=Paper=
{{Paper
|id=Vol-1844/10000372
|storemode=property
|title=Planning and Implementation of the Project "Cloud Services to Each
School"
|pdfUrl=https://ceur-ws.org/Vol-1844/10000372.pdf
|volume=Vol-1844
|authors=Vasyl Oleksiuk,Olessia Oleksiuk,Mykola Berezitskyi
|dblpUrl=https://dblp.org/rec/conf/icteri/OleksiukOB17
}}
==Planning and Implementation of the Project "Cloud Services to Each
School"==
https://ceur-ws.org/Vol-1844/10000372.pdf
Planning and Implementation of the Project
“Cloud Services to Each School”
Vasyl Oleksiuk1, Olessia Oleksiuk2, Mykola Berezitskyi3
1 Volodymyr Hnatiuk Ternopil National Pedagogical University
oleksyuk@fizmat.tnpu.edu.ua
2 Ternopil Regional Municipal Institute of Postgraduate Education
o.oleksyuk@ippo.edu.te.ua
3 Institute of Information Technologies and Learning Tools of NAES of Ukraine
m.berezitskyi@gmail.com
Abstract. This article raises up the issue of creating the cloud-based learning
environment through the collaboration of several age groups. Authors of the ar-
ticle share the experience of designing, deploying, configuring and maintenance
of G Suite and Microsoft Office 365 cloud services at schools of the Ternopil
region (Ukraine). Authors offer to use public cloud technologies to support the
teaching process. The project "Cloud Services to each school" was defined as a
method of obtaining the practical results and forming the cooperation between
scientists, teachers and students. Authors believe that deployment of cloud ser-
vices is possible at any secondary school.
Keywords: Cloud computing, e-learning, project, public clouds, G Suite, Mi-
crosoft Office 365.
Key Terms. InformationCommunicationTechnology, ICTEnvironment, Teach-
ingProcess.
1 Introduction
The development of E-learning provides the conditions for creating new teaching
tools. Today society requires the assurance of openness and universality of training.
These requirements can be met if the mentioned above teaching tools will be designed
by cloud approach [2; 12]. As it is known, it provides remote access to a specific set
of computing resources. The data processing is performed at the cloud provider’s
facilities (servers, clusters). These resources ensure functioning of cloud services,
platforms and infrastructures.
Cloud computing services usually provide the access to any application via Internet
and the only software that is needed is a web browser. In terms of training, it is im-
portant to work with resources despite the clients’ hardware and software, as well as
its geographical position.
According to many studies, the problem of using cloud technologies in educational
institutions is still relevant. Scientific works of V. Bykov, O. Glazunova, N. Morse,
O. Spirin, M. Shishkina, B. Hirsch, A. Labus, M. Mircea, W. Roy, H. Wong S. and
others are dedicated to the establishment of cloud technologies in education.
Authors offer the model at service layer of cloud computing for educational institu-
tions [4]. Maury Elizabeth Brown researches the problems of usability of study of
Google Apps for Education. The results of her study demonstrate that Google Apps
for Education are relatively easy to use for most users, even those unfamiliar with
Google Apps services [1]. Cory Robertson [8] described the experience of using a
cloud-based environment to support teacher training.
Article’s goal is a summary of the main theoretical basics of designing cloud-
based environment in educational institutions. The article contains the analysis of the
experience of implementing and deploying of G Suite and Microsoft Office 365 cloud
services at schools in Ternopil region (Ukraine).
2 The Presentation of Main Results
2.1 The Cloud-Based Learning Environment of Educational Institution
A cloud-based environment of the institution is the environment of the participants of
the educational process, which uses a virtual corporate or hybrid IT-infrastructure for
the implementation of content, technology, information and communication functions
[9]. Unfortunately, nowadays the deployment of corporate information infrastructure
at schools is a very challenging. The reasons are: a legal base remains unresolved and
therefore it remains uncertain who is responsible for the organization and deployment
of technological and scientific-methodological support of IT infrastructure, lack of
appropriate material base, absence of teachers’ motivation and others.
There are two components in the cloud-based model of learning environment: or-
ganizational-methodological and technological. They define the components of the
environment and the requirements for its functionality. The following tasks of the
educational environment in the learning process are among the main ones: the devel-
opment of learning resources, support of the educational process organization, provid-
ing access to learning materials, training students both in the classroom and remotely,
system-based control of learning process, monitoring and analysis of learning process,
presentation of the institution in Internet [3].
Among the main functional requirements, the next ones may be highlighted: uni-
fied access to resources via the Internet, support desktop and mobile platforms, relia-
bility and security data storage. The deployment of cloud technologies is possible due
to such service models private, public and hybrid [2].
2.2 Project Implementation Stages
Our research performed in Joint laboratory of the Institute of Information Technolo-
gies and Learning Tools of NAES of Ukraine (IITLT), Ternopil Volodymyr Hnatiuk
National Pedagogical University (TNPU) and Ternopil regional municipal institute of
postgraduate education (TRMIPE) [7]. Its purpose is to implement the project "Cloud
Services to Each School". TRMIPE provides the coordination and maintenance of
deployed systems. Organizational aspects are built on collaboration between scientists
from the Academy of Sciences and institutions of postgraduate education, teachers of
secondary schools and students of universities. This approach is justified in terms of
mutual organization of all participants. A student having an appropriate level of fun-
damental preparation in computer sciences, holding knowledge about different ap-
proaches to studying computer science at school during his activity in project, gets
skills to bring them into future professional activity. The computer science teachers
have to teach how to use different programs that makes their professional activities
more difficult under the conditions of rapid technology changes and varied computer
resources in secondary schools. The objective of the project "Cloud services to each
school» is to bring together scientists, teachers and students and makes them collabo-
rate to create the cloud-based learning environment. Deployment of the cloud-based
learning environment appropriate to carry out during the following stages: [5].
─ problematic stage involves determining the basic educational and training prob-
lems, which should be solved using cloud services;
─ concept-based stage during which bases of functioning of cloud-based learning
environment should be found out;
─ assessment stage provides analysis and selection of cloud technology and evalua-
tion of its application in the educational process;
─ modeling stage covers the design of the environment, the activities of its members,
instructional design and methodological components;
─ experimental stage carries out verification of the operation, correction of deployed
services, training of students and teachers;
─ summarizing stage provides analysis, summary of the results of design, and mak-
ing decisions on the usage.
The main problem, the solution of which directed the project is to provide a universal
access of students and teachers to the information resources of the school.
The basic foundations of the concept of a cloud-based environment of the school
are the following: the absence of any server hardware in the school, lack or minimum
of material costs to deploy cloud services support, voluntary nature of the project due
to the initiative and motivated teachers.
The leaders in cloud-based services are the well-known software development
companies: Google Inc. and Microsoft. Each of them has developed and implements
public model of cloud-based platform G Suite (Google Apps) and Microsoft Office
365. An important advantage of the platform G Suite is free of cloud services for
education. Like the vast majority of software, company Microsoft Office 365 platform
is distributed commercially. However, educational institutions can get a free subscrip-
tion and use cloud services, in particular, "Office 365 Education for Faculty and
Staff" and "Office 365 Education for Students". Given the proposed concept deploy-
ment of cloud-based environment, we use only free subscription "Office 365 Educa-
tion for Faculty and Staff " and "Office 365 Education for Students."
2.3 Implementation and Evaluation
For the deployment of cloud services in secondary school, cooperation between com-
puter science teachers, English teachers and school administration is required. The
assistance of experts in the field of information technology, including system admin-
istrators is desired. In this cooperation, the development of cloud-based environment
of the institution will be successful.
We consider appropriate the organization and functioning of cloud-based learning
environments in schools using both cloud services – G Suite and Microsoft Office
365. Students of the last year of study majoring in “Pedagogical education. ICT” par-
ticipated in the project "Cloud Services to Each School". At the beginning (pilot pro-
ject), we have deployed clouds for eight schools.
In collaboration with teachers, students determine which services, as components
of the work environment, are to be configured or migrated to cloud. An important
task of this project is registration and configuration of Internet Domain of educational
institution. We consider appropriate to use in a domain (subdomain) «edu» within the
regional domains. For example, we registered domains "edu.te.ua" for schools of
Ternopil region. Given the concept of cloud-based environment, we tried to minimize
the material costs of registration and renewal delegation of domain names. In particu-
lar, some Internet service providers has delegated, for free, to educational institutions
the subdomains «edu.ua». Two name servers – master and slave – must provide the
functioning of domains. We have configured the main server, containing domains of
all schools, we have configured on a separate Internet server of TRMIPE. We did not
have to install the reserve server, because we used the Ukrainian free Internet service
secondary.net.ua.
During modeling stage of the project, there was a task to create a school account on
cloud services – G Suite and Microsoft Office 365. Primarily, the ownership of the
domain had to be verified. The students, who created appropriate records for the do-
main name server, performed this procedure. All application forms were filled care-
fully and answers to Google and Microsoft were given. To this end, the participants of
the project were organized into small groups of two students and a computer science
teacher of the respective school. They all had access to the school account. To obtain
academic licenses G Suite and Microsoft Office 365, a detailed description in English
of the educational institution with the aims to use cloud services in it was prepared.
As it is know, the major cloud service G Suite and Microsoft Office 365 is an e-
mail. Domain names servers provide processing e-mail by e-mail servers Google and
Microsoft. We were unable to set up a full synchronization of e-mail services both
platforms. It means that educational institutions need to decide which e-mail service
will be the main one. You can further customize an other e-mail service and forward
copies of incoming messages between services, for example, from Gmail to Outlook.
In this case, the letters coming through service Gmail service to user pu-
pil@school.edu.te.ua, will be further sent to the service Outlook service (if account
pupil@school.edu.te.ua was created on Office 365). However, mailboxes will not be
synchronized. It means that emails that are read in Gmail, will not be reflected in
Office 365 accordingly.
Both platforms have quite functional administrative interface. The principal objec-
tives are to create user and group of user accounts. G Suite and Microsoft Office 365
support the following methods for creating accounts: manual account parameters data
entry, importing of user accounts from a spreadsheet, synchronization user accounts
with local base. Both systems support mechanism for groups of users: a letter sent to
group e-mail will be delivered to all of the participants, all participants can work with
a folder or document with group access, all of the invited participants will receive
access to events calendar. For structuring G Suite accounts administrator can use the
organizational units. Deployed cloud services need maintenance and support. In part,
the teachers have questions about the administration, configuration, monitoring of
cloud services. Such problems can be resolved throw organization of trainings, semi-
nars and workshops or remote maintenance of qualified specialists.
We received positive feedback on the project from teachers and students. The re-
ports on the use of cloud services at all schools within last 6 months confirm success
of the pilot project (fig. 1).
Fig. 1. Common report of using cloud services
Analysis of the diagrams shows that teachers and pupils regularly work with Gmail,
Google Drive and Calendar. A small amount of Classroom service users is attributa-
ble to the fact that most of the teachers do not have their own electronic courses.
For continuous implementing of the project in the future, we conducted a study of
the factors that hinder the implementation of cloud technologies. The study was con-
ducted in TRMIPE from September 2016 to December 2016. In the study, we used
the method of L.Y. Muilenburg and Z.L. Berge [6]. Forty-eight computer science
teachers of Ternopil region were the respondents. They were asked to rate each of 24
barriers according to the five-point scale choices: 1 – not a barrier, 2 – somewhat of a
barrier, 3 – a barrier, 4 – a strong barrier, 5 – a very strong barrier.
After the survey, we verified an internal consistency of questions. We computed
Cronbach’s alpha for all 24 items. The alpha coefficient for 24 items is 0,793 and is
considered "acceptable".
Investigated barriers we combined into 4 groups:
─ Academics. Teachers do not have sufficient scientific and methodological support
or do not want to change the style of teaching;
─ Administrative. Teachers do not have enough support and encouragement from
school management;
─ Motivation. This grouping has to do with the psychological processes that cause
teachers to persist in meeting professional (innovational) goals.
─ Technical – poor material support of schools and the lack of technical support.
For each of them were calculated the averages values (Table 2-5).
Table 1. Investigated barriers
Code Issues Mean Description
AC1 I have no experience of using cloud technology 3,44 A barrier
I don't have anyone to consult on the implementa-
AC2 3 A barrier
tion of cloud technology
AC3 Lack of qualitative e-learning materials 3,27 A barrier
I do not consider appropriate to spend my time
AC4 1,69 Somewhat of a barrier
for retraining
AC5 I don't want to change my own teaching style 2 Somewhat of a barrier
I can't orientate myself in the information flow, I
AC6 1,83 Somewhat of a barrier
don't know where to start
AC Overall Mean 2,54 A barrier
Insufficient attention to these problems of the
AD1 3,65 A strong barrier
school management
AD2 No leaders, innovators in teaching staff 2,96 A barrier
No development strategy of the institution on
AD3 3,06 A barrier
the use of cloud technologies
Lack of support and assistance in this matter by
AD4 2,9 A barrier
management of school
AD5 Lack of moral and material incentives 4,33 A strong barrier
I do not have a positive example of implementing
AD6 2,24 Somewhat of a barrier
of cloud technology
AD Overall Mean 3,14 A barrier
M1 Lack of interest in innovation 1,96 Somewhat of a barrier
M2 I don't want to take more responsibility 1,9 Somewhat of a barrier
M3 Lack of time 3,21 A barrier
M4 Fear of failure 2,44 Somewhat of a barrier
I don't know what will be the consequences of
M5 2,67 A barrier
changes
M6 I think any innovations is a temporary thing 2,27 Somewhat of a barrier
M Overall Mean 2,41 Somewhat of a barrier
T1 The lack of a good access to the Internet 3,04 A barrier
Lack of theoretical knowledge about the cloud
T2 2,98 A barrier
technology
Lack of practical skills and abilities in the field
T3 2,71 A barrier
networking
T4 Outdated material and technical base of schools 4,25 A strong barrier
T5 Lack of technical assistance 3,85 A strong barrier
Incompatibility of platforms and browsers creates
T6 3,42 A barrier
technical problems
T Overall Mean 3,38 A barrier
Fig. 2. Results of teachers’ survey
The analysis of the results of the survey (fig. 3) shows that teachers are sufficiently
motivated for the implementation of innovations. The main barriers of using cloud
technology by teachers are administrative and technical. It can be argued that academ-
ic barriers decrease as experience with using clouds. The projects such as ours can be
useful in overcoming technical and academic barriers. Also, the problem of imple-
mentation of cloud technology in education can be solved at the state level. In this
case, it is hoped that there will be maximum efficiency of innovations and overcom-
ing of all barriers.
3 Conclusions
Students’ participation in this project has the following benefits in the short, medium
and long term for the future teachers of computer science:
1. In the short term development of ICT-competence, fundamental in higher educa-
tion; participation in the project contributes to the students' abilities to work with
the cloud technology independently and responsibly;
2. Medium term: recognizing yourself as a teacher, focusing on results.
3. Long term: awareness of the need and willingness to work as a teacher, creating a
positive image of the teacher, the desire to use cloud-based applications.
Teachers' participation in the project has the following positive effects: applicability
of modern ICTs in the learning process, development of teachers' ICT-competencies,
and consequently professional growth as organizer and consultant ICT implementa-
tion in the educational process of school; interconnection between secondary and
higher schools. The purposes of project takes into account the participants' needs and
interests. We hope that participation in the creation cloud-based learning environment
will stimulate their life-long learning skills.
Prospects for further research we see in designing tools to perform specific tasks of
the learning process (tests, statistics, monitoring), its integration with existing cloud
services, and in developing of appropriate methods of application.
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