A NE5 Innovation Fund Proposal By The Grenoble Learning Team April 15, 2011

Slide To Unlock The Learning A NE5 Innovation Grant Proposal April 2011
Name of School Project Name
Grenoble Public School

Slide To Unlock The Learning

Amount of Funding Requested

Learning Team
Colin McAuley Ted Goldring David Fry Julie Van Huyse

Proposed Project
The 21st century learner is someone who is: collaborative, creative, can think critically, participates in inquiry or problem-based learning, clearly communicates ideas and can use the latest technology in an authentic, effective manner. How do we create classrooms that support our vision of the 21st century learner?! We, the members of the learning team at Grenoble propose that this can be accomplished by combiming!innovative, modern tools with a group of teachers committed to step beyond conventional teaching paradigms. Our Team feels strongly that we can make this vision a reality! Our proposal involves purchasing a number of iPads to be used as an innovative, mobile learning tool in a variety of learning environments (e.g. Special Ed., Junior, ELL, Kindergarten, Primary). The iPad will be the catalyst that enables participating teachers to modify their practice to a more student-centred, problem-based teaching style.

How is This Project Innovative

Our project is innovative in that it combines a cutting-edge, tactile, ‘connected’ device (the iPad), with an accompanying change in teaching practice (Problem Based Learning). We are proposing a combination of both ‘structural’ and ‘instructional’ elements that will drive change in teaching and learning.

The Device

The first central pillar of our proposal is the purchase of 16 iPads. The iPad’s high-resolution display, with its responsive Multi-Touch screen make it a whole new kind of device for learning. Our main reasons for choosing the iPad are: 1)The Form Factor!" The 10 inch iPad is light, portable, flexible and hands-on. The 10 hour battery life means it lasts the whole school day without the need for a charge. With the inclusion of two cameras, a microphone and speaker, the iPad has been transformed it into a personal learning ‘studio’. Finally, in it’s short lifespan it has proven to be very reliable, backed by Apple’s inclusive warranty and is priced at roughly half the price of a laptop. 2)Differentiation There are over 350,000 apps available for download currently, thousand’s of which are educational. The majority of the apps are inexpensive or free. This means that by choosing the most appropriate app, a teacher can match the exact skill level of instruction to a student’s ability, thereby providing a differentiated and personal learning experience. As well, the simplicity of the touch interface makes it an extremely useful device for students with special needs. In summary, we feel the iPad is the best device to fit with our instructional goals. It has the features we are looking for to differentiate for all the learners in our school, as well as, being the ideal device for users of all ages. To help manage the iPads and to provide a measure of security, we are also including a Bretford Powersync cart (as part of the Apple iPad 2 Learning Lab Bundle) to charge and sync the iPads.

The Teaching

The use of any engaging, mobile device in the classroom without an accompanying shift in teaching strategy is not enough to bring about significant change in learning. In order to leverage the power of these devices, participating teachers will focus their teaching practice on a Problem Based Learning (PBL) model. The Key Characteristics of PBL are: • Learning is driven by challenging, open-ended, realistic problems. • Students generally work in collaborative groups. • Teachers take on the role as "facilitators" of learning. Students work over an extended period of time on a project centred around a driving question. Students are considered to be active agents who construct their knowledge in groups. PBL gives students both a voice and a choice in their learning. As a facilitator of learning, the teacher asks probing questions, provides appropriate resources, gives descriptive feedback and designs, with student input, assessments. In this model the teacher helps to uncover the content rather than just cover the content.

Benefits to Students

In Dr. Spence’s “Our Vision of Hope - Report to the Community” he states: “Growing up in a digital age, today’s students want to learn and express themselves in a way that’s relevant to them.” We strongly believe our proposal contains the necessary components to help our students develop 21st century academic and life skills. Our goal is to strengthen competencies for self-directed learning, provide tailored learning experiences and to encourage students to go deeper and advance their learning from anywhere. We have provided 5 different learning scenarios in the Appendix that illustrate what this could look like in different settings at Grenoble. Finally, more than 50% of students at Grenoble were born outside of Canada and over 80% report speaking a language other than English at home. As well, many of our students have little or no access to technology and the Internet in the home. Many of our students will directly benefit from the use of this new technology. It will allow them to advance their Literacy skills and give them opportunities to to demonstrate their learning in a variety of new ways.

SIP Alignment

Our proposal aligns with our SIP plan in three key areas: 1)Technology The use of iPads will fulfill many of the ICT integration goals in our SIP plan. The incorporation of the iPads across the curriculum will allow participating teachers and students to be engaged in a technologically rich learning environment. Part of our goal is to incorporate the iPads in our Pathways planning to enhance the effectiveness of this targeted learning. 2)Literacy Using the iPad will aid participating students will be able to research various topics, watch relevant media and capture images and video. This process will allow for collaboration with classmates to create graphic organizers, revise their non-fiction writing and present their learning in engaging ways. 3)Numeracy The iPad will allow teachers to equip students with a variety of tools and resources to solve real-world problems. As well, students will be able to communicate their thinking through pictures, podcasts and videos. The wide range of apps available on the iPad supports remediation of different math skills.

Measurable Outcomes
Measurable Outcomes iPads are used by students and teachers on a continuous basis Progress of the iPad project documented on-line through blogs and on our school website How Outcomes Could Be Measured or Observed On-line School calendar to be used to schedule usage Creation of an iPadFOS site/blog to capture the progress and the process with links from site to project specific work done by students Liaison with the NE 5 ICT committee to plan and develop FOS PD and FOS LTM Increase in technology related projects observed, report card language and reporting begins to change and attendance at NE5 ICT event begins Report Card data reflects ICT integration and student learning Teachers and Students are given surveys before and after the project to measure their understanding of PBL as well as their comfort and confidence with the different elements of PBL Participating teachers collect anecdotal evidence and reflections following projects involving the iPads and complete learning surveys Report Card Learning Skills Data increase in participating classrooms

Ongoing use of the iPads as a professional development resource for teachers in the NE5 Increase in ICT integration at the school level and increase use of mobile technology in the FOS

Teachers integrate mobile learning with greater frequency Teachers and Students develop an increased comfort level with the different elements of Problem-based learning

Teachers comfort level with mobile technology increases

Students’ “Twenty-First Century” Skills increase

Itemized Budget
Item Description Apple iPad 2 Learning Lab Bundle 10 iPad 2 16gig wifi with 2 years of Applecare Warranty + Bretford Powersync cart (charges, syncs and securely stores ipads) 6 ipad 2 16gig wifi with 2 years of Applecare Warranty Protective covers Price $8,049

6 x $580 = $3480

16 x $30 = $480.00

TDSB Cisco Wifi Router


Educational Apps from the Apple App store


2 VGA adaptors to connect the iPad to a projector

2 x $35 = $70

Total Total with Tax

$13,044 $15,000

In an effort to ensure the success and sustainability of this project, we have prearranged support and sought advice from a number of sources from both within and outside of the TDSB. • Apple Canada has agreed to assist this project by pledging to support the initial setup of the iPads as well ongoing technical support as needed. • The Teaching and Learning with Technology/ICT department, lead by Kevin Bradbeer and his team of Instructional Leaders have pledged their support to help Grenoble’s staff to implement the new TDSB ICT standards and develop Problem-Based learning tasks. • Jack Conroy and Martin Ashbee, from End User Computing, the chief technical architects of Mac computing within the TDSB, have been consulted and have offered their technical advice for successfully integrating the iPads within the TDSB environment. • Instructional Leaders from the Library and Interdisciplinary Studies Department have been consulted regarding the areas of inquiry and project-based learning, as well as their experience with mobile devices (e.g. iPod, iPad). • Teachers within the TDSB who employ mobile devices within their Special Education classes have also been consulted. When considering the aforementioned list, combined with our Personal Learning Networks, we feel that we have put in place the necessary structure to ensure our project will be properly supported.


Grenoble Public School and its staff have a long history of formal and informal learning and sharing. Grenoble has a collaborative culture and a successful, team-based approach to teaching and learning. There are numerous example of Grenoble teachers sharing ICT expertise with their colleagues and fellow educators. We have: • Provided support as members of TACIT, the volunteer teacher organization that provides after school ICT workshops. • Presented at the ECOO provincial ICT conference and at Media Literacy and ESL conferences at OISE. • Hosted beginning and experienced teachers through the TDSB Demonstration Classroom program. • Created a learning site for preservice teachers from Queens University. • Organized the TDSB East FOS Interactive Whiteboard Symposium in 2010. • Facilitated professional development and modeled the integration of new technology in the classroom (e.g., Smartboards) • An Apple Distinguished Educator on staff. At the family level, we have: • coordinated the NE5 FOS iBook program • provided leadership as part of the NE5 ICT committee. • shared ICT information to beginning teachers and mentors at FOS functions • provided Professional Development to FOS Grade 6 teachers involved in the TDSB Mobile Computing Strategy. Based on the above list of involvements and partnerships, we believe that the staff of Grenoble are well prepared to make this program a success. Furthermore, it is our hope that this proposal could serve as a model for mobile computing within our FOS and ultimately our Board.

Replication Strategy

Our Replication strategy for this project is to capture both the process of implementing iPads as a learning tool, and changes in teaching practice. We will be documenting our work in a variety of ways including posting our progress on-line for other educators within our FOS, TDSB and beyond. To help project members plan and document their learning, Grenoble’s administrators have pledged to support the project with release time in the amount of $1500. Within the FOS, we will invite interested administrators and teachers to visit the project team throughout the implementation year and, if possible, present at the FOS leadership team meeting or hub meeting. As well, we would agree to host an NE5 ICT integration function featuring our work with the iPads as well as other FOS ICT integration projects (e.g., Smartboards). Finally, we will be returning to the annual ECOO conference and Apple Distinguished Educator symposium to dialogue, network and present our work with other Ontario Educators.

Grenoble iPad Implementation Timeline
April 2011: NE5 Innovation Fund application is due and evaluated. May 2011: Funds transferred and equipment is purchased. June 2011: Equipment arrives and setup begins, using support from various sources. June 2011: Participating teachers are selected based on their interest and receptiveness to new technology coupled with their experience and willingness to adopt Problem-Based Learning and to design authentic learning tasks. September 2011: Planning session #1 (release provided by Grenoble Admin team) Participating teachers meet to complete attitude surveys, plan projects and assessments for first term and set goals. We will also design ways to capture the process with support from different TDSB departments. October 2011: We begin to share our journey through entries on a blog. October 2011:Staff meeting: iPads highlighted and PD sessions for all staff begin November 2011: Informal and formal visits from interested teachers and administrators in the FOS can begin. December 2011: Parent Teacher Interviews Work from students participating in the project can be shared during parent interviews. January 2012: Planning session #2 Participating teachers meet to assess student learning and professional development from first term, plan new projects for second term and set new goals. They will also be sharing the process at grade team meetings within the school. February 2012: We will share our work to date at a FOS Principals meeting. May 2012: NE5 FOS ICT sharing event is hosted at Grenoble and we begin to look for ways to expand the project going forward. June 2012: We will review teacher participation for 2012, analyze attitude surveys, student assessment information and the impact of this initiative on teacher practice. We will also consolidate our learning online. 2012-2013: Continuation of the project and presentation of our work can occur at various professional conferences (e.g., TACIT, ECOO conference, Apple Distinguished Educator Symposium, etc.).

Other Info
Learning Scenarios
To end our proposal we would like to present five learning scenarios. These vignettes highlight what teaching and learning could be like in an iPad equipped classroom in the hands of engaged students guided by committed teachers.

Special Education

Victor has fine motor difficulties which make writing and typing difficult. In order to create notes for his research he opens Dragon Dictation, a speech recognition app, and records his thinking. His recorded thoughts, are automatically transcribed into text and emailed to his teacher. Jordan, his classmate, uses Proloquo2go an augmented communication app to point to the included symbols to communicate his basic needs.


When Lakshmi arrives at class her group is already working around one of the iPads and is looking at the information on child labour that they have entered into their Google Doc. As they plan for the best way to present their findings, they review the success criteria they earlier created with their teacher. Flipping back to their work, they decide on creating a video PSA. They begin to use Storyboard to plan the shots they will need and finally use iMovie to shoot and edit their masterpiece.


Mohammed loves to listen to stories and is showing an interest in creating his own. Before he starts, he listens to the instructions his teacher has recorded and placed on the iPad. When he’s ready he opens the Puppet Pals app. He chooses the setting (the woods) and the characters he want to include in his story (the wolf and the prince). He moves the characters within the setting while he tells his story. As he is doing this, the app is recording the movement of the characters as well as Muhammed’s voice. At sharing time, the teacher plays Muhammed’s story to the class.


Maneesha has been learning about the water cycle. After reading the interactive book her teacher placed in iBooks on the iPad, she is ready to plan her report. She opens up one of the graphic organizer apps and begins to plan what she needs. She uses Doodle Buddy to draw and label the pictures she needs. Next, using Sonic Pics she records the narration to explain her thinking. Before she’s done she checks the list of “Look Fors” her teacher has preloaded on the iPad. Finally, when complete, she shows her narrated slideshow to her class.


Masi is learning about ancient civilizations in his ELL classroom. To help him his teacher has pre-bookmarked a series of websites and videos on the iPad that are at his reading and comprehension level. Before Masi starts, he listens to the instructions his teacher has recorded for him. While working he comes across a section on a website that he is unsure of. He copies it and pastes into another app to translate it into his own language. He emails his notes to himself as he begins to work on his presentation. He creates slides in Keynote to help him with his oral presentation.

Thank you for considering our proposal. The Grenoble Learning team