MD 2 Projogburnd

GOOGLE IN THE
SPANISH CLASSROOM,
AND BEYOND
Instructional Materials
Deb Ogburn
Instructional Materials: Google in the Spanish Classroom and Beyond

Deb Ogburn
Walden University
Dr. Ronald Paige

Capstone, EIDT 6910
May 31, 2015
2
Table of Contents:
Instructional Materials Overview.3

Storyboard..7
Presentation Module......18
Assessment Materials....23
Appendix.32
Instructional Materials: Google in the Spanish Classroom and Beyond

Instructional Materials Overview:
The Enumclaw School District has expressed a need for the development of learning
modules that incorporate the use of Google tools into authentic, meaningful instructional
settings that will provide learners with skills for both learning in, and working in, the 21st
century. The technology levy that was passed will allow the school district to build the
foundation to provide instructional technology in each of our schools. The instructional
technology will allow classrooms to begin to prepare students for the post high school world and
will begin to decrease the instructional technology gaps (ESD, n.d.). As a result, this learning
module will include the use of a variety of Google tools with the intent of using these tools to
learn content in Spanish. The evidence is quite clear that students of all ages can learn from
instruction delivered using technology (Smaldino, Simonson, Albright & Zvacek, p. 9). While
the technology is not considered disruptive, it is considered sustaining, as most integrated
technologies sustain and do not disrupt (Simonson, Smaldino, Albright & Zvacek, p. 13).
In this instructional module, participants will experience a simple, Spanish lesson in
which featured Google tools are key elements in presenting information, in student practice,
collaboration, and evaluation. Participants will learn how to access the tools, as well as to use
them to acquire new skills in Spanish. Strategies will include recall, organizational, and
elaboration components. Materials have been selected to decrease cognitive load such as splitattention effect (Morrison et al, p. 198).
This instructional module will be conducted in a blended or hybrid format, since most of
the content is delivered online, which means that the course combines online and face-to-face
delivery; thus, 30% to 79% of the courses content is delivered online. (Simonson, Smaldino,
Albright & Zvacek, p. 5). This is an important choice since the district is focusing on teachers
serving as facilitators of learning, and on student locus of control, and student centered
approaches. The University of Washingtons 5D+ Framework for evaluating teachers in the ESD
at UW 5 D Framework Link proposes this as optimal practice. Key to this purpose is the
statement that a successful online environment moves away from the teacher to the student as
the key to the learning process (Smaldino et al, p. 196). Blended learning is a formal education
program in which a student learns at least in part through online delivery of content and
instruction with some element of student control over time, place, path or pace. (Gogos, 2014).
Furthermore, proponents of blended learning argue that by incorporating asynchronous internet
communication technologies into courses a simultaneous independent and collaborative
learning experience is facilitated, and this contributes hugely to student satisfaction and success
in such courses (Gogos, 2014). Blended learning means that they can access training resources
outside scheduled face-to-face training sessions. Learners benefit from multiple learning
channels and media formats-appealing to all learning styles (Gogos, 2014). Furthermore,
learners benefit from multiple learning channels and media formats-appealing to all learning
styles. You might call a blended approach more learner-centric since both online and offline
learning channels cater to different needs and demands (Gogos, 2014). A blended approach
encourages self-paced learning and increases knowledge retention (Gogos, 2014). Smaldino,
Simonson, Albright and Zvacek (2012) further state that the internet can provide a studentcentered learning environment, promote active learning and facilitates students intellectual
involvement with the course content (Smaldino et al, p. 126). As the ESD hopes, Smaldino et
al (2012) also state that it may improve employment options upon graduation (Smaldino et al,
p. 126).
Important features for the learner are responsibility, pacing, and successful learning
based on specific learning objectives and a variety of activities with accompanying resources.
(Morrison et al, p. 208). Furthermore, both slow and advanced learners can complete the
instruction according to their own abilities (affording) self-reliance (Morrison et al, p 209),
and the instructor can give individualized instruction since more time is devoted to addressing
learnersconsulting with individuals, and managing the learning environment (Morrison et al,
p. 209).
This instructional module will be conducted with a facilitator physically present in the
room. Participants will each have a lap top with Google Chrome installed. These conditions
are the same conditions under which this module will be presented in the upcoming fall, with the
exception that more participants will be present in the room during future implementations, and
content area may vary. A presentation screen will be clearly visible by all participants, and will
be instrumental in providing information, objectives, step by step directions, and in modeling
procedures, as well as being used to view a short video at the end of the instruction, as a whole
group. Participants will use this screen for reference, and help as needed, but will also have
access to written copies, or job aids, that will be provided, in color, to each participant at the
onset of instruction. All materials are also available online on the course web site, so that
students may access materials anytime, and anywhere they have internet. Planning for this
module includes Smaldino et als (2012) advice that instruction shifts to visual presentations,
engaged learners, and careful timing of presentations of information (Smaldino et al, p.153),
and the recommendation to illustrate key concepts, or topics, using table, figures, and other
visual representations. Plan activities that encourage interactivity(and) plan activities that
allow for student group work (Smaldino et al, p.153). In this case, the instructor feels that
online activities substitute for a portion of actual seat time in a conventional face-to-face
course...(and) feels that the online activities are more productive learning experiences for
students (Smaldino et al, p.197).
There are a wide variety of tools and learning experiences presented in this module with
the knowledge that P12 learners are less likely to be patient with instructional settings where
they are not motivated or engaged (Smaldino et al, p. 221). Due to the ages and nature of the
learners in this instructional setting, not only a wide variety of educational tools, but
collaboration, team work, competition, and a surprise video at the end are included to further
engage, and meet the needs of these particular participants. There is also noticeable redundancy
in the presentation of information as recommended by Smaldino et al (p. 225). Key to student
success is that students are more likely to be intrinsically motivated when they feel confident
they can succeed at classroom tasks (Ormrod, p. 255).
Storyboard:
Prior to viewing the storyboard for this module, the table below depicting the flow of the
instructional module is useful. Also, following the storyboard, there is a table of abbreviations
used in identifying, and referring to each slide.
Table 1: Flowchart of Instructional Module.
Storyboard
5/29/15
Instructional
Designer:
Deb Ogburn
Referenc
e
Page 1
F2F1
Slide Title/Text
Google in the Spanish

Classroom and Beyond
Storyboard/Content Plan
Visual
Narration
Welcome
Facilitator:
Welcome banner at
the top. Learning
outcomes are posted
under the image.
On the presentation screen:

Welcome in Spanish
(centered) and title of
course. Image of farm and
animals centered, and
instructional objectives
Welcome to our class on

Google tools in the Spanish
class and beyond. In this
course you will be using a
variety of tools to acquire
Spanish language skills. You
will use Gmail, Google Docs,
Google Sites, Google
Blogger, and Google Forms,
as well as practicing, and
developing your Spanish
skills using Captivate
interactive activities, and a
couple of videos. Let's get
started!
Client:
Enumclaw
School8
District
Other notes
Slide locked on
presentation
screen.
Facilitator will
advance when
appropriate.
outlined below image.

Page 2
F2F2
Access Gmail and

Retrieve email
2 options:
Already a Gmail
user?
Go to Gmail,
authenticate
account, check
email, and open
email from facilitator
Or
Access new account,
create account,
authenticate, check
email, and open
email from facilitator.
Coincides with
objective 1.
Facilitator:
Here are the steps for
creating a Gmail account.
Step by step screen shots of

creating an account,
authenticating, retrieving
email, and opening email
from facilitator. Action:
Scroll down by facilitator to
view screen shots of each
step
Here are the steps for

retrieving email.
Now everyone should be
viewing the email sent by
the facilitator.
This is the same

slide of
document,
advanced
farther down for
viewing on the
presentation
screen. Slide will
move at
facilitator
discretion to
model and show
each step in
creating
account, and
retrieving email.
This information
is available on
the presentation
screen and in a
hand out (job
aid) that
participants
have at their
laptop stations.
When students
are successful,
they will also
view the same
information in
the shared
document from
the facilitator.
Page 3
GD1
Access Shared
Google Docs from
Google Drive
Facilitator reads through

directions for participants,
and re-reads, as well as
models steps on
presentation screen as
necessary until all
participants have retrieved
the shared document from
the facilitator.
From Gmail, click

the app launcher
icon, and select Drive
from the drop down
menu. On the right
side there is a menu
with shared with me
as the second option.
Select this menu
option. Select the
document shared by
the facilitator
Coincides with
objective 2
Step by step screen shots

are provided with an arrow
to point out menu selection
in Google Drive for "shared
with me" option.
This information
is provided on
the presentation
screen, as
participants will
be progressing
through each
step on their
individual
laptops, and is
provided in a
hand out (job
aid) that
participants
have at their
laptop stations.
Information is
also available to
participants in
the shared doc
from the
facilitator.
Page 4
GD2
10
Create new Google

Doc , share, and
collaborate on
Google Doc using
Spanish lesson.
From Gmail, click on
app launcher, select
Docs, click on red
button with cross hair
for create new, select
share, enter e-mail
address of another
course participant to
share with.
Narration is by facilitator
who will narrate steps while
demonstrating them to the
class. Pacing will be
adjusted to meet
participants' needs, and
steps may be repeated until
all students have completed
task successfully.
The steps will be

included on the
job aid sheet
which
participants will
have at their
work stations
and are visible
on the
presentation
screen and in
the shared
document from
the facilitator.
Facilitator will model the

steps while explaining each
one verbally. Pacing will be
adjusted as needed.
Facilitator must
circulate
through room
checking
student work,
and clarifying or
helping where
needed.
Coincides with part 1

of learning objective
3.
Visuals include screen shots

of each of the cues, menus,
and icons that participants
must select, in order and in
color.
Page 5
GD3
Collaborate with a
classmate to look up
vocabulary words in
Spanish using a
shared Google Doc
With your partner,
insert a table into your
new shared
document. Make it a
2x10 table with English
on the top left, and
Spanish on the top
right. List the following
animals under the
English heading in the
table: horse, cow,
dog, mouse, rabbit,
chicken, chick, duck,
and pig.
A sample chart is visible on

presentation screen, on
hand out, and on shared
doc from facilitator
demonstrating what the
chart will look like without
the Spanish translations.
The website for the online

dictionary will be visible in
the same 3 places (on the
presentation screen, on the
hand out, and in the shared
There is no narration while

students collaborate to fill in
the chart.
Facilitator must
note to learners
to use the top
response from
the
wordreference.c
om site.
Go to
http://www.wordrefer
ence.com/
to type in English
words and find the
Spanish translation.
11
document), as well as a
visual of the website landing
page.
Coincides with part 2

of objective 3
Page 6
GS1
Access course
materials through
Google Sites
From shared doc from
facilitator, click the
link to the course
website
https://sites.google.co
m/a/waldenu.edu/ch
romebook-trainingfor-fun/
Click the link to
access practice
activities and lessons.
Coincides with
objective 4
Bubble design on website

with title of course clearly
labeled at the top. Students
will see a link to lessons on
the menu bar across the top,
and under the course title.
When the lessons link is
selected, a link to the
Captivate practice activities
will be visible in the center of
the body of the web page.
Page 7
GS2
Page 8
GS2
Access Menu Bar

Links
Text:
Top left says HOME
Next to that:
CALENDAR,
Next: LESSONS
And Top right:
SITEMAP
Facilitator will demonstrate

where to find the link, and
what the site looks like, as
well as how to access the
practice activities in
Captivate.
There is no narration for this
portion. The lesson transitions
to selfpaced, online
learning activities found on
the website.
Facilitator
circulates the
room to offer
help where
needed.
Students have
immediate visual
cue to know if
they have
accessed the
correct site.
Facilitator will explain that

Google Sites will have all of
the links for the rest of this
learning module, and
participants will always refer
back to their Google Sites
website for the next set of
directions and activities.
N/A
Interaction:
Facilitator will
ensure all
students access
correct links to
materials.
Each menu selection across

the top is a live link to that
information.
Access Google Sites

Calendar Link
N/A
Text: Calendar:
Centered underneath
is a calendar of the
current month and
includes due dates of
assignments.
Interaction:
The calendar is
interactive in that
Facilitator will
ensure all
students access
correct links to
materials.
12
participants can click the
arrows in the lower right
corner to advance a month
or go back a month.
Page 9
GS3
Access Lesson Links

Text:
Title LESSONS across
the top will be in bold
to show that is the
current menu
selection. Underneath
will be embedded
Google Docs for the
lessons in the order
they will be used.
Each Google Doc is
described in its own
slide on the
storyboard.
N/A
Facilitator will
ensure all
students access
correct links to
materials.
Interaction:
Scrolling. Student will scroll
down to access materials
and will click on live links. All
materials are posted in
chronological order and are
labeled using the labeled
cues on their job aid hand
out.
Page 10
CS1
Access Captivate
practice lessons to
master vocabulary
related to farm
animals in Spanish.
Introductory slide to
practice activities.
Title of lesson on the
left mid-screen.
Page 11
CS2
Facilitator
ensures all
students reach
this page in a
timely manner.
This is a selfpaced portion.
There is a female character

and an audio recording
embedded on the page of
how to pronounce each
animal in Spanish moving
clockwise around the
image. The recording can
be paused, re-played, or
fast-forwarded and the
volume can be set for the
comfort of the participant.
This is a selfpaced portion

of the
instruction. The
facilitator will be
available to help
and answer
questions as
needed.
The text and image cue the

learner they are in the right
place. Image of farm and
animals is to the right
midway down the screen.
Access vocabulary
practice activities.
Text includes
directions for the slide
to play the audio
recording and
practice saying the
Spanish words. Text
also includes the
Spanish word for each
animal: el pato, la
vaca, la gallina, el
cerdo, el conejo, el
raton, el perro, el
caballo, el polluelo.
N/A
Welcome screen/landing
page
Visual:
In the center of the slide is a
collage with 9 farm animals.
Each animal has a label
identifying it in Spanish. Also,
clip art of female
teacher/presenter with
audio link cue will be at the
top left.
Page 12
CS3
Identify correct
Spanish word for each
picture cue.
Text includes
directions in English to
drag the correct
Spanish word to the
appropriate visual
cue, and is a list of
Spanish farm animals
in random order with
an extra prompt. Text
will be dragged to the
correct location and
dropped next to the
appropriate visual
cue.
Page 13
CS4
Page 14
CS5
13
Narration: Female character
gives the directions verbally,
while they are visible in
written form as well
Visual:
Picture of farm animals, with
one fewer picture than
possible text matches.
Interaction:
Drag and drop with
immediate feedback
provided, and learner
control over number of times
the activity is done, as well
as pacing. Also, female
presenter/teacher clip art
with audio button at the top
left.
Multiple Choice
practice (formative
self-assessment for
learner) on
vocabulary
recognition.
Title: Multiple Choice,
and then question
beneath that. Answer
options are listed
below question
There is a green
shaded portion in the
middle under answer
options letting the
learners know they
must answer the
question before
continuing.
A shaded review
section is beneath
that. Across the
bottom are buttons
for clear, back, next,
submit
Summative
assessment of
vocabulary
recognition when
learner is satisfied with
results and submits
final results to
facilitator.
Text and visual cues
are the same with title
slide and results listed
underneath.
Visual:
Bold title of multiple choice
at top center of slide
Presenter character with
audio link explaining that the
next 9 slides are multiple
choice and can be re-done.
Question prompt directly
below title
Female character says:

You will be answering 9
multiple choice questions to
see if you can recognize the
correct Spanish word for
each of the farm animals.
Each slide will get
progressively more difficult. If
you would like to go back
and practice more first on
the previous activities, feel
free to do so. If you are
dissatisfied with the results,
you can reopen the link and
begin again at any time.
Self-paced
instruction, can
be redone as
many times as
participants
desire
Self-paced
Ready? Let's get started!
2 multiple choice options

Female character with
audio link will be at the top
left
Buttons to clear, back, next
and submit
N/A
Visual:
Title of slide "Quiz Results"
The text is centered and in
grayscale.
Centered under the title are:
You scored
Max score
Correct questions
Facilitator will
take anecdotal
records and
note scores and
time taken by
each learner to
complete this
self-paced
activity
14
Total questions
Accuracy
Attempts
Page 15
GD4
Categorize
vocabulary.
From Google Sites,
go to lessons, go to
lesson 2 shared
documents. "Next
Step with
Vocabulary". Share
the document with
your partner (preassigned) and when
the facilitator says go,
categorize the
vocabulary
appropriately
Visual: Directions on page 1

with page break.
Facilitator will read

directions:
You and your partner are

collaborating on this one
document to categorize
all of the vocabulary as
quickly as possible.
Facilitator will
need to bring
farm animal
figurine
prizes/minitrophies for the
first team done.
Your goal is to be the

first team finished
categorizing.
Next page begins the 3
charts for categorizing
vocabulary.
Chart 1 - 2 legs/4 legs
Chart 2 - big/small
Chart 3- either my partner or
I have/neither of us
have/own
Be prepared to justify
how you categorized the
vocabulary to the
facilitator and other
students. There is a
prize for the team
finished first.
Do not advance to the
next page until I say go!
Page 16
BSS1
Page 17
GS/GF1
Presentation of how to
apply vocabulary in
authentic situations
using BrainShark.
From Google Sites,
access Lessons, go to
lesson 3 to access
Brainshark tutorial.
Watch the video,
pause, rewind and
replay as needed, or
desired. Feel free to
take notes, as you will
need to use this
information to post to
a blog in an
upcoming segment.
Practice matching
new phrases to
correct translations
and type in correct
translations.
Before posting to a
blog and letting the
world see your newly
acquired language
skills, let's practice a
bit more with the last
lesson. Go to Google
Sites, then to Lessons,
and then Lesson 4,
Visual:
PowerPoint slides
presenting: tengo, no tengo,
me gustara, no me gustara,
te gustara, tienes and
modeling use in authentic
situations.
Each slide has audio

accompanying it so that
learners can see and hear
the information which is
crucial in language
acquisition and the ability for
learners to speak the
language and understand
the language when spoken.
Self-paced
N/A
Self-paced
Visual:
Title of Google Forms
"Translations of I have/I
would like to have in
Spanish".
Questions which increase in
difficulty level as the form
progresses with varied
Page 18
GB1
and select Google

Forms "Translations".
Open the form and
choose the correct
word or phrase with
the appropriate
translation. Then get
ready to translate the
words or phrases from
Spanish to English,
and English to Spanish
(which is even more
difficult). Once you
have mastered these
skills, you are ready for
the last step.
Post to scholarly blog
demonstrating
learning of new
concepts.
15
answer types. 2 multiple
choice choices at the
beginning, and empty boxes
for translations to Spanish at
the end of the Form.
Link
http://googletoolsintheclass.
blogspot.com/
You will now apply

what you have
learned and share
your thoughts in
Spanish, on a blog
designed for this
course.
Prompt: Read the
blog post, ask
questions of the
facilitator or
classmates if there is
anything you do not
understand. Then
create an original
post in Spanish in
which you respond to
the following in
Spanish: 1. Of the
animals presented in
this class which
animals do you
currently have?
2. Which animals do
you not have?
3. Which animals
would you like to
have?
4. Which animals
would you not like to
have?
You can either select
reply under my
comment, or you can
select add comment
and Publish.
Visual: Google Tools in the

classroom at the top of the
blog with a written sample of
the Spanish learned in this
unit.
3 pictures are included at
the bottom of the page, in
color, a dog, a horse and a
chicken.
The comment at the bottom
poses the 4 questions for
students to respond to in
Spanish
N/A
Facilitator will
help as needed
Page 16
GD4
Page 17
16
Conclusion: Review of
vocabulary and
addition of the sounds
animals make in
Spanish.
Shared Google Doc with all

participants collaborating,
all participants enter a
greeting in chat prior to
starting video.
In Google Chat on
Shared Doc, write as
many animals as you
hear presented in the
video IN SPANISH,
without repeating one
that has already been
entered into the
document. The
facilitator will
transcribe your chat
entries into the
document. Chat will
give credit where
credit is due, and
show which response
is first.
Link to video
https://www.youtube.com/
watch?v=dhsy6epaJGs
(Globo Records, 2012)
Conclusion Slide
Text: You have

successfully
finished this
learning module.
You have
learned how to
communicate
about animals in
Spanish, and you
have served the
entire Enumclaw
School District
admirably.
Thank you for
your service!
Facilitator will explain

objectives of the activity
and the procedures prior to
starting the video.
Video has visuals as well as
written narration for each
slide.
Facilitator must
ensure all
students have
opened the
shared doc and
have posted a
greeting in chat
prior to
beginning the
video. Facilitator
must also
transcribe all
student
responses from
chat into the
body of the doc
for easier
viewing by
participants.
Offer prize for
the person with
the most animals
on the
document (not
in chat).
Google doc with large

trophy in gold in the center.
Writing on the right side
Facilitator will list all that

participants have
accomplished in the
learning module from using
multiple Google tools to
learning farm animals, to
being able to post in Spanish
on a scholarly blog
completely in Spanish, and
thank participants for
participating.
Page 17
GF2
17
Evaluate learning
experience using
Google Forms
Facilitator will remind

participants that they have
been chosen to provide
feedback to IMPROVE this
instructional module prior to
being rolled out to entire
schools across the district,
and that their honest,
sincere feedback is greatly
appreciated. Negative
responses will in no way
reflect negatively on the
participants, and will not
impact in the least the
employment or grade of the
facilitator, but conversely,
will help to strengthen and
improve this module so that
it may be more widely used
and adapted to specific
content areas.
Table 2: Key for abbreviations:

Abbreviation
Refers to:
F2F
Face to face portion of instruction
GD
Refer to Google Docs document
GS
Refer to Google Sites or link housed

therein
CS
Captivate slide
GF
Google Forms
BSS
Brainshark slide
GB
Google Blogger blog
18
Presentation Module:
This instructional module is intended to be highly engaging and collaborative with a wide
variety of technology tools and media. Participants will engage with one another through
document sharing and chat, and will compete with other teams for speed and accuracy with the
vocabulary. Participants will engage directly with the content, individually, as well as having
content presented in a variety of ways like a Captivate interactive presentation with audio,
graphics, drag and drop practice, matching practice, and multiple choice activities all within one
link. Students will use Google Sites to access links and materials, and will retain access after
the learning module concludes for future practice, sharing and refreshing of skills. Participants
will learn more complex language skills through viewing a presentation through Brainshark in
which they can pause, rewind and fast forward the video presentation which includes graphics,
text and audio. This presentation can be retrieved and accessed any time, and any place that
internet connectivity is available. Furthermore, participants will contribute to a blog about their
learning and form a part of a learning community. They will also assess, and evaluate the
learning module itself, as well as their own learning, and attitudes towards the learning
experience.
Drill and practice is a useful strategy for memorizing informationsuch as vocabulary
words, names of presidents, foreign language vocabularyCBI offers a more efficient
approach (Morrison et al, p. 225). Furthermore, the drill and practice application is used to
strengthen the association between the stimulus and response or question and answer (Morrison
et al, p., 225). Therefore, practicing the vocabulary using the Captivate session is highly
beneficial. Allowing learners to take control of the instruction is one of the earliest computerbased instructional concepts (Morrison et al, p. 228). Particularly useful in the Captivate
19
session is that learners can go back and re-do if they would like further practice, and that they
receive immediate feedback, so that they know if they are meeting the standard, or need further
practice. Students will receive knowledge of result in order to inform the learner whether the
response was correct or incorrect (Morrison et al, p. 230). These activities also have a
behavioral activity and a cognitive activity. Learners will be expected to interact in a variety of
ways, using a variety of tools, but specifically, they will enter short answers, select multiple
choice items, write paragraphs in Spanish, and the learning experience has been designed to
require the learner to cognitively process the content rather than only engaging the learner
behaviorally at a low level(Morrison et al, 233).
The design of this module has also taken into account Mayers (2008) 5 principles to
reduce cognitive load on working memory (Morrison et al, p. 237) which include the coherence
principle, signaling, redundancy, spatial contiguity and temporal contiguity, but also take into
account his principles for managing essential overload and his principles for fostering generative
processing in segmenting, modality, personalization and voice principles. Baddeleys model of
working memory particularly demonstrates the focused intent of this module as depicted in the
re-creation of his model below.
Table 3. Baddeleys Model of Working Memory (Based on Morrison et al, p. 239)
20
Procedural memory is memory for skills, procedures, ad languages (Ormrod, p. 69) and
the fact that this type of information is stored gradually is taken into account in the types, and
number of presentations offered in this module. Also prevalent in this module is dual-coded
knowledge(which) may be remembered better, which has important educational implications
and confirms the general teaching principle of explaining (verbal) and demonstrating (visual)
new material (Ormrod, p. 69). In the use of the blog post, in this module, the fact that teaching
students how information is applicable in different contexts ensures that appropriate transfer
occurs (Ormrod, p. 70), as well as the fact that practice is essential to instate basic procedural
knowledge (Ormrod, p. 81). Vygotskys ideas of instructional scaffolding, and the application
of peer collaboration are also prevalent in this learning module.
The goal of teaching is to promote long-term retention and transfer. We know that
having students practice skills in varied contexts and ensuring that they understand different uses
for knowledge builds links in LTM (Ormrod, p. 129). Also, present in this module, are two
opportunities for team building and uses of extrinsic motivators, where the majority of the
module focuses on intrinsic motivators. Fast, accurate performance with the vocabulary from
teams will result in a prize (of a farm animal figurine, of course), for the members of the team
who exceed the standard on that activity. Furthermore, each of the TEACH factors of task,
authority, recognition, grouping, evaluation, and timing (Ormrod, p. 203) have been taken into
account in creating this learning module. However, student input, and experience implementing
this instructional module, will be critical in evaluating the effectiveness, and appropriateness of
the timing so that it can be adjusted for future learning experiences. Reflective teachers are those
who seek solutions to problems rather than wait for others to tell them what to do(and) persist
until they find the best solution. They are ethical and put students needs above their own(and
21
thoughtfully consider evidence by mentally reviewing classroom events and revising their
practices to better serve students needs (Ormrod, p. 219), which summarizes the goals and
attitudes of this instructional module, and facilitator.
Table 4. Chart of Technologies Used
Sequence
Technology Tool
Purpose
Google Docs (used several
For sharing and collaborating,
times throughout module)
as well as for chat feature
Google Sites
For housing all content, links
and instructional materials

and activities (requested
instead of an LMS or CMS)
3
Captivate activities
For interactive, self-paced

practice with content
Brianshark video
For presenting more complex
presentation
content with student control

of pacing
Google Blogger
For application of learning in

an authentic context
Google Forms
For sharing attitudes and

feedback for learning
experience
7
22
Video Link
For engaging students with

recently acquired skills and
providing supplemental
material, reinforcing doc
sharing skills and engaging
learners with content, tools
and one another for a positive
conclusion.
23
Assessment Materials:
Both the process and the product will be evaluated in this learning module. The
overarching goal or aim of the client is to successfully use Google tools to present content,
practice content, assess learning, and collaborate with others. Therefore, the overarching goal of
this instructional module is to use multiple Google tools to learn vocabulary about farm
animals in Spanish, and to use Google tools to demonstrate the ability to use the language in
an authentic situation, as an example, sample, and template for the ESDs overarching goal.
Because of this, both the ability to follow the steps and procedures to access the tools, as well as
successful language acquisition will be measured.
The learning outcomes are categorized in the following table.
Table 5. Classification of Learning Outcomes.
Knowledge
Skills and Behavior
Attitudes
Given a laptop with Google
Having logged in to Google
Having completed all lessons
Chrome installed, students
Drive, students will create
and activities, students will
successfully log in to, and
and share a Google Doc for reflect on the learning
retrieve Gmail
researching translations of
experience and share attitudes
Spanish words for the lesson
towards the instructional
using wordreference.com,
module using Google
and will successfully, and
Forms
collaboratively fill in a chart

with the findings.
Given an active Gmail
24
Using the web link provided
account, students successfully in the shared document,

share Google Docs from
students will demonstrate the
Gmail and from Google
ability to access practice
Drive
activities, tutorials and

assessments from Google
Sites in order to
successfully engage in
Spanish lessons and
activities.
After lessons are complete,
students will apply learning
by posting in Spanish to a
Google Blog.
Upon completion of the
instructional module, students
will have demonstrated
successful navigation of
Google Docs, Google
Forms, and Google
Blogger by showing
artifacts, for each tool, of
their successful use.
25
For this instructional module, objective tests will be used as both formative and
summative assessments where students can practice with the test as much as needed until they
are ready to submit as a summative assessment. Matching practice activities will also be used as
formative assessments, and can also be re-done until the participants are satisfied. In these
objective assessments, all responses across learners will be the same (Smaldino et al, p. 268).
However, a subjective assessment will also be conducted as a part of the very last phase of
instruction when students post personal preferences and information in the target language on a
scholarly blog. While the information will, and should, vary grammatical concepts must be
accurate across learners. Authentic assessments are used in that students must collaborate to
gather information from the internet in order to proceed with tasks, and in their creations of, and
sharing of Google Docs, as well as the artifacts produced in phases 2, 3, 4 and 5 of the
instructional module, but also demonstrate the use of performance-based assessment in that they
must create these artifacts using the specified tools. A constructed response test will also be
employed in that students will be responding to the prompt on the blog in Spanish.
Testing conditions will be realistic, and authentic, in regards to the type of assessments
used, with the, noteworthy, exception that learner performance is by intrinsic motivation only.
No actual scores will be recorded, and submitted to the Districts gradebook for these
participants. However, a higher stake is present in that participant responses are viewable on the
internet.
The facilitator will use anecdotal records for student attainment of procedures, and
naturally occurring circumstances will demonstrate whether participants have successfully
accessed material, and engaged in activities, but direct testing methods will be used as well. The
26
final evaluation, conducted by participants, will include free form answers, rating scales and
checklists. Students will engage in a summative evaluation at the conclusion of the module in
order to evaluate efficiency of learning, and reactions/attitudes toward the course (Morrison et al,
p. 255). It has been the goal of this module to match types of assessment instruments and types
of objectives(and to use) several data sources to gain as complete a picture as possible about
the degree to which the learner has attained each objective and the process involved (Morrison
et al, p. 259).
The presentation of this module is being used as a formative assessment for future use
and development for other content areas of this learning module, so that if the instructional plan
contains weaknesses, they can be identified and eliminated before full-scale implementation
(Morrison et al, p. 252).
Table 6. Specifications relating assessments to learning outcomes.
Outcome
Knowledge Compre-
Application Analysis
hension
1.Given a laptop
Informal,
with Google
visual
Chrome
assessment in
installed, students
the form of
successfully log in
facilitator
to, and retrieve
check list that
Gmail
task is
complete
2.Given an active
Students
Informal, visual
Gmail account,
demonstrate
assessment in
students successfully
knowledge
the form of
Synthesis
Evaluation
27
share Google
when artifact is
facilitator check
Docs from
generated.
list that task is
Gmail and from
complete.
Google Drive
Shared
document
serves as artifact
of successful
completion.
3.Having logged in
Completed chart
to Google Drive,
demonstrates
students will create
application of
and share a Google
skill to
Doc for
collaborate.
researching
translations of
Spanish words for
the lesson using
wordreference.com,
and will
successfully, and
collaboratively fill
in a chart with the
findings.
4.Using the web
Anecdotal
link provided in the
records of
shared document,
facilitator, as
students will
well as student
demonstrate the
artifacts
ability to access
produced in
practice activities,
reported scores
tutorials and
on activities,
28
assessments from
and online quiz,
Google Sites in
and a
order to
successfully
successfully engage
saved blog
in Spanish lessons
comment post.
and activities.
5.After lessons are
Demonstrated
Evidence
Students
complete, students
knowledge of
will be
develop
will apply learning
process to post
posted to
original blog
by posting in
to a blog by
blog by
comments
Spanish to a Google
successfully
student for
and post.
Blog.
posting to blog.
facilitator to
6.Upon completion
review in the
of the instructional
form of a
module, students
paragraph in
will have
Spanish.
demonstrated
successful
navigation of
Google Docs,
Google Forms,
and Google
Blogger by
showing artifacts,
for each tool, of
their successful use.
7.Having completed
Students
Students
all lessons and
will record
evaluate the
activities, students
how certain
learning
will reflect on the
tools affect
experience and
learning experience
personal
give
29
and share attitudes
learning and
preferences
towards the
experiences
and judgments
instructional
of
module using
effectiveness
Google Forms
of activities
and tools.
There are both direct testing assessments built into the module and naturally occurring
results (Morrison et al, p. 297), as viewed in the above table. If students have successfully
followed procedures, a natural artifact (document, chart, or score) will be visible to indicate
student success. The facilitator will use checklists, and anecdotal records to ensure students have
accessed tools, and reached benchmarks, and students will use rating scales in providing
feedback about their learning experience (Morrison et al, p. 298). While the blog post will serve
as an exhibition (Morrison et al, p. 304), the survey at the conclusion will evaluate both the
instruction and the affective outcomes (Morrison et al, p. 306).
It is important to note that interviews were conducted prior to participation in the learning
module, and interview questions are available in the appendix of this document. Similarly,
students will engage in a pre-test prior to the start of the learning module (Morrison et al, p. 269),
and will have opportunity to evaluate their own learning prior to submitting final quiz results
(Morrison et al, p. 269).
30
References
Enumclaw School District, (n.d.). Capital levy for school improvements and instructional
technology. Retrieved from http://www.enumclaw.wednet.edu/departments/levy/
Education Planner, (n.d.). Whats your learning style. Retrieved from
http://www.educationplanner.org/students/self-assessments/learning-stylesquiz.shtml?event=results&A=7&V=7&T=6
Gogos, R., (February 19, 2014). Why blended learning is better. [Blog post]. Retrieved from
http://elearningindustry.com/why-blended-learning-is-better
Greaves Group, (2013). Project red: Revolutionizing education. Retrieved from
http://www.projectred.org/about/research-overview/findings.html
Klimkiewicz, R., (2014). Technology and instruction: The balance of blended learning.
Retrieved from http://www.cfegrants.org/wp-content/gallery/files/2014/08/ReneeKlimkiewicz-Final-Paper-for-Web.pdf
Mayer, R., & Moreno, R., (2003), Nine ways to reduce cognitive load in multi-media learning.
Educational Psychologist (38(1), 43-52.
Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational
Psychology Review, 19(3), 309-326.
Morrison, G., Ross, S., Kalman, H., & Kemp, J., (2013). Designing effective instruction (7th
ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Orey, M. (2001). Information processing. In M. Orey (Ed.), Emerging perspectives on learning,
teaching and technology. Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=Information_processing
31
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate
custom edition) New York: Pearson.
Pappas, C., (2014, March 7). Instructional design models and theories: Cooperative and
collaborative theory. [Blog post]. Retrieved from
http://elearningindustry.com/cooperative-and-collaborative-theory
Portny, S., Mantel, S., Meredith, J., Shafer, S., & Sutton, M., (2008). Project management:
Planning, scheduling, and controlling projects.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., (2012). Teaching and learning at a
distance: Foundations of distance education. Pearson: Boston, MA
Sutton, N., (2015, March 15). Reflections on 1:1 Chromebook implementation. [Blog post].
Retrieved from: http://www.edutopia.org/discussion/reflections-11-chromebookimplementation
Teaching Effectiveness Program, (n.d.). Blooms taxonomy of cognitive levels. Retrieved from
http://tep.uoregon.edu/resources/assessment/multiplechoicequestions/blooms.html
University of Connecticut, (n.d.). Assessment primer: Goals, objectives and outcomes.
Retrieved from http://assessment.uconn.edu/primer/goals1.html
University of Washington, (n.d.). Cel 5D+ Teacher evaluation rubric 2.0 at a glance for use in
the 2014-2015 School Year. Retrieved from http://tpep-wa.org/wp-content/uploads/CELat-a-glance.pdf
Appendix
Interview Questions:
1. Do you currently have a Gmail account?
2. Do you use Google Drive ?
3. If so which tools do you usually use?
4. Do you already know how to say more than 7 farm animals in Spanish?
5. Have you or do you learn in a distance learning environment?
6. What kind of technology are you used to using in a learning environment?
32

MD 2 Projogburnd

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

MD 2 Projogburnd

Uploaded by

Copyright:

Available Formats

GOOGLE IN THE

Instructional Materials: Google in the Spanish Classroom and Beyond

Dr. Ronald Paige

Instructional Materials Overview.3

Instructional Materials: Google in the Spanish Classroom and Beyond

Google in the Spanish

On the presentation screen:

Welcome to our class on

outlined below image.

Access Gmail and

Step by step screen shots of

Here are the steps for

This is the same

Facilitator reads through

From Gmail, click

Step by step screen shots

Create new Google

The steps will be

Facilitator will model the

Coincides with part 1

Visuals include screen shots

A sample chart is visible on

The website for the online

There is no narration while

Coincides with part 2

Bubble design on website

Access Menu Bar

Facilitator will demonstrate

Facilitator will explain that

Each menu selection across

Access Google Sites

Access Lesson Links

There is a female character

This is a selfpaced portion

The text and image cue the

Female character says:

Ready? Let's get started!

2 multiple choice options

Visual: Directions on page 1

Facilitator will read

You and your partner are

Your goal is to be the

Each slide has audio

and select Google

You will now apply

Visual: Google Tools in the

Shared Google Doc with all

Text: You have

Facilitator will explain

Google doc with large

Facilitator will list all that

Facilitator will remind

Table 2: Key for abbreviations:

Face to face portion of instruction

Refer to Google Docs document

Refer to Google Sites or link housed

Google Blogger blog

Google Docs (used several

For sharing and collaborating,

times throughout module)

as well as for chat feature

For housing all content, links