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Research has documented the educational merits and uses of Web 2.0 tools, including Google utilities, for collaboration and instruction.

At seemingly all levels of instruction, Google services (or apps) are garnering attention, including the free, public ones. Research has noted both specific uses of the apps to meet particular instructional needs as well their value in facilitating collaboration. Google apps are not completely without their detractors and particularly the free apps may not be the optimal solution in all instructional settings. However, the general consensus seems to be that the range of what they offer both instructor and student in terms of their ability to meet diverse learning needs, makes them worth consideration for their possible application.

Related peer-reviewed research

Bonham, S. (2011). Whole Class Laboratories with Google Docs. Physics Teacher, 49(1), 22-23.

A central issue discussed within the article is that the time required to collect sufficient data and the likelihood of measurement errors are often obstacles to the exploration of physical phenomena needed for interactive instruction. The author describes using Google Docs to collect student data submitted via a Docs web form linked to a Google spreadsheet. He notes that the method is an easy, quick way to collect a relatively large data set from each group of students while only carrying out a minimal number of measurements
or calculations. The article includes specific how-to steps for recreating his approach.

Clark-Ibáñez, M. and Scott, L. (2008). Learning to Teach Online. Lessons Learned at the 2007 ASA Annual Meetings: Insights from the Teaching-Related Workshops. Teaching Sociology, 36(1), 34-41.

The authors present first-hand experiences in developing an online sociology course using a student-centered, constructivist approach. They make an important observation about mistaking today's learners, who are very technology savvy relative to games and social media, as translating to having the skills necessary to succeed in an online learning environment. In discussing best practices, they present both theoretical considerations as well as practical implementation issues and address the often misunderstood ideas surrounding a move to online instruction not being synonymous with "curriculum conversion."

Richardson, W. (2012). Preparing Students to Learn Without Us. Educational Leadership, 69(5), 22.

The author describes various technologies, including Google docs, as having yet unharnessed potential for customizing learning. He notes that despite all that has gone into the discussion of personalized learning that many districts and educators still regard technology as “disruptive innovations.” He presents an extended example of building a mathematics curriculum that is completely connected to the sport of basketball, which for the student in question, offers the maximum means of engaging his interest – a key tenant of Universal Design for Learning. The author also notes that to fully utilize many of the current technologies will require that educators become comfortable with the discomfort of uncertainty, but sees benefits for the students far exceeding the changes imposed by those attitudinal shifts.

Schneckenberg, D., Ehlers, U., & Adelsberger, H. (2011). Web 2.0 and Competence-Oriented Design of Learning--Potentials and Implications for Higher Education. British Journal Of Educational Technology, 42(5), 747-762.

The paper aims to improve understanding of pedagogical conditions necessary to establishing a competence orientation in e-learning. They reference Kolb’s learning cycle relative to a case study on the use of Google Apps as collaborative learning environment. Their findings reinforce the position that web 2.0 tools enable a shift from a distributive to a more collaborative mode in e-learning. Specifically, they identify the ease of use and intuitive nature of web 2.0 technologies as contributing to the creation of learning environments that facilitate competence development of students.

Wells, J. C., & Sheehey, P. H. (2012). Person-Centered Planning. Teaching Exceptional Children, 44(3), 32-39.

The authors provide a summary of the use of the “Making Action Plans” (MAPS) model of person-centered planning within IEP development and note areas where engagement by those involved in the process could often be enhanced. They delineate low- and high-tech solutions, among those being the use of Google docs and group presentation utilities as means of enhancing discussion and collaboration while meeting. Importantly, they acknowledge that not everyone involved in these meetings likely has equal access to these technologies outside of the school setting and that identifying in advance which channels of communication work best for the specific individuals in question is important.

Wagner, H. (2012). Developing an Interdisciplinary, Distributed Graduate Course for Twenty-First Century Scientists. Bioscience, 62(2), 182. doi:10.1525/bio.2012.62.2.11

The author presents a case study of the first-time offering of an interdisciplinary graduate course in landscape genetics that involved 107 students. The method of instruction combined local teaching (face-to-face), distance learning, experiential learning and an international learning summer study component. The course offered for an additional course credit an option for participation in a peer group project. At the conclusion of the course the author assessed perceptions and outcomes via an anonymous survey completed by both students and instructors. Quantitative survey results were used to evaluate key aspects of the course design. Among the items assessed were the motivators for participation by both faculty and students. The findings were that overall both students and instructors were satisfied with the course design, especially the instructors. The students reported technology positives such as being able to manipulate recorded lectures during playback, which the author notes supports the trend toward inclusive and more accessible education. They expressed a preference for being able to listen to lectures that were recorded with a live audience rather than pre-recorded by the lecturer in isolation.

Wood, M. (2011). Collaborative Lab Reports with Google Docs. Physics Teacher, 49(3), 158-159.

The author, an experimental nuclear physicist at the Thomas Jefferson National Accelerator Facility, describes the use of Google Docs for collaborative reports for an introductory physics laboratory. He discusses the advantages and shortcomings of using page revision history as a proxy measure of individual student participation within project groups. Noted as interesting in the student feedback was their high level of comfort in being assessed on a completely digital project deliverable.

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Other sources

Lerman, J. and Hicks, R. (2010). Retool Your School: The Educator's Essential Guide to Google's Free Power Apps. International Society for Technology in Education.

Authors James Lerman and Ronique Hicks explore a range of the free Google apps, including Documents, Maps, Sites, iGoogle and presents how these were instrumental in the turnaround of a low-performing school. The book includes step-by-step directions on how to use multiple applications, detailing the benefits they provide to many aspects of education and school management and more than 40 lesson plans for elementary through high school instruction.

Purdy, K. (2010). Why You Should Use Google Apps with a Personal Domain Instead of Your Gmail Account. Retrieved April 12, 2012 from http://lifehacker.com/5708219/why-you-should-use-google-apps-with-your-personal-domain-for-your-google-life.

The author makes the argument that the preferred approach to utilizing Google Mail and Calendar is to enable Google services by setting up Google apps on your personal domain rather than using the usual free, public products. He makes interesting points about the possible administrative problems of having an "@gmail" address should the site make unwanted service changes in the future that would necessitate moving e-mail service. His perspective is better to anticipate that at the outset and harness their convenience without reliance on their hosting.


Related Blogs:

Teaching All Students (teachingall.blogspot.com/search/label/UDL)
This blog is primarily focused on special education, but does have a link to UDL tagged posts.

UDL and Mobile Apps (udlmobileapps.blogspot.com/)
This blog is self-described as "an open discussion and sharing of how mobile apps can be used to create digital learning environments using the UDL framework." There is a limited amount of content as it does not appear to be actively maintained, but the resources that are listed are connected to specific UDL principles, which could make it a useful tool if postings are resumed.

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