Ites actionresearchproject ci515

Google Apps in a Grade 8 Classroom 1

Action Research in the Cloud:

Using Google Apps as a Learning Management System in Grade 8 Classrooms

Colleen Ites

Iowa State University

CI 515: Action Research in Education

1 May 2010


Introduction

The use of technology within classrooms is an evolving and timely topic that often crosses

generational boundaries. The current groups of students, often called the Net Generation (Net

Gen) have never not known computers in their daily lives. They live interactive, creative, and

collaborative lives through the Web, skills which often are not valued within the classroom. This

action research study will show how implementing Google Apps as a Learning Management

System (LMS) with a group of grade 8 students from a parochial preK-8 school in an urban

Midwestern city affects student initiative and cohesiveness of collaborative group work. A

separate yet equally important issue will be addressed regarding the use of Google Apps to

overcome problems among different operating systems between computers inside and outside of

school.

I believe that action research is a methodology that involves a teacher as investigator

using best practices to improve a specific area of instruction or learning. The process is

continual, recursive, specific to each situation, and reflective. Results are immediate, readily

applicable for classroom teaching and learning, and revisited often to evaluate for effectiveness

and further fine-tuning. To me, this process is a perfect fit for using potential technology

innovations within schools. Currently, most technologies evolve at such rapid rates that empirical

research’s methodologies are too slow to track active implementation with students. For this

study I chose Mills’ model of action research (Mills, 2007): a cyclical and recursive series of

action, reflection, and evaluation that can be continually tweaked throughout the process.

After completing a five day reflective journal I discovered three main areas of concern

surrounding students and technology: student initiative and technology use, effective

collaborative group work, and operating system compatibility issues between computers at


student homes and the school. I began to search out a good ‘all-in-one’ application available to

students that could address all three issues, taking into consideration usability, accessibility, and

cost. My school currently uses Edline and GradeQuick for communication and grading, but these

programs have usability limitations and require a ‘fee for use’ for each application purchased

outside of packaged school licenses. As a parochial school, technology funding has been scarce

at best, so the solution had to be low-cost and highly efficient. There were also additional

concerns regarding student safety, accessibility, and marketing to youth that needed to be

addressed.

As part of my preliminary research I met with key members of the technology team,

middle school team, and administration. We discussed and researched our potential options and

realized that Google Apps could be effective with older students who are already comfortable

navigating the Web. The technology committee set up a new domain name specifically for a

Google Apps for Education (GAE) account. After Google’s verification of this account I decided

to complete an implementation study with my grade 8 students. I kept returning to the question

“How can implementing Google Apps for Education make student instruction, assessment, and

communication more effective?” The potential answers to this question pushed me to develop an

area of focus.

Area of Focus

In the past five years Web 2.0 applications have exploded in popularity and use. Current

research on technology integration for adolescents stresses how teachers should capitalize on the

social nature of adolescents through collaborative group work (Hernadez-Ramos & De La Paz,

2009). Helping collaborative groups remain on task and be effective is one of the biggest

challenges faced in technology integration and technology-enhanced learning today. In order for


technology-enhanced learning to be effective it needs to follow best practice pedagogy, foster

communication with all parties involved, and allow schools to work more effectively.

Technology-enhanced learning is most effective in learner-centered classrooms and is also

anytime, anywhere, personalized, and flexible (Hamilton & O’Duffy, 2009). It is these factors

that prompted me to investigate the use of an all-inclusive application that would engage

learners, build upon their social natures and be an efficient use of time and money.

Currently, the best solution for my school’s situation appeared to be Google Apps for

Education. If used effectively, the Calendar, Mail, Documents, Groups, and Sites applications

within the Google Apps suite can help students and teachers manage collaborative group work.

Google Chat allows students to capitalize on their social natures while working with each other

on projects and assessments. The application is web-based and available anytime, anywhere. The

financial costs involved included purchasing a new domain name and additional hosting space (if

needed). Advertising within the application can be eliminated and students are ‘sheltered’ within

the domain from others on the Web.

Integrating technology today means educators need to teach students subject content, how

to effectively work in groups, and develop excellent digital literacy skills. These skills include

Wagner’s (2008) critical thinking and problem solving, collaboration across networks and

leading by influence, agility and adaptability, and accessing and analyzing information. These

skills are not just necessary to be more effective and efficient in the classroom, but will be

necessary life skills for students in the future. Many of my students who get work in late or have

difficulties with operating systems compatibility are also highly technology literate: I believe the

integration of web-based learning would motivate them to get their work completed with effort


and on time. Overall, implementing Google Apps for Education for use within and outside

classroom instruction seemed to be the best fit.

Research Questions

Will the implementation of Google Apps with grade 8 students be an effective and efficient way

to enable instruction inside and outside the classroom?

● How will the use of Google Apps with grade 8 students affect student initiative?

● How will the use of Google Apps with grade 8 students affect cohesiveness of

collaborative group work?

● How will Google Docs’ universal file compatibility impact compatibility issues between

student work completed on computers inside and outside of school?

Review of Related Literature

Over the last decade technology integration within classrooms has grown as a resource for

communication and assessment between students, faculty, administration, and parents. Led first

by for-purchase package-specific platforms, this revolution is now moving toward SaaS

(software as a service) providers with a ‘one stop shop’ for online applications, allowing students

and faculty to communicate, collaborate, create, and assess learning. This all occurs in real time

using ‘cloud computing’ or creation and collaboration apps on the Web. Google Apps for

Education is leading this charge, providing a free platform for schools.

This literature review will examine the positive and negative aspects of the use of Google

Apps for Education. Areas covered include the use of Google Apps as a Learning Management

System, (LMS) for schools, digital literacy instruction and safety for students and schools,

student motivation and engagement using the technologies for instruction and assessment, and

the impact technology integration has had on test scores and assessments. Each of these areas


will weigh the positives and negatives of the use of SaaS and cloud computing in middle school

classrooms.

Google as a Learning Management System (LMS) for Education

The evolution of Web 2.0 into what is known as ‘cloud computing’ has left many

scrambling to learn about how this type of system can benefit a school community. Cloud

computing, where all work is done and hosted via the Web, takes many different names. The

most common names used are Web-based LMS, software as a service (SaaS), and cloud

computing. Currently these terms are used interchangeably, but as cloud computing grows and

diversifies the terms will likely take on aspects specific to educational cloud computing.

With the need for students to become effective, efficient, cooperative learners, having an

LMS that is accessible anytime, anywhere extends the classroom to the Web (Brown, 2005;

Nevin, 2005; Ramaley & Zia, 2005). This concept of ‘education on demand’ is appealing to

many in the Net Gen, and to teachers as well, to show the formative progression of learning as it

leads to a summative product. The open accessibility aspect appeals to all involved as well.

Students can be given resources to use at their own pace to individualize and personalize

instruction (Kvavik, 2005).

Some of the forerunners in the educational use of cloud computing have been those in

library and media science. Frederick (2008) states, “If the goal is to prepare students with 21st-

century skills, the ability to work in teams and to collaborate is high on that list” (p. 46). Buck

(2009) corroborates this sentiment with her evaluation of cloud computing’s impact on the LMS

market, citing Google’s software as a service (SaaS) as the Web 2.0 service that may prove most

useful to school libraries. Hamilton & O’Duffy (2009) describe the need to educate students on

the ins and outs of cloud computing as the next stage in digital literacy. As Hamilton & O’Duffy


note, “We will move from the Digital Immigrant phase through the Digital Native phase to the

Online Native phase” (p. 333).

The expansion of the Web to a collaborative, creative information source allows for

student and school access from a variety of computer and PDA devices, while also protecting

users within their own domain (Nevin, 2009). These applications can be effective within

classrooms as well as when used in school libraries. Adams (2008) showed the effectiveness of

using Google Apps in an AP Language classroom. His students discovered how to effectively

use a number of applications to complete research for papers and projects using the Google Apps

Suite effectively both inside and outside the classroom. The applications used include Google

Docs, Search, Gmail, Calendar, GTalk (chat), Groups, and iGoogle. The idea that Google Apps

is easily adapted by both digital natives (students) and digital immigrants (teachers) is another

plus for its use in school communities (Van Horn, 2007). As stated by Thompson (2008),

“Google is fast becoming a one-stop shopping center for Web 2.0 applications” (p. 20). Although

Google Apps is cost-effective and promotes anywhere, anytime access, the issue of enhancing

digital literacy while keeping students safe online is also a paramount concern.

Digital Literacy Instruction and Safety

One of the greatest benefits of using Google Apps in the classroom is to enhance student

digital literacy skills. While many students use various technologies in their daily lives, most

only know just enough about educational technologies to complete their work (Kvavik, 2005).

Students need a solid background to support digital literacy skills, such as understanding diverse

Web applications and the ability to utilize those applications effectively (Clayton-Pedersen &

O’Neill, 2005; McNeely, 2005; Yoon & Johnson, 2008). Teachers need to instruct the


technology as well as the content in order to show students how cloud computing can streamline

their learning inside and outside the classroom.

One of the greatest challenges to confront when implementing Web 2.0 technologies is

that of student online safety. Google also considered this issue and addressed it head-on. There

are pages of information and responses dealing with the issue of Web safety for users. If using

the Google Apps Suite for Education, a school must have a dedicated domain name that ‘locks

down’ users and prevents SPAM, phishers, and on-line predators. Webmasters have the ability to

view all user-created materials, emails, and chats should an issue of cyber-bullying arise. The

content created through the Education Suite can be locked down to the domain or made public at

the discretion of the webmaster (Google Apps for Education, 2009).

The remaining concern for student safety while using Google Apps regards the

appearance of marketing and ad promotions on the application sites. Google is first and foremost

an information mining company. There are many who question if the applications used in the

Google Apps Suite will also be mined (Buck, 2009; Frederick, 2008; Van Horn, 2007). While

there are no ads used in the Education Suite, the potential for advertisers to ‘hone in’ on ideas,

products, and desires found in students’ Google Docs and Google Sites can be a bit unsettling. In

its current state, this problem does not seem to impact users of Google Apps for Education. As

Google Apps for Education continues to develop and evolve, it will be an issue to watch.

The safety and integrity of student work while hosted ‘in the cloud’ has some educators

and safety experts alike wondering if this truly is the best application for schools (Miller,

Thompson, & Pomykal Franz, 2009). These concerns about a lack of file back-up and trusting

the system to not fail is also addressed by Google. Company-owned server farms are designed to

prevent a cascading failure, and rarely is the system off-line (Google Apps for Education, 2009).


Students can still save work to flash drives or home computers as back-ups for their files, since

work from Google Apps can be downloaded to any operating system and further manipulated

using purchased software programs such as Microsoft Office.

Constructivist Teaching and Technology

Current research on using cloud computing, SaaS, or LMS in classrooms all comes down

to one pedagogy: constructivist teaching. Current best practices with technology emphasize the

need for learning to be student-centered, collaborative, personalized, and a form of ‘show me,

don’t tell me’ learning (Bell, 2010; Hew & Brush, 2007; Oblinger, 2005). Students who

participate in constructivist learning practice creating instead of consuming knowledge, become

intentional learners, and take an active role in their own learning (Brown, 2005; Hofer & Swan,

2008). These students also enjoy working in teams, sharing opportunities and knowledge, and

benefiting from the knowledge of the group in courses and classes (Adams, 2008; Hernandez-

Ramos & De La Pas, 2009; Mai & Tse-Lian, 2009). They have a desire to become part of the

process and the product, not just a producer at the end.

Constructivist learning often walks hand-in-hand with project based learning (PBL).

Many of today’s students have never lived without being ‘wired’ to technology and expect

education to allow them to work in teams, multitask, work toward overarching goals or

standards, complete work hands-on, and create products that go ‘beyond the classroom’

(Hamilton & O’Duffy, 2009; Hernandez-Ramos & De La Paz, 2009; Oblinger, 2005). Students

want to work with their peers to create something that they share in both process and product.

They long for their work to have an impact on the greater world (McNeely, 2005). Many SaaS

applications allow for this, with Google Apps for Education being at the forefront. This greater


impact through constructed knowledge can apply to the entire world, to their peer group, or to

one-on-one collaboration with their teachers.

Working collaboratively through a SaaS such as Google Apps for Education develops

another side of student-centered instruction. Journals created in Google Docs by a student with a

teacher as collaborator can be insightful into a student’s abilities at the keyboard as opposed to

within a notebook. The teacher can ‘tweak’ journal questions for each student based on previous

responses, giving more immediate and pertinent feedback. Responding on-line is more

convenient for both student and teacher and the ‘locked collaboration’ of Google Apps often

gives students a greater sense of trust with the teacher.

Students can also collaborate on documents with each other, creating wikis of

information, websites of resources, and sharing knowledge among a group (Thompson, 2008;

Van Horn, 2007). Google Doc’s layering of each edit to a document allows users to go back and

review previous revisions as a ‘back-up’ to current work. The use of the Calendar in Google

Apps allows groups to create shared calendars for projects or for individuals to sync their

personal calendars with other peers to determine best times and places for collaboration (Google

Apps for Education, 2009). All of these aspects can capitalize on students’ previous knowledge

and abilities in order to have them best show their current application of knowledge. Whether

using Google Apps as a more convenient and efficient learning management system will also

influence student motivation and engagement with content and instruction is another important

topic for investigation.

Student Motivation and Engagement

Net Gen students are wired to use technologies in their everyday lives, but most do not

want strictly on-line instruction (McNeely, 2005). These students want to engage with their


work, to dig deeper than basic knowledge of concepts and ideas, and to show what they have

learned and how it has impacted them (Brown, 2005; Considine, Horton, & Moorman, 2009;

Deaney & Hennessy, 2007; Mai & Tse-Kian, 2009; Ramaley & Zia, 2005; Roberts, 2005;).

Typical results in current research show that students who are given motivated instruction by

actively involved teachers are likely to show high levels of engagement with and positive

attitudes toward technology integration into the classroom. These studies use student input as

part of the research process, giving the students an active voice in their opinions about learning

as well as in their instruction. While technology is seen as a motivator, it is still the impact of an

engaging and motivated teacher who takes an active interest in each student’s learning and is

willing to ‘go the extra mile’ that students say drive them the most (Shihab 2008). Students are

more engaged when their input is considered valuable, and it is important to assess what, if any,

knowledge transfer occurs as a result of this engagement.

Test Scores and Technology Integration

While the use of SaaS in K-12 classrooms is fairly recent, there are studies that show test

scores can improve with proper technology implementation. Maninger (2006) cited that over

90% of at-risk students who were retaking a course for failure or truancy passed state mandated

tests after technology implementation and supportive devices were introduced. Other studies

have shown progressive test score improvement as students are taught proper use of new

technologies (Swan, Van 't Hooft, Kratcoski, & Unger, 2005). Adams (2008) believes his AP

Language students performed better on the AP exam after implementation of Google Apps for

Education in his classroom.

While this trend is promising, there are others who caution that more research in this area

is needed, especially with minority or at-risk students (Hew & Brush, 2007; Oblinger, 2005).


Others also worry about how to assess technology’s true impact, since many schools cannot risk

neither time nor money to implement these projects in a culture of high-stakes testing (Lowther,

Inan, Strahl, & Ross, 2008). The culture of high stakes testing often can appear at odds with the

use of SaaS and other technologies that promote constructivist practices over rote memorization.

The implementation of action research projects regarding the impact SaaS and cloud computing

can have on student test scores will help further research in this area.

Summary

The research on the use of SaaS, and especially Google Apps for Education, in K-12

classrooms is still in its early stages. Much of what is currently being done looks quite

promising. These projects are showing that the use of collaborative, cooperative groups through

a web-based LMS can be beneficial on many fronts, including test scores, student attitudes, and

communication among all stakeholders in schools (Adams, 2008; Bell, 2010; Deaney &

Hennessy, 2007; Hamilton & O’Duffy, 2009; Maninger, 2006; Van Horn, 2007). Implementation

of such programs gives students a safe and secure environment for learning both inside and

outside the classroom, and a place to gain a sense of ownership over their own learning. Students

are learning skills that will incorporate their previous technology knowledge and give them a

toolbox for future digital literacy instruction. Students are also seeing how their work can have

an impact on the world outside the classroom walls. For now, it appears that Google Apps for

Education may be the best solution for a newly emerging form of educational technology. I am

excited to see if the implementation of Google Apps will be as beneficial to my own students as

it was to those found in the literature.


Intervention

I will implement a school domain locked Google Apps Learning Management System

(LMS) with grade 8 students at a preK-8 parochial school to address issues of student initiative,

cohesiveness of collaborative group work, and operating system compatibility between student

work completed at home and in school. The domain will be purchased and an Education account

set up with Google Apps. Students will be given 1 class period each day to work on research

papers using the Internet as well as the Google Apps for Education Suite. Assignments will be

posted in the classroom and online using the Calendar and Gmail features. Students will be

expected to complete work face-to-face as well as outside the classroom using this LMS

structure. Nearly all student work will be completed on-line, with grading and comments written

collaboratively on documents created by students.

Membership of the Action Research Group

The participants in this study will be 30 grade 8 students at an urban Midwestern preK-8

parochial school and their language arts teacher. There are 16 females and 17 males total. All

students have Internet access outside of school and come from six suburban and 1 major urban

areas of average to upper middle income homes. The students are majority Caucasian and all are

native English speakers. Students will each have their own username through Google Apps and

are expected to communicate with their teacher and peers face-to-face in class and on-line.

Applications used will include Google Docs, Calendar, Sites, Groups, Chat, and iGoogle. These

students were chosen because the teacher has everyone in the grade each day and at thirteen to

fourteen years old they are most likely able to handle negotiating Google Apps. The teacher will

serve as site administrator and instructor of effective digital literacy techniques to students. The

teacher will also serve as a collaborator with students on all necessary applications. Students will


participate in this study via information given in a parent letter and a signed permission slip

between each student, parent(s), and teacher. Assessments of this study include student surveys,

teacher journals, student-and-teacher collaborative journals, and comparisons of academic

reflections and behavior reflections before and after Google Apps implementation. The

classroom teacher along with the middle school team will evaluate the assessments in order to

draw up findings about this process; this will require two team meetings outside the normal

meeting schedule.

Negotiations to Be Undertaken

An initial meeting with my administrator to discuss the possibility of implementing

Google Apps with a sampling of students was set. After preliminary discussions we would meet

with the other members of the school’s technology team and parcel out specific research areas to

review in order to justify the study. After a week of individual research on the topic, the

technology team would again meet and determine if the action research study should occur.

Based on age, maturity, and previous digital literacy instruction, only grade 8 students would be

considered for the initial study. Based on results at the conclusion of the study a summary

document would be created and presented to the School Board for potential implementation

throughout middle school grades in the school.

A parent letter and permission slip would be created and sent home with students. After

all permission slips were returned (signed by each student, their parent(s), and the teacher), the

entire grade will walked through the process of logging into Google Apps and how to use the

different applications. Students will create a personalized journal in Google Docs with the

teacher as a collaborator, create collaborative wiki pages through Google Sites, and join a

collective all-grade calendar to use in organizing schoolwork. Middle school team teachers


would be asked to complete a survey at the end of the study to determine if the use of Google

Apps transferred to other courses.

Timeline

Each Phase listed below will take approximately 7 school days to complete, with the entire

process taking approximately 42 days.

● Phase 1: Permission slips sent home and returned to teacher; students are given

usernames and initial passwords. Students are given step-by-step instruction on how to

use Google Docs, Sites, Calendar, and Chat and directed to make the teacher a

collaborator on at least one of each application. Initial journal prompts sent out at end of

phase. Teacher reflective journal started.

● Phase 2: Collect initial data through student-and-teacher collaborative journals about

reactions to the initial process, including student posts to teacher responses. Calendar

reviewed at the beginning of each teaching block, with changes emailed to all affected.

Teacher continues to develop personal journal of the process. Preliminary data reported

to administration. Second journal prompts and responses to first entries posted at the end

of the phase. Teacher reflective journal continues.

● Phase 3: Modify applications used based on content covered and student journal

responses. Collect second data set through student-and-teacher collaborative journals and

complete initial review of student information wikis; have students create Presentation

outline for research papers making teacher collaborator. Students set up personal

homepages using iGoogle. Third journal prompts and responses to second entries posted

at the end of the phase. Teacher reflective journal continues.


● Phase 4: Modify applications used based on content covered and student journal

responses. Collect third data set through student-and-teacher collaborative journals, final

review of student information wikis, and rough draft of Presentation outlines for research

papers making teacher collaborator. Current data reported to administration. Fourth

journal prompts and responses to third entries posted at the end of the phase. Teacher

reflective journal continues.

● Phase 5: Complete comparison of academic reflections and behavior reflections for

grade 8 students before and after implementation of Google Apps, paying special

attention to habitual offenders in both areas. Complete final data set through student-and-

teacher collaborative journals and teacher reflective journal; code entries. Grade wikis

and final draft of presentations, review rough draft of final MLA comparative papers in

documents.

● Phase 6: Complete summative survey via Google Docs with students, voluntary survey

with parents, and summative survey with other middle school teachers. Gather all data

and have all middle school team analyze for results, sharing out preliminary findings with

administration (and possibly School Board). Based on findings, determine future

implementation of Google Apps with other classes of students, specifically looking

toward all middle school implementation.

Data Collection and Analysis

Student-created data

Students will create a student-and-teacher collaborative journal that will contain teacher

prompts as well as student responses. These responses will include student reactions to using

Google Apps, the possible use of Google Apps in other classes outside of language arts,


discussions on face-to-face and virtual collaborations, student reactions to virtual due dates (e.g.:

journals being due at 11:59 Sunday night as opposed to 4th hour Monday morning), and student

responses to previous posts. Students will also create an all-class wiki of theses for their MLA

comparative research papers, a script and storyboard for their documentary on Net Gen students

completing research, and teacher-and-student collaborative outlines and papers. Students are

collaborative editors of their scoring rubrics on their journals, their interactions in groups, and

the completed documentary. Finally, students will complete a summative survey of their

reactions to the implementation of Google Apps across the grade.

Teacher-created data

The teacher will collect student responses to the collaborative journals and code them for

themes found. The teacher will also use the edited versions of Google docs to show progression

of student changes to scoring rubrics based on student feedback. The teacher will submit a copy

of the personal journal kept during the process to be coded. The teacher will create the surveys

given to students, their parents, and other middle school team members assessing the value of

Google Apps implementation. The teacher and middle school team will review academic and

behavior reflection data from before and after implementation, paying close attention to those

students who have been habitual offenders in the past. The teacher will organize all data into a

matrix and data analysis document to determine the data’s value to future implementations of

Google Apps with students.

Analysis

Data that will be coded for themes and over-arching topics include student journals,

teacher journal, all respondents to the summative survey, and anecdotal notes kept by the teacher

during formative assessment. Coded data will be organized into charts or graphs based on the


numbers of students who fall into each theme or category chosen. Potential themes to look for

include student engagement, time management, group dynamics, and collaboration.

Data that will be analyzed statistically include summative rubric scores on student group

work, summative journal work, the final documentary rubric, and comparison of academic and

behavioral reflection data before and after implementation. The statistical data will be looked at

for changes in number and type of reflection, patterns in scores including outliers and overly

consistent trends, and charts will be created based on gender, group membership, and homeroom.

Issues to address would be score improvements and a reduction in reflections for habitually

disorganized or late-work students, determine if having an online presence has helped shy or

quiet students become more engaged in classwork, determine if outlying scores are based on

effort or motivation, and if there is a difference in participation and motivation between males

and females.

Findings

Due to current university policy regarding course-related projects involving human participants,

this study can not be implemented at this time. Results for a project such as this should be

available at a later date.

Action Planning

This section of the process will involve reflection on the findings and the impact of final data

results. Based on the current literature, it is my hope that the implementation of Google Apps

will provide positive supports for the research questions. Below are predictive results of the

process based on the proposed timeline and action plan. All final results will be reported back to

the administrator and School Board, who will make a determination regarding future

implementation of using Google Apps as a Learning Management System middle school wide.


Impact on Research Questions

Will the implementation of Google Apps with grade 8 students be an effective and

efficient way to enable instruction inside and outside the classroom? Based on research found, I

feel that it will. As my students begin to use these technologies, I plan on being an active and

engaged guide for their process. I will allow them to see me ‘tinker’ with the process to

encourage them to do the same, and will help them personalize the experience to understand how

it best applies to them (Ramaley & Zia, 2005).

Students have completed an all-class survey about the three sub questions as well as their

attitudes toward technology integration for instruction; they will complete an individual survey at

the end of this study regarding their use, attitude toward, and active implementation of Google

Apps. Parents, teachers and staff will also complete a post-study survey regarding any changes in

behaviors they have observed in their classes, again reflecting the three sub questions within the

research focus. Finally, data taken from Academic Reflections (ARs) for missing work and

Behavior Reflections (BRs) for staying on task with computers will be gathered and analyzed for

changes.

How will the use of Google Apps with grade 8 students affect student initiative? I believe

students will find a renewed interest in their own learning through the use of Google Apps. In my

experience students enjoy school most when they can have a voice in their instruction. It is also

more likely that following implementation of Google Apps for Education students will become

intentional learners and see homework as an extension of the classroom instead of something the

teacher requires (Ramaley & Zia, 2005). Students surveys regarding all three research areas are

given twice in the study: questions regarding their initiative will be included in these surveys.

Students also like to share their talents with others; in this way I believe both introverts and


extroverts alike will benefit from the use of Google Apps (Clayton-Pedersen & O’Neill, 2005). I

also believe that students who have a history of late assignments or who have trouble staying on

task while using computers will show a change in their behaviors through the implementation of

the Google Apps for Education Suite.

How will the use of Google Apps with grade 8 students affect cohesiveness of collaborative

group work? One of the many pitfalls when using group work is to have members of the group

take on too great a role in the group (dominators) or too little a role in the group (slackers)

(Adams, 2008). With an active presence both online and within the classroom, I hope to help

guide these students to participate equally based on their talents and skills. As an online student I

have found that the ability to interact online via chats or discussion board posts helps influence

all students to take a more active role in group work (Shihab, 2008). It is my hope that with

diverse and mixed groups (the students are in two separate assigned groups for activities, one

based on skill set and the other based on interest) the ‘desire of the whole’ to be active members

and to accomplish group goals will translate to all members of the groups (Yoon & Johnson,

2008). I will also intervene with all members who are taking an unequal role virtually and in

class to help guide them toward active group participation. This will include helping introverts

become more active online and to help those who are overly social find a way to remain on-task

while working in groups (Hamilton & O’Duffy, 2009). For most students, this skill will not be

innate and instead will need to be taught (Kvavik, 2005).

Will Google Docs’ universal file compatibility drastically reduce compatibility issues

between work completed on computers inside and outside of school? This issue of operating

system compatibility has become very prevalent in the last three years of instruction. To help

minimize technology costs my school uses only the Windows XP operating system. With the


introduction of Windows 7 and Windows Vista, as well as students having Macintosh, One

Laptop Per Child (OLPC), Linux, or using Open Office (O/O) operating systems, finding a good

‘translator’ for files between operating systems has been nearly impossible. The patches supplied

by Microsoft for their systems are not compatible with OpenDNS, our school security system.

Teacher laptops have the patch downloaded to them directly, which works when students do

presentations for class, but when a student wishes to open a file from home and continue to work

on it at school, this becomes an issue. Our computer lab is not located near the middle school

rooms and has only networked computers. If a student wishes to open a file of previous work we

need to find a teacher near the computer lab (this is our K-2 wing of the building) and ask him /

her to use their laptop for a file conversion. Most middle school teachers have begun bringing

their laptops down to the lab, but this is bulky and there is no safe desk space for laptop

placement (each seat is occupied by a desktop unit). Also, most of our laptops are older and

therefore have older batteries; it isn’t uncommon to have a teacher laptop shut down if in the lab

for two or more periods continuously due to low battery.

Having introduced Google Docs to my students for their grammar work at the beginning of

the year, those who have permission to use Google Docs have developed a system for this file

conversion nightmare: they open their Google Docs file and upload their previous work file to

their account. Then they can download the file back to school computers, which is translated into

Windows XP (Van Horn, 2007). I’ve also had some students complete a ‘rough draft’ of work in

Google Docs then download it at school to add ‘bling’: colors, backgrounds, visual & sound

effects, slide transitions, special fonts, or specific formats. This is a fairly effective way to deal

with operating system issues (and an excellent example of active, engaged problem-solving), but

by implementing the Google Apps Suite I hope to make it more efficient for students.


While using Google Docs seems like a good solution, Google Docs doesn’t have decent print

drivers. It is my hope that with a locked-down domain, students will house their work in the

cloud and only need to convert it in order to print. Part of this will be re-establishing habits, as

students are used to going home and opening the document-maker program on their home

computers. They need to retrain themselves to instead go to the Web and open a new document

file in Google Docs. The study will take place over 5 weeks, the approximate amount of time it

takes to retrain a habit. Questions about this process will be included in the post-study survey to

see if students’ habits regarding operating system use have changed as a result of Google Apps

implementation. Questions about this will also be in the post-study survey given to staff

members, observing if this habit of working with Google Docs has translated to all subjects, or if

students have compartmentalized it to only language arts (Kvavik, 2005).


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Appendix

Appendix A: Sample Student Journals

Appendix B: Sample Teacher Journal

Appendix C: Sample Parent letter and permission slip

Appendix D: Sample presentation outline

(this is hosted at the school’s Google Apps domain; the text only is listed here)

Appendix E: Sample student wiki

(there is only available through my school’s Google Apps domain; only Dr.

Schmidt has access at this time)


Appendix A: Sample student journal posts

Molly journal
Week 1 questions: What has been the greatest challenge(s) in setting up your GoogleApps
account? How did you overcome these challenges, or are you still working at overcoming
them? What would you like to accomplish using GoogleApps, and do you think this will be a
difficult or easy process? Is there any aspect of GoogleApps that excites you or gives you a
sense of ownership (eg: shared vs. private applications such as calendars & documents, website
creation and maintenance, communication apps with peers)? Please explain your answers fully.

1) Well my greatest challenge is knowing how to use google docs like when I mixed up the
WWII thesis. I try to go on it when I am home and I play around and I figured out what I need to
know, I hope. I do hope to accomplish being able to fully understand google docs. Sometimes it
bothers me when it all pops up in different tabs but it also helps me to, it mostly bothers me
using the schools computer because it brings up a new internet instead of a tab. I do like the
calenders because i can use it for my homework or family stuff and it wont show up on other
peoples calenders.
Molly, I hope as you 'play with' the process it becomes easier to understand and use. I also like
to 'play around' with new technologies in order to better understand them. I'm glad you've found
the calendars useful; I also find them helpful outside of this project.

J2: In journal #1 most of you chose the calendar and the communication components as your
favorite parts of Google Apps. Explain how these can be useful to you for class as well as for
socializing. Also popular among you was the collaborative nature of Google Apps. Show me
how this could be helpful to you in classes other than language arts. Do you think using Google
Apps in all middle school classes would be beneficial or not? Please give detailed explanations
for your answers.

Jake’s Journal
What has been the greatest challenge(s) in setting up your GoogleApps account? How did you
overcome these challenges, or are you still working at overcoming them? What would you like
to accomplish using GoogleApps, and do you think this will be a difficult or easy process? Is
there any aspect of GoogleApps that excites you or gives you a sense of ownership (eg: shared
vs. private applications such as calendars & documents, website creation and maintenance,
communication apps with peers)?

1. the biggest challenge was probably getting onh each day to see if we have homework
2. i havent overcome this but i am working on it by asking if we had homework
3. i would like to accomplish being more savvy over the internet not only on gmail but on word
and powerpoint etc. this could be difficult but i can do it

http://web.ebscohost.com/ehost/detail?vid=6&hid=7&sid=9360b9f3-
ee7d-4cf9-8e78-65fbe598a49a%40sessionmgr12&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d
%3d#db=eric&AN=EJ308332#db=eric&AN=EJ308332

Interesting way to phrase it 'being savvy over the internet.' What do you mean by this? Do you


think the Google Apps Suite can give you this opportunity? Also, you'll want to post your link
above to the shared website for your 'Holocaust experimentation' group; put it on the website
with the name & author of the article & the abstract (or a short summary of the document). Do
you think being savvy will involve using Google Apps with all your classes, or just language
arts? Why?

for your answers.

Annie’s Journal

logging in. yes i forgot to go to the website i just went to google. inturacting with my class
mates. i think it will be pretty self explainatory.yeah the video chat thing cause you can see the
person and fully inturact with them and see thier ideas. :)

Annie, thanks for the comments. Next journal, please post the question within the answer ( eg:
my greatest challenge so far has been logging in). Having just the answer is very disjointed &
difficult to comprehend. It will be interesting to see how using video chat will help or hinder the
process - I use this a lot for Iowa State and it is good to see the person you are speaking with.
The most difficult part is the time delay (about 3 seconds); people tend to 'talk over' each other
at first. :)

for your answers.

Jennie’s journal


I think the greatest challenge for me was just getting used to GoogleApps. At first everything
was a little confusing, but now that I have used it a few times it is actually quite simple. What I
would like to accomplish is using GoogleApps outside of the English classroom. I want to use it
in the future for other classes. I like Googleapps because everything has a set time and you don't
ever have to question when things are due. It is also easier to communicate to other classmates
while we aren't at school.

Jennie, I'm glad you were able to overcome the 'overwhelmingness' of everything that
GoogleApps has to offer. I am interested in what you mean by "What I would like to accomplish
is using GoogleApps outside of the English classroom." Do you mean for other classes here at
STS, or do you mean in high school? What makes this Suite of apps appealing in that way? You
also enjoyed the communication and organization aspects of GA - do you think these should be
applied across the board by teachers in the middle school? Why / why not? Excellent job on
your first entries!

In journal #1 most of you chose the calendar and the communication components as your
for your answers.

Celie's Journal
creation and maintenance, communication apps with peers)? Please explain your answers fully

Well as you might have figured out, I am not used to the email thing yet i have never had one
before and it is kind of confusing and frustrating sometimes. i love the fact that you ask if we
need any help or have any questions in your emails and that you show us how to do things on the
smart board. I also love that google is the email that we are using because it is very specific on
where we might find things. it will take me a little while to get used to things but it could be
worst. I really like the fact that the journal is only between you and I, the communication with
peers.

Celie, thank you for the honesty of your reflections - learning everything from email to Google
Sites all at once can be a bit overwhelming! :)
I'm glad that you are finding the communication processes to be helpful; do you think this makes
all the information easier to understand, or that it us just parcelled out in smaller chunks?
Collaborative documents can be wonderful; do you see the collaboration on the websites and
calendars to be as helpful? Why / why not? Nice work on your first entry!


Mrs. ites,
thanks for getting back to me. um answer to your questions i think the communication process
helps but when we break it up into smaller parts helps A LOT:) i think the collaboration on the
websites and calenders help make the work eaiser to understand and helps keep me organized. I
was also wondering about our research paper, you said in class that you wanted us to have at
least three sources. i was wondering if the sources had to be off the internet? i have been having
trouble finding info on my topic on the internet and when i do find information it is either not
what i am looking for or the same information but tweeked a little compared to the other
information i had found before. i have found a excellent book called"HITLER'S POPE" by John
Cornwell. the book is specifically on my topic but doesnt just show one persons side of view it is
a book that tells what happened and the different sides of view. the author who wrote this book
does a very good job staying nuetral throughout the whole book not picking sides and explaines
both side of the argument in detail. my mom had also ordered a encyclopedia on the holocaust
that talks about Pope Pius the twelfth. so if you could let me know about what our sources can
and cannot be that would be awesome.
thanks,
Celie
Celie - you are amazing and ahead of the ballgame! :) Each student must have at least 2 non-
Web sources for their paper, but I don't start prepping them for that until Friday of this week.
The book that you have and the book you are ordering sound like EXCELLENT resources.
Remember, you are going to argue your point (that the Pope should / could have done more for
Jews during the Holocaust), so if the author of your book is biased, that is OK. You will have 3
pros supporting your thesis and 3 cons going against it in your paper; the persuasion occurs in
the way you arrange those pros and cons. Right before he died John Paul II published an
apology for the Church's role in the Holocaust; I'm thinking if we look this up through
EBSCOHost we'll find some good resources. Excellent start and initiative - now you know why
you were a natural Organizer! :) - Ms. I

socializing . Also popular among you was the collaborative nature of Google Apps. Show me
for your answers.

Maggie’s Journal
WEEK 1
#1) Getting the googledocs at home, with my computer.


#2) I am still working to overcome this challenge. I will try it on my dads computer. He could
help me with it at home.
#3) I would like to get the feeling of computer files and doing my homework on the computer
and email. I think this will be a difficult process. I think that it will be hard to send the
homework, know where to find what to do, and know how to do it.
#4) The email makes it feel that its my own. I can talk to people on this site while doing my
homework. Also the calendars are cool so i know what is when.
Maggie, thank you for the honesty of your posts. Have you been able to log on to the system on
your home computer, or are you still having difficulties? Remember, you can't just log on to
gmail, you have to use www.google.com/a/stsdsm.com. Otherwise, you won't get access. Please
let me know if I can help in this area.
You expressed concern over knowing when and where to find homework, but later talk about
liking the email, chat, and calendar, which are the ways I've been notifying you of the
homework. I find this confusing; please give me more detail here so I can understand and make
the system better.
Great first post - nice work!

for your answers.

Henry’s Journal

The one challenge I faced was remembering to log on.I forgot to activate the account and fill out
the paperwork/make the journal/fill in WWII subject. However I am starting to get the hang of it
and otherwise this has been an easy process. It might be because I have used Google Docs before
for A Match Made In Hell. I don't find it hard, it's all very organized. I now have no problems
with this.

I have only used the doument part of google apps before and am very excited to have all the
other features including mail and chat. I think it will help we can email each other sources and
talk to each other to help with our projects. I have many options and things I can do on Google
Apps, and it really makes me know it's mine. I feel like I'm talking to other people through the
computer because of the way we will be able to look at each others work.

Henry, thank you for the honesty of your responses. I am curious how you, Pat, & Matt may see


this process differently after your work with Match Made in Hell. I'm also pleased to see that
you are enjoying the collaborative aspect of what the Apps can provide. Do you foresee any
problems using these different apps for class? Do you see yourself using these apps for other
classes than language arts? Why?

for your answers.

John’s journal
I havent realy had any challenges. it was all pretty easy. i think this will be alot easier because
we can work anytime. i think using google apps will be easy but the work we will have to do for
the documentary will be hard.

John, it is interesting that you find the Google Apps to be easy and the documentary to be hard.
Why do you think you have this difference of opinion about these two items? I'm interested in
your comment about working anytime; do you think it will be helpful to access these documents
as collaborators over the Web both during school and outside school? Why / what not? Be sure
to give more details in your future entries; nice start!

for your answers.

Appendix B – Sample Teacher Journal


● Phase 1: After developing my action research questions in class, I took this information

to E (administrator) for discussion. I walked her through the Google Apps site that

discussed safety, marketing, and testimonials from other educational programs. She

voiced valid concerns that most schools using Google Apps are IHE’s and not K-12; we

wrote this on our potential research posting. We gathered a few more areas of research to

review, including impact on student engagement, impact on student learning settings,

potential impact on test scores, informational safety of implementing Google Apps,

support for Google Apps, and need for PD to train other teachers.

● The technology team met over lunch to discuss the information E an I had previous

found. I brought examples of research articles in the areas previously discussed and

recommended search parameters using the school’s loging for EbscoHOST. The team

split up information to research (each member had approximately 3 areas to cover) and

agreed to complete this initial research before our meeting the following week. I’m

hoping some of these articles could be useful for my paper in class. I will be researching

impact on student learning settings, potential impact on test scores, and the need for PD

to train other teachers.

● Team could not meet following week and instead shared out info found via emails. I met

with Ellen to go over the specifics and we decided to give the study a shot, but only with

eight graders. The rationale behind this was that I teach all of them in two blocks each

day, they have had the most digital literacy instruction, and they will be held more

accountable for their own digital literacy next year, especially those attending DCHS. I

developed a possible parent letter and permission slip and submitted to E for approval.

She made changes and approved the letter and permission slip; I sent both home in Friday


folders. The kids are incredibly excited to do this; I’ve shown both classes what the

homepage and the potential website would look like. Several kids have already broken

into research groups based on the topics they would like to write about for the MLA

paper; I am pumped to see if this infusion of technology can make the research writing

process more effective and less dry.

● The last of the permission slips have been returned, so I’m setting the kids loose in the

computer lab today – kind of scary, yet exciting! Most were able to access their GAE

accounts quickly; two students whose names require numbers were unable to log in, so

I’ve contact Google support to rectify the situation. All other students created their own

journal and personalized with background colors and fonts, then made me a collaborator.

I used the projector to show students my view as webmaster; when they saw that I truly

did have access to all their chats as well as their collaborative documents, they began to

seriously think about how they were using the chat app. I could hear the murmurs at

potentially ‘getting busted’ for poor behaviors on the Chat and Gmail. I emailed out the

first journal prompts and instructed students to cut and paste the questions into their

newly created documents; we’ll see how well that knowledge transfers to a new situation.

Appendix C – sample parent letter and permission slip


St. Theresa School
5810 Cara Carpenter Avenue Des Moines, IA 50311
Phone (515) 277-0178 Fax (515) 255-2415
___________________________________________
Dear parents and students,

One of the big projects covered in grade 8 language arts is the research for and creation
of an MLA-formatted research paper. Students have already covered the basics information
regarding World War II through non-fiction texts, the Anne Frank play, and various instructional
media. Now students are choosing their own arguable thesis, arguments for and against this
thesis, and appropriate resources for support. As part of this process, students will create a
documentary film on the research process. We will be working with two producers from IPTV as
well as two research librarians from Drake’s Cowles Library. Based on student choice and
teacher input, students will work in virtual and face-to-face groups in one of five teams:
organizers, writers, artistic production, editing, post-production, and communicators. Each
group will function across the grade, working face-to-face during class and virtually outside of
class.
Students will also receive their own log-on for a new school-sponsored GoogleApps
account. This account will be their primary source of communication: students will create
calendars of short & long term schedules, wikis of information, images, and video, websites for
each group’s work and an all-class website, discussion boards, email, virtual chat with the experts
from IPTV & Cowles Library, and to check in with other team members, creation of documents
and storyboards, and for communication regarding the premiere of the finished documentary.
Each student’s login matches their AR web login; their username is their lunch number
with an additional three zeroes at the end (see example below)
John Smith AR login: JSMIT
GoogleApps username: jsmit@stsdsm.com
John’s lunch code: 123 GoogleApps password: 123000
I recommend that all students and parents log in to their new account together, as the students
will be asked to change their password from the AR-default-plus-000 to one of their choosing.
While this is not required, it is a good time for students and parents to discuss appropriate use of
their new account. These accounts will be locked down; meaning those with non-domain
(stsdsm.com) addresses will not be allowed to join. Student behaviors using GoogleApps are
an extension of the classroom; the same behavior rules and consequences apply.
Inappropriate use of these technologies inside or outside the school campus will result in a
student loss of technology privileges. I am confident that given the opportunity to function as
adults virtually and within the classroom these students will rise to the challenge.
This project is based in the theory of constructivism, where students create a physical
product applying their gained knowledge. It is also an example of Project Based Learning, where
students learn required curriculum in a real-world setting working with experts within a field of
study. Many of our students choose to attend Dowling Catholic, where creation of a science
documentary is already part of the curriculum. It is my hope that this project will give our grade
8 students a solid foundation in organizational skills, group and individual goal setting and work
skills, technology skills, and workplace skills they can capitalize on during their high school
years. Once all students have signed up for the site and are placed into groups, a copy of the
unit’s goals, processes, and project timelines will be created by students and Ms. Ites placed on
the site.


Ms. Ites will maintain an active presence on the site and will serve as its administrator;
any questions or concerns about the account, the process, or the completed documentary can be
directed to her or members of the communicator committee. There will be twice-weekly updates
on the websites attached to this site; I encourage students and parents to review these together.
Parents and students, please write your name, and sign you name on the contract form
attached. Students, please bring these back to Ms. Ites no later than Monday, March 29th, as
students are to have the initial Student Interests Survey hosted through GoogleApps done by this
time. The projected premiere of the documentary will be Friday, April 23rd in the afternoon; this
date will be subject to change as the project ‘takes flight’ and students begin their work.

Thank you for your support of student learning and Catholic education,

Ms. Ites
cites@stsdsm.com
● - - - - - - - - - - - - - - - - - - - - - - - - -

Parent / Student / Teacher Contract

● I agree to have my student participate fully in the documentary covering good research practices
at St. Theresa School during the 2009- 2010 school year. This process includes my child’s
participation in GoogleApps through the stsdsm.com domain.

Parent written name Parent signature

● I agree to participate fully in the documentary covering good research practices at St. Theresa
School during the 2009- 2010 school year. This includes my school appropriate participation in
GoogleApps through the stsdsm.com domain. I understand that my misuse of these technologies
will result in a loss of technology privileges on the St. Theresa School campus and could result in
my elimination from the GoogleApps domain.

Student written name Student signature

● I agree to work with students to help increase their technology, organization, cooperative,
research, and writing skills through the use of GoogleApps for the school year 2009-2010 and in
the creation of the student documentary. I will maintain an active presence on the hosting site
and assist students in their work virtually and face-to-face. I will communicate with parents and
students about all aspects of the project and strive to maintain a safe environment virtually and
face-to-face.

Teacher written name Teacher signature
Appendix D – Sample Google presentation outline
(converted from a Google Presentation into text only)


Title: Experimentation SHOULD BE USED TODAY

By: Sydney

THESIS

The results of Nazi experimentation should be used today.

Strongest con
Strongest con= That it was RUTHLESS and HORRID for the VICTIMS and would
be DISGRACEFUL to use the information gained

● They performed these studies without the CONSENT of the VICTIMS, who SUFFERED
INDESCRIBABLE PAIN, MUTILATION, PERMINATE DISABILITY, or in many
cases DEATH as a result

● After all the living data was taken the twins would be killed by a single injection of chloroform in
the heart. Care was taken to insure the twins died at the same time.

● The two main methods used to freeze the victim were to put the person in a icy vat of water or to
put the victim outside naked in sub-zero temperatures.

● http://www.remember.org/educate/medexp.html

● http://books.google.com/books?
hl=en&lr=&id=_VH-7oeT4lEC&oi=fnd&pg=PA1&dq=holocaust+experiments&ots=7PKpWyv2
hF&sig=Td8oKQHeUkjCaU7kFZuRXmoF_5Y#v=onepage&q=holocaust
%20experiments&f=falsez

Weakest Pro
Weakest pro= that it picked only CERTAIN people of certain traits

● They picked GYPSIS, HOMOSEXUALS, MEN, WOMEN, people with MENTAL ILLNESS,
DWARFS, BLIND, DEAF, MUTE, and TWINS. This is giving a wide variety of uses of the
EXPERIMENTATION

● Russian men,Blacks, Hispanics


page 4

Middle Con
Middle Con= that the results of the experiments may not be correct since TENSIONS
and NERVES and not being a willing donor to the EXPERIMENTATION could affect how
the RESULTS came out


● When you have a WILLING DONOR they are more RELAXED and know what is coming.
When you have someone who is AFRAID, NERVOUS, TENSED, the OUTCOMES will
be DIFFERENT then if they were willing DONORS

● http://www.auschwitz.dk/doctors.htm

● Measurements of heads, eyes, nose, blood were required.tubes being forced through their noses
and into their lungs.The young men were crying so loud that Doctor Mengele ordered they be
gagged.


Middle Pro
Middle Pro= it will help us also UNDERSTAND what the JEWISH people and others went
through at the mercy of the GERMAN DOCTORS

● If we use the MEDICAL EXPERIMENTATION we can better UNDERSTAND what
the GERMANS did to the JEWS. If we know more the better we can LEARN from
the MISTAKES of the PAST and be sure NEVER to let this HAPPEN AGAIN

● The Holocaust was the systematic annihilation of six million Jews by Adolf Hitler and the Nazis
during World War 2. In 1933 approximately nine million Jews lived in the 21 countries of Europe
that would be military occupied by Germany during the war. By 1945 two out of every three
European Jews had been killed by the Nazis. 1.5 million children were murdered. This figure
includes more than 1.2 million Jewish children, tens of thousands of Gypsy children and
thousands of handicapped children. offered so much to mankind.

● http://isurvived.org/TOC-I.html#Up


Weakest con
Weakest Con= that they were already in BAD HEALTH that it again was not ACCURATE

● The people when they came to BLOCK 10 they were already in BAD HEALTH so with that said
the EXPERIMENTS would not be ACCURATE. People when getting SURGERY or
something MEDICAL are in GOOD enough HEALTH for it to WORK.

● http://en.auschwitz.org.pl/m/

● PETER ROSSLER, then 11 years old, watched helplessly as his father died in the ghetto. He was
46. Peter's mother died a few months later, at 36. Nine more close relatives died in the ghetto or
were deported to death or labour camps.

● http://web.ebscohost.com/ehost/detail?vid=2&hid=2&sid=8ce9db99-cab3-4f6d-bf6f-
e702677b3158%40sessionmgr12&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d
%3d#db=n5h&AN=SYD-5P2A9L2R4LGB6VGS566

Strongest Pro
Strongest Pro= That it already happened and it was HORRIBLE but what if we could BENEFIT
from what happened and FIX other people wouldnt that be WORTH the WORLD so many DIED


but if you could SAVE just one person from the INFORMATION we gained wouldnt that be
ENOUGH.

● The JEWISH people DIED at the MERCY of the GERMAN soldiers. They were TORTURED
and KILLED then BURNED in the CREMATORIUMS. If people now in this day and age could
BENEFIT from the HORRORS of the PAST we should SAVE people now then let
them SUFFER and DIE when MAYBE there is a CURE somewhere in those documents. In my
opinion people would REMEMBER the HOLOCAUST alot more if there was a semi
good ENDING in this HORRIBLE STORY.



●

re-state
Without a doubt the results from Nazi experimentation should be used today.

work sited

● http://isurvived.org/TOC-I.html#Up
●
●
●
●
● http://web.ebscohost.com/ehost/detail?vid=11&hid=3&sid=3a8d2ee2-80e8-4378-
be04-49b920b86f79%40sessionmgr4&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d
%3d#db=eric&AN=EJ762533
●
● http://books.google.com/books?hl=en&lr=&id=CEt6nlBbKMIC&oi=fnd&pg=PR9&dq=
%22experiments%2Btwins%22+
%2BMengele&ots=foJT1B_q48&sig=fAPjDVJUXjbc55oJyuimeXdy8n0#v=onepage&q=
%22experiments%2Btwins%22%20%2BMengele&f=false
●

Appendix E – Sample student wiki


(This is only available through the St. Theresa School Google Apps domain; Dr. Schmidt has
access to this artifact)

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