Technology Grants: Post #2
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How To Write A Grant Proposal For Newbies - Best Practices In Grant Writing & Advice - Rodney Walker
https://www.youtube.com/watch?v=G5UGU9MV7Z0
Interactive Whiteboard for the 21st Century Secondary ELA Classroom
Funder’s Name: The Spartan Foundation for Education
The Spartan Foundation for Education Board of Directors: Paige Brizek, James Costello, President, Jamie Davis, Carole Deck, Lauren Eby, Jill Hackman, Dr. Robert Hollister, ELANCO Superintendent, Wendy Horst, Adrianne Huber, Joshua Martin, Keith Ramsey, Chief of Finance and Operations, ELANCO, Jamie Reitnouer, John Sheaffer II, George Solyak, Foundation President, Jeff Starr, Principal, John Styer, Phillip Watt, Wade Whitmoyer, Dennis WIlson.
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As we know, the world is rapidly changing and becoming an increasingly interconnected society where students need to acquire the appropriate skill sets to effectively compete with their counterparts from all over the globe. They need to be independent learners, true constructivists, who can think outside the box and work in a team setting. Today’s students need to be dynamic, innovative, and creative individuals who take ownership of their respective educational pathways. Moreover, in terms of both oral and written expression, students need to effectively communicate with others by conveying information in a cohesive and intelligent manner. Reseach skills, leadership skills, and public speaking skills are essential for growth.
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The implementation of higher-order technologies, coupled with 21st Century skills, is the best instructional approach to ensure a student’s academic success. In my room, students must employ higher-order thinking skills to address rigorous independent exploratory tasks and collaborative endeavors that demand substantive discussions and connections beyond school. My job is to immerse students in interesting and deep activities and assessments that promote critical thinking, problem solving, reasoning, analysis, interpretation, and synthesis of information.
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Information literacy and technological competence is so important too. When learning is interactive and relevant, students begin to think more strategically and what they’re learning soon becomes very meaningful to their lives. They are energized and engaged in an assessment, which takes them from sometimes passive learners to active learners. This type of connection and differentiation allows them to solve challenging problems with enthusiasm using their own respective learning styles and a plethora of technologies of their choice. They are the producers of knowledge.
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With that said, I am asking the Spartan Foundation for Education to provide my students and me with an interactive whiteboard for my ELA classroom. I will use this technology to propel the advanced population to new and greater heights. Since I already adhere to a three-station rotational model, namely direct, independent, and collaborative stations, this technology will be used in a number of ways in a student-centered, student-driven environment. It will meet the needs of all learners and afford students the opportunity to use it for both small student-led tasks, as well as large teacher-led instruction. For example, as the name implies, students will use the whiteboard to interact with their peers and me as they immerse themselves in inquiry-based, performance-based, and project-based strategies, activities, and assessments. It will also be used for presentation purposes. Furthermore, students will opt to use it for annotating multiple informational texts, a rigorous assignment and one required on the PSSA or share drawings or highlight notes virtually. The possibilities are endless! Utilizing an interactive whiteboard in my discipline will allow students to engage in 21st-century practices, which serve to reflect the workforce. As I mentioned earlier, my job is to promote critical thinking, problem-solving, reasoning, analysis, interpretation, and synthesis of information and this piece of technology will excite and engage students in very purposeful and deep learning experiences.
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3. Statement of the Problem: The results of the revised 2015 PSSA indictate that my students struggle with anaylzing and synthesizing mutiple informational texts. An informational text can be a video, press release, diagram, chart, map, article, etc. Students are required to address text-dependent analysis essays, an extremely rigorous task for this age level.
The following two illustrations clearly reveal this defiency:
Employing an interactive whiteboard to improve this obvious area of need will greatly increase their proficiency on this highstakes exam.
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After analyzing the 2015 PSSA results, I will increase the overall informational text percentage score of 58% advanced by 10% to 68% advanced on the 2017 PSSA by using an interactive whiteboard and Achieve 3000.
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Pennsylvania Common Core Standard:
1.2 Reading Informational Text
Students read, understand, and respond to informational text – with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence.
Goal #2: After analyzing the 2015 PSSA results, I will increase the overall literature text percentage score of 59% advanced by 10% to 69% advanced on the 2017 PSSA by using an interactive whiteboard and Achieve 3000.
Pennsylvania Common Core Standard:
1.3 Reading Literature Text
Students read and respond to works of literature – with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence.
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Target population: Eighth Grade Advanced ELA Students
Instructor: Susan Fetterman
I characterize my specific population of students as highly intelligent, motivated, and well-behaved individuals who are goal-driven. Moreover, I feel the vast majority of these students are independent learners who, for the most part, own their respective educational pathways. They are creative and enjoy immersing themselves in tasks which pertain to their real lives. Currently, there are 47 girls (55%) and 38 boys (45%). Within that dynamic, I instruct six gifted students (.07%); there are three girls and three boys.
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Methods: Hybrid Three-Station Rotational Modal
My instructional methods will begin with the standards in mind and revolve around authentic instructional practices, namely higher-order thinking skills, depth of knowledge, substantive discussions, real life relevancy, and, of course, higher-order technologies. Moreover, it will allow for differentiated instruction, flexible groupings, and multiple modalities. Voice and choice will be very important to the structure of the design as well. I will focus on inquiry-based, performance-based, and project-based strategies, activities, and assessments to promote learning for opitmal outcomes.
https://www.google.com/search?safe=active&biw=1490&bih=815&tbm=isch&sa=1&q=staff&oq=staff&gs_l=img.3..0l10.1796.2905.0.3099.5.4.0.1.1.0.68.267.4.4.0....0...1c.1.64.img..0.5.274.xRrpu-2w8O0#imgrc=enuqkMpGG8cAaM%3A
Susan Fetterman: Principal Investigator (ELA Instructor)
Jeff Starr: Building Principal
Tim Leister: Technology Coach
Lotie Wotsen: Technology Director
Robert Hollister: ELANCO Superintendent and Spartan Foundation for Education board member
Spartan Foundation for Education Board Members
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Elanco is a 1-1 district, so all of my students are given a computer to use for the length of the school year. I also have a printer, scanner, ladybug, and LCD projector in my ELA classroom for their use.
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All of my eighth-grade advanced students will utilize this technology throughout the scholl year. I will use participant observation, informal ethnographic interviews, and digital portfolios (2015, 2016, and 2017 PSSA results and Achieve 3000 data) as the examining piece. By documenting thorough notes of how I employ the whiteboard, plus observe how students interact with it and what they tell me during the informal interviews, I will be able to determine where they are struggling with informational texts and support them in their efforts via this technology.
The goal is to increase my students’ 2017 PSSA performances by 10% in each of the two informational text categories by utilizing an interactive whiteboard. Using a mixed-method design, which includes the daily use of this technology, I will hopefully create a comprehensive framework that better meets the needs of my students.
To determine whether an interactive whiteboard improves students’ proficiency as it pertains to informational texts, I will compare the 2015, 2016, and 2017 PSSA data results. Once analyzed, I will share the findings with my students, parents, members of my department, building administrator, technology coach and director, and, of course, the board members of the Spartan Foundation for Education.
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Data collection instruments: The data collection instruments include teacher observations, informal ethnographic interviews, and digital portfolios (2015, 2016, 2017 PSSA results and Achieve 3000 data).
