The aim of this thesis is to investigate and evaluate the effects of using the technology of Google Classroom in writing personal narratives in a third grade classroom. Specific aims of the study are to analyze how the technology will affect students’ motivation, engagement, and overall writing skills. Previous research indicates that integration of technology allows for more collaboration among students as well as an increase in motivation in the classroom (MacArthur, 2009). This study advances our understanding of technology to see how the application of Google Classroom will benefit students in the capacity of motivation and writing skills due to the technology and collaboration components. Using data from teacher research journals, observational notes, students work samples, and a student questionnaire, the findings from the research illustrates how Google Classroom impacts students positively by allowing them to work together to edit narrative pieces of work, and motivates them to write more often. Students in this study were more motivated during writing lessons and developed a higher set of writing skills.
","abstract_html":"<p>The aim of this thesis is to investigate and evaluate the effects of using the technology of Google Classroom in writing personal narratives in a third grade classroom. Specific aims of the study are to analyze how the technology will affect students’ motivation, engagement, and overall writing skills. Previous research indicates that integration of technology allows for more collaboration among students as well as an increase in motivation in the classroom (MacArthur, 2009). This study advances our understanding of technology to see how the application of Google Classroom will benefit students in the capacity of motivation and writing skills due to the technology and collaboration components. Using data from teacher research journals, observational notes, students work samples, and a student questionnaire, the findings from the research illustrates how Google Classroom impacts students positively by allowing them to work together to edit narrative pieces of work, and motivates them to write more often. Students in this study were more motivated during writing lessons and developed a higher set of writing skills.</p>","abstract_has_math":false,"creators":["Fallon, Jessi"],"institution":null,"degree_name":"M.A. Reading Education","degree_level":"Thesis","degree_discipline":"Language, Literacy, and Sociocultural Education","degree_department":null,"school":null,"contributors":["Abraham, Stephanie"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-15T08:00:00Z","date_published":"2016-01-15T08:00:00Z","updated_at":"2026-07-24T04:13:21Z","subjects":["education","Google","technology","writing","Composition (Language arts); Educational technology","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/577","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Abraham, Stephanie"]},{"key":"dc:creator","label":"Author","values":["Fallon, Jessi"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-01-19T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Language, Literacy, and Sociocultural Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Reading Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["education","Google","technology","writing","Composition (Language arts); Educational technology","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/577"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The aim of this thesis is to investigate and evaluate the effects of using the technology of Google Classroom in writing personal narratives in a third grade classroom. Specific aims of the study are to analyze how the technology will affect students’ motivation, engagement, and overall writing skills. Previous research indicates that integration of technology allows for more collaboration among students as well as an increase in motivation in the classroom (MacArthur, 2009). This study advances our understanding of technology to see how the application of Google Classroom will benefit students in the capacity of motivation and writing skills due to the technology and collaboration components. Using data from teacher research journals, observational notes, students work samples, and a student questionnaire, the findings from the research illustrates how Google Classroom impacts students positively by allowing them to work together to edit narrative pieces of work, and motivates them to write more often. Students in this study were more motivated during writing lessons and developed a higher set of writing skills.
"]},{"key":"dc:title","label":"Title","values":["Google Classroom for third grade writing"]}]}],"canonical_facts":{"dc:contributor":["Abraham, Stephanie"],"dc:creator":["Fallon, Jessi"],"dc:date.available":["2016-01-19T08:00:00Z"],"dc:description.abstract":["The aim of this thesis is to investigate and evaluate the effects of using the technology of Google Classroom in writing personal narratives in a third grade classroom. Specific aims of the study are to analyze how the technology will affect students’ motivation, engagement, and overall writing skills. Previous research indicates that integration of technology allows for more collaboration among students as well as an increase in motivation in the classroom (MacArthur, 2009). This study advances our understanding of technology to see how the application of Google Classroom will benefit students in the capacity of motivation and writing skills due to the technology and collaboration components. Using data from teacher research journals, observational notes, students work samples, and a student questionnaire, the findings from the research illustrates how Google Classroom impacts students positively by allowing them to work together to edit narrative pieces of work, and motivates them to write more often. Students in this study were more motivated during writing lessons and developed a higher set of writing skills.
"],"dc:identifier":["https://rdw.rowan.edu/etd/577"],"dc:subject":["education","Google","technology","writing","Composition (Language arts); Educational technology","Elementary Education and Teaching"],"dc:title":["Google Classroom for third grade writing"],"thesis:degree_discipline":["Language, Literacy, and Sociocultural Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Reading Education"]},"updated_at":"2026-07-24T04:13:21Z"}