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