theory.pdf
Scrogan,
L.
(2013).
Evaluating
and
improving
our
technology
initiatives.
EXSYM.
Surry,
D.W.,
&
Ely,
D.P.
(2001).
Adoption,
diffusion,
implementation,
and
institutionalization
of
educational
innovations.
In
R.
Reiser
&
J.
V.
Dempsey
(Eds.),
Trends
and
issues
in
instructional
design
and
technology.
Upper
Saddle
River,
NJ:
Prentice-Hall.
Draft
online:
http://www.southalabama.edu/coe/bset/surry/papers/adoption/chap.htm