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Engaging Google Docs in Support of an Online Collaborative, Community of Learners Instructional Strategy

, , Oregon State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


Situating teaching and learning in an online context presents challenges for instructors in creating educational experiences where students are supported in collaboratively engaging in a community of learners. This descriptive multiple case study employed a phenemonographic lens to investigate the impact of engaging Google Docs as a collaborative technology in support of online collaborative, community of learners instructional strategies as part of a graduate level course focusing on teaching and learning with Web 2.0 technologies. The course in question was part of a three-year online Masters in mathematics, science, and technology program. Results suggest that Google Docs, as part of an instructor-designed learning trajectory, was effective in supporting the 10 in-service teacher participants in learning how to engage collaborative software as a learning tool as well as how they might bring technology-supported collaborative, community of learner instructional strategies into their


Gillow-Wiles, H. & Niess, M. (2015). Engaging Google Docs in Support of an Online Collaborative, Community of Learners Instructional Strategy. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3176-3183). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 27, 2019 from .

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