Kelly DeWeese Lewis

Face-to-Face Staff Development

FRIT 7739

Part I:
General Audience
The primary audience consists of certified elementary teachers of grades 3, 4 and 5. The
audience is varied by all ages, teaching experience, and certification levels. The primary
audience provides direct instruction of all subject areas to 3rd, 4th and 5th grade students.
Problem Identification
The school recently began providing students with Google email accounts, as well as purchased
Chromebooks. The objective of this purchase was to make technology readily available to
students in order to incorporate Google Apps for Education. Some teachers are reluctant to
incorporate Google Apps, such as Google Classroom, although they have received training on
various Google tools by a RESA technology specialist. There was obvious apprehension of using
these tools with the students. It was obvious that only a small number of teachers felt confident
in incorporating these tools in their classrooms; it was soon discovered that the majority of our
staff felt uncomfortable incorporating the Chromebooks and Google Apps because of their
confidence of how to use them effectively and productively.
Instructional Goals

Participants will be able to create a Google Classroom.

Participants will be able to invite co-teachers and students to join a Google Classroom.
Participants will be able to deliver create announcements, assignments, and discussions
through Google Classroom.
Participants will be able to share class materials with students through Google
Classroom.
Participants will be able to grade work and provide teacher commentary through Google
Classroom.

Part II: Learner Analysis

Kelly DeWeese Lewis

Face-to-Face Staff Development

FRIT 7739

Introduction
The targeted group of learners is 3rd, 4th and 5th grade teachers of all subject areas. These learners
range in age from 24 to 63 with the average age being 43. These learners also range in degree
level of maintaining a Bachelors degree to a Specialists degree. They also range in years of
teaching experience with the average number being 15 years. Seven of the twenty teachers teach
English Language Arts, six of the twenty teach math, six of the twenty teach science/social
studies, one is the media specialist. The learners of this audience are made up of 90% female
with 16 being White/non-Hispanic and 2 being African American. The remaining 10% is male;
both being Caucasian. The demographics of the learner analysis were obtained using the school
website and interviews. This school is located in Pierce County, which is considered a rural area
and contains approximately 18,000 people. Because of the number of students that eat free and
reduced lunch, this school has been labeled a Title I school.
Entry Characteristics

All participants are able to log into computer

All participants possess basic computer skills

Prerequisite skills and knowledge

All participants can log into email

All participants have knowledge of basic use of Chromebooks
All participants can effectively use Google Apps: sheets, slides, forms,

Prior Experience and knowledge

Although many have incorporated other forms of technology in their classrooms, their use with
Chromebooks and Google Apps is minimal. Very few, if any, have used them as a direct
instructional teaching strategy. All teachers have used Google tools to create and share
instructional tools. However, none of the teachers have incorporated Google Classroom. For the
most part, teachers have used and are comfortable using Google slides, docs, sheets, and Drive.
Common Misconceptions
The majority of teachers stated that they felt incorporating Chromebooks and Google Classroom
would be time consuming and redundant of what they already do in their classrooms. However,
the simplicity of Google Classroom will make their classroom more engaging to the 21st century
digital natives that they teach. Some teachers also stated that they felt they would not be
comfortable managing Google Classroom due to lack of knowledge.

Attitudes towards Content and Academic Motivation

Kelly DeWeese Lewis

Face-to-Face Staff Development

FRIT 7739

The majority of learners recognized that implementation of Chromebooks and Google Apps,
such as Google Classroom, in their lessons is a necessity for todays students. All of the teachers
implied that they are comfortable using Chromebooks for basic personal use, but felt their skills
of classroom usage needed to be stronger. They all stated the desire to learn more ways to
incorporate this tool besides the basic internet search/research activities. All participants
expressed a strong desire to learn to incorporate Google Classroom in their lessons.
Educational Ability
All teachers are certified teachers and are considered highly-qualified personnel. Eight of the
twenty teachers possess a Bachelors Degree, eight of the twenty possess a Masters Degree, and
four of the twenty possess a Specialists Degree.
The learners expressed interest in a face-to-face learning design with a hands-on opportunity to
use the desired technology tool, Chromebooks and Google Classroom.
Attitudes toward Teacher and School
All learners expressed a deep respect and gratitude for the efforts the school and administration
are taking to provide opportunities of incorporating technology into the classrooms. They stated
that that the school provides a positive learning environment and actively encourages
professional development among its staff. The majority of the learners stated that they felt the
teacher of the face-to-Face Staff Development was knowledgeable and available for support. The
participants respected the efforts of incorporating Chromebooks and Google Classroom into their
curriculum.
Group Characteristics
All participants are certified teachers, as well as highly qualified at the elementary level.
Although they have various job descriptions, all participants are teachers of students ranging
from grades 3rd through 5th.

Part III: Task Analysis

Kelly DeWeese Lewis

Face-to-Face Staff Development

FRIT 7739

Introduction
I conducted the task analysis using a procedural analysis. I expect the learning to be procedural,
so I started by creating a detailed outline of the steps required to perform each procedure in using
the Chromebooks to incorporate Google Classroom. To ensure I did not miss any steps, I opened
the Google Classroom app and walked through the task as I wrote them out. This prevented me
from missing any key steps. I included the relevant procedures that are introduced to the learner
in order for successful incorporation of the Chromebooks and Google Classroom. After I covered
the procedures, I developed a new outline with my topic analysis. In this outline, I included all
the knowledge that would be essential for the effective incorporation of Google Classroom.
Task Analysis
1.0 Power on Chromebooks
1.1 Key Features of keyboard
2.0 Google Sign-In
2.1 Log in to school email
3.0 Open Google Classroom (Student View)
3.1 Join class with class code
3.2 Discuss Stream, Classmates, and About tabs
3.3 Announcements
3.4 Discussions (Welcome and Thank You!)
3.5 Assignments (Participation survey-Google Forms)
3.6 Turn-In Assignment
3.7 Teacher Grading and Commentary overview
3.8 Exit Class
4.0 Create A Class (Teacher view)
4.1 Name Class
4.2 Select Theme
4.3 Start Tour
5.0 Post to Class Stream
5.1 Post Announcement (Welcome!)
5.2 Create Assignment with Attachment
5.3 Post Discussion Question
6.0 Share Class Code
6.1 Invite Students
7.0 Set Class Permissions
7.1 Only Teacher
8.0 Class Overview
8.1 Add General Class Information
8.2 Add Class Materials
9.0 Invite Teacher (co-teacher/paraprofessional)
10.0 Complete Evaluation Survey (Google Forms)