1.3 Policies, Procedures, Programs & Funding
Candidates research, recommend, and implement policies, procedures, programs and funding strategies to support implementation of the shared vision represented in the school, district, state, and federal technology plans and guidelines. Funding strategies may include the development, submission, and evaluation of formal grant proposals. (PSC 1.3/ISTE 1c)
Artifact:
ITEC 7410 it_grant_application_morgan_green.pdf | |
File Size: | 253 kb |
File Type: |
Reflection:
The Technology Integration Grant Proposal was created to apply for the Cherokee County Education Foundation (CCEF) IMPACT Grant to bring history to life. In completing the Technology Integration Grant Proposal, I researched and selected a technology that would enhance my classes to the next level, create a higher LoTi level and meet the needs of ISTE NETS-S standards. I analyzed the district’s five-year technology plan in determining how I would like to bring history to life. After much research and attention to LoTi levels and ISTE standards, I selected to apply for the grant to purchase 3-D printers for my classroom to create an authentic learning environment. Though this was an individual purchase, I sought advice from our administration and technology committee on which tool would be best and depending on how the product worked if I won the grant, it would provide valuable information for incorporating more of these in our school.
Standard 1.3, Policies, Procedures, Programs and Funding provided me the opportunity to research, recommend, and implement a grant to purchase technology to further enhance my classroom. To begin, I researched to find a local grant that specifically helps out schools and teachers in our area. Once I found the Cherokee County Educational Foundation has an IMPACT Grant whose applications were still open, I then had to research which product would be the most valuable technology that I could provide for my students. My goal was to bring history to life for my students. I met with our technology committee and technology specialist for our zone to discuss possible ideas. Together we determined that purchasing 3-D printers would be the best. I recommended the 3-D printer idea to our administrative team to show how this aligns with our district’s five-year technology plan, our school’s shared vision, and policies already in place. This provides our students will more hands-on experience with history. It will also open their eyes to looking history and being able to create an authentic learning environment. The 3-D printer incorporates cross-curricular skills such as writing and using technology. After careful research and recommendations, I applied for the technology grant. I was ecstatic to win the IMPACT Grant and was able to implement my ideas into my classroom during the 2017-2018 school year. During this school year, I implemented the policies and procedures that our district and school use in our 3-D designs. I printed Civil War era bullets for the students to be able to examine the new technology when we discussed this time period, I also printed historical figures and electoral college maps. With the 3-D printers, I have been able to implement the idea to bring history to life for my students.
Completing this Technology Integration Grant Proposal provided me the opportunity to make a difference in my classroom. I learned how to properly write a successful grant proposal and implement the technology into the classroom. This allowed me to research and implement a technology tool that would benefit my classroom by raising the LoTi and growing the SAMR levels as well. I learned how to choose a tool that will align with the school and district initiatives. By selecting this grant, I had to thoroughly develop the idea so that it benefited all stakeholders and would be impactful in my classroom. To further improve this Technology Integration Grant Proposal, I would like to have selected one 3-D printer of high quality, rather than getting three 3-D printers of moderate quality. I have had several issues with printing on these devices and I believe that if I would have chosen one, I would have better results. This has been a learning experience for myself and for other teachers who are interested in purchasing 3-D printers. I have been able to recommend and provide support for those teachers.
This artifact impacts student learning. Considering I was able to use the Technology Integration Grant Proposal to apply and win a grant, I have been able to see the impact that it has had on my students. Students examined historical artifacts to gain further understanding. The LoTi and SAMR levels in my classroom have risen since purchasing and using the 3-D printers. Students will publish work with the 3-D printer on our class social media account and school Canvas page to give them an authentic audience. This can be assessed by seeing the social media account of our classroom and through the 3-D prints that have been produced this school year. Student learning can be assessed in the content specific test and questions that relate the historical creation and how much students know from using the 3-D printers.
References
LoTi Framework. (n.d.). Retrieved February 18, 2018, from https://www.loticonnection.com/loti-framework
SAMR. (n.d.). Retrieved February 18, 2018, from http://www.schrockguide.net/samr.html
The Technology Integration Grant Proposal was created to apply for the Cherokee County Education Foundation (CCEF) IMPACT Grant to bring history to life. In completing the Technology Integration Grant Proposal, I researched and selected a technology that would enhance my classes to the next level, create a higher LoTi level and meet the needs of ISTE NETS-S standards. I analyzed the district’s five-year technology plan in determining how I would like to bring history to life. After much research and attention to LoTi levels and ISTE standards, I selected to apply for the grant to purchase 3-D printers for my classroom to create an authentic learning environment. Though this was an individual purchase, I sought advice from our administration and technology committee on which tool would be best and depending on how the product worked if I won the grant, it would provide valuable information for incorporating more of these in our school.
Standard 1.3, Policies, Procedures, Programs and Funding provided me the opportunity to research, recommend, and implement a grant to purchase technology to further enhance my classroom. To begin, I researched to find a local grant that specifically helps out schools and teachers in our area. Once I found the Cherokee County Educational Foundation has an IMPACT Grant whose applications were still open, I then had to research which product would be the most valuable technology that I could provide for my students. My goal was to bring history to life for my students. I met with our technology committee and technology specialist for our zone to discuss possible ideas. Together we determined that purchasing 3-D printers would be the best. I recommended the 3-D printer idea to our administrative team to show how this aligns with our district’s five-year technology plan, our school’s shared vision, and policies already in place. This provides our students will more hands-on experience with history. It will also open their eyes to looking history and being able to create an authentic learning environment. The 3-D printer incorporates cross-curricular skills such as writing and using technology. After careful research and recommendations, I applied for the technology grant. I was ecstatic to win the IMPACT Grant and was able to implement my ideas into my classroom during the 2017-2018 school year. During this school year, I implemented the policies and procedures that our district and school use in our 3-D designs. I printed Civil War era bullets for the students to be able to examine the new technology when we discussed this time period, I also printed historical figures and electoral college maps. With the 3-D printers, I have been able to implement the idea to bring history to life for my students.
Completing this Technology Integration Grant Proposal provided me the opportunity to make a difference in my classroom. I learned how to properly write a successful grant proposal and implement the technology into the classroom. This allowed me to research and implement a technology tool that would benefit my classroom by raising the LoTi and growing the SAMR levels as well. I learned how to choose a tool that will align with the school and district initiatives. By selecting this grant, I had to thoroughly develop the idea so that it benefited all stakeholders and would be impactful in my classroom. To further improve this Technology Integration Grant Proposal, I would like to have selected one 3-D printer of high quality, rather than getting three 3-D printers of moderate quality. I have had several issues with printing on these devices and I believe that if I would have chosen one, I would have better results. This has been a learning experience for myself and for other teachers who are interested in purchasing 3-D printers. I have been able to recommend and provide support for those teachers.
This artifact impacts student learning. Considering I was able to use the Technology Integration Grant Proposal to apply and win a grant, I have been able to see the impact that it has had on my students. Students examined historical artifacts to gain further understanding. The LoTi and SAMR levels in my classroom have risen since purchasing and using the 3-D printers. Students will publish work with the 3-D printer on our class social media account and school Canvas page to give them an authentic audience. This can be assessed by seeing the social media account of our classroom and through the 3-D prints that have been produced this school year. Student learning can be assessed in the content specific test and questions that relate the historical creation and how much students know from using the 3-D printers.
References
LoTi Framework. (n.d.). Retrieved February 18, 2018, from https://www.loticonnection.com/loti-framework
SAMR. (n.d.). Retrieved February 18, 2018, from http://www.schrockguide.net/samr.html