Kevin Deissler

EDTECH 551
Module 1, Assignment 1

The Hatboro-Horsham Educational Foundation has provided over $900,000 to Hatboro-Horsham

School District educators since 1987. Through Innovative Learning Grants (ILG), they seek to enhance
student learning and provide meaningful experiences that will foster an attitude of lifelong learning.
Each year, the foundation provides workshops and assistance to those seeking a part of the prize. This
year, the foundation looks to award over $98,000 in grant money. There are several people who will be
reading the grant applications depending on what you are seeking funding for. All grants must be
reviewed by the principal. Technology requests must be approved by the building technology
coordinator and the director of curriculum before being submitted to the HHEF committee. This was the
first year I have been eligible to write a grant since Im still new to the district. I decided to try and write
three different grants: one to start a Maker Space, one for new LEGO robots, and one collaborating with
a third grade teacher for Microsoft Surfaces for hybrid learning. For this assignment, I chose to analyze
my Maker Space grant. It is the one that I have the most hope for, so by analyzing it, I hope to find my
flaws in case I need to resubmit it next year due to failure.
I was surprised to see that I scored a Flesch Reading Ease Score of 54.2 and a Flesch-Kincaid
Grade Level Score of 10.3 from my readability statistsics. These scores were just below what is
recommended for professional or standard documents. Im curious as to how theyll change once I edit
the grant before final-submission. The lower level could be due to some minor grammar mistakes, such
as, The Maker Space is innovative because while there is a focus on test scores, we need to make sure
students are understanding real world scenarios through the use of their hands. Instead of students
are understanding, I could say students understand, and make it more forceful. I can also expand
further on the third grade project to include some clearer examples instead of, Make an everyday
object more awesome by using LEDs. That is very vague; as good and flexible as it sounded in my head,
the more I look at it, the more I need to give some more examples, such as add LEDs to a research
poster presentation or to a soda bottle rocket. I now realize that I need to have my grants reviewed
better prior to submission.
There are opportunities within this grant that I can expand the active voice. I can give a more
detailed summary of what my students have done in the past regarding the stop-motion club. Perhaps
by explaining how the club was set up and run will provide more details on how it has been successful.
Im also curious if Ive chosen the right structure, i.e. listing my plans using bullet points. If I were to
organize those thoughts into more of a paragraph structure, I may be able to include more information
about my plans.
Im lucky enough to still be waiting for final approval from the director of curriculum, because I
did find a number of mistakes within my application. I believe the strengths of this application build on
prior experiences (the link to my YouTube channel with the stop-motion movies for example) and the
uniqueness of such a grant; a space like this using this equipment doesnt yet exist within our district. A
main weakness within this part of the grant is that complete omission of two very big concepts: STEAM
(Science, Technology, Engineering, Arts, and Math), which I mention in the grant description but not

Kevin Deissler
EDTECH 551
Module 1, Assignment 1
here, and collaboration. The ability for students to build their collaboration skills through the
equipment in this grant cannot be overlooked, and for these reasons, Im glad I still have a few days left
to submit this grant and include this necessary jargon. One of the requirements of this grant is that
cannot exceed four pages; Im hoping that these changes keep it within the required limit.
Application Guidelines
ILG Narrative for NON-EITC Applications:
Narrative cannot exceed four pages. You must use the following outline (including
numbers and subtopics) to format your response. Additional pages will not be read.
Refer to ILG Guidelines for composing the most specific responses.
1. ILG description and details.
a. Provide a general overview/summary of the proposal. (This will be used in all grant
program publications.)
b. Specify how the ILG is an innovative and enriching approach to teaching and learning.
c. Explain how the ILG adds value and advanced academics to the HHSD curriculum.
2. ILG activities. Provide a sequential list of ILG activities, including dates or timeframe.
3. Student learning outcomes and measuring outcomes. HHEF funders require specific information
in this area.
a. What are the specific student learning outcomes of the ILG? Use phrases such as The
student(s) will.
b. For EACH outcome listed, describe how the impact on students will be measured. A
successful application will include quantitative information with some qualitative or
anecdotal information.
4. ILG evaluation. HHEF funders require specific information in this area.
a. What are the expected, overall benefits of the ILG?
b. How will the overall effectiveness of the ILG be measured?
5. For NON-EITC Continuation grants only
a. What were the overall successes and/or shortcomings of the initial ILG funded ILG
project?
b. How were student outcomes, performances, learning enhanced or improved by the
initial funded ILG? It is essential to include quantitative information with some
qualitative or anecdotal information.
c. How will the past successes and/or shortcomings be addressed in the continuation ILG?
6. Technology and equipment, for all requested, nonexpendable items over $500.
a. Provide a detailed description of the technology and equipment needed for this ILG.
b. Explain how the technology and equipment is essential to the student outcomes and
goals of the ILG.

Application Content
1.ILG Description & Details
a. By harnessing the power of a Maker Space, students in grades 2-5 will be able to explore and
create concepts by design and of their choosing and present their creations to the world. A Maker Space
promotes higher-level thought processes, creativity, and grit, which are necessary skills in the 21st

Kevin Deissler
EDTECH 551
Module 1, Assignment 1
century world. Blooms Taxonomy, the structure through which all teachers analyze their methods, has
been revised to include such verbs as remember, understand, apply, analyze, evaluate, and create. By
building upon higher-level thinking and the latter part of the revised taxonomy, students will be able to
improve thought processes and build upon the joy and pride of displaying their work for others. Current
goals slate this Maker Space to be held after school in a club setting, however, there is potential for this
Space to work itself into curriculum goals.
b. The objects within this requested grant allow for students to be creative and innovative
through discovery and real-world hands-on experiences. At the core of this grant is a 3D printer and
digitizer. By using a program such as TinkerCAD, students will be able to design objects for a purpose
and print them. When linked into the writing process, students will be able to write about what they
would like to design and why. Through the TinkerCAD program, students will need to understand the
math involved to draw their actual product to scale. The digitizer allows for differentiation. Students
who might not excel within the computer realm may be able to mold their projects to the proper
dimensions for scanning. The end result is something tangible and something students can be proud of
creating.
c. The Maker Space is innovative because while there is a focus on test scores, we need to make
sure students are understanding real world scenarios through the use of their hands. The Makey Makey,
Hummingbird Kit, Arduino, and LittleBits bring in ideas of coding, programming, and electronics that are
relevant in todays 21st century world. From creating basic programs with the Arduino, to building
moving objects that fit with, perhaps a story from reading using the Hummingbird Kit, to taking apart
and changing around the LittleBits to make lights blink, there is something for every grade level to get
students creating, failing, and discovering.
d. Through the use of building student grit, students will gain an understanding of If this/Then
that processes and allow them to attempt to fix or debug any problems they encounter. Across the
Common Core, we want our students to use higher level thinking, and this ILG would provide a fun,
hands-on approach to building higher level thinking.
2. The materials from this ILG could be used all year long across multiple subjects, grade levels, and
time-frames. In an after-school setting, or community Maker Faire-type setting, goals could be set up as
listed below. Throughout the objectives/goals, because of space, if this is held in the computer lab,
students would also learn how to move computers by disassembling and reassembling them.
2nd Grade
Objectives/Goals:
Learn how a computer is connected to the network
Disassemble and reassemble cables connecting computer to the network
Explore connections and circuitry using LittleBits, and MaKey MaKey
Complete a circuit using copper tape, batteries, and LEDs
Share experiences using Edmodo.
Final Project:
Make an everyday object more awesome by using LEDs.
Materials Used:
Makey Makey
Little Bits
Hummingbird Kit

Kevin Deissler
EDTECH 551
Module 1, Assignment 1

3rd Grade
Objectives/Goals:
Learn how a computer is connected to the network
Disassemble and reassemble cables connecting computer to the network
Share experiences on Edmodo
Final Project:
Write and record a stop-action movie, to be shared on YouTube/Edmodo
Materials Used:
Tripods
Webcams
Prior Results:
Please visit http://tinyurl.com/hallowellstopmotion to check out student products.
4th Grade
Objectives/Goals:
Learn how a computer is connected to the network
Disassemble and reassemble cables connecting computer to the network
Become fluent with TinkerCAD, using previous .ppt drawing experiences to create three
dimensional shapes
Share experiences using Edmodo
Final Project:
There could be any number of final project themes, for example:

Hallowell is in need of a new mascot. Design a new mascot and write a back
story. Use TinkerCAD or Play-Doh to create a three-dimensional rendering. All
of the students will vote for a winner to be printed.

Mom and dad have a problem with getting the last bits of toothpaste out of
the tube. How can we solve this problem?

You and your buddies just opened up a bag of snacks but dont want to finish
them. How do we keep them fresh?
Final products will be printed and tested using the 3D printer and scanner. The scanner
allows for differentiation for those students whom are not successful designing using a 3D
rendering program.
Materials Used:
Replicator
3D Digitizer
5th Grade
Objectives/Goals:
Learn how a computer is connected to the network
Disassemble and reassemble cables connecting computer to the network

Kevin Deissler
EDTECH 551
Module 1, Assignment 1

Decide on a project to be presented at the end of the session. Free reign. Final project must
be presented, chronicling any research or production student(s) embark on. This type of
project could involve any of the materials available in the Maker Space.

3. Student Learning Outcomes

Objectives
To establish a space for creativity and problem solving
Students will be able to identify a problem and create a viable solution to a problem through
trial and error.
Students will document their thought processes throughout and present a final overview of
their projects through the use of posters, blogs, and websites.
Students will be encouraged to explore and create things not normally associated with their
class curriculums.
Parents will be able to work with their students to create a community of "Makers," capable of
solving problems with their brains and their hands.
Impact on Students
Students will have an opportunity to explore 21st century, hands-on learning through the
fabrication process. Giving students the ability to make, share, and reflect on their learning
process fosters lifelong learning and promotes presentation and interaction skills crucial in
today's job world.
4. ILG Evaluation
Expected benefits
To build student grit by encouraging a trial and error atmosphere
To encourage creativity through a blank canvas of materials
To increase student engagement in the higher-level thought processes
Measurement of effectiveness
Effectiveness will be measured by a dynamic shift in the way students think and prepare for
their schoolwork. Students will become producers, tinkerers, and creators, and will need to plan
for a final product using this equipment. The transfer of these skills into other areas of the
curriculum will be an invaluable asset and skill that our students will learn and experience.
5. Technology
1. MakerBot
2. Replicator-$2,754.05
a. A replicator allows students to print what they think about and design. Students could
design something on paper, but being able to print it as a three-dimensional object gives
any project authenticity and could prove to inspire the next wave of inventors,
researchers, and problem-solvers.
3. Digitizer-$759.05
a. The digitizer allows for the differentiation of using a 3D printer. Students can make
copies of things they create, or design something that would combine with what they
created in TinkerCAD.
4. MakerBot Filament-$1,225.50
a. This includes (3) 10-packs of filament refills for the MakerBot Replicator

Kevin Deissler
EDTECH 551
Module 1, Assignment 1
5. Webcams-$845.90
a. After a successful stop-motion movie club in which students wrote, created, directed,
and produced an entire short film, its time to advance the quality. These webcams
allow for better pictures to be taken of what students have created and when hooked
up to a laptop allow for their production studio to be mobile, something that is not
possible at the present time. In time, these could also allow video chats between
students in other schools within the district to share work and experiences.
6. A 3D printer is an essential part of the 21st century classroom. It allows students to experience
the creation and fabrication process, designing, building and sharing their projects; these are all
skills that are relative and necessary in 21st century learning. The LittleBits, Makey Makey,
Hummingbird Kits, and Webcams all fall into the higher-level process thinking category, in which
students need to use their creativity to produce some sort of product.-on Math & Science