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chers have for these applications will be included for the findings. They can have multiple uses for different calendars from different groups. For example, a teacher can use Google Calendar for Booking services, CCA schedules and personal organization calendar.

5.2 Interview with Teachers

Teachers have responded their views on Google Apps for Educators based on the questionnaires answers that were collected. Out of the 10 who responded to the survey, 5 were further questioned for clarification as they provided vague answers for some of the questions. The teachers were also asked on how they and their peers would use Google Apps as well. Email and instant messaging were used to communicate with these teachers for further clarifications.One of the teachers who commented on the change of roles was asked about whether he uses his school’s Google site to provide extra online material for students. He acknowledged the use of Google site provided alternative mode of teachings by providing students with online videos and diagrams to help reinforce the student with regards to the subject. In addition, he was able to provide feedback on the site as well.Another teacher who mentioned over the use of Google Apps to consolidate information was asked on what applications she used from Google to provide the consolidation. She mentioned consolidation of documents using Google Docs for the use of planning of events.The third teacher was asked over the use of Google Docs as he was the only one who acknowledged the use of it. He was asked on what subject did he used Google Docs for and what are the benefits and drawbacks that Google docs have for the teachers and students. The remaining teachers who needed further clarifications provided non elaborative answers to questions on such as change of roles of teachers after the implementation of Google Apps.

Chapter 6: Analysis

This section would describe the overall findings that are related to the technological pedagogy, technological and
content, technological pedagogical content knowledge. This is in relation to the diagram that was proposed in the
TPACK framework by Mishra and Koehler. In addition, an analysis on teacher’s role as proposed by Leanna et al
would also be used in this analysis.

6.1 An understanding between technology and pedagogy

As quoted by Mishra and Koehler (2006), technological pedagogical knowledge is:“Knowledge of the existence,
components, and capabilities of various technologies as they are used in teaching and learning settings, and conversely, knowing how teaching might change as the result of using particular technologies”The use of Gmail provided a communication channel for teachers to communicate and provide feedback to students.

However, one teacher commented that the students use their personal emails to ask questions instead of using the email that was provided by the school. One of the reasons that students do so is because they constantly forget their password and require the Technical Support in the school to help reset their password. Therefore, to save the hassle of retrieving the school’s email account password, students prefer to use their own personal email to contact the teachers instead.

In addition, the use of Google Docs are more prominent in areas of Co-Circula