這個項目的目的是幫助教師有效地使用谷歌應用程序進行溝通和協作。考慮到在新加坡的MOE實施后采用谷歌應用的趨勢，教師也需要理解他們不需要學習如何使用或教授技術。相反，他們需要知道如何利用這項技術提高效率(Roger Nevin, 2010)。然而，學校仍然面臨著培養一批使用Web 2.0技術的先鋒教師的挑戰，此外，也很少有關于改變使用技術在學校合作的方法的研究。根據Punya和Matthew在技術教學內容知識框架(TCPK)上的一個框架，它幫助教師有效地將技術集成到教學環境中。到目前為止，還沒有在新加坡進行的研究證明谷歌應用程序需要創建一個協作環境，并為學校的師生開放交流。協作和溝通工具的使用將為學生提供豐富和相關的內容提供基礎。即使谷歌的應用程序打開了更多的教學可能性，教師們似乎也需要了解這個系統能給他們和他們的學生提供什么。因此，學校需要了解在學校采用谷歌應用程序的意義，以及系統的持續使用。通過結合調查和訪談的研究方法，目的是找出教師如何能夠利用谷歌應用為教育工作者提供高質量的教育。它也為教育學、內容和技術之間的復雜關系提供了一種理解。
The aim of this project is to focus on helping teachers communicate and collaborate effectively using Google Apps. Given 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.