By NATASHA SINGER
CHICAGO
— The sixth graders at Newton Bateman, a public elementary school here
with a classic red brick facade, know the Google drill.
In
a social-science class last year, the students each grabbed a
Google-powered laptop. They opened Google Classroom, an app where
teachers make assignments. Then they clicked on Google Docs, a writing
program, and began composing essays.
Looking
up from her laptop, Masuma Khan, then 11 years old, said her essay
explored how schooling in ancient Athens differed from her own. “Back
then, they had wooden tablets and they had to take all of their notes on
it,” she said. “Nowadays, we can just do it in Google Docs.”
Chicago Public Schools, the third-largest school district
in the United States, with about 381,000 students, is at the forefront
of a profound shift in American education: the Googlification of the
classroom.
Continue reading the main story
ADVERTISEMENT
Continue reading the main story
In
the space of just five years, Google has helped upend the sales methods
companies use to place their products in classrooms. It has enlisted
teachers and administrators to promote Google’s products to other
schools. It has directly reached out to educators to test its products —
effectively bypassing senior district officials. And it has
outmaneuvered Apple and Microsoft with a powerful combination of
low-cost laptops, called Chromebooks, and free classroom apps.
Today,
more than half the nation’s primary- and secondary-school students —
more than 30 million children — use Google education apps like Gmail and
Docs, the company said. And Chromebooks, Google-powered laptops that
initially struggled to find a purpose, are now a powerhouse in America’s
schools. Today they account for more than half the mobile devices
shipped to schools.
“Between
the fall of 2012 and now, Google went from an interesting possibility
to the dominant way that schools around the country” teach students to
find information, create documents and turn them in, said Hal Friedlander,
former chief information officer for the New York City Department of
Education, the nation’s largest school district. “Google established
itself as a fact in schools.”
In
doing so, Google is helping to drive a philosophical change in public
education — prioritizing training children in skills like teamwork and
problem-solving while de-emphasizing the teaching of traditional
academic knowledge, like math formulas. It puts Google, and the tech
economy, at the center of one of the great debates that has raged in
American education for more than a century: whether the purpose of
public schools is to turn out knowledgeable citizens or skilled workers.
The
director of Google’s education apps group, Jonathan Rochelle, touched
on that idea in a speech at an industry conference last year. Referring
to his own children, he said: “I cannot answer for them what they are
going to do with the quadratic equation. I don’t know why they are
learning it.” He added, “And I don’t know why they can’t ask Google for
the answer if the answer is right there.”
Schools may be giving Google more than they are getting: generations of future customers.
Google
makes $30 per device by selling management services for the millions of
Chromebooks that ship to schools. But by habituating students to its
offerings at a young age, Google obtains something much more valuable.
Every
year, several million American students graduate from high school. And
not only does Google make it easy for those who have school Google
accounts to upload their trove of school Gmail, Docs and other files to
regular Google consumer accounts — but schools encourage them
to do so. This month, for instance, Chatfield Senior High School in
Littleton, Colo., sent out a notice urging seniors to “make sure” they
convert their school account “to a personal Gmail account.”
That
doesn’t sit well with some parents. They warn that Google could profit
by using personal details from their children’s school email to build
more powerful marketing profiles of them as young adults.
“My
concern is that they are working on developing a profile of this child
that, when they hit maturity, they are able to create a better profile,”
said David Barsotti, an information technology project manager in the
Chicago area whose daughter uses Google tools in elementary school.
“That is a problem, in my opinion.”
Mr.
Rochelle of Google said that when students transfer their school emails
and files to a personal Google account, that account is governed by
Google’s privacy policy. “Personal Gmail accounts may serve ads,” he
said, but files in Google Drive are “never scanned for the purpose of
showing ads.”
Education Disrupted
A series examining how Silicon Valley is gaining influence in public schools.
Google,
a unit of the $652 billion Alphabet, is the latest big contender in a
decades-old battle among tech companies to hook students as future
customers. “If you get someone on your operating system early, then you
get that loyalty early, and potentially for life,” said Mike Fisher, an
education technology analyst at Futuresource Consulting, a research
company.
Google
captured these next-generation users so quickly by outpacing its rivals
in both educational product development and marketing.
In
2013, while other tech firms seemed largely content to sell their
existing consumer and business offerings to schools, Mr. Rochelle, a
co-developer of Google Docs, set up a team at Google to create apps
specifically for schools.
Continue reading the main story
At School With Google
CreditSasha Maslov for The New York Times
To spread those tools, Jaime Casap,
Google’s global education evangelist, began traveling around the
country with a motivational message: Rather than tout specific Google
products, Mr. Casap told educators that they could improve their
students’ college and career prospects by creatively using online tools.
“Teachers
really helped to drive adoption of Google in the classroom, while Apple
and Microsoft continued to leverage traditional sales channels,” said
Phillip DiBartolo, the chief information officer of Chicago Public
Schools.
But
that also caused problems in Chicago and another district when Google
went looking for teachers to try a new app — effectively bypassing
district administrators. In both cases, Google found itself reined in.
Unlike
Apple or Microsoft, which make money primarily by selling devices or
software services, Google derives most of its revenue from online
advertising — much of it targeted through sophisticated use of people’s
data. Questions about how Google might use data gleaned from students’ online activities have dogged the company for years.
“Unless
we know what is collected, why it is collected, how it is used and a
review of it is possible, we can never understand with certainty how
this information could be used to help or hurt a kid,” said Bill
Fitzgerald of Common Sense Media, a children’s advocacy group, who vets
the security and privacy of classroom apps.
Google
declined to provide a breakdown of the exact details the company
collects from student use of its services. Bram Bout, director of
Google’s education unit, pointed to a Google privacy notice
listing the categories of information that the company’s education
services collect, like location data and “details of how a user used our
service.”
Mr.
Bout said that student data in Google’s core education services
(including Gmail, Calendar and Docs) “is only used to provide the
services themselves, so students can do things like communicate using
email.” These services do not show ads, he said, and “do not use
personal data resulting from use of these services to target ads.”
Some
parents, school administrators and privacy advocates believe that’s not
enough. They say Google should be more forthcoming about the details it
collects about students, why it collects them and how it uses them.
“If
my daughter came home and logged on to Google Docs on my computer at
home, they’ll know it was now coming from this address,” said Mr.
Barsotti, the Chicago-area project manager. “If this is truly for
educational purposes, what is their business model and why do they need
to collect that?”
A Campus Marketing Machine
Mr.
Casap, the Google education evangelist, likes to recount Google’s
emergence as an education powerhouse as a story of lucky coincidences.
The first occurred in 2006 when the company hired him to develop new
business at its office on the campus of Arizona State University in
Tempe.
Mr.
Casap quickly persuaded university officials to scrap their costly
internal email service (an unusual move at the time) and replace it with
a free version of the Gmail-and-Docs package that Google had been
selling to companies. In one semester, the vast majority of the
university’s approximately 65,000 students signed up.
And a new Google business was born.
Mr. Casap then invited university officials on a road show to share their success story
with other schools. “It caused a firestorm,” Mr. Casap said.
Northwestern University, the University of Southern California and many
others followed.
This
became Google’s education marketing playbook: Woo school officials with
easy-to-use, money-saving services. Then enlist schools to market to
other schools, holding up early adopters as forward thinkers among their
peers.
The strategy proved so successful in higher education that Mr. Casap decided to try it with public schools.
As
it happened, officials at the Oregon Department of Education were
looking to help local schools cut their email costs, said Steve Nelson, a
former department official. In 2010, the state officially made Google's education apps available to its school districts.
“That
caused the same kind of cascade,” Mr. Casap said. School districts
around the country began contacting him, and he referred them to Mr.
Nelson, who related Oregon’s experience with Google’s apps.
By
then, Google was developing a growth strategy aimed at teachers — the
gatekeepers to the classroom — who could influence the administrators
who make technology decisions. “The driving force tends to be the
pedagogical side,” Mr. Bout, the Google education executive, said. “That
is something we really embraced.”
Google set up dozens of online communities, called Google Educator Groups, where teachers could swap ideas for using its tech. It started training programs with names like Certified Innovator to credential teachers who wanted to establish their expertise in Google’s tools or teach their peers to use them.
Soon, teachers began to talk up Google on social media and in sessions at education technology conferences. And Google became a more visible exhibitor and sponsor at such events. Google also encouraged school districts that had adopted its tools to hold “leadership symposiums” where administrators could share their experiences with neighboring districts.
Continue reading the main story
Although
business practices like encouraging educators to spread the word to
their peers have become commonplace among education technology firms,
Google has successfully deployed these techniques on a such a large
scale that some critics say the company has co-opted public school
employees to gain market dominance.
“Companies
are exploiting the education space for sales and public good will,”
said Douglas A. Levin, the president of EdTech Strategies, a consulting
firm. Parents and educators should be questioning Google’s pervasiveness
in schools, he added, and examining “how those in the public sector are
carrying the message of Google branding and marketing.”
Mr.
Bout of Google disagreed, saying that the company’s outreach to
educators was not a marketing exercise. Rather, he said, it was an
effort to improve education by helping teachers learn directly from
their peers how to most effectively use Google’s tools.
“We
help to amplify the stories and voices of educators who have lessons
learned,” he said, “because it can be challenging for educators to find
ways to share with each other.”
Dethroning Microsoft
At Chicago Public Schools, the teacher-centric strategy played out almost perfectly.
In 2012, Jennie Magiera,
then a fourth-grade teacher in Chicago, wanted her students to use
Google Docs, which enables multiple people to work simultaneously in the
same document. Because the district wasn’t yet using Google’s apps, she
said, she independently set up six consumer accounts for her class.
“We
were bootlegging using Google apps,” Ms. Magiera recalled in a phone
interview. “I just knew I needed my kids to collaborate,” she said,
touching on one of Google’s own main arguments for its products.
Chicago
administrators like Lachlan Tidmarsh, then the school district’s chief
information officer, visited Ms. Magiera’s classroom to observe. Mr.
Tidmarsh said he concluded that if individual teachers were already
using Google’s services, the district should officially adopt the
platform — to make sure, for instance, that younger children couldn’t
email with strangers.
Ms.
Magiera’s advocacy came at an ideal moment. Chicago Public Schools was
looking to trim the $2 million a year it was spending on Microsoft
Exchange and another email service; it had opened bidding for a less
expensive program.
A
committee that included administrators familiar with Microsoft, as well
as Ms. Magiera, reviewed presentations from several companies. In March
2012, the district chose Google.
Microsoft
executives were disappointed, said Edward Wagner, the district’s
director of infrastructure services. But at that time, Mr. Wagner said, Microsoft had
neither a free array of web-based products for schools on par with
Google’s nor Google’s level of grass-roots classroom support. “They
didn’t have the teachers and the principals,” he said.
Quickly,
though, a data privacy and security issue emerged, exposing a culture
clash between Google’s business practices and a major school district’s
values.
In
interviews, Chicago administrators said they asked Google to sign a
contract agreeing, among other things, to comply with the federal Family Educational Rights and Privacy Act.
That law permits federally funded educational institutions to share
students’ personally identifiable information with certain school
vendors, provided those companies use that information only for school
purposes.
Instead,
Google initially proposed abiding by its own company policies, Mr.
Wagner said, and followed up by emailing links to those policies — terms
that the company could change at any time. “Our lawyers were a little
bit apoplectic when they were given links to security things,” Mr.
Wagner said. “I don’t want a link that can change.”
Mr.
Nelson, the former education official in Oregon, reported similar
frustrations over student privacy when his state negotiated a contract
with Google. “That’s why it took 16 months,” he said.
Mr.
Bout of Google said that the tech company had “always taken the
compliance needs of our education users seriously.” He added that “even
early versions” of the company’s agreements for its education apps had
“addressed” the federal education privacy law.
Today, Google’s standard agreements with schools for its education apps include a commitment to comply with that law.
Since
adopting Google apps, Chicago schools have saved about $1.6 million
annually on email and related costs, a district spokesman said.
Google
then enlisted Mr. Tidmarsh, who now works in technology at a health
care company, to share his enthusiasm by contributing to a Google blog.
In the post,
Mr. Tidmarsh described creating 270,000 school Google accounts. “It was
easily the fastest and smoothest migration of this scale I have ever
seen,” he wrote. (He said he did not earn a fee for the post.)
“We
were always enthusiastic to tell the Google story,” Mr. Tidmarsh said.
“I would like to think dozens of school districts switched, based on our
success.”
Ms.
Magiera, now the chief innovation officer for another district, also
helped Google’s cause. In 2012, as part of her effort to become a Google
Certified Innovator in education, she said, she came up with the idea
of having Chicago Public Schools hold a free conference — called
Googlepalooza — to train teachers on Google’s tools. The annual event, co-sponsored by Google, now draws several thousand educators from the Chicago area, as well as a few from neighboring states.
(Ms.
Magiera has since occasionally worked as a paid speaker for education
technology organizations that train teachers on Google’s tools.)
“You
can see it radiate out from certain geographic hubs, and that is very
deliberate,” Mr. Bout said of Google’s growth strategy for education.
“We are taking a very geographic approach because we know it works.”
Chromebooks Find an Audience
By
then, Google had developed a simplified, low-cost laptop called the
Chromebook. It ran on Google’s Chrome operating system and revolved
largely around web apps, making it cheaper and often faster to boot up
than traditional laptops loaded with locally stored software.
Although Google had a business audience in mind for Chromebooks, reviewers complained that the devices were of limited use without internet access.
But
there was one interested audience: public schools. In the fall of 2011,
Google invited school administrators to its Chicago office to meet Mr.
Casap, hoping to interest them in Chromebooks.
Mr.
Casap didn’t talk tech specs. Instead, he held the audience spellbound
as he described the challenges he had faced as a Latino student growing
up on welfare in a tough Manhattan neighborhood.
His message: Education is the great equalizer, and technology breaks down barriers between rich and poor students.
In
the audience, Jason Markey, principal of East Leyden High School in
Franklin Park, Ill., was converted. Students in his blue-collar district
near O’Hare International Airport faced similar struggles. On the spot,
Mr. Markey said, he abandoned his previous plans to buy Microsoft
Windows laptops for 3,500 high school students. Now he wanted
Chromebooks for them instead.
Devices Shipped to Schools
The number of laptops, tablets and other mobile devices
shipped to schools in the United States, by company-specific operating
system.
million
8
6
4
2
0
Google
Apple
Microsoft
2012
2013
2014
2015
2016
“I went up to Jaime immediately after the presentation and said, ‘Are you guys ready to ship these?’” Mr. Markey said.
Then
Mr. Markey went back to his district to inform administrators and
teachers that he wanted to order an unproven device that most of them
had never heard of. “It was a tough announcement to make,” he conceded.
It
was an opportune moment for Google to pitch lower-cost laptops to
schools. Districts administering new online standardized tests needed
laptops for students to take them on. And Google offered a robust way
for districts to manage thousands of computers online: They could lock
Chromebooks remotely so that students could not search the web during
tests, or disable missing ones.
Another
attraction: The Chromebook’s cloud-storage approach made sharing among
students easier. They could gain access to their documents no matter
which Chromebook they used.
“That
is one of the big reasons we took off in education,” said Rajen Sheth,
who oversees Google’s Chromebook business. “In less than 10 seconds, a
student can grab a Chromebook and be off and running.”
The
Chromebook’s price and usability fit neatly into Mr. Casap’s argument
that, for students, access to technology was an issue of fairness. “I
didn’t want us to be vendors in the space,” he said of Google’s
education philosophy in an interview last year at the SXSWedu conference
in Austin, Tex. “I wanted us to be thought leaders, to have a point of
view.”
As
he spoke, a group of students trooped past wearing purple superhero
capes emblazoned with the logo for Microsoft OneNote, a rival classroom
service. Spotting the capes, Mr. Casap said, “We don’t do things like
that.” He added dryly, “I love gimmicks.”
Some
critics, though, contend that the equity argument for technology is
itself a gimmick that promotes a self-serving Silicon Valley agenda:
playing on educators’ altruism to get schools to buy into laptops and
apps.
“It
centers learning on technology, not students,” said Mr. Fitzgerald, the
learning app analyst. “It is a very narrow lens on equity that leaves
out things like student-teacher ratios.”
(Mr.
Casap said he would not advise school districts with deficiencies in
areas like teaching or student support services to invest first in
classroom technology.)
Mr.
Markey, the East Leyden High School principal, had another equity
concern. About 20 percent of his students lacked home internet access,
he said. How would they do their homework on a Chromebook, which
required a connection?
Continue reading the main story
Google
was already working on offline capabilities, Mr. Casap said, and
ultimately modified its education apps so that students could take their
work home on Chromebooks, then upload homework the next day using
school Wi-Fi.
Soon, so many educators were visiting Leyden to see its tech setup that the district started an annual conference to host them. Last summer, Mr. Casap gave the keynote
address. And Mr. Markey now occasionally works as a paid speaker for
EdTechTeam, a company that holds Google boot camps for teachers.
In 2016, Chromebooks accounted for 58 percent
of mobile devices shipped to primary and secondary schools in the
United States, up from less than 1 percent in 2012, according to
Futuresource Consulting, the research firm. Google does not make money
directly from Chromebooks — which are manufactured by Samsung, Acer and
other companies — but it does charge school districts a management
service fee of $30 per device. Chicago Public Schools has spent about $33.5 million on 134,000 Chromebooks.
“I
don’t think I can ever remember when a specific device and platform has
taken off so quickly across different kinds of schools,” said David
Andrade, a K-12 education strategist at CDW-G, a leading Chromebook
dealer.
A ‘Mission Control’ App
In
2014, Google’s education juggernaut hit a speed bump in Chicago Public
Schools. The culture clash illuminated profound differences between
Google, a build-it-first-and-tweak-it-later Silicon Valley company, and a
large, bureaucratic school district with student-protection rules to
uphold.
Google
had hoped that Chicago would become an early adopter of Google
Classroom, its new app to help teachers take attendance, assign homework
and do other tasks. In August 2014, a Google team flew to Chicago to
demo Classroom at Googlepalooza, the school district’s annual teacher conference.
But Google had not anticipated Margaret Hahn.
At
the time, she was the school system’s director of technology change
management. Early on, she said, Google had invited teachers to try an
initial version of Classroom, without first contacting the school
district’s technology administrators — effectively making a district
policy decision from the outside. Now Google wanted Chicago Public
Schools to switch on the app districtwide, she said, before determining
whether it complied with local student-protection policies.
“You
can’t just hand out product and hope it will work in the classroom,”
Ms. Hahn said. “You have to work with the districts to make sure that
you are keeping the kids and the teachers safe.”
Jim
Siegl, technology architect for Fairfax County Public Schools in
Virginia, the nation’s 10th-largest school district, reported a similar
experience.
He
said that Google had directly contacted certain Fairfax teachers who
had volunteered to beta-test Classroom, giving them early access to the
app. In so doing, he said, the company ignored the Google settings he
had selected that were supposed to give his district control over which
new Google services to switch on in its schools.
Mr.
Siegl added that Google did not tell him which, or even how many,
Fairfax teachers the company had enlisted to try out the Classroom app.
And by the time he was able to shut off the app, Mr. Siegl said,
teachers had already set up virtual classrooms on the service and
started using it with their students.
He said he complained to Google.
“Because
of who they are and how sprawling the ecosystem is,” Mr. Siegl said,
“they are held up and need to meet a higher standard than any other
vendor schools deal with.”
In
an emailed statement, Mr. Bout said of the company’s core education
services, “In all cases, the use of these services is tied to the
approval of an administrator who is responsible for overseeing a
school’s domain.”
Classroom
was the brainchild of Mr. Rochelle, who started Google’s education apps
group, and Zach Yeskel, a Google product manager and former high school
math teacher. They said they envisioned the app as a kind of “mission
control” dashboard where teachers could more efficiently manage tasks
like assigning and correcting homework, freeing teachers to spend more
time with students. To create the app, they collaborated closely with
teachers.
In May 2014, Google posted an announcement online, asking for volunteers to beta-test Classroom. More than 100,000 teachers
worldwide responded, the company said, illustrating Google’s power to
rapidly stoke demand among educators. That August, Google made Classroom
available to schools.
“They developed a real momentum with teachers,” said Mr. Fisher of Futuresource Consulting. “Google Classroom was key to that.”
That was too fast for Chicago Public Schools.
Administrators
there wanted to test Classroom first to make sure it complied with
district policies and fit their teachers’ needs. So they set up a pilot
program, involving about 275 teachers and several thousand students, to
run for the entire school year. Every month, Ms. Hahn said, she
collected teachers’ feedback and sent it to Google.
“We wanted to help them do it right,” Ms. Hahn said.
One
immediate problem administrators identified: School board policy
required employees to keep records of cyberbullying and other
problematic comments. But Classroom initially did not do that. If a
student wrote something offensive and a teacher deleted it, there was no
archive.
“It
took us a long time to get them to do it,” Ms. Hahn said. She added,
“Unfortunately, there were things that a district of our size needed
that Google did not understand.”
Google
eventually added an archiving feature. The next fall, the Chicago
district switched on Classroom. Teachers there later vetted other Google
products, effectively becoming a test lab for the company. “We have
said to Google many times, ‘If it works in Chicago, it will work
anywhere,’” Ms. Hahn said.
Mr.
Bout of Google agreed, saying that Chicago Public Schools often made
more stringent demands on Google than other school districts did.
“If
you can get it in Chicago, it’s sort of like you have passed a lot of
tests,” Mr. Bout said, “and then you can probably get it into any school
in the country.”
Continue reading the main story
The relationship has benefited Chicago Public Schools, too.
In 2015, the district was reeling from a scandal: The Justice Department charged the Chicago Public Schools former chief executive
Barbara Byrd-Bennett with steering more than $23 million in no-bid
contracts to two school vendors in exchange for kickbacks. Ms.
Byrd-Bennett later pleaded guilty to one count of wire fraud and was sentenced in April to four and a half years in prison.
The
fact that Chicago schools were vetting Google products, like the
Classroom app, gave administrators a welcome counternarrative of the
district’s altruistically helping Google debug its products for schools
across the country. And it remains a good story even as the district now
faces a financial crisis.
Today, about 15 million primary- and secondary-school students in the United States use Classroom, Google said.
Google’s
ability to test its products on such a monumental scale has stoked
concerns about whether the tech giant is exploiting public-school
teachers and students for free labor. “It’s a private company very
creatively using public resources — in this instance, teachers’ time and
expertise — to build new markets at low cost,” said Patricia Burch, an
associate professor of education at the University of Southern
California.
Mr.
Rochelle, the Google executive, said that it was important for the
company to have large, diverse sets of educational users giving feedback
— otherwise it might develop products that worked for only a few of
them.
“Our
goal is to build products that help educators and students,” Mr.
Rochelle said. “Teachers tell us they appreciate the opportunity to get
involved early and help shape our products to meet their needs.”
Ms.
Hahn, who now works for the same health care company as Mr. Tidmarsh,
agrees. She said that schools were getting something substantive in
return from Google, something they had rarely received from other tech
companies: quick product improvements that responded to teachers’
feedback.
After
the Chicago schools tested Classroom, she said, members of Google’s
education team started directly contacting her when they were seeking
educators to try out the company’s innovations. “They no longer just
turn stuff on,” she said. “They come to us first.”
Entradas
