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UsingGoogleDocsintheClassroom

Using Google Docs in the Classroom

Aaron Dore

EDTECH 503

29 July 2012

Dr. Yu-Hui Ching


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Table of Contents

Synthesis/Reflection Paper ............................................................................................... 3

Part 1. Topic ..................................................................................................................... 5

Part 1a. Stated Learning Goal .................................................................................... 5

Part 1b. Description of the Audience ......................................................................... 5Part 1c. Rationale ......................................................................................................... 5

Need ............................................................................................................................ 5Overall Strategy .......................................................................................................... 6

Major Instructional Strategy ....................................................................................... 6Classification ............................................................................................................... 6

Part 2. Analysis Report .................................................................................................... 6

Part 2a. Description of Need ....................................................................................... 6

Part 2a.1 Needs Analysis Survey ................................................................................ 6Part 2a.2 Needs Analysis Data Report ........................................................................ 9

Part 2b. Description of the Learning Context ......................................................... 14

Part 2b.1 Learning Context ....................................................................................... 14Part 2b.2 Transfer Context ........................................................................................ 15

Part 2c. Description of the Learners ........................................................................ 15

Part 2d. Learning Task Analysis Flow Charts ........................................................ 16

Part 3. Planning .............................................................................................................. 20

Part 3a. Learning Objectives .................................................................................... 20

Part 3b. Matrix of Objectives, Blooms Taxonomy, and Assessments .................. 20

Part 3c. ARCS Table .................................................................................................. 21

Part 4. Instructor Guide ................................................................................................ 23

Part 5. Learner Content ................................................................................................. 26

Part 5a. Learning Materials ...................................................................................... 26Part 5b. Assessment Materials .................................................................................. 26

Part 5c. Technology Tool Rationale ......................................................................... 26

Part 6. Formative Evaluation Plan ............................................................................... 26

Part 6a. Expert Review Plan ..................................................................................... 26

Part 6b. One-to-One Review Plan ............................................................................ 26

Part 6c. Small Group Evaluation Plan ..................................................................... 27

Part 6d. Field Trial Plan ............................................................................................ 27

Part 7. Formative Evaluation Report ........................................................................... 28

Part 7a. Evaluation Survey ....................................................................................... 28

Part 7b. Report of Expert Review ............................................................................ 28Part 7c. Designers Response to Review .................................................................. 29

Part 8. AECT Standards Grid ...................................................................................... 30

Appendices ....................................................................................................................... 33

Appendix A .................................................................................................................. 33


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Synthesis/Reflection Paper

My initial thoughts at the beginning of the semester were that the word designimplies creating a project with a carefully thought out plan for how the project should

look upon completion. For example, when I built my house I didnt just purchase lumber

and begin putting it together. I had to have a plan and a design so I knew how thefinished product would look. Likewise, instructional design means planninginstruction/lessons with a clear goal in mind. What is it that you want the learners to

know and understand upon the completion of the lesson? When the word systematic isadded to instructional design, the meaning does change a bit. Systematic means there is

some type of a system in place to following in completing a task. When it is added toinstructional design, we could say that we are designing with a purpose and have some

type of specific approach to that design.This class has really challenged me this semester, and the one thing I have

realized is that teachers are not designers. The designers job is more detail oriented thana teachers, and he/she must consider a much larger group than any teacher would have to

consider in the classroom. Designers design and teachers teach what designers have puttogether.

The first half of the project really challenged me and, at times, overwhelmed me.Having to create flowcharts, surveys, evaluating data took a lot of time and effort. All

the work, however, allowed me to really gain insight and understanding to what I reallywanted to do for our staff. What really struck me during the first half of the project was

just how similar it was to any basic education course dealing with instruction. Smith andRagan focused on many various learning and instructional theories. Smith and Ragan

allowed me to rethink my own teaching a little as well, especially when they discussedusing models for instruction. In my own teaching I have tried to utilize various

instructional models, but end up reverting to my old ways. Smith and Ragan defineinstructional design models as visualized depictions of instructional design process

Designers use models so they have a road map to follow to reach their final destination.This was the one thing I will take with me from part one of the project.

The second half of the project was less challenging as I was able to put my ownspin on the material. The one thing I enjoyed, and I enjoy it in my teaching, was actually

being able to create the lesson that would be taught and devising the materials. This wasthe most practical for me in the second half of the design project. I was also introduced

to new ways of designing instruction such as the ARCS table. I believe this will be anextremely useful tool for me in the near future.

As this class is part of the Educational Technology Masters Program, I was ableto see how Instructional Design is very much related to Educational

Technology. Computers and other types of technology, such as smartphones, are notgoing away and they are only getting faster and smaller. Technology will be used more

and more and there will still be many who do not know how to use it. I know for myselfI have used technology a lot more in my classroom. I now, when designing a lesson,

have to consider the competency of the learner and also consider just how this technologyties to the standards that have been set.


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References

Smith,P.,andRagan,T.(2005).Instructionaldesign(3rded.).Hoboken,NJ:JohnWiley&

Sons.


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Part 1. TopicPart 1a. Stated Learning Goal

After participating in a 2 hour workshop, Intermediate and High School (grades 7-12) teachers at Chippewa Hills High School will be able to use the document feature in

Google Docs to create, edit and collaborate (through the sharing feature) documents for

classroom, department, and cross curricular use.

Part 1b. Description of the audience

The learners are Intermediate and High School teachers at Chippewa Hills SchoolDistrict teaching in grades 7-12.

Part 1c. Rationale

Need

In my experience with my current colleagues, I get the feeling that many are

scared of technology and the potential it has to be a vital tool in the classroom. Someembrace it, others would like to and still others steer clear of it altogether. I have

discussed this issue with a few of my colleagues and have come to the conclusion thatmany of them would just like to be taught more in depth how to use new technology. To

assess the need, I used the innovation model suggested by Smith & Ragan (2004). Ichose this model for the following reasons:

1) In the past couple years; the State of Michigan has added an online experience for allstudents as part of their graduation requirements. This is definitely an innovation change.

2) I was focusing on the problems teachers have when using technology as opposed to achange in graduation requirements.

3) Smith & Ragan (2004) cite 4 issues to consider when conducting the Innovation ModelNeeds Assessment:

a. Determine the nature of the innovation or change. I never really consideredthis before, but one of the bullets under this section reads: Has there been a significant

change in the tools, policies, or organization? I can say yes to this as it is a change at theState level, not to mention, it is a change in the tools available to us as teachers for

student learning.b. Determine the learning goals that accompany this innovation. As far as the

goals are concerned, because we are dealing with technology I can use the goals as setforth by the State of Michigan for an online experience in our classrooms. I can also see

some of the AECT standards really fitting in here as well.c. If there is a choice, determine whether these goals are appropriate and high

priority in the learning system. The goals are set forth by the State of Michigan for astudents online experience, so we really do not have a choice in giving students some

type of an online experience.d. Begin learning environment analysis design activities. For the big change

and revision here I will really be creating questions based on the learners comfort leveland expertise with using online tools. What may be their fears about using this type of

technology? What types of online tools have they used in the past? How beneficialwould this type of training be? I will also work to develop other questions throughout the

week as I develop this project further.


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Overall StrategyThe overall strategy of the planned instruction is 75% generative in nature.

Throughout the instruction, the learner will be responsible for his or her own learning andcreation of materials. However, there are portions, 25%, which will be supplantive in

nature as the instructor will have to facilitate some of the instruction through examples

that may be projected onto a screen for viewing of all learners.

Major Instructional Strategy

The major instructional strategy for the instruction revolves around attitudelearning.

Classification

The instructional strategy was classified as attitude learning because, many of thelearners in my district are sometimes turned off by technology and need to have a change

in their thinking and attitudes of just how it may be used in the classroom. In essence, Iam working towards changing the attitudes of my learners to better understand

technology use.

Part 2. Analysis Report

Part 2a. Description of the Need

Part 2a.1 Needs Analysis Survey

To conduct the needs assessment a form was created using Google formsand emailed to all Intermediate and High School teachers at Chippewa Hills School

District. The online version is located at the following link: Using Google Docs OnlineSurvey

Using Google Docs in the Classroom (Survey)

Please fill out the following questions to help gain an understanding of your knowledge

of and willingness to use technology in the classroom. This will also allow me to see howyou learn best. (Please fill this out as it is for one of my graduate courses I am taking this

summer regarding instructional design.)* Required

1. How comfortable are you with technology? *

1 2 3 4 5

Computers and I do not getalong I am very comfortable withtechnology


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2. When it comes to computers or online tools, I require little or a lot of time tounderstand how to use them properly. *

1 2 3 4 5

Lots of time required Little time required

3. When it comes to understanding how a computer/Internet program works, I need *

1 2 3 4 5

As many examples as possible Only 1 example is all I need

4. I describe myself as which of the following when it comes to using a computer oronline tool. *

1 2 3 4 5

Novice Expert

5. I am interested in learning about new and emerging technology and online tools formy classroom. *

1 2 3 4 5

Not at all interested Very interested

6. Of the following tools commonly used online, check the box or boxes for those youhave actually used in the past. (Check all that apply) *

Uploading Files Downloading Files Blogs Discussion Boards Google Docs Wikis Hyperlinks Streaming Videos Email Messaging Attaching Files Facebook YouTube


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7. How often do you use technology in the classroom? *

Never Rarely (1 time/month or less) Sometimes (2 times/month) Weekly As much as I can

8. I believe technology can enable me to become a better teacher. *

Yes No

9. I believe technology will enhance student learning. *

Yes No

10. If I were to learn how to properly use an online tool in the classroom. I would *

Use it daily Use it weekly Use it Monthly Maybe use it Never use it

11. Rate your willingness to implement the usage of online tools into the classroom on a

regular basis. *

Not interested Somewhat interested Very interested Excited

12. How interested are in learning about using Google Docs in the classroom? *

1 2 3 4 5

Not at all interested Very excited about the possibilities


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13. I have anxiety when learning how to use new technology such as a new computerprogram or online tool. *

Very anxious Somewhat anxious

Somewhat at ease Very much at ease

14. When it comes to learning, I best learn by *

Lecture PowerPoint Based Project Based Discovery Based - let me learn by doing

15. My biggest concern about incorporating technology into the classroom is...

16. How do you foresee Google Docs being used as an educational tool?

Part 2a.2 Needs Analysis Data Report

1. How comfortable are you with technology?

1-

Computers and I do notget along

0 0%

2 6 14%3 9 20%

4 17 39%

5

-

I am very comfortable

with technology12 27%

2. When it comes to computers or online tools, I require little or a lot of time tounderstand how to use them properly.

1 - Lots of time required 5%

2 6 14%

3 11 25%

4 17 39%

5 - Little time required 8 18%


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3. When it comes to understanding how a computer/Internet program works, I need:

1 - As many examples as possible 1 2%

2 8 18%

3 14 32%

4 12 27%

5 - Only 1 example is all I need 9 20%

4. I describe myself as which of the following when it comes to using a computer oronline tool.

1 - Novice 3 7%

2 6 14%

3 16 36%

4 16 36%

5 - Expert 3 7%

5. I am interested in learning about new and emerging technology and online tools for

my classroom.

1 - Not at all interested 0 0%

2 2 5%

3 12 27%

4 12 27%

5 - Very interested 18 41%


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6. Of the following tools commonly used online, check the box or boxes for those youhave actually used in the past. (Check all that apply)

Uploading Files 30 68%

DownloadingFiles

40 91%

Blogs 7 16%

DiscussionBoards

22 50%

Google Docs 17 39%

Wikis 16 36%

Hyperlinks 18 41%

Streaming

Videos33 75%

Email 44 100%

Messaging 33 75%

Attaching Files 40 91%

Facebook 27 61%

YouTube 41 93%

People may select more than one checkbox, so percentages may add up to more than100%.

7. How often do you use technology in the classroom?

Never 1 2%

Rarely (1 time/month or

less)0 0%

Sometimes (2times/month)

11 25%

Weekly 17 39%

As much as I can 15 34%


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8. I believe technology can enable me to become a better teacher.

9. I believe technology will enhance student learning.

Yes 44 100%

No 0 0%

10. If I were to learn how to properly use an online tool in the classroom. I would

Use it daily 11 25%

Use it weekly 30 68%

Use it Monthly 1 2%

Maybe use it 2 5%

Never use it 0 0%

Yes 41 93%

No 3 7%


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11. Rate your willingness to implement the usage of online tools into the classroom on a

regular basis.

Not interested 0 0%

Somewhat interested 16 36%

Very interested 18 41%

Excited 10 23%

12. How interested are in learning about using Google Docs in the classroom?

1 - Not at all interested 1 2%

2 1 2%3 15 34%

4 19 43%

5 - Very excited about the possibilities 8 18%

13. I have anxiety when learning how to use new technology such as a new computerprogram or online tool.

Very anxious 1 2%

Somewhat anxious 13 30%

Somewhat at ease 12 27%

Very much at ease 18 41%


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14. When it comes to learning, I best learn by

Lecture 5 11%

PowerPoint Based 1 2%

Project Based 11 25%

Discovery Based - let melearn by doing

27 61%

15. My biggest concern about incorporating technology into the classroom is...(These are a sample of some of the responses)

The lack of computer accessibility we have for every student.

There is one computer in my classroom.If the technology I am learning to use is meant for me to use while teaching, I am more

inclined to be excited about it.If it is something that I have to take my students to a computer lab to do, I am less likely

to use it.Tech support.

Technology for technology's sake.The time it takes to learn to use it properly.

Reliability of the technology.

16. How do you foresee Google Docs being used as an educational tool?

(These are a sample of responses)

I don't know much about Google Docs.

I would have to learn what it is before I could decipher how I would use it as an

educational tool.I use Google Docs now for surveys, quizzes, collaborative projects, etc.???

Creative writing, collaborative projects, journal entries, -- lots of possibilities.I'm not sure I even know what they are.

Part 2b. Description of the Learning Context

Part 2b.1 Learning Context

Thelearningenvironmentwillbeverybasic.Internetaccesswillberequired

and,asthisisaprofessionaldevelopmentduringtheschoolday,acomputerlab

withenoughcomputersforalllearnerswillbeneeded.Thelabthatwillbeutilizedwillbeequippedwith33computersontheDistrictsnetwork.Learnerswillbeable

tologintoeachstationusingtheirdistrictloginidentification.Thealsohas

availableanLCDprojectorconnectedtothemaincomputerforeaseofinstructor

illustrationofsomefeaturesofGoogleDocs.Learnerswillhaveanopportunityto

workindividually,thenindepartments,andfinallyinmixeddepartmentstosee

howGooglecanbeusedcross-curricular.Theinstructoroftheprofessional


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developmentwillbeateacher,orother,whoiscompetentintheuseofGoogleapps

specificallyGoogleDocs.

Part 2b.2 Transfer ContextOnce the learners have been trained on Google Docs, they will have to

opportunity to utilize them in their own classrooms. Learners who utilize this in theirclassroom will have to consider what students have Internet access at home versus those

who do not, and will not be able to access Google Docs from home. However, if thelearner would like to utilize this during class time with students, the use of the computer

lab will have to be requested. The requests will be made on a first come, first servedbasis, as there are limited labs and computers available to students at one time. Used in a

classroom, limited computer labs, home computers

Part 2c. Description of the LearnersThegroupthatIwillbetargetingwillbecurrentteachers,whohavesome

knowledgeofhowto,attheveryleast,useacomputer.TheonethingIcannot

assumeisthatallteachersarecompletelycomfortablewithusingacomputer.Ialsocannotassumethatallteachersarecomfortablewithvariousapplicationsoffered

onthecomputerorinanonlineenvironment.TodeterminethelevelofexperienceandcomfortwithtechnologyIwillhaveteacherscompleteashortsurveyrating

howmuchandforwhattheyusecomputersandothertechnology.

Iwillalsoneedtoknowwhatreallyintereststheselearnersintermsofusing

technology.Aretheymotivatedtolearnthematerialandthenturnaroundand

utilizeit,insomefashion,intheclassroom?Whatistheattitudetothesubject

matter?Arethelearnersreallyinterestedinlearningthematerialandusingit?It

wouldalsobegoodtoknowaboutthelearnersanxietylevels.Whenitcomesto

technologyIknowsometendtoshyawayfromitbecausetheyarenotcomfortable

orfeelitistoodauntingtoincorporate.The survey used to gather data was emailed to all Intermediate and High School

teaching staff (about 65), of which I received an overwhelming response by receiving 44

responses. Upon surveying the data, I was not too surprised by many of the responses.Most of the staff has experience with using computers, email, and basic functions

because it is a part of the teachers job to use technology for communication and grading.Many of the staff also feel very comfortable with using technology and do not need many

examples to be able to do a given task on the computer. The concerns that people hadand the use of other technologies had responses that make this instructional design

project a very good option for some professional development. At least 60% of therespondents have never used or utilized a blog, wiki or Google Docs. Many are also very

concerned about the lack of accessibility, the reliability, and support of the technology.However, what was the most encouraging was seeing that at least 90% believe

technology will enhance student learning and make them better teachers. There were alsoabout 60% who were very willing to learn about Google Docs and use them in their

classroom.


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Part 2d. Learning Task Analysis Flow Chart


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Part 3. Planning

Part 3a. Learning Objectives

1. Using Google the learner will create a Google mail account for access to

Google Docs.

2. When given an article, the learner will identify and explain 21

st

century skills.Working with a document in Google Docs, the learner will3. Create and Title a new doc using Google Docs.

4. Practice sharing at least 1 document with one other person in their department.5. Contribute to the editing of a shared document.

6. Create a collection and share docs in that collection.7. Illustrate how to upload a word or other document Google Docs for

collaboration and sharing.8. Employ 21

stcentury skills through collaboration in a shared document.

9. Create a document using one of the many Google Docs templates.10. Demonstrate how to begin a chat with one other person.

11. Model a successful login to Google Docs.12. Demonstrate how to open an Internet browser without assistance from the

instructor.13. Demonstrate how to use the address bar to navigate to the Google Docs

website.

Part 3b. Matrix of Objectives, Blooms Taxonomy, and Assessments

LearningObjectives

Blooms TaxonomyClassification

Format ofAssessment

Description ofTest Form

Sample Items

1.0 Synthesis Performance

Observation

Checklist(Instructor and

Peer)

Follow steps to create aGoogle Mail account

2.0 KnowledgePencil and

PaperRecall Items

List skills from given

article using a document inGoogle docs and sharing

with instructor

3.0 Synthesis PerformanceObservation

Checklist

Create a new document

with learners name as thetitle

4.0 Application Performance

Observation

Checklist

Document shared with

member of department andinstructor

5.0 Application PerformanceObservation

Checklist

Use editing tools and each

editor will use a differentassigned color for edits


Checklist

Learner will share theircreated collection with the

instructor


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ChecklistUploaded document will

be shared with instructor

8.0 Analysis Performance Short Answer

Learners will be asked tocompose a paragraph

using a document inGoogle Docs illustrating

how Google docsencourages 21

stCentury

skills document will beshared with instructor


Checklist

Template will be sharedwith instructor and one

other person


Checklist

Learner will begin a chat

with instructor and editors


Checklist

Take a screen shot of mainGoogle Docs page with

username showing

12.0 Application Performance Short Answer

Learner will list the steps

involved in opening anInternet browser.


Checklist

Learner will be given anInternet address to

navigate to whileinstructor views from main

lab computer via a screensharing software.

Part 3c. ARCS Table

ARCSMotivationalStrategiesPlan

Project Goal Statement: After participating in a 2 hour workshop, Intermediate andHigh School (grades 7-12) teachers at Chippewa Hills High School will be able to use the

document feature in Google Docs to create, edit and collaborate (through the sharingfeature) documents for classroom, department, and cross curricular use.

ATTENTIONA.1PerceptualArousal

>InstructorwillshowthevideoGoogleDocsinPlainEnglishfromYouTubeto

helpintroducewhatGoogleDocsareandwhathowtheymaybeused.Thevideois

locatedatthefollowingaddress:http://www.youtube.com/watch?v=eRqUE6IHTEA

A2.InquiryArousal

>Instructorwillaskthefollowingquestionstostimulateconversationonthe


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benefitsofGoogleDocsintheclassroom:

HowmanyaretiredoftheJoehasthefileonhisloginexcusefromstudents?

Whowouldliketohaveacommonplaceforallstudentanddepartmentfiles?

Doesyourinboxhavetoomanymessagesallregardingthesamedocument?A3.Variability

>InstructorwillusevideosfromYouTube,LCDprojectorandscreentoillustrate

examples,individualtimeforpracticetovaryinstruction.

RELEVANCER1.Goalorientation

>AfterpreviewingGoogleDocs,instructorwillaskforalistofwaysGoogleDocscouldbeutilizedintheclassroomwithstudentsorasacollaborationtoolwithin

departmentsandacrosscurricularareas.

R2.Motivematching

>LearnerswillbegivenopportunitiestopracticeusingGoogleDocs.

R3.Familiarity

HavelearnersidentifysimilaritiesofGoogleDocstoMicrosoftOffice. LearnerswillalsohaveopportunitiestopracticeusingGoogleDocs

individuallyandinteams.

CONFIDENCEC1.Learningrequirements

InstructorwillutilizeanLCDprojectorwithscreentoshowexamplestolearnersforpractice.

Instructorwillmonitorindependentpracticeandgivefeedbackorassiststrugglinglearners.

C2.Successopportunities

LearnerswillworktowardssmallgoalslearninghowtouseGoogleDocsinastep-by-stepapproach.

Learnerswillhavetheabilitytoedit,share,collaborateandchatwithothersandreceivefeedbackfromtheinstructorandotherlearners.

C3.Personalcontrol

>Learnerswillusearubrictoevaluatethemselvesandothersformastery.

SATISFACTIONS1.Naturalconsequences

>LearnerswillexperiencethevalueofGoogleDocsasatoolforclassroomand

cross-curricularcollaboration.

S2.Positiveconsequences

>Learnerswillbegivenpositivefeedbackfrominstructorandpeersandreceive

prizesfortheirclassroomuponcompletingsomeofthemoredifficulttasks


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S3.Equity

>Alllearnerswillhaveaccesstotheirowncomputerinthelabandabilitytoview

examplesaspresentedbytheinstructoronthescreen.

Keller,J.M.(1987).Thesystematicprocessofmotivationaldesign.Performance&

Instruction,26(9/10),1-8.

Part 4: Instructor Guide

Introduction

1. Activate Attention or Gain Attention

a. Instructor will ask: Who has experience with using Google Docsb. If any learners have had experience, have them share their pros and

cons.c. If none of the learners have experience, facilitate a discussion in the

pros and cons of being able to use such a tool in the classroom. Make alist on the board or computer using the LCD projector and scree.

d. Instructor will show the YouTube video titled Google Docs in PlainEnglish utilizing the LCD projector and screen. The video may be

found at the following web address:

http://www.youtube.com/watch?v=eRqUE6IHTEAe. After viewing video instructor may lead a discussion reviewing and

editing the previous pro/con list.

2. Establish Purpose or Inform Learners of Purpose

a. Instructor will inform learners they will be learning to use Google Docs

so they may utilize the tool in their classroom and for collaborationwithin and between departments.

3. Arouse Interest and Motivation or Stimulate Learners

Attention/Motivation

a. Instructor will emphasize and illustrate, using an instructor createdexample, the usefulness of Google Docs. Instructor needs to

emphasize the following points:1. Student excuses of not being able to access a partners work

because it is saved under the partners login information.2. Difficulty of collaborating on a document via email

3. Trying to conduct a department meeting when members areunable to meet regularly.

4. Student excuses of not having access to document because it issaved on the schools network.

5. Alert learners that they will be working within departments, asindividuals, and cross-curricular groups.


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4. Preview the Learning Activity or Provide Overview

a. The instructor will preview/walkthrough the tasks that will be

completed during the meeting time.1. Introduce Google Docs

2. Creating Gmail Accounts

3. Logging into Google Docs4. Creating Documents5. Uploading Documents

6. Using a Template7. Sharing Documents

8. Editing Documents9. Publishing and Emailing Documents

Body

1. Recall relevant prior knowledge or Stimulate recall of prior knowledge

a. Instructor will ask: Who has experience with using Microsoft Office?b. Discuss with learners the similarities with Google Docs. Ask questions

about the process or experience of working with Microsoft Office(sample questions are given):

1. How do you create a new document?2. How do you save a document?

3. Can/How do you change font?c. Remind learners what they do with Microsoft Office can be done using

Google Docs, but collaboration becomes easier. (This will be a goodpoint in case learners ask why they do not just use Microsoft Office)

2. Process information and examples or Present information and examples

a. Instructor will utilize LCD Projector and screen to show learners howto use the different features of creating a document using Google Docs.

b. Instructor will make available the following website of tutorials forlearners to browse while working individually.

http://edutraining.googleapps.com/Training-Home/module-4-docs/

3. Focus Attention or Gain & Direct Attention

a. Remind learners to save questions until after each demonstration.

b. Tasks will be broken into chunks to give learners an opportunity toexperiment and master each step.

4. Employ Learning Strategies or Guide or Prompt Use of Learning

Strategies

a. Volunteers should be sought to illustrate a learned concept to the entire

group using the instructors computer that is hooked to LCD andscreen. (This will allow for some transfer and further understanding of

the concept, and allow feedback from peers)


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b. Ask learners if anyone discovered something new, and how they maybe able to use it in the classroom, departmentally, or cross-curricular.

5. Practice or Provide for and Guide Practice

a. Allow learners time for practice (about 5-10 minutes depending on

complexity of concept) after each piece of newly presented material.

6. Evaluate Feedback or Provide Feedback

a. Instructor will monitor progress and provide feedback to learners whilethey are working individually. Feedback should consist of accurate use

of the application.b. If learners are showing signs of difficulty, the instructor may wish to

model those processes using the LCD projector and screen.

Conclusion

1. Summarize and review or Provide summary and reviewa. The instructor will review the major steps of using Google Docs by

selecting learners to use the instructors computer to demonstrate, forthe group, how they used Google Docs. Examples are given:

1. Demonstrate creating a document.2. Demonstrate how to share a document.

3. Continue for all major steps and processes.

2. Transfer learning or Enhance transfer

a. Instructor will brainstorm and list on the board, with the group, all the

ways Google Docs may be used in the classroom, within departments,and cross-curricular.

3. Remotivate and Close or Provide Remediation and Closure

a. Instructor will emphasize the use of Google Docs for collaboration,editing, feedback, basic word processing, decreasing the student

excuses.

4. Assess Learning or Conduct Assessment Evaluate

a. Instructor and peers will review learners completed products.

b. Peers will give feedback about a learners finished product andcommunicate how it may be used to enhance a lesson or teaching.

5. Feedback and Seek Remediation or Provide Feedback and Remediation

a. Instructor will provide learners with a survey regarding the presentationand any remaining questions the learner may have.

b. Instructor will give learners a contact email address should furtherquestions arise.

c. Instructor will conduct a brief question and answer session for anyfurther clarifications of the use of Google Docs.


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d. Learners will be given an article regarding 21st

Century Skills and willwrite a paragraph about how Google Docs enhances those skills.

Part 5. Learner Content

Part 5a. Learning MaterialsThroughout the professional development, the learners will utilize a guide(Appendix A) to take them through the various steps of how to use Google Docs.

Learners will also use computers with Internet access so they may access the Google site.The instructor will also utilize an LCD projector and computer to project a sample

document on the screen to illustrate tasks the learners must complete.

Part 5b. Formative and/or Summative Assessment Materials

As this design is being used for professional development of teachers, the

assessments are more formative than summative in nature. The instructor will assess thelearners formatively through observation and questioning.

The summative assessment will occur at the end of the professional developmentwith learners being asked to illustrate, for the entire group, how to perform a specific task

using Google Docs. The instructor will ask for feedback and/or assistance from thegroup for those learners who struggle illustrating the task.

Part 5c. Technology Tool Rationale

Google Docs is a Web 2.0 application that will allow learners to create, share,edit, and collaborate on a document. This will be essential as teachers have to assist

students in gaining 21st

century skills to be prepared for college or a career. As teacherslearn how to use this type of technology, they will be able to incorporate it into their

classrooms and allow students the opportunity to use it as well. Using Google Docs willalso help teachers satisfy the many writing requirements of the newly implemented

Common Core Standards, and the new online experience requirements for the State ofMichigan.

Part 6. Formative Evaluation Plan

Part 6a. Expert Review Plan

Cris DeWolf, science teacher at Chippewa Hills High School, is a daily user ofmany Google Apps including Google Docs and is well versed in their use and

implementation. He will serve as Subject Matter Expert. The design will be submittedTuesday, July 17, 2012 and feedback will be received by Friday, July 20, 2012.

Part 6b. One-to-One Evaluation Plan

After reviewing my needs assessment, I will locate three learners with varyingabilities to test the instructional design. I will seek out a learner who is new to Google

Docs and may have never used them, a learner who has maybe used Google Docsoccasionally, and a learner who is an expert at using Google Docs because that person

uses them daily. The material will be presented to each learner in a handout as a step-by-step procedure, possibly utilizing the task analysis flow charts. Each learner will also be


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given a survey to analyze the effectiveness and difficulty of the various parts of theinstruction, including how clearly the instruction is written. Finally, I will sit down with

each learner to discuss their answers and any suggestions to the design.The evaluation survey will include questions on how well the learners were able

to follow the given materials. Some questions may include the following:

1. Were any of the instructions confusing?2. What steps were unclear and were any missing?3. Was the instruction easy to follow?

4. Were there any grammatical errors that you may have seen?5. How could you see Google Docs being used in the classroom?

6. Is the use of Google Docs something that interests you?7. Did the instruction match the learning goals?

8. What would you change or add to the instruction?

Part 6c. Small Group Evaluation PlanDuring the small group evaluation, I will be observing the various learners as they

work through the material. Learners will also be given a sheet to make any commentsregarding the instruction. Upon the completion of the instruction, I will debrief the

learners and discuss the comments they made regarding the instruction itself.During the debriefing I will also guide some of the discussion with various

questions to focus on areas that may have been noticed in the one-to-one setting. Somequestions may include the following:

1. Were there any skills needed by the learners that were not part of theinitial design?

2. Was the instruction completed in the time frame allotted in theinstructional goal?

3. What were the learners feelings about the instruction and use ofGoogle Docs?

4. Are there any revisions or suggestions they may have to make theinstructional design better?

Part 6d. Field Trial Plan

The field trial will allow me to determine if the revisions made during the one-to-one and small group evaluations were effective. The field trial will be conducted with at

least thirty learners in various locations with different instructors. The instructors andlearners will be given questionnaires regarding the effectiveness of the instruction. I

would also do interviews with the instructors to determine what areas still needimprovement and any struggles the instructors had in presenting the material. They

would also be able to give me some more insight to the struggles the learners hadcompleting the instruction.

Some of the questions I would want to ask the learners and instructors wouldinclude some of the following:

1. Did the instructor have all the needed information?2. What problems occurred during the instruction?

3. Were resources adequate enough to complete all tasks?4. Did the instructor make any changes? If so what were those changes?


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Part 7. Formative Evaluation Summary

Part 7a. Evaluation SurveyThese questions will be asked of the expert reviewer. The survey will be emailed

in a Microsoft Office Document for the reviewer to respond and email back to the

instructor. 1. How appropriate is the instruction for the targeted learners?2. How appropriate are the instructional strategies for the targeted

learners?3. Are any important objectives or procedures missing?

4. Is there a logical sequence to the learning?5. How does the planned instruction reflect current learning theories?

6. Are there any revisions or additions you would suggest?7. How worthwhile are the instructors means of providing feedback for

the learners?

Part 7b. Report of Expert ReviewThe expert reviewer was very pleased with the design of the instruction and felt,

based on the data, there is a need for this type of professional development among thestaff. He commented on the need for 21st century learners and the need for teachers to

know how to use technology to enhance those skills for students.The reviewer was concerned at the lack of responses from the staff to the Google

survey and suggested possibly giving the survey again prior to the start of the school yearto solicit additional input from the staff. He also suggested possibly creating a Google

group for asynchronous question and answer periods.Here are the questions and results of the expert review:

1. How appropriate is the instruction for the targeted learners?The survey used to assess the skills, interest, and concerns of the teaching

staff at Chippewa Hills High School clearly shows a need for professional

development in the area of technology application. The proposed workshop willhelp meet this need.

2. How appropriate are the instructional strategies for the targeted learners?The survey used shows that teachers at CHHS have varying levels of skill,

interest, and concern in regards to the use of technology in the classroom.

Allowing workshop participants time to work independently via a self-discoverytype approach is an excellent way to provide the teachers the opportunity to

pursue their own needs. Whole group discussion, with input solicited from allparticipants, also allows teachers to raise their individual concerns and get group

input on them. Prior to reading this document I was unfamiliar with the ARCModel of Instructional Design. In my opinion, it is very similar to the 5E model.

Both of these approaches to instructional design are well tailored to effectiveinstruction.


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3. Are any important objectives or procedures missing?From what I have read, everything appears to be in place for a very

successful workshop.

4. Is there a logical sequence to the learning?By adhering to the structure of the ARCS Motivational Strategies Plan thesequence of learning occurs in discrete, logical steps. There are many built in

assessments along the way to assist tailoring instruction to the individual needs of

the workshop participants (Table, Part 3b).

5. How does the planned instruction reflect current learning theories?Twenty-first century skills and college & career readiness are on the

forefront of the current drive to improve assessment of learning in our schools.

These skills include competency in the use of technology across all careerpathways. To assist our students in development of these skills it is imperative

that our courses include elements of the use of technology. To achieve this,

teachers must have proper training on how to best use these tools in theirteaching, as a model of how they are used in all careers. If teachers are reluctantto use technology then students who would claim technophobia to avoid being

stretched out of their comfort zone and forced to learn would be more likely touse just that excuse.

6. Are there any revisions or additions you would suggest?I noticed that a significant number of staff did not respond to the survey. I

wonder if it would be useful to offer the link to the survey again just prior to the

start of the upcoming school year in an attempt to solicit additional input from ourstaff?

7. How worthwhile are the means of providing feedback for the learners?The instructor is providing feedback through monitoring teacher progress

throughout the workshop, providing materials for their classroom when teachersachieve a certain goal in the workshop, a post-survey, and opportunities for post-

workshop follow-up via e-mail. Creation of a Google group for asynchronousQ&A could be another option worth considering.

Part 7c. Designers Response to Review (Comments on Change)

The reviewer for my project really did not have any major concerns or changesthat needed to be made to the design. He felt the design was very good and something

greatly needed for the staff at Chippewa Hills High School. The reviewers main concernwas in regards to the number of staff that responded to the survey. This is where he had

one suggestion and that was to have the staff retake the survey just before the start of theupcoming school year to see if more responses would be received to solicit additional

input. I believe this is a very good idea and will again be presenting the staff with thesurvey to gain some more input from the staff regarding training on using Google Docs.

There is also one addition the reviewer suggested that I will incorporate to thelesson. He suggested creating a Google group for asynchronous questions and answers. I


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thought this was a very good idea as the learners will be able to learn even from eachother much the way we did for this design project. I will seek the reviewers wisdom to

create the group for further questions and answers after the presentation of the lesson.

Part 8. AECT Standards Grid

1.0 Design

1.1 Instructional Systems Design

1.1.a Utilize and implement design principles which specify optimal conditionsfor learning.

1.1.b Identify a variety of instructional systems design models and apply at leastone model.

1.1.1 Analyzing1.1.1.a Write appropriate objectives for specific content and outcome levels.

1.1.1.b Analyze instructional tasks, content, and context.1.1.2 Designing

1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a textchapter, an interdisciplinary unit) to demonstrate application of the principles of

macro-level design.1.1.2.b Create instructional plans (micro-level design) that address the needs of all

learners, including appropriate accommodations for learners with special needs.1.1.2.d Incorporate contemporary instructional technology processes in the

development of interactive lessons that promote student learning.1.1.3 Developing

1.1.3.a Produce instructional materials which require the use of multiple media(e.g., computers, video, projection).

1.1.3.b Demonstrate personal skill development with at least one: computerauthoring application, video tool, or electronic communication application.

1.1.4 Implementing1.1.4.a Use instructional plans and materials which they have produced in

contextualized instructional settings (e.g., practica, field experiences, training)that address the needs of all learners, including appropriate accommodations for

learners with special needs.1.1.5 Evaluating

1.1.5.a Utilize a variety of assessment measures to determine the adequacy oflearning and instruction.

1.1.5.b Demonstrate the use of formative and summative evaluation withinpractice and contextualized field experiences.

1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies,and assessment measures.

1.3 Instructional Strategies

1.3.a Select instructional strategies appropriate for a variety of learnercharacteristics and learning situations.

1.3.b Identify at least one instructional model and demonstrate appropriatecontextualized application within practice and field experiences.


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1.3.c Analyze their selection of instructional strategies and/or models asinfluenced by the learning situation, nature of the specific content, and type of

learner objective.1.3.d Select motivational strategies appropriate for the target learners, task, and

learning situation.

1.4 Learner Characteristics

1.4.a Identify a broad range of observed and hypothetical learner characteristics

for their particular area(s) of preparation.1.4.b Describe and/or document specific learner characteristics which influence

the selection of instructional strategies.1.4.c Describe and/or document specific learner characteristics which influence

the implementation of instructional strategies.

2.0 Development

2.0.1 Select appropriate media to produce effective learning environments using

technology resources.2.0.2 Use appropriate analog and digital productivity tools to develop

instructional and professional products.2.0.3 Apply instructional design principles to select appropriate technological

tools for the development of instructional and professional products.2.0.4 Apply appropriate learning and psychological theories to the selection of

appropriate technological tools and to the development of instructional andprofessional products.

2.0.5 Apply appropriate evaluation strategies and techniques for assessingeffectiveness of instructional and professional products.

2.0.6 Use the results of evaluation methods and techniques to revise and updateinstructional and professional products.

2.0.7 Contribute to a professional portfolio by developing and selecting a varietyof productions for inclusion in the portfolio.

2.1 Print Technologies

2.1.3 Use presentation application software to produce presentations andsupplementary materials for instructional and professional purposes.

2.1.4 Produce instructional and professional products using various aspects ofintegrated application programs.

2.3 Computer-Based Technologies

2.3.2 Design, produce, and use digital information with computer-based

technologies.

3.0 Utilization

3.1 Media Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate forlearning situations specified in the instructional design process.


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3.1.2 Use educational communications and instructional technology (SMETS)resources in a variety of learning contexts.

3.3 Implementation and Institutionalization

3.3.1 Use appropriate instructional materials and strategies in various learning

contexts.3.3.2 Identify and apply techniques for integrating SMETS innovations in variouslearning contexts.

3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management

(none specifically addressed in 503)

5.0 Evaluation

5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media and

educational technology (SMET) contexts (e.g., conduct needs assessments,identify and define problems, identify constraints, identify resources, define

learner characteristics, define goals and objectives in instructional systems design,media development and utilization, program management, and evaluation).

5.2 Criterion-referenced Measurement

5.2.1 Develop and apply criterion-referenced measures in a variety of SMETcontexts.

5.3 Formative and Summative Evaluation

5.3.1 Develop and apply formative and summative evaluation strategies in avariety of SMET contexts.

SMET = School Media & Educational Technologies


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Appendix A

Google Docs Learner Guide

This document will help you learn how to use Google Docs so they may be used

in your classroom.

Using Google Docs in the classroom: S... http://docs.google.com/View?docid=dcdn7mjg_72nh25vq

1 of 8 5/7/08 4:52 AM

What is Google Docs?

Google Docs is a free, Web-based word processing, presentations and spreadsheets program.

Unlike desktop software, Google Docs lets people create web-based documents, presentations andspreadsheets that anyone in the group can update from his/her own computer, even at the same time.

Instead of emailing around files and having to deal with the confusion and extra work involved in managing

different file versions and manually aggregating input from others, anyone in the group can edit thedocument online from anywhere -- all you need is a Web browser.

And, since your docs are all stored safely in Google 's servers, you don't have to worry about losing datafrom a hard drive crash or nasty virus.

How can I use it in the classroom?

We've heard many ingenious ways that teachers have used GoogleDocs in the classroom. Here are just a few:

Promote group collaboration and creativity by having yourstudents record their group projects together in a single doc.

Keep track of grades, attendance, or any other data you canthink of using an easily accessible, always availablespreadsheet.

Facilitate writing as a process by encouraging students towrite in a document shared with you. You can check up on theirwork at any time, provide insight and help using the commentsfeature, and understand better each students strengths.

Encourage collaborative presentation skills by asking yourstudents to work together on a shared presentation, thenpresent it to the class.

Collaborate on a document with fellow teachers to help youall track the status and success of students you share.

Maintain, update and share lesson plans over time in a singledocument.

Track and organize cumulative project data in a singlespreadsheet, accessible to any collaborator at any time.

Now, how can I get started?

Thankfully, using Google Docs is easy. Below, we've added a few sections providing an explanation, and

basic how-to tips for different areas of Google Docs. Just click on a link, and learn!

Account creation

Share docs

Edit

Organize

Using Google Docs in the classroom: Simple as ABC


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The first thing you'll need to

do is create accounts for youand your students. Theseare your key to accessingGoogle Docs.

Before you get started, here are twoimportant points to remember:

These accounts can be connected withany email address, whether distributedby the school or created solely foraccessing Google Docs.

Whichever email address you use,you'll need to create a Google Accountusing this address. A Google Accountallows you to use the sameemail/password for all Googleservices. Note that Gmail addressescome with built in Google Accounts.

Create an account for yourself and your students

How to create accounts for your classroom

If your students have email addresses provided by the school

If your students are given email addresses by the school, allending in the same domain, you may consider signing up forGoogle Apps Team Edition. This is a quick and easy solution,which will allow you to sign up, then add your students' addressesto one account quickly and easily.

For an introduction to Google Apps Team Edition, and to see if it'sright for you, watch the video.

If your students already have email addresses

If needed, have your students create a Google Account(http://www.google.com/accounts) using the email address theyintend to use. Creating a Google Account is easy, and simplyinvolves registering any email address and choosing a passwordspecific to your Google Account.

While you'll need to compile a list of email addresses from your

students, we recommend that you don't ask for their passwords,since these will now be connected with their personal GoogleAccounts.

If you need to create email addresses for your students

There are a number of free email clients (Gmail at http://mail.google.com being one) that will allow youto create accounts for each of your students, or allow your students to create an account forthemselves.

Please note: Students must be 13 or over to use Google Docs, in compliance with Google's Terms of Service


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Once you're logged in to

Google Docs, creating andsharing your documents iseasy.

A few things to remember:

Docs you create aren't accessible toanyone but you until you explicitlyshare them with others.

When sharing documents with others,there are two options, depending onhow much access you'd like them tohave: they can be added as eitherviewers or collaborators.

Viewers can see the most recentcontent of a document, however,they can't make any changes.

Collaboratorshave access tothe most recent version of thedocument, and can make

changes and view past versions.

You can also choose ifyou'd like yourcollaborators to be able toadd other collaborators.(Found in AdvancedPermissions)

Note that when collaborating withstudents, it's always best for you tocreate the doc, then share it with them.This will avoid any issues in which thedoc is erased from the student'saccount, the collaboration settings arechanged, or other avoidable problemshaving to do with ownership rights.

Create and share your docs

How to create and share docs

To create a doc:

From your Docs list, select "New" from the upper-left corner.1.

Select which kind of doc you'd like to create: document,spreadsheet or presentation.

2.

A brand new vers ion of the doc type selected will open for you,ready to be edited and shared.

3.

To share a doc:

From within the document you'd like to share, click the "Share"tab, in the upper-right corner*.

1.

Enter the email addresses of whomever you'd like to add andselect the button next to "As collaborators:" or "As viewers",depending on what kind of access you'd like them to have.

2.

Click "Invite collaborators."3.

If you'd like, in the window that appears send an email to yourcollaborators explaining a little about the doc. Whether or not yousend this email, your doc is now shared.

4.

*A note about Advanced permissions:

In the "Share" tab you'll notice a couple of options below the invitescreen that bear further explanation.

"Collaborators may invite others" is exactly what it says -- anoption that allows or prevents those you invite from invitingothers to the doc.

"Invitations may be used by anyone" is a feature that allowsinvitations to be forwarded, and allow access to, anyone whoreceives them. In effect, this option works similarly to"Collaborators may invite others."

Note that when inviting a mailing list to collaborate on a doc,you'll need to have this option checked.


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Editing and adding content

to your docs is as easy asopening the doc and startingwork

A few things to remember:

Your edits and additions are savedalmost instantly. No need to hit "save"multiple times, since we do this foryou, automatically.

While you can add up to 200 combinedcollaborators and viewers to adocument or presentation, only 10people can collaborate and viewsimultaneously.

Edit your docs

How to edit and manage your docs' content

To edit your docs:

Log in to docs.google.com from any computer with Internetaccess.

1.

Select the doc you'd like to edit from the Docs list.2.

Once it's open, start adding and changing content. All of yourchanges will be saved and available to your collaborators andviewers almost as quickly as you can make them.

3.

It's that easy!

Working with version control:

If you don't like the changes you or a collaborator have made on adocument, or if you simply want to see the progress of a doc over time,you can do this via the "Revisions" tab, at the top of each doc.

All of your revisions will be listed in order, and you can browse through them at leisure.

If you'd like to return to an earlier version, simply click the "Revert to this one" button, at the top of theselected revision and, voila!


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If you're going to be working

with a lot of students, anumber of classes, or simplymanaging many docs,organization is key.

Here are some ideas for keeping yourDocs list manageable, and your docsinstantly accessible:

Create a folder for each class, group ofstudents, project, etc.Since you can add one doc to multiplefolders, you can cross-categorize asmuch and as often as you'd like.

If you're working with a lot ofdocuments on one project, make sureyou give each document a clear andeasily recognizable name, connectedwith the project at hand (e.g. "Shortstory project - group A").

When you're definitely done with a

class, a project, or a specific set ofdocuments (at the end of a semester,for example), hide or trash these docs.This will ensure that your Docs listisn't overrun by documents you're nolonger using.

Organize your docs

How to create an organized Docs list

To create a folder:

From your Docs list, click the "New" button in the upper-left.1.

From this list, select "Folder."2.

In the screen that appears, enter the name you'd like for thefolder.

3.

This folder will now appear in your list of folders, in the sidebar of yourDocs list.

To add a doc to a folder:

If you'd like to add one document at a time to a specific folder, simplyright-click on the doc title and drag it to whichever folder you'd like, inthe Docs list sidebar.

If you'd like to add a number of docs to a folder at once, follow theseinstructions:

From your Docs list, check the boxes to the left of the docs you'dlike added to a specific folder.

1.

Select "Add to folder" near the top of the Docs list.2.

From the list that appears, select the folder you'd like the docs toappear in.

3.

To name or rename a doc:

From the "File" menu (in the edit screen) of the doc you'd like to rename, click, "Rename."1.

Enter your chosen name in to the field provided. Once you click "OK," this new name will be applied toyour doc, and will show up for all collaborators and viewers.

2.

Note that the initial naming process works differently between documents, spreadsheets and presentations.

Documents will default to the first few words you enter (or "Untitled," if you enter no text). To apply thename you'd like, you'll need to "Rename" from the "File" menu.

Presentations will default to "Untitled" until you specify a name using "Rename."

Spreadsheets will give you a prompt, right after they're created, asking you to name and begin savingthe spreadsheet.

To find a doc:

When searching for a specific doc, there are a few options.

To find a specific document quickly:From your Docs list, enter the name of the doc you'd like to find in the search box, near the top.

To find a doc that's shared with a particular person:Select her or his user name from the "Shared with..." section of your Docs list sidebar. All of the docsshared with this person will appear, listed.

To find a specific type of doc (document, spreadsheet or presentation):From your Docs list, under "Items by type" in the sidebar, select "Document," "Spreadsheet" or


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"Presentation."

To find docs you've put in the trash, or hidden:Select either "Trash" or "Hidden" from the "All items" section at the top of your Docs list sidebar.

To delete a doc:

Check the box to the left of the doc you'd like to delete.1.

Click "Delete: from the toolbar.2.

At this point , the document is deleted from the Docs list, but remains in your trash, and accessible tocollaborators until you empty the trash. To empty the trash, continue with these instructions:

Select "Trash" from the "All items" section of your sidebar.3.

From the screen that appears, select the docs you'd like to delete and click "Empty Trash" from thetoolbar. Only the items you selected will be deleted

4.

Once you've deleted a doc, there's no way to retrieve it. It will no longer be accessible by eitheryou or your collaborators.

While collaborators on a doc can put it in their own trash, this action won't affect the doc's owneror anyone else working on the doc, and they can't permanently delete a doc.


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This short guide just

skimmed the surface of allthe cool things you can dowith Google Docs. To getmore information, check oursome of our other resources.

Get more Google Docs help and information

Visit the Help Center for step-by-step info

To access a wealth of instructional articles describing anything

and everything you can do in Google Docs, check out ourHelpCenterat http://docs.google.com/support/ .

Chat with other uses in our Help Group

If you'd like to see the answers to many interesting Google Docsquestions asked and answered by users just like you, visit theGoogle Docs Help Group athttp://groups.google.com/group/GoogleDocs .

Keep up to date with our blog

To get news on the latest features and cool uses of Google Docs, stop by the Google Docs Blog athttp://googledocs.blogspot.com .

2008 Google - http://docs.google.com Page 1 of 1