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: Grant Proposal
Reflection:
I had the opportunity to write a grant proposal, to obtain funding for a technology project and initiative for my elementary school, Russell Elementary School (RES). The focus of the grant proposal was to receive funds from hiring a full-time technology coach and becoming equipped with 1:1 technology using Chromebooks. The Chromebooks would be used in a blended learning environment to ensure students are prepared and empowered with the necessary skills to think critically.
ISTE Standard 1.3 states, “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.” After creating a shared vision plan that states, “We at Russell envision using technology to further student achievement by using a student-centered approach called Blended Learning,” I was able to identify the strengths, weaknesses, opportunities, and threats of RES. Next, I researched a technology project that was relevant to the shared vision for instructional technology and would help successfully implement a technology program at RES. I concluded that blended learning was a great fit because it helps change conventional classrooms into digital age classrooms, meets the needs of 21st-century learners, helps increase students’ engagement and motivation. It also promotes higher-order thinking, creativity, problem-solving, and is a useful tool for differentiation (Kellerer, Kellerer, Werth, Werth, & Montgomery, 2014).
Within the grant proposal, there are specific procedures that describe the project and recommended instructional objectives/project outcomes will be met, and I determined a timeline for planning and implementing the project. Furthermore, I described any professional development that others will complete before implementing the grant. Finally, I researched different technology devices to determine which would be the most cost-effective, based on our grant.
If this grant were to get approved by The National Education Association (NEA) Foundation, I would first have teachers attend a professional development that will provide productive instructional uses of blended learning. Teachers will also be trained on different Web 2.0 tools and ways to utilize them within the classroom to promote communication, collaboration, critical thinking, and creativity. Teachers will collaborate and plan technology lessons with their grade level every other week and implement those lessons the following week.
Completing this artifact allowed me to lead in the planning and implementation of educational technology initiatives within my school. This artifact also gave me the chance to integrate a budget that aligns with technological resources to instructional priorities. If I could change anything about the process involved in creating the artifact, I would submit my project for funding because I do believe in blended learning, and I think it would make a significant impact on student success at my school.
The work that went into creating this artifact could potentially impact school improvement by transforming traditional classrooms into digital age classrooms and furthering student achievement. To measure the impact of blended learning at RES, the technology coach, along with administrators, should conduct routine walkthroughs. The walkthroughs will not only help give teachers feedback, but it will help in driving future professional development training. Student test results could also be a form of measurement.
Reference
Kellerer, P., Kellerer, E., Werth, E., Werth, L., & Montgomery, D. (2014, December). Transforming K-12 rural education through blended learning: teacher perspectives. ERIC, 1-22.
I had the opportunity to write a grant proposal, to obtain funding for a technology project and initiative for my elementary school, Russell Elementary School (RES). The focus of the grant proposal was to receive funds from hiring a full-time technology coach and becoming equipped with 1:1 technology using Chromebooks. The Chromebooks would be used in a blended learning environment to ensure students are prepared and empowered with the necessary skills to think critically.
ISTE Standard 1.3 states, “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.” After creating a shared vision plan that states, “We at Russell envision using technology to further student achievement by using a student-centered approach called Blended Learning,” I was able to identify the strengths, weaknesses, opportunities, and threats of RES. Next, I researched a technology project that was relevant to the shared vision for instructional technology and would help successfully implement a technology program at RES. I concluded that blended learning was a great fit because it helps change conventional classrooms into digital age classrooms, meets the needs of 21st-century learners, helps increase students’ engagement and motivation. It also promotes higher-order thinking, creativity, problem-solving, and is a useful tool for differentiation (Kellerer, Kellerer, Werth, Werth, & Montgomery, 2014).
Within the grant proposal, there are specific procedures that describe the project and recommended instructional objectives/project outcomes will be met, and I determined a timeline for planning and implementing the project. Furthermore, I described any professional development that others will complete before implementing the grant. Finally, I researched different technology devices to determine which would be the most cost-effective, based on our grant.
If this grant were to get approved by The National Education Association (NEA) Foundation, I would first have teachers attend a professional development that will provide productive instructional uses of blended learning. Teachers will also be trained on different Web 2.0 tools and ways to utilize them within the classroom to promote communication, collaboration, critical thinking, and creativity. Teachers will collaborate and plan technology lessons with their grade level every other week and implement those lessons the following week.
Completing this artifact allowed me to lead in the planning and implementation of educational technology initiatives within my school. This artifact also gave me the chance to integrate a budget that aligns with technological resources to instructional priorities. If I could change anything about the process involved in creating the artifact, I would submit my project for funding because I do believe in blended learning, and I think it would make a significant impact on student success at my school.
The work that went into creating this artifact could potentially impact school improvement by transforming traditional classrooms into digital age classrooms and furthering student achievement. To measure the impact of blended learning at RES, the technology coach, along with administrators, should conduct routine walkthroughs. The walkthroughs will not only help give teachers feedback, but it will help in driving future professional development training. Student test results could also be a form of measurement.
Reference
Kellerer, P., Kellerer, E., Werth, E., Werth, L., & Montgomery, D. (2014, December). Transforming K-12 rural education through blended learning: teacher perspectives. ERIC, 1-22.