Restuccia and KingeryAction Research

How does Google Docs affect students’ motivation and

engagement when editing and revising written work?

• Hypothesis: We believed that Google Docs would increase student motivation and engagement when editing and revising written work.

• Goals:

– See writing as a process

– Improve editing and revising skills

Technology used:

• 30 MacBook Air laptops each in a 7th

and 8th language arts classroom• Google Docs

Process leading to anticipated outcomes

• September: Collaboration and teaching basic functions

• October-November: Practicing functions and beginning to write and edit; 1st data collections

• December-January: Continuing to write and edit, introducing more advanced functions; 2nd data collections

• February-April: 3rd data collections

Engagement research outcome

• Higher engagement when writing and editing on Google Docs (as opposed to paper/pencil):– Questionnaire: higher familiarity breeds

confidence, which leads to higher engagement– Editing/revising task: Number of redirections

needed (1st paper/pencil, then on Google Docs):• 8th: 9.6 4.6• 7th: 2.8 1.1

– Exit slip: getting past barriers– “…it is easy for me to type, and I enjoy not getting writer’s cramps.”

Questionnaire data• Close-ended, megacognitive questions about

students’ feelings and behaviors in relation to the computer and Google Docs

7th Grade Data

September

April

• 8th grade data

September

April

Motivation research outcome• Students were more motivated to edit and

revise when using Google Docs– Questionnaire: “How helpful is Google Docs in

editing and revising your work?” – Editing/revising task: Thoughtfulness of feedbackaverages (1st paper/pencil, then on Google Docs• 8th: 3.6 3.9• 7th: 3.5 4.2

– Exit slip: Are you more motivated pencil/GD?“I am more motivated to write when using Google

Docs because I like the comment feature.”

“How helpful is Google Docs when editing and revising your work?”

• 7th grade data

“How helpful is Google Docs when editing and revising your work?”

• 8th grade data

Surprising outcomes

• Higher homework completion and turn-in

• Easier to write– ideas “popping into their heads”

• Working better between girls and boys, peers who aren’t friends

• Reciprocal teaching, self-sufficiency

• Behavior management

• Ease of sharing assignments, powerpoints, class notes

• Expanding into WallWisher, blogs, Google Sites, taking laptops home

Barriers and facilitating forces

BARRIERS

• Time!!!!!

• Technology malfunctions, learning curve, and support

• Excess of writing tasks– hard to fit everything in (data write-ups, etc)

FACILITATING

• Going paperless

• Having a team!

• Early proposal drafting and support

• Great technology

Suggestions

• Have teams

• Breaking up writing assignments into smaller pieces

• In-building tech support: having Jen Scypinkskinearby was GREAT– but not everyone had that

• Periodic work days during the fall, especially: half or whole day subs

• Option to do this action research as a “no-credit” course– might inspire more teachers to get involved