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Running head: CLASSROOM COLLABORATION VIA WEB 2.0 TOOLS 1

Classroom Collaboration via Web 2.0 Tools in a Special Education Classroom

Robert Kyle Johnson

Kennesaw State University

April 2016

Dr. Laurie Brantley-Dias

Spring 2016

CLASSROOM COLLABORATION VIA WEB 2.0 TOOLS 2

Capstone Project Proposal

The setting for this proposed project is Central Gwinnett High School. Central Gwinnett

has approximately 2,200 students in grades nine through twelve, and is located in the suburban

city of Lawrenceville in Gwinnett County, Georgia. It is a public school in which the students

and faculty are on a modified block schedule with alternating A/B days. Students have 4 periods

a day with a 25-minute advisement, totaling eight classes a semester. Central Gwinnett is a Title

I school having a minority enrollment of 84%. 40% of students move on to a four-year or

technical college after graduating from the school. The ethnic makeup of the student population

is 46% Black, 37% Hispanic, 16% White, and 1% other. 74% of the student population is on free

and reduced lunch (U.S News & World Report, 2013).

Central Gwinnett High School is led by one principal, one associate principal, and eight

assistant principals, each overseeing a specific department. The school is one of five schools that

are implementing an “Academy Model” in which the school has five Career Academies that

students are broken up into according to their interests. With this model, teachers are also broken

up into an academy, which helps to serve as professional learning communities as well.

Currently, the district oversees new policies and procedures which are voted on by community

members, business partners, district personnel, the superintendent, and the schools’ principals.

Most recently, the district as rolled out a new content management learning system called “e-

class” for teachers to post classroom materials for students to access from home. The student

portal has also been implemented to bridge the gap between teacher and parent communication.

With the implementation of the Career Academies, and the stress on using e-class and

project-based learning collaborative work, many teachers are still hesitant to use the e-class page

and the myriad of features it offers for students to interact with other students and the teacher at


home. By using Google Docs and e-class to complete a PBL-based project, students would

increase their content knowledge while acquiring the 21st century skills needed to be productive

and functioning citizens in society. According Edutopia, PBL-based learning “Studies comparing

learning outcomes for students taught via project-based learning versus traditional instruction

show that when implemented well, PBL increases long-term retention of content, helps students

perform as well as or better than traditional learners in high-stakes tests, improves problem-

solving and collaboration skills, and improves students' attitudes towards learning” (Vega, 2015).

Statement of Problem, Need and Rationale

The amount of technology being implemented into classroom at Central Gwinnett is

increasing so rapidly that many teachers have either ignored the rollout of e-class, which is used

as an evaluation piece on teacher evaluations, or in the least have struggled to utilize the tools in

e-class which could potentially help students in increasing their content knowledge. Since e-class

and the academy model are only at year 2, many teachers have not pushed to implement the tools

needed for student-centered learning as quickly as the district and school has been wanting. Also,

one of the school’s main LSPI goals is to increase the graduation rate of the special education

population by 5%. In the past, many special education teachers have struggled with meeting this

goal and have attended many professional development sessions on how to help bridge the

graduation gap among these students with disabilities.

By using Google Docs and e-class in a special education classroom, students will be able

to collaborate while completing PBLs and other collaborative assignments which will help them

with their communication skills and increase their content knowledge. Also, using technology

and collaboration together “…also has great potential for improving learning skills, enriching

their contents, and enhancing knowledge development (Lin, Hsaio, Tseng, and Chan, 2014, p.


162). In my own classroom, having students create presentations via Google Slides has had much

more positive impact than the standard lecture-based presentation. Students usually do research

on a given topic and get into groups to create a collaborative presentation based on that topic.

Students may break up the categories and work on that category while others do the same. Each

student then inputs it into the Google Slides. With this type of learning experience, students are

able to explore their own learning with research. They then explain and summarize what they

learned through the Google Slides and the other students do the same. In effect, students are

learning without really even knowing it.

Google Docs allows students to work collaboratively on a presentation or paper

simultaneously, and the edits are logged while the students work, providing the teachers much

needed data on how well the students are participating while doing collaborative work. Many

teachers at Central Gwinnett High School have voiced their concerns of students who “fall

between the cracks” when doing collaborative work because they do not know who contributes

to the work or if students just copy the work of others. Students are more engaged and motivated

when teachers integrate Google Docs into their lesson (Liu & Lan, 2014). By implementing this

tool, along with Google Docs to aid collaboration, teachers will see how these tools can be

beneficial to any classroom in increasing student scores.

Objectives & Deliverables

The goal of this proposal is to provide students an alternative learning environment

compared to the traditional lecture-based classroom by offering a blended, collaborative, project-

based learning setting that increases the rigor and accommodates higher-order thinking skills to

ensure the mastery of the content which in turn will lead to passing grade under a special

education classroom setting.


Objectives.

Throughout the research, the following objectives will be achieved to keep students on

task throughout the process. I will first introduce students to the advanced features of e-class and

walk them through how to navigate a reading passage and post a discussion. Once students have

been exposed to the e-class tool, I will then introduce them to Google Docs and have the students

begin a short presentation on the Bill of Rights and its significance to today in small groups.

Once this tool is introduced, rigor will be increased with readings and discussions. Students will

be asked to provide a response to other students’ posts using the ABC guidelines: Acknowledge

what they wrote, Build on their thought, and Conclude with a kind word. In the process of doing

these discussions, students will then begin work on their final project on Government’s

Importance to My Life using Google Slides. Once the project and discussions have been

concluded, I will administer a survey to the students on the effectiveness of the tools used in

class. Improvements and adjustments will be made according to student feedback.

Deliverables.

In relation to the first objective, an e-class reading passage relating to Political Systems

will be uploaded to the discussion forum and a mock discussion will be started to give the

students a working example. When I introduce the Google Docs, students will log their Gmail

emails onto a spreadsheet for me log their collaboration throughout the project. As rigor is

increased, grades will begin to be taken based on the ABC rubric (out of 3 points). All work will

be saved on the e-class discussion forum. As students begin their final project, student

participation will be logged based on their Gmail email addresses. Grades will be evaluated

based upon the Project Rubric. The survey will be administered via Google Forms to provide

feedback on collaboration and its benefits to what they have learned and how they felt about


using the tools. Also, content knowledge growth will be compared to other classes of the same

setting based on overall grades.

PSC Standards

Standard 3: Digital Learning Environments will be addressed through the creation of an

online collaborative learning environment. With the use of Google Docs and the Discussion

forum via Desire2Learn’s e-class, I will be able to take a facilitator role instead of a lecture role

which will help the students become problem solvers of their own learning. I will be able to

manage their learning and growth via e-class and the tracking capabilities of Google Docs. The

collaborative nature of the class will help students with their 21st century learning skills and will

give them the confidence they need to see their growth in learning the material.

Table 1.PSC Standards and Objectives

Project Objectives PSC Standards

1. Introduce students to the advanced features of e-class and walk them through how to navigate a reading passage and post a discussion.

3.1 Classroom Management & Collaborative Learning

3.2 Managing Digital Tools and Resources

3.3 Online & Blended Learning

3.4 Adaptive and Assistive Technology

3.7 Communication and Collaboration

2. Introduce Google Docs to students and have them begin a short presentation on the Bill of Rights and its significance to today in small groups.





3.7 Communication & Collaboration


3. Rigor will be increased with readings and discussions. Students will be asked to provide a response to other students’ posts using the ABC guidelines: Acknowledge what they wrote, Build on their thought, and Conclude with a kind word.






4. Students will work on final project on Government’s Importance to My Life using Google Slides.






5. Teacher will administer survey to students on the effectiveness of the tools used in class. Improvements and adjustments will be made according to student feedback.

3.5 Basic Troubleshooting

3.6 Selecting and Evaluating Digital Tools & Resources

Project Description

Students in a special education classroom at Central Gwinnett High School will

participate in an online collaborative setting to increase overall scores in Political Systems.

Students will be asked to read various documents and will then participate in discussions created

in e-class. Students will eventually respond to others using the ABC model. Students will also

use Google Docs, particularly Google Slides to create collaborative PBL-based projects

throughout the semester relating to Political Systems and their role as potential active citizens in

government. At the end of the semester, students will be given a survey reflecting on their


experience using these tools and improvements/adjustments will be made reflecting their

opinions and comments.

First project item/activity.

During the first few weeks of planning for the first unit, I will find a document reading

that pertains to the origins of government and will upload the document to e-class. I will then

walk students through how to access the document and post a discussion. I will have students

then read the document on the student laptops and begin their first discussion in class. I will

facilitate their individual postings by walking around and reminding students of how to

summarize the document and how to answer the discussion question using supports from the

document. This will take close to an entire period to accomplish the entire task.

Second project item/activity.

For the second activity, students will create a Google Slide presentation on the

importance of the Bill of Rights and how it applies to their lives today. I will show them a short

25-minute video on what it would be like to live in a country where our basic rights are taken

away. We will discuss the effects of it and students will log on to their student laptops and into

their Google accounts to begin their presentation. Using a teacher-made rubric and guidelines for

the project, students will complete a presentation the most important Bill of Rights to them (3

total), why it is significant to their lives, and some examples of their use in today’s society. This

is an authentic PBL project. Students are given a real-world problem and they have to find

reasons to defend their choices of which rights are most important. This activity is what the

school administration and district are striving for all classes to emulate. Previously, an

assignment would be given just having them memorize the Bill of Rights, with no significance to


their current lives. This activity expands on that experience by having them reflect and

collaborate with other similar-aged students. This activity will be concluded with a presentation

to the other groups in the class and addresses PSC Standards 3.1, 3.2, 3.3, 3.4, and 3.7. The

rubric and guidelines will take around two hours to complete and the activity itself will last two

90-minute class periods.

Third project item/activity.

This activity will increase the rigor of the previous discussion based upon the reading.

Not only will students post original responses to questions based on a reading passage, students

will also post responses to other students using the ABC model. They will acknowledge what the

other student stated, they will build on what they stated, and they will conclude with a kind word.

Once the responses are reviewed, I may possibly have the students respond to another peers to

increase the collaboration piece. This pertains to PSC Standards 3.1, 3.2, 3.3, 3.4, and 3.7. This

assignment will probably take a 90-minute class period after reading is done, original discussion

is posted, and 1-2 replies are logged.

Fourth project item/activity.

For the major project of the semester, I will have students reflect on the importance of

government and why it is important for young adults to participate in government. Using what

they learn throughout the semester, students will get into small groups and use Google Slides to

create a presentation combining all the elements of what is required by a teacher-made rubric and

guidelines. Students will conclude by presenting their presentations to the class. Not only will

this serve as their final, but students will collaborate with the other groups while presenting by

defending their stances on what is important when it comes to civic responsibility. This will


increase the rigor of the assignment and allow students to use their higher-order thinking skills.

The principal may be invited to observe the growth the students have made. This activity relates

to PSC Standards 3.1, 3.2, 3.3, 3.4, and 3.7. All together, this activity may take two 90-minute

class periods to complete due to the presentation piece.

Fifth project item/activity.

At the conclusion of the semester, students will be provided a Google Form survey on the

effectiveness of the class structure using Web 2.0 tools such as e-class and Google Docs. Any

feedback that is given will be taken as constructive criticism and will be used to make

adjustments and/or changes to the overall approach to these tools. This piece is crucial to the

results of the capstone project. This, along with student overall scores on the final assessment

will be used to provide conclusive data for the research assignment. Being that Political Systems

is a one-semester course, data can be gathered and analyzed before the next semester begins, so it

will be a great opportunity to make adjustments before a new semester of classes start.

Table 2. Project Activities Alignment

Project Item/Activity Project Objectives Deliverable

Initial design of discussion forum with a walk-through of expectations.

Introduce students to the advanced features of e-class and walk them through how to navigate a reading passage and post a discussion.

E-class reading passage of content from Political Systems will be uploaded to the discussion forum and a mock discussion will be started to give example.

Initial use of Google Docs with small presentation on Bill of Rights using

Introduce Google Docs to students and have them begin a short presentation on the Bill of Rights

Students will log Gmail emails on a spreadsheet to teacher for


collaboration. and its significance to today in small groups.

collaboration purposes. Those who do not have a Gmail account will create one. Presentation will be created and shared with other groups.

Increase rigor of discussion by providing original post and 1-2 replies using ABC model for replies.

Rigor will be increased with readings and discussions. Students will be asked to provide a response to other students’ posts using the ABC guidelines: Acknowledge what they wrote, Build on their thought, and Conclude with a kind word.

Grades of discussions will be based on the ABC Rubric (out of 3 points). All work will be saved on e-class discussion forum.

Final project using Google Slides for collaboration and increased rigor to increase higher-order thinking skills.

Students will work on final project on Government’s Importance to My Life using Google Slides.

Student participation will be logged using their email address. Grades will be administered based on Project Rubric.

Provide evaluation measure to students for feedback and adjustments/changes for future use.

Teacher will administer survey to students on the effectiveness of the tools used in class. Improvements and adjustments will be made according to student feedback.

Student group surveys will also be administered via Google Forms to provide feedback on collaboration and its benefits to what they have learned and how they felt about using the tools.

Content Knowledge growth will be compared to other classes of the same setting based on overall grades.


Evaluation Plan

This project will ultimately be evaluated by overall grades that are compared to similar

class sizes of the same subject. A final summative assessment will also be given that will be

compared to the pre-test given at the beginning of the semester. A survey will also be given to

the students reflecting on their experiences throughout the semester using the Web 2.0 tools.

Rubrics and Guidelines will be provided throughout the project and will serve as checkpoints to

student growth and learning.

First project item/activity.

Students will be given a walk-through of what is expected for the classroom discussion

forums based on the readings. I will evaluate students as they write to ensure they are engaging

in the reading and into the discussion. Grading will be more lenient due to this being their first

experience. A discussion will follow on expectations once all students have completed their first

discussion post.

Second project item/activity.

Students will be shown what is expected and how to navigate Google Slides. A rubric

will be provided, along with guidelines, on what is expected of them for the presentation. As

long as students follow the rubric, they should do well on the project.

Third project item/activity.

A more rigorous discussion forum will be given and students will be required to provide

replies to 1-2 peers using the ABC model of responses. Acknowledge what others found, Build


on what they are stating using what you found, and Conclude with a kind word. This will ensure

that students are engaging in the material.

Fourth project item/activity.

A final project will be given for students to complete using Google Slides. A rubric will

be provided along with guidelines on what is expected for students to get a passing grade on the

project.

Fifth project item/activity.

The survey instrument will be created by myself and will be checked for reliability and

bias by the school’s Local School Technology Coordinator. This will ensure that all questions

are fair and equitable. Results will be evaluated and taken into consideration when thinking

about changes and/or adjustments to the class structure.

Project timeline.

This project will take place over the course of the fall semester 2016. It will take a few

weeks for the rubrics, guidelines, and discussions to be created for the assignments. Being that

there are six units to the Political Systems course of study, there will be a collaborative activity

around once a month that will provide students with the consistency that they need to become

comfortable with using the Web 2.0 tools. A survey will be given in December to the students to

provide feedback of their experience and to provide me with constructive feedback that I can use

for future classes.

Table 1. Project Timeline


Month Project Item/Activity, or Evaluation Item Hours Standard

August 2016

Creation of Discussion Questions and Reading Assignment, Rubrics, and Guidelines.

20 hours






September 2016

Begin first discussion by having students read and respond to discussion question.

2 hours






October 2016

Have students use Google Slides to create presentation of Bill or Rights and its significance to their lives.

3 hours







November 2016

Have students engage in reading by posting an original discussion post and responding to 1-2 peers using the ABC response model.

2 hours






December 2016

Have students complete survey instrument providing feedback and experience of using Web 2.0 tools. Data analysis will be used to compare growth or digression of student scores.

6 hours

3.6 Selecting and Evaluating Digital Tools and Resources

3.7 Communication and Collaboration

Note: Month = the month during which activity or item will take place. Project Item/Activity, or Evaluation Item = statement to describe what learners or evaluation plan will do to meet the objective. Hours = hours necessary to create and implement, or evaluate content.

Conclusion

At the conclusion of the research process, the data that is gathered via the Google Form

and the work that is submitted via e-class and Google docs will be shared with the faculty during


a professional learning session after school. I will share what my findings were and whether or

not collaborative learning increased special education students’ scores, whether the scores

decreased, or whether there was no significant change to the scores in response to collaborative

learning. Whatever the results, the teachers will get a good picture of how to use e-class more

effectively and how to use Web 2.0 tools in the classroom to hopefully increase student learning

through collaboration.

Resources

Table 4.Resources

Resource How it will be secured

Google Docs Account I will create the site and maintain it

Discussion Forum E-class is currently provided by the county. I will just have to create the Discussion Forums.

Student Laptops The principal has purchased 5 student laptops to be used for my Master’s research. These will be returned to the school upon completion of the research project.

Survey Instrument I will create the form using Google Forms and will administer it to all students.

References

Central Gwinnett High School. (2013). Retrieved April 12, 2016, from

http://www.usnews.com/education/best-high-schools/georgia/districts/gwinnett-county-

public-schools/central-gwinnett-high-school-5944

http://www.usnews.com/education/best-high-schools/georgia/districts/gwinnett-county-


Lin, C., Hsaio, H., Tseng, S., & Chan, H. (2014). Learning English Vocabulary collaboratively in

a Technology-Supported Classroom. The Turkish Online Journal of Educational

Technology, 13 (1), 162-173.

Liu, S. H. J., & Lan, Y. J. (2016). Social Constructivist Approach to Web-Based EFL Learning:

Collaboration, Motivation, and Perception on the Use of Google Docs. Educational

Technology & Society, 19 (1), 171–186.

Putman, S., Ford, K., & Tancock, S. (2012). Redefining Online Discussions: Using Participant

Stances to Promote Collaboration and Cognitive Engagement. International Journal of

Teaching and Learning in Higher Education, 24(2), 151-167.

Vega, V. (2015). Project-Based Learning Research Review. Retrieved April 12, 2016, from

http://www.edutopia.org/pbl-research-learning-outcomes


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