As Driscoll (2005) suggested, I would first want to get the attention of my colleagues. Using a staff meeting as my platform, I could project the creation and participation in a Google Doc so everyone could see how simple it is to do. I could enhance the relevance by explaining how it is difficult for us to travel from classroom to classroom throughout the day - - and this technological tool allows us to communicate and collaborate without being face to face. In addition, when we assign one member of a team to create an artifact such as a lesson plan or a quiz, there is disappointment when the finished product does not reflect everyone's standards of quality. With the use of Google Docs, all members of a team can collaborate in the creation of artifacts together. This is turn builds confidence in each member since they are a contributing factor. Lastly, there is a general satisfaction since the contributors and administrators can view the 'revision history' in the Google Docs to see the contributions that every member of the team made. That way, the administration can be satisfied that every member of the team is on board. And the members of the various teams can be satisfied in knowing that there contributions do not go unacknowledged.
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc.