Running head: CONTENT MODULE THREE
Content Module Three: Google Docs
Stephanie Ribas
EDU625: Integrating Technology into Learning
Dr. Kathy Milhauser
CONTENT MODULE THREE
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Content Module Three: Google Docs
Since this project is teaching a technological tool, it lends itself well to e-learning design.
The key stakeholders of the project are the classroom teachers and students of CTRA. Teachers
have a vested interest in this particular training because they want students to not only to
collaborate on writing assignments, but also become more effective editors and revisers. Students
have a vested interest because they want to easily share their writing with others and obtain
feedback quickly. Coskie and Hornof (2013) quote the International Reading Association’s
position statement, which states, “To be fully literate in today’s world, students must become
proficient in the new literacies of 21st century technologies. As a result, literacy educators have a
responsibility to effectively integrate these new technologies into the curriculum, preparing
students for the literacy future they deserve” (p. 58). Thus, Connecticut River Academy (CTRA)
has a two-fold moral obligation to its scholars. The purpose of this content module is to plan for
an e-learning module created in SmartBuilder that teaches the cloud-computing program, Google
Docs, to target collaboration and digital literacy and prepare CTRA’s scholars for a 21st century,
global society. Suwantarathip and Wichadee (2014) explain, “The result of the independent
samples…indicated that the Google Docs group had a better performance than the face-to-face
group. This might be because of three main reasons: the collaboration method, special features of
Google Docs which motivated students to learn more efficiently, and more contribution to work”
(p. 154). Clearly, Google Docs is effective in teaching and learning.
Although the goal of this module is to train teachers on Google Docs, the e-learning
module they will be learning from was created in SmartBuilder, an e-learning authoring tool.
There are many advantages to using an e-learning module for this project. An e-learning module
is asynchronous, which means students can access and work on it at any time in a self-paced
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manner. Modules focus on one topic and provide a high level of learner-interface interaction.
Hall (2009) identifies SmartBuilder.com as one of the five Web-based technologies and module
designing programs that is having a profound impact on the development of e-learning (p. 16).
Hall (2009) asserts, “This tool can be valuable for those who need to create effective e-learning
solutions, without having to be a graphic designer, multimedia expert or a Flash developer…” (p.
16). Other benefits of creating a module through SmartBuilder include how quickly one can
learn it, how easy it is to use, and the amount of fun and creativity that can go into it (Hall, 2009,
p. 16). The diversity of the population who will participate in this activity makes module
learning even more appealing.
Learning Objectives
By the time learners complete the third content module, they will be able to:
1. Successfully create a new, blank document in Google Docs.
2. Successfully explain how to share a Google Doc.
3. Successfully identify where to locate the Track Changes, Highlight, and Insert>New
Comment tools in Google Docs.
4. Successfully apply the Track Changes, Highlight, and Insert>New Comment tools in
Google Docs.
Instructions
In order to successfully complete Google Slides training, the following steps will be
taken by learners during the activity:
1. First, learners should open the mind map they started in Content Module One on
wisemapping.com. They should create a branch for Google Docs.
2. Next, learners will access the Google Docs e-learning module, located at:
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http://www.smartbuilder.com/smartbuilder-2/e-learning-softwaretools/Google+Docs/loz00018x000000000003m/share.html
3. As they watch the videos and play the games, they should add to their mind maps.
4. At the end of the module, learners should complete their mind map (they should now
have information for Google Forms, Google Slides, and Google Docs).
5. Next, they will create a new Google Doc, type an explanation as to how Google Docs
will help them in the future, make an edit to the post using the commenting tools, and
then share the doc with the trainer. They should include a professional message when
sharing the Doc and also put a link to their updated mind map.
Activity Samples
By the end of the content module, teachers will have shared a Google Docs activity with
the trainer that is unique to them, but looks somewhat like the following:
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References
Coskie, T. L., & Hornof, M. M. (2013). E-BEST Principles: Infusing Technology Into the
Writing Workshop. Reading Teacher, 67(1), 54-58. doi:10.1002/TRTR.1189.
Hall, B. (2009). Innovative e-learning tools: Technologies with impact. Chief Learning Officer,
8(5), 16. Retrieved from
http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=e5c7fe0c-9ebb-4314-8f3522bc5024bb93%40sessionmgr4002&vid=5&hid=4111.
Suwantarathip, O., & Wichadee. S. (2014). The effects of collaborative writing activity using
Google Docs on students’ writing abilities. Turkish Online Journal Of Educational
Technology, 13(2), 148-156. Retrieved from
http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=9f52cbe7-3849-4866-a12c42bb356a464d%40sessionmgr115&vid=27&hid=113.