英语论文网

ven the trend of adopting Google Apps following the ongoing implementations from the MOE in Singapore, there is also a need for teachers to understand that they do not need to learn how to use or teach the technology. Instead, they are required to know how to harness the technology for a more efficient use (Roger Nevin, 2010). However, schools are still met with the challenge of nurturing a pioneer batch of teachers to teach using Web 2.0 technologies and in addition, there is also little research on transforming the methods of using technology to collaborate in schools.

Based upon a framework by Punya and Matthew on the Technological Pedagogical Content Knowledge Framework (TCPK), it helps to provide teachers to integrate technology effectively into a pedagogical environment. So far, no research has been conducted in Singapore to prove that Google Apps would necessity create a collaborative environment and open up communication links for teachers and students in school. The use of collaboration and communication tools would provide the foundation to deliver rich and relevant content to students. Even with Google Apps opening up

more pedagogy possibilities, it would seem that teachers would also need to understand what this system can offer to them and their students. Therefore, there is a need for schools to understand the implications behind adopting Google Apps in school and also, the continual use of the system. Using a combination of research methodologies with survey and interviews, the aim is to find out how teachers would be able to harness the use of Google Apps for Educators to provide quality education to students. It also provides an understanding towards the complex relationship between the pedagogy, content and technology. (Punya and Matthew, 2006)

Chapter 2: Literature Review

Google Apps for educators is one of the services that Google provides to school for free. The following sections
would discuss the rise of cloud computing and Web 2.0 tools, followed by why schools are moving towards cloud
computing and summarised with what Google Apps for Educators can provide for schools.

2.1 The rise of cloud computing and Web 2.0

In an opening speech By IDA CEO at CloudAsia 2010, traditional models where IT operations and services are all implemented within the same environment have been replaced by 3rd party vendors. (IDA website, 2010) According Business Week on the article (How Cloud Computing Is Changing the World) Companies such as IBM and Hewlett Packard (HP) are also moving in the direction of cloud computing. For example, HP has recently opened a research laboratory in February 2010, in support of delivering cloud services to enterprises (Computerworld, 2010). In addition, UniSIM, who is another adopter of the Cloud computing service, has also shown a significant amount of savings from adopting cloud computing services. These examples signify a trend that larger organizations are taking on providing cloud computing services, and on top of that, organizations that choose to adopt these services

2.2 Reasons why schools are moving towards cloud computing

As industries require the frequent access of services, they would also need the services to be available whenever
customer requires of it (Rajkumar Buyya et al). Cloud computing services such as Google