Running Head: GRANT PROPOSAL

Grant Proposal: 21st Century Learner iPad Workstation Crystal Kulle and Eva Price TWU SLIS 5333-20, Cahill

GRANT PROPOSAL

21st Century Learner iPad Workstation

Grant Application
Submitted by: Crystal Kulle and Eva Price, Century Middle School Librarians, in conjunction with the CMS Technology Integration Committee Date Submitted: April 14, 2012 Total funding requested: $19,354.08

Signature indicating administrator approval: ____________________________________

Introduction
The Century Middle School Library proposes the purchase of 35 iPads to initiate an iPad program in the CMS Middle School. The iPads would be held on a library-monitored mobile cart for use in the library or in individual classrooms. By integrating iPads into classroom instruction, we will be reaching our goal to improve student learning by integrating current technologies into best practice, 21st century, lessons. Ms Eva Price and Ms Crystal Kulle, CMS librarians, are authoring this grant proposal. The core subject department heads, in addition to the fine arts, special education, and ESL teachers, have also expressed full support for this proposal. All who were directly involved through their participation in the Technology Integration Committee meetings reviewed this proposal and they have indicated that they perceive the identified need as one that is must be met for students to be successful. They feel that the program design effectively addresses this need allowing the library to assist the campus in meeting goals that are recognized as important to all educators on this campus.

Needs Statement
The student body at CMS is made up of 800 students, 48% female and 52% male. We have 70 staff members, and the average class size is 24 students with a maximum of 32 students enrolled in one section of a course. 45% of students at CMS are of limited English proficiency (LEP). 70% of the students of CMS qualify for free or reduced lunch. Recent poverty statistics indicate that over 76% of the population of CMS is living in poverty. In a recent survey of CMS families, it was found that 60% of households do not have reliable internet access, and 42% do not have computers. Only 4% of families have access to iPads, but 74% of students have Smartphones. In order to meet the librarys objective of [ensuring] that both teachers and students are knowledgeable and able to utilize current technological tools to facilitate learning and understanding, (Kulle & Price, 2012) CMS must provide access to these technologies that are not being provided at home. Without essential 21st century skills, the CMS students will be left behind.

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One of the CMS Librarys goals is to make available ample resources to enable best practice teaching and learning in accordance with 21st century learning standards (Kulle & Price, 2012). In a recent classroom survey of all students at CMS, 83% of students felt that they did not have adequate technological tools in their classroom. When asked in an open-ended question which tools they would prefer, 92% listed iPads. Circulation figures at the library are low, but they are growing. Due to the launch of a recent bookmobile program and staff development program focusing on technology, circulation numbers have increased over 12% recently. The CMS Library hopes to continue this trend of interdisciplinary learning, professional development and 21st century skills by integrating iPads into the classrooms. CMS is considered an at risk school, where student engagement is low. The figures below indicate the CMS reading scores as compared to the State Average (Kingsport, n.d, 3).

Grade 6 7 8

State Average 73 76 75

CMS Average 61 60 62

Difference -12 -16 -13

The math scores are equally low: Grade 6 7 8 State Average 76 80 82 CMS Average 62 65 63 Difference -14 -15 -19

The addition of iPads into the curriculum will allow student engagement to grow as they interact with these 21st century tools and are taught and given opportunities to practice 21st century skills. The state test scores in these key content areas will rise, as will their achievement on class assessments. The State Board for Educator Certification (SBEC) includes technology in their assessment of teacher qualification as it relates to the use of technology in the classroom. These standards are directly applicable to this grant proposal: Standard I. All teachers use technology-related terms, concepts, data input strategies and ethical practices to make informed decisions about current technologies and their applications.

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Standard II. All teachers identify task requirements, apply search strategies and use
current technology to efficiently acquire, analyze, and evaluate a variety of electronic information (SBEC, 2010). Teachers have expressed an explicit need for updated technology tools, and they have indicated their preference for tablet computers, noting that the iPad is easy to use and less bulky than previously purchased laptops. Consequently, the iPads have remained at the top of teacher wish lists. Ms Smith, a sixth grade math teacher, wrote a grant last year to add five iPads to her classroom. She has already experienced a high level of success by meaningfully integrating this technology into her curriculum. 28% of students found an increase in their scores by at least 5% on all four summative unit assessments. In addition, her students have been more engaged and interested. Her discipline referrals decreased by 5-7 students a week on average. Her expertise has provided valuable guidance during this planning process.

Goals
Goal 1: All students will have an opportunity to interact and learn from current technological tools at least once in each content area per term. Students will utilize iPads in each content area at least once per term. The iPads will be used as part of a lesson or lessons that will be directly aligned with state learning objectives (TEKS) and for which student mastery of objectives can be directly assessed. IPads will include subject-appropriate tools to enhance learning.

Goal 2: All teachers will receive course-specific training on how to integrate iPads in classroom curriculum and activities. This training will be headed by the librarians and will also involve subject-area experts in the use of technology. It will lead to measurable improvement in teachers integration of technology in the classroom. All teachers will receive course-specific training on integrating iPads into class curriculum and activities. Through staff development, teachers will be given the appropriate support to learn about the iPads and apps as they apply in their course content area. The apps available on each iPad will be relevant and useful to teachers in all subject areas.

Goal 3: Class assessment scores will increase in the courses where iPads were integrated into the curriculum. At least 60% of student scores on one class assessment when iPads were integrated into the curriculum will increase. Teachers will integrate the iPad apps into their current curriculum in order to impact learning in a meaningful way (i.e. They will be discouraged from creating new units or stand-alone lessons merely for the sake of meeting the requirement that the iPads

GRANT PROPOSAL be used in their classrooms).

Program Design
Foundation 1. During the past three months, all teachers have been asked to recommend top apps that they use or would like to use in their classroom. This has been done through brief forms handed out at two separate staff meetings as well as by offering the teachers a form where apps can be recommended via the CMS Library webpage. 2. During this same time period, a volunteer panel of teachers has been formed under the guidance of the librarians and with the support of all administrators. The panel has been designated the Technology Integration Committee. These teachers have demonstrated an interest in and aptitude for meaningfully integrating technology into the curriculum and have offered their recommendations and insight during the creation of this grant proposal. Preparation 3. Within two weeks of securing the grant, 35 iPads will be purchased and prepared for checkout from the library. During preparation, all purchased and free apps will be added and the settings will be changed to conform to district technology use guidelines. The iPads will be prepared with the intention to have them checked out as a set for classroom use, but in the future the librarians may consider checking iPads out in smaller sets if this is determined to be feasible and desirable. 4. During this two week time period, librarians will schedule departmentalized training for teachers regarding integration of the iPads into the curriculum. Each department will receive at least one training session within six weeks of the approval of grant funding. The librarians will utilize the expertise of volunteers who have already been involved in the Technology Integration Committee, and they will be asked to collaboratively lead the departmental sessions according to their areas of expertise. The members of the Technology Integration Committee are already aware that, should funding be approved, they will be responsible for presenting a minimum of 5 useful apps to their department at this time. The librarians will take responsibility for training teachers in the technical aspects of iPad usage as well as introducing teachers to apps that can be used for all disciplines. Implementation 5. Within nine weeks of receiving grant funding, the librarians will ensure that all feedback forms and rubrics required for the evaluation of this program have been created and are readily available via the library webpage. Some forms will be immediately collected upon the completion of units that utilize the iPads while others will be collected at the end of the term. 6. During the remainder of the term, teachers will integrate the iPad workstation into their classrooms, with students having the opportunity to use the iPads at least once per subject area.

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7. The Technology Integration Committee will meet at the end of the current term specifically to evaluate the successes of this program and to determine ways in which the iPad program can be improved. In the future, one Technology Integration Committee meeting per term will be designated as an iPad program evaluation and discussion meeting. 8. At the end of the current school year and annually as requested, a written report including all collected data and a summary of teacher and student feedback will be submitted to the grant funding entity.

Evidence Based Support

Research related to iPads specifically is being conducted at a rapid rate and will no doubt continue to demonstrate the adaptability and value that these tools offer for classroom use. A greater quantity of research has been conducted on some other Apple devices (primarily iPods), and other mobile devices have also received research attention in the education field. Research has already demonstrated a variety of benefits that mobile devices and tablets, with their corresponding educational applications, can offer to schools. A broad range of findings are presented below and are intended to summarize a multitude of reasons that the iPad is being considered as a tool that will facilitate quality teaching and will lead to student success in assessment scores as well as in the development of 21st century technology skills.

A case study was conducted at a North Carolina elementary school, and the researcher found that even the addition of a small number of iPads in the classroom significantly improved student engagement (Bennett, 2011). In one study, teachers noted a significant increase in high-level problem solving skills, teamwork, and collaboration when students used mobile devices with GPS capability (Dixon 2007, 29). An extensive study of iPad applications notes that the use of the iPad can free schools from having to purchase expensive and space-consuming supplies (i.e. science lab equipment that is seldom used or numerous musical instruments that are used for experimental purposes only). The collaborative element of many iPad applications and the importance of collaborative skills in a 21st century learning environment were also noted (Murray & Olcese, 2011). Dr. Teresa Franklin lists the following as valuable components that mobile devices add to the educational environment: individualized experiences, free to make mistakes, continuous access, transform and transcend the current learning model, communicate and collaborate, create and share documents and record lectures or experiments to review later (2011, 265). The article Mobile Learning for All (2010) cites researchers findings that learning with mobile devices supports quality learning that is interactive and physical. The authors also describe the Project K-nect Learning Initiative in which educators demonstrated a clear link between the use of mobile learning devices and increases in math scores. They point out that the greatest gains were made by students with disabilities and students who were labelled LEP (Bestwick & Campbell, 2010, 18). Kathryn Patten and Dorothy Craig (2007) supervised four research action studies examining the benefits of iPods to English language learners (ELLs). They found that pairing visual and audio versions of text significantly improved writing skills.

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Also, use of mobile devices while reading led to an increase in students use of academic vocabulary and an increase in Accelerated Reader test scores. Finally, the use of iPods with ELLs led to greater student engagement and increased completion of class assignments. Kathryn Patten and Dorothy Craig (2007) supervised four research action studies examining the benefits of iPods to English language learners (ELLs). They found that pairing visual and audio versions of text significantly improved writing skills. Also, use of mobile devices while reading led to an increase in students use of academic vocabulary and an increase in Accelerated Reader test scores. Finally, the use of iPods with ELLs led to greater student engagement and increased completion of class assignments. Researcher has shown an improvement in reading comprehension when an audio version of a text is paired with the visual text (Bomar, 2006). This pairing is easily accomplished through applications available on the iPad. IPads can be used as mobile devices through which immediate and student-centered assessment data can be collected and evaluated (Roschelle et al., 2005). After adding iPods and iPads to their resources, one school saw the following increases in students scoring proficient or advanced on state assessments: o Reading: 4% increase o Math: 14% increase o Science: 7% increase Teachers in this district were also provided quality professional development to help them successfully integrate a range of technology tools into their classrooms (Butler, 2010, 80). The Horizon Report (2011) lists mobile devices as technology that will be adopted in one year or less. The report also offers extensive reasons why mobile devices are essential to a 21st century learning environment.

The iPad offers an opportunity for educators to incorporate 21st century reasoning and teamwork skills through an interactive, responsive technology tool.

Budget

Item 16 GB Apple new iPads

Cost per item $499

(from Apple Education)

Number of Items 35

Total Cost $17,465

Explanation This iPad connects to the internet through WiFi and has sufficient storage space to run any educational apps needed. Students have designated storage space on the district server, so storing large files on the iPad itself is not necessary. The iPad Smart Cover provides protection for the screen when the iPad is not in use. It also serves as a

iPad Smart Cover Polyurethane

$39
(from Apple Education)

35

$1,365

GRANT PROPOSAL

- Green iPad Cart $0 1 $0

stand for the iPad, allowing users to prop the iPad up as needed. The library owns a laptop cart that has been in disuse due to the small number of laptops that are still in usable condition (the laptops were purchased ten years ago and are severely outdated). This cart will be appropriated for iPad use. The technology department has indicated that they will be able to provide or purchase all additional necessary items to create a secured, functional iPad cart.

Accessories for iPad cart (e.g. power strips, locks, labelling and storage materials) Educational Apps

$0

n/a

$0

$.99 35 of $10.00 each app per installatio n

(varied sources)

$500

This amount will allow the library to purchase a strong beginning collection of teacher recommended and professionally reviewed educational applications. In addition to this amount, the CMS administration has approved a matching $500 from the schools technology budget to be dedicated toward educational app purchases upon grant funding approval. The following resources are a sample of sources that might be consulted in making decisions about app purchases:

Apple Educational Apps Recommended iPad Apps bestappsforkids I Education Apps Review 100 Most Educational iPhone Apps Banister, S. (2010). Integrating the iPod Touch. Computers in the Schools. 27:121-131. In this article, the author notes that the reviewed and recommended apps are also generally available for the iPad.

Apps for

$24.08

$24.08

This book will be added to the

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Learning: 40 Best iPad/iPod Touch/iPhon e Apps for High School Classrooms. The 21st Century Fluency Series by Harry Dickens and Andrew Churches (pub. Corwin Press, 2011)

(from Amazon.com)

professional development resources in the library. The book has received positive reviews from sources such as Reference and Research Book News (02/01/2012).

Total funding $19,354.08 requested:

Evaluation
Goal 1: All students will have an opportunity to interact and learn from current technological tools at least once in each content area per term. Measurable Goal - Students will utilize iPads in each content area at least once per term. Evaluation - Classroom teachers will document their utilization of the iPads via the library iPad check out calendar. By doing so, the librarian and teachers will demonstrate that the iPads have been used at least once per term per content area. - Teachers will submit one survey per term on how they utilized the iPads in their classroom. This survey will include a section asking teachers to indicate improvement in student mastery on the targeted TEKS. Along with the brief survey, teachers will include the lesson plan(s) that incorporated iPad use. Note: teachers are required to write lesson plans, so this requirement is not adding an additional burden for the teachers. - All apps on the iPads will be aligned with classroom objectives and will be relevant to specific, teacherexpressed classroom needs.

- The iPads will be used as part of a lesson or lessons that will be directly aligned with state learning objectives (TEKS) and for which student mastery of objectives can be directly assessed.

- iPads will include subjectappropriate tools to enhance learning

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Goal 2: All teachers will receive course-specific training on how to integrate iPads in classroom curriculum and activities. This training will be headed by the librarians and will also involve subject-area experts in the use of technology. It will lead to measurable improvement in teachers integration of technology in the classroom.

Measurable Goal - All teachers will receive subjectspecific training on integrating iPads into class curriculum and activities. - Through staff development, teachers will be given the appropriate support to learn about the iPads and apps as they apply in their course content area

Evaluation - Librarians will provide staff development in this area during designated department meetings. This training will be documented in the librarians professional development log as well as in department meeting schedules and minutes. - At the end of staff development, staff members will be asked to complete a very brief feedback form indicating their confidence and abilities in using iPads in the classroom. - When lesson plans are submitted each term, the librarians will carefully evaluate each using a technology utilization rubric to assess the quality of instruction given as it relates to iPad usage. -Teachers who struggle with incorporating the technology into lesson plans will be individually addressed and offered additional, specific ideas for how the iPads can be more meaningfully incorporated in the classroom. -Teachers who demonstrate exemplary technology incorporation will be asked to share ideas and examples at future departmental and whole staff meetings.

- The apps available on each iPad will be relevant and useful to teachers in all subject areas.

- Teachers will fill out evaluation forms on apps included on iPads indicating strengths and weaknesses of each. At the end of each term, students will also be asked to fill out a survey indicating which apps they felt were the most and least relevant to their coursework. - Teachers will be provided with a simple online form via the library website where they can suggest apps to use with their content area.

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Goal 3: Class assessment scores will increase in the courses where iPads were integrated into the curriculum. Measurable Goal At least 60% of student scores on one class assessment when iPads were integrated into the curriculum will increase. Evaluation - When possible, student achievement on course objectives before and after iPad implementation will be compared to offer numerical data for review by the librarians. Because school-wide term assessments take place on a regular basis, the librarians can review teacher lesson plans to discover which objectives have been directly addressed with iPad use and can then use readily-available assessment data to compute these numbers. - As noted above, test scores from current and previous years can easily be compared, as can lesson plans from previous years. Lesson plans will be reviewed to ensure that lessons that incorporate technology are still addressing learning standards that have been and continue to be assessed.

Teachers will integrate the iPad apps into their current curriculum in order to impact learning in a meaningful way (i.e. They will be discouraged from creating new units or stand-alone lessons merely for the sake of meeting the requirement that the iPads be used in their classrooms).

Conclusion
The 21st Century Learner grant would enable the students of Century Middle School to be active learners in the increasingly technologically focused world. As the school is considered at-risk, many students do not have access to these kinds of technologies at home, and adding these tools has been shown to greatly improve student learning, focus and success in the classroom. The grant would include the budget for 35 iPads, 32 for a classroom set and three teacher iPads that can be used by the classroom teacher, educational technician and librarian in the classroom. Teachers will receive professional development opportunities to learn about the apps and how they apply to their individual content areas. As one component of evaluation, they will provide feedback in the form of surveys and classroom assessment scores over the course of the programs implementation. The iPads will be a resource to bring the at-risk population of Century Middle School into the 21st Century, allowing learners to thrive and giving CMS students the opportunity to participate in lessons designed to meet the needs of all learners and allow them to grow.

GRANT PROPOSAL References

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Benett, K.R. (2011). Less than a class set. Learning and Leading with Technology. 39: 4, 2225. Bestwick, A. and Campbell, J.R. (2010). Mobile learning for all. Exceptional Parent. 40: 9, 18-20. Bomar, L. (2006). iPods as reading tools. Principal, 85(5), 5253. Butler, K. (2010). A small districts big innovator. District Administration. 46: 9, 78-82. Dixon, A. (2007). Finding your way: GPS and geocaching. Learning and Leading with Technology, 34(8), 2931. Franklin, T. (2011). Mobile learning: At the tipping point. Turkish Online Journal of Educational Technology. 10: 4, 261-275. Horizon Report: 2011 Edition. (2011). Educause Learning Initiative and The New Media Consortium. Retrieved from http://www.educause.edu/Resources/2011HorizonReport/223122. Kingsport City Schools. (n.d.) ENCORE III! and EXCEL! A collaborative 21st century community learning center grant project between John F. Kennedy Elementary School and Boys and Girls Club of Greater Kingsport. School Grants. Retrieved from http://www.k12grants.org/samples/21CCLC-Kingsport.pdf. Kulle, C. & Price E. (2012). CMS library mission, goals and objectives. Century Middle School. Retrived from http://mseprice.pbworks.com/w/page/516508 89/Century%20Middle%20School%20Library%20Website Murray, O. & Olcese, N. (2011). Teaching and learning with iPads, ready or not?. TechTrends: Linking Research and Practice to Improve Learning. 55: 6, 42-48. Patten, K. B., & Craig, D. (2007). iPods and English-language learners: a great combination. Teacher Librarian. 34: 5, 40-44.

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Roschelle, J., Penuel, W. R., Yarnall, L., Shechtman, N., & Tatar, D. (2005). Handheld tools that informate assessment of student learning in science: A requirements analysis. Journal of Computer Assisted Learning. 21: 3, 190203. State Board for Educator Certification (SBEC). (2010). Technology application standards for all teachers. Texas STaR Chart. Retrieved from http://starchart.epsilen.com/standards.html.

GRANT PROPOSAL Grant Proposal Rubric

10 points Introduction 5 points 3 points The introduction and conclusion are clear and concise. The need for the proposed program is thoroughly and clearly stated and focuses on a legitimate need related to library program mission/objectives. Sufficient background information is given. The needs statement is lacking in one aspect. 1 points Either the introduction or the conclusion is not clear/concise. The needs statement is lacking in two aspects. 0 points

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Neither the introduction nor the conclusion are clear/concise. The needs statement is lacking in more than two aspects.

Needs Statement

Goals

The proposed program goals are thorough, clearly stated, and align with both the needs statement and the program design. The design of the proposed program is thorough, clearly stated, and presents a logical solution to meet the stated need. The program need and the solution are sufficiently supported by local data and evidence from the literature. The design of the proposed program is lacking in one aspect The project methods do not consider all elements or steps for carrying out

One or more of the goals is lacking.

More than one of the goals are lacking.

Program design

The design of the proposed program is lacking in two aspects.

The design of the proposed program is lacking in more than two aspects. Either the project methods or the evaluation plan are

Evidence-based support

The project methods do not consider all elements or steps for carrying out

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A minimum of five sources are referenced and cited.

the project, but the proposal does provide for a reasonable method for evaluating the effectiveness of the project.

the project, and the proposal does not provide a reasonable method for evaluating the effectiveness of the project.

seriously lacking.

Budget

The project The budget budget is is lacking in inclusive, one aspect. accurate, and reasonable with justification for each item; all nonbudget resources are identified. The plan for evaluating the effectiveness of the program is well planned and sound with a specific assessment strategy for each goal. The evaluation plan is lacking in one aspect.

The budget is lacking in more than one aspect.

Evaluation

The evaluation plan is lacking in more than one aspect.

Professionalism

Information is logically organized with attention to proper grammar, spelling, punctuation, and word choice. Sources of information are properly cited.

Presentation of information does not adhere to standards of scholarly writing.

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Self Assessment

Before submitting this project, you self assessed using this rubric and included the rubric with self assessments highlighted.