Supporting 21st-Century Teaching and Learning: The Role of Google Apps for Education

Abstract

12 GRAND CANYON UNIVERSIT YThe success of higher education is driven by the ability to adapt, change, and grow with technology changes to acclimate to and utilize current innovations. This non-experimental study was conducted to determine if using GAFE for pedagogically-re--er investigated whether using the course website, along with Google suites of apps, enhanced teaching, research, and learning on campus.A group of students from the University of Ghana (UG) were selected as research participants after GAFE use during one semester. In addition, the impact on student performance as a result of using this innovation was investigated. In other words, the study explored the role that Google Apps plays in 21st-century education. The critical factors leading to users' adoption of innovations have inspired several streams of research over the decades. According to Allen and Seaman (2014), most academic institutions are currently securing systems for designing and delivering their courses online as a result of the rapid growth of educational apps and e-learning platforms. According to Sloan Consortium (2013), online courses constitute a model of instruction where at least 80 percent of course content is delivered online.Recognizing the potential of educational apps,

The Evaluation of the Learning Management System Implementation for Functional Distance Learning of Basic Tax Instructor

“…Setyawan's research (2019) shows that class-oriented classical guidance services using the Google Sites website are accepted and feasible to be implemented. Awuah (2015) states that learning uses Google Apps for Education (GAFE), which mainly uses Google Sites. 84% of science students said their learning performance had increased, and 91% of students were satisfied with the learning compared to traditional methods that used little or no technology [19].…”

Uso de Google Classroom como repositorio de robótica práctica: PieroAcademy

“…Las herramientas de la G Suite for Education (GSFE), conocida anteriormente por Google Apps for Educaction (GAFE) han sido empleadas coń exito en la educación superior, con Docs [10], Drive [11,12], Sites [13], o como GAFE [14,15,16]. Al principio, tan solo era un Sistema de Gestión de Contenidos -CMS (Content Management System), que incluye la creación y administración de los contenidos de una página Web, pero con la incorporación de Classroom, GSFE posee también un Sistema de Gestión de Aprendizaje -LMS que automatiza las acciones de formación.…”

Collaboration in blended spaces : exploring the lived experiences of educators in a Midwestern high school

“…Secondly, the existing literature demonstrates that as the demands on public school teachers in the United States increase, the time permitted for common face-to-face collaboration will cease to meet their needs (Cahill, 2011;Derven, 2009;Gaudin, 2010). Third, the existing literature highlighted that Google Apps for Education as the premier cloud-based platform for both synchronous and asynchronous online collaboration (Awuah, 2015;Brown & Hocutt, 2015;Gaudin, 2010;Laufenberg & Wagner, 2012;Rienzo & Han, 2009). …”

“…Apps can play in the facilitation of teacher collaboration (Awuah, 2015;Cahill, 2011;DarlingHammond & Mclaughlin, 1995;Derven, 2009;DuFour & Mattos, 2013;Enthoven & De Brujin, 2010;Feng Lai, 2010;Ferriter & Graham, 2010;Gaudin, 2010;Gray, 2004;Herrick, 2009;Keiser & Golden, 2009;Kreijins et al, 2003;Laufenberg & Wagner, 2012;Lave & Wenger, 1991;Lock, 2006;Lieberman, 1995;Ronfeldt et al, 2015;Schmoker, 2006;Smylie et al, 2001;Trilling & Fadel, 2009;Yin, 2010;Zyl, 2008). Secondly, the existing literature demonstrates that as the demands on public school teachers in the United States increase, the time permitted for common face-to-face collaboration will cease to meet their needs (Cahill, 2011;Derven, 2009;Gaudin, 2010).…”

“…Google Apps for Education allow learners, whether they be students, teachers or administrators, to focus their time and energy on creating, sharing, and collaborating rather than managing technology platforms or troubleshooting technology concerns (Awuah, 2015;Cahill, 2011;Gaudin, 2010;Herrick, 2009;Keiser & Golden, 2009;Laufenberg & Wagner, 2012). In addition to the technical advantages offered by the online productivity suite, Google Apps for Education makes it simple for users to share work and receive synchronous feedback, which Laufenberg and Wagner (2012) found to be "a large motivator for students to engage in dynamic learning processes" (p. 138).…”