Dorla Grant's Portfolio Page
Topic: Using Google Classroom as a collaborative tool in the classroom
Intent of Project: The intent of this course is to show educators how to use Google Classroom as an online tool to interact and engage with students and share resources with other teachers.
Learners will be able :
1. Discuss technology in collaborative learning.
2. Explain how Google Classroom can be used as a collaborating tool.
3. Apply Google tools to organize classrooms, collaborate with students, and share resources
1. Instructional Problem
With the advancement in technology, more and more teachers are introducing technological tools into their curriculum.
Emerging technologies have transformed the way people teach, think, and learn (Halverson & Smith, 2009). Besides, in the
classroom, technologies can support independent working while putting the learner in control of the instructional process
and working with others. Collaborative learning, according to Ojo & Ntshoe (2017), involves a group made up of two or more
people working together to achieve a common goal” to learn, solve a problem, complete a task, evaluate one another’s ideas
or create a product. Google Classroom is one way collaborative learning can be achieved through the use of technology.
Google Classroom is an online classroom platform that allows interactive communication and collaboration between teachers
and students and allows students to engage with resources in workgroups (Iftakhar, 2016; Ketut Sudarsana et al., 2019).
2. What is to be Learned
In this course, learners will become informed about how to use Google Classroom and apply Google tools to collaborate and
interact with students and share resources with other teachers. Specifically, they will be provided with information about
the benefits and use of various Google tools that can be used in Google Classroom - such as Google Docs, Google Drive,
Google Slides, and Google Sheets. Finally, by the end of this course, learners will have the necessary skills to apply and
adapt the use of this technology in their own classroom setting.
3. Learner Analysis
This course will be targeting English-speaking educators of all levels of academia (though K-12 educators). However, anyone
can benefit from the information in this mini-course, which can also be useful across disciplines. Specifically, the course
will target learners interested in learning technology to enrich students' classroom experiences. As a result, learners
should have basic computer skills in order for them to navigate the mini-course and use Google Classroom and its allied
4. Instructional Context
This asynchronous mini-course is self-paced and can be used in a blended learning or online learning environment.
However, since this course will be delivered online via KNILT wiki, access to the internet and the ability to watch videos
and use google apps are necessary. Using a computer, laptop, or tablet would be best, as some resources may not translate
well on mobile devices. The majority of this course resources will come from readings and instructional videos to appeal to
different learning styles. In addition, the learning outcomes were developed using Bloom’s Taxonomy, aligning them
with the content and assessment elements (Larson & Lockee, 2013). This will allow the use of both higher-order and lower-
order thinking skills in various activities, including reading passages and watching instructional videos (Larson & Lockee,
2013). The instructional content will be followed by formative assessments designed to help the learner apply their
knowledge and measure their understanding.
5. Exploring the Problem and Solution
Many teachers are struggling to find ways to implement effective collaborative practices in the classroom (Murray, 2004).
Participants will therefore explore the benefits of Google Classroom as a collaborative tool to promote engagement and
share resources with other teachers. Through information, activities, and expert guidance participants will be able to
learn and design a Google Classroom while using other Google applications.
The main goal for this mini-course is for participants to explore a new innovative way to run their classes. By the end of
this course participants should feel confident to create and incorporate Google Classroom into their own classrooms.
- Given specific reading materials and examples, participants will be able to explain why collaboration is important in the classroom and how technology can support collaboration.
- Given tutorial instructions, participants will be able to create a Google Classroom and use Google APPs
- Given tutorial instructions and rubric, participants will plan and create collaborative assignments using Google Classroom.
UNIT 1 - Collaborative Learning and Technology
Unit Objective - Given specific reading materials and examples, participants will be able to explain why collaboration is important in the classroom and how technology can support collaboration.
1. Learners will read about collaborative learning and technology.
2. Learners will read about Google Classroom as a collaborative tool.
3. Learners will use the assigned discussion forum to discuss and explain in their own words:
How technology can impact collaborative learning.
How Google Classroom can help with collaboration.
Reflect on their own experience using Google Classroom
UNIT 2 - Creating Google Classroom and using Google tools
Unit Objective- Given tutorial instructions, participants will be able to create a Google Classroom and use Google APPs.
1. Learners will watch instructional videos on how to create Google Classroom and use Google Apps
2. Learners will practice how to create a Google Classroom and use Google Apps.
UNIT 3 - Implementing Google Classroom
Unit Objective- Given tutorial instructions and rubric, participants will plan and create collaborative assignments using Google Classroom and Google tools.
1. Learners will watch instructional videos on how to create a collaborative assignment.
2. Learners will plan and create collaborative assignments using Google Classroom and Google tools.
3. Learners will use the assigned Google Sheets to provide feedback on final project to two other persons.
Halverson, R., & Smith, A. (2009). How new technologies have (and have not) changed teaching and learning in schools. Journal of Computing in Teacher Education, 26(2), 207–232. www.iste.org
Iftakhar, S. (2016). Google Classroom: What works and how? Journal of Education and Social Sciences, http://www.ucalgary.ca
Ketut Sudarsana, I., Bagus Made Anggara Putra, I., Nyoman Temon Astawa, I., & Wayan Lali Yogantara, I. (2019). The use of Google classroom in the learning process. Journal of Physics: Conference Series, 1175(1), 012165. https://doi.org/10.1088/1742-6596/1175/1/012165
Larson, M., & Lockee, B. B. (2013). Streamlined ID: A practical guide to instructional design. https://www.amazon.com/Streamlined-ID-Practical-Instructional-Design/dp/0815366701
Murray, C. (2004). Clarifying Collaborative Roles in Urban High Schools. TEACHING Exceptional Children, 36(5), 44–51. https://doi.org/10.1177/004005990403600506
Ojo, O. A., & Ntshoe, I. M. (2017). Efficacy of collaborative in improving learning outcomes of graphic design in higher education. South African Journal of Higher Education, 31(3), 172–192. https://doi.org/10.20853/31-3-844