Motivation to Learn:
Technology Intervention
in our Schools
by
Kathy Forster
A Grant Proposal Project Report Submitted in Partial Fulfillment of the
Requirements for the Master of Science Degree
in
Education
Approved: 2 Semester Credits
A. Brewer, Ed.D.
The Graduate School
University of Wisconsin-Stout
May, 2012
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The Graduate School University of Wisconsin-Stout
Menomonie, WI
Author: Forster, Kathy J.
Title: Motivation to Learn: Technology Intervention in our Schools Grant Proposal
Graduate Degree/Major: MS Education
Research Advisor: Jerrilyn A. Brewer, Ed.D.
Month/Year: May 2012
Number of Pages: 35
Style Manual Used: American Psychological Association, 6th Edition
Abstract
Arkansaw Elementary School is in need of assistance to implement portable technology
into the classrooms to implement Common Core Standards and Response to Intervention
strategies. Portable technology enables smaller group sizes that allow students to learn and
practice essential skills. Research suggests technology can motivate students and provide the
hands-on, independent learning some students need to secure skills. Technology also has the
potential to support student needs in Response to Intervention Tier 1 and Tier 2 instruction. The
goal of this grant proposal is to improve student achievement and provide resources necessary
for all students to be able to learn and to succeed in the classroom. The objectives are as follows:
Objective 1: Integrate portable technology into daily classroom activities and after school
programs.
Objective 2: Improve interventions to ensure adequate yearly progress is made by all
students on WKCE.
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Objective 3: Increase teaching effectiveness by implementing technology.
Objective 4: Provide opportunities for teachers to learn about the technology available in
the classrooms.
The Project Lead Teacher will organize and plan the evaluation and dissemination of the project
in order to meet the overall goal.
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The Graduate School University of Wisconsin Stout
Menomonie, WI
Acknowledgement
Numerous people were invaluable in writing this thesis. I am thankful to my family and friends
who supported and encouraged me through my journey, especially my husband Josh and my
children Bryce and Brianna. My appreciation to the administration and my colleagues at
Arkansaw Elementary School who assisted me in gathering the enormous amount of information
needed and answered all of my questions without hesitation. I especially wish to extend my
appreciation to my advisor, Jerrilyn Brewer, for her vast knowledge, encouragement, and
continued support and guidance throughout.
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Table of Contents
…………………………………………..……………………………………………………..Page
Abstract……………………………………………………………………………...…………….2
Chapter I: Introduction……………………………………………………………………………7
Statement of the Problem………………………………………………………………….8
Purpose of the Grant…………………………………………………………………..…12
Limitations…………………………………………………………………………….…12
Definitions of Terms……………………………………………………………………..12
Methodology…………………………………………………………………………..…15
Chapter II: Literature Review………………………………………………………………...…16
Response to Intervention…………………………………………………………………16
Importance of Technology……………………………………………………………….17
Teacher Training………………………………………………………………………....20
Chapter III: Project Goals and Objectives……………………………………………………....22
Goal: Implement iPads in the classrooms and after school programs to motivate
elementary students, increase individual and small group learning, and to promote yearly
adequate progress on the Wisconsin Knowledge and Concept Exam (WKCE)………....22
Objective 1: Integrate portable technology into daily classroom activities and after
school programs……………………………………………………………………….…23
Objective 2: Improve interventions to ensure adequate yearly progress is made by all
students on WKCE…………………………………………………………………….…23
Objective 3: Increase teaching effectiveness by implementing technology……………..23
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Objective 4: Provide opportunities for teachers to learn about the technology available in
the classrooms...................................................................................................................24
Chapter IV: Methodology………………………………………………………………………25
Project Timeline………………………………………………………………………….25
Evaluation Plan and Tools……………………………………………………………….27
Dissemination Plan………………………………………………………………………28
Budget Narrative…………………………………………………………………………29
Table 1: Budget………………………………………………………………………….30
References………………………………………………………………………………………..31
Appendix A: Cover Letter……………………………………………………………………....35
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Chapter I: Introduction
The technological world is constantly changing which makes the ability to understand
and work with technology in everyday life as important as the ability to read. Students who
graduate from high school are expected to read and write at higher standards than ever, as well as
work with a variety of technologies. In order to compete in these tough economic times, they are
forced to excel in the skills outlined by the Common Core Curriculum Standards, as well as
master the ever-changing technology in our world. These expectations of reading and
technology readiness must begin early in a student’s education in order to ensure solidification in
their lives.
Schools in Wisconsin are facing a great predicament in how they are going to implement
the newest set of national standards, the Core Curriculum Standards. Schools environments are
constantly changing and technology has become an important part. “Technology has infiltrated
every aspect of modern life. Classrooms are no exception. School districts across the country
have been investing a substantial amount of their annual budgets on education technology in an
effort to boost academic performance in the past two decades” (Cheung & Slavin, 2011, p. 19).
Budgets in the Durand School District and around the state have been reduced, which inhibits the
ability of staff to provide supplies needed to ensure the highest quality education and prepare
students for college and future employment. As this breakdown of monetary support continues
and the Common Core Standards requires a higher base of knowledge, it becomes a mounting
problem to maintain the highest academic standards in our students. In addition, the nationwide
implementation of Response to Intervention (RtI) requires more interventions at the classroom
level before students are given increased support in the form of Special Education. This new
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combination of laws makes it extremely difficult to show progress in the students who struggle
the most.
The Durand School District has always made a commitment to supplying technology in
the classrooms to ensure access for all students. This continual updating of technology, new
textbooks, as well as other crucial educational supplies is pertinent to students’ success after high
school. There is also a lack of teachers that stay trained in this new technology. “Researchers
often cite resources and funding as barriers to [instructional technology] IT use. However,
evidence from these analyses suggests that obstacles that teachers experienced to integrating
technology into instructional practice may be just as detrimental” (Miranda & Russell, 2011, p.
318). If students are to stay current in technology and its advances, then it is crucial for districts,
such as Durand, to continually update technology and invest in teacher trainings of these
technologies. The implementation of iPads with the available educational apps would provide a
key form of assistance in the classroom to target students’ areas of weaknesses and to provide
alternative ways for students to learn.
Statement of the Problem
The Common Core Standards have amplified technology goals, further emphasizing the
existing gap between Durand students and other students in the United States. Consequently,
students who are already lagging behind because of the school’s inability to keep up with
technology are further impaired by the increased standards sent down by the government.
Durand struggles to financially keep up with technology upgrades; they also struggle to find
opportunities after school for students who lack access to these sought after resources. Our
elementary school currently provides an after school program “Tee Time” in which all students
are encouraged to stay after two nights a week and do homework. If our district could provide
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access to technology after school hours, the need for technology in the homes could be
decreased.
The Durand School District is required to implement Response to Intervention (RtI).
Response to Intervention (RTI) is a multi-tiered approach to help struggling learners. Students'
progress is closely monitored at each stage of intervention to determine the need for further
research-based instruction and/or intervention in general education, in special education, or both”
(“National Center for Learning Disabilities1”, 2011, What is RtI, para. 1). In Tier II
intervention, teachers must look for other ways to progress monitor children and supply more 1:1
intervention with struggling students. Currently the only support options in most classrooms are
the teachers. The ratio of students to teachers does not lend itself to providing Tier II
intervention without hindering other students’ learning.
The Wisconsin Department of Public Instruction website states the Arkansaw Elementary
School has almost 40% of students who qualify as economically disadvantaged in the 2010-2011
school year. (“Wisconsin Department of Public Instruction3”, n.d., table). The latest report from
Lori Snapp, Food Services Coordinator for the Durand School District, indicates that of the
1,100 students in the district, 364 qualify for free lunch and 58 qualify for reduced lunches (Via
email, November 8, 2011). This is about 39% of our students. This statistic does not include all
families who would be eligible, as there isn’t a requirement in our district to fill out the
application. The struggles these families already face financially are compounded as they
typically do not have access to the technology needed in their school life. Research has shown
that the families who qualify for free and reduced lunches in our district are the families who
tend to strain to gain access to computers. “Low-income, rural and minority populations have
received special scrutiny as the technological ‘have-nots’” (McCollum, 2011, Redefining the
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Digital Divide, para. 1). McCollum went on to say that this lack of technology “leads to students
achievement gaps, which can ultimately leave those without basic computer and IT sills at a
destine disadvantage-not only in the workplace, but as contributors to society” (2011, Redefining
the Digital Divide, para. 2). Based on this information, students in our district can be at a greater
risk to not obtain higher quality learning. As students finish their elementary and high school
educations, they need to assess what they want to do with the rest of their lives. Many times,
especially in rural towns, these young adults decide to move to bigger cities to find more
opportunities. “The pursuit of higher education and diverse post-college job opportunities
frequently necessitate long distance moves, taking youth out of rural areas, often for good. As
this process of uneven development gains momentum, many rural communities face serious
threats to their social and economic sustainability” (Schafft, Alter, Bridger, 2006, p.1).
Durand is a school district that is dropping in student numbers, while increasing in
Economically Disadvantaged and Special Education students. According to WINSS
(“Wisconsin Department of Public Instruction1”, n.d., table 2), in 2001-2002 school year Durand
had 1,234 students attend. Now, ten years later, the enrollment has dropped to 1,019 students.
The Wisconsin Knowledge and Concepts Exam (WKCE) in 2010-2011 school years showed that
the students who are Economically Disadvantaged (ED) did far worse on the exams than the
students who were Not Economically Disadvantaged (NED). In third grade reading the 36% of
the ED students performed minimal or basic compared to 6.9% of the NED students. Third
grade Mathematics had more staggering results with 56% of ED students performing minimal or
basic versus 27.5% of NED students. The results were similar in all of the grades tested in the
WKCE at Arkansaw Elementary School.
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We also know that students with disabilities tend to have more difficult time learning in
the traditional school settings. The Durand School District averages around 20% of students
who have special needs and Individualized Educational Plans (IEP’s) (“Wisconsin Department
of Public Instruction2”, n.d. table 2). We also know that technology such as the iPad has
numerous applications and adaptations available to assist and to motivate students to learn.
While the availability of iPads is growing in Special Education classrooms in our district, this
technology is not available for these students when they return to their regular education
classroom. This disconnect, coupled with the larger student-to-teacher ratio, makes the learning
environment found in the Special Education rooms difficult to replicate in the regular education
classes.
The gaps in the technology used in our district are extensive in some areas. We are
currently in the process of switching our dial-up internet to wireless. This transition will
encourage use of the few iPads we have for the Special Education students. The elementary
school computer lab is also lacking in available computer access. Currently, the lab allows for
30 minutes of time per class per week. The sixth graders tend to have more access to use the lab
to complete assignments. Consequently, this leaves a majority of the students no more than 30
minutes per week of individual computer time, not enough for most students to learn the
technology skills needed in today’s society.
The struggle many educators face with the continual progression is the ability to find, and
maintain, innovative, and motivating ways to use technology to increase children’s learning.
“Schools are forever playing technological catch up as digital innovations emerge that require
upgrading schools’ technological infrastructure and building new professional development
programs” (“Technology in Education”, 2011, para. 2). Along with this continual progression,
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schools also struggle to engage students in learning without the use of technology. “The children
of our world are significantly engaged in the use of technolgy, especially outside the school. If
education is meant to prep these children for their world, use of technology must become the
norm in our classrooms and schools” (Canuel, 2011, p. 5).
Purpose of the Grant
The purpose of this proposed plan is to help students utilize technology to become
successful and motivated in the classroom and after school programs. The financial support
gained would purchase a set of 12 iPads and with some accessories and funding to train staff to
use these iPads. The possibilities to motivate, educate and stimulate students are endless with
iPads and its various apps that are continuously being developed. This newly attained
technology would benefit everyone involved with our school district, including students, parents,
teachers, administration, and community members.
Limitations of the Grant Proposal
This grant proposal is limited in the teachers will not be required to utilize the iPads in
their classrooms. They also do not have to access training from other staff in the district or
outside sources, or that staff will contribute their ideas for other teachers to use. The staff also
does not have to share educational apps they have found with other teachers in the building. This
grant also does is not directed at principals or administrators and therefore doesn’t mean
technology is enforced school wide. The Durand School District will not replace the technology
if it becomes outdated or worn.
Definitions of Terminology
Adequate Yearly Progress (AYP) - All children must make progress in school. This
includes children in Special Education as well as children who are Gifted and Talented. AYP
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refers to progress in a manner that 1) results in continuous and substantial yearly improvement of
each school and local education agency sufficient to achieve the goal of all children … meeting
the state's proficient and advanced levels of achievement; [and] 2) is sufficiently rigorous to
achieve the goal within an appropriate timeframe (“North Central Regional Educational
Laboratory”, n.d., Defining Adequate Yearly Progress, para. 2).
Common Core Curriculum Standards-The Mission Statement of Common Core State
Standards is to provide a consistent, clear understanding of what students are expected to learn,
so teachers and parents know what they need to do to help them. The standards are designed to
be robust and relevant to the real world, reflecting the knowledge and skills that our young
people need for success in college and careers. With American students fully prepared for the
future, our communities will be best positioned to compete successfully in the global economy
(“Common Core Standards Initiatives”, 2011, Mission Statement).
Economically Disadvantaged-According to the Wisconsin Department of Public
Instruction, this is a student who is a member of a household that meets the income eligibility
guidelines for free or reduced-priced meals. This is less than or equal to 185% of Federal
Poverty Guidelines as stipulated in the national School Lunch Program. (“Wisconsin Department
of Public Instruction”, 2011, para. 1).
Individualized Education Program (IEP)-Special Education term outlined by
Individuals with Disabilities Act (IDEA) of 2004 to define the written document that states the
disabled child’s goals, objectives, and services for students receiving special education
(Hancock, n.d., IEP). This document is the guidelines for teachers to use to plan the special
education student’s education in the classroom.
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Instructional Technologies (IT)-According to Dictionary.com IT’s are design,
development, use, management and evaluation of process and resources for learning. Essentially
it is the technology we use in the classroom, including computers, Smart boards, iPads, and any
other technology used for instruction (“Dictionary.com”, 2012, Instructional Technology).
Specific Learning Disability-Term used to define a disorder in one or more of the basic
psychological processes involved in an imperfect ability to listen, think, speak, read, write, or do
mathematical equations. (Hancock, n.d., Specific Learning Disability).
Response to Intervention (RtI)-The RtI Action Network explains that RtI is a multi-
tiered approach to help struggling learners. Students' progress is closely monitored at each stage
of intervention to determine the need for further research-based instruction and/or intervention in
general education, in special education, or both (“National Center for Learning Disabilities1”,
2011, What is RtI).
Tier 1-“All students in Tier 1 receive high-quality, scientifically based instruction,
differentiated to meet their needs, and are screened on a periodic basis to identify
struggling learners who need additional support” (“National Center for Learning
Disabilities2”, 2011, Tier 1).
Tier 2-“In Tier 2, students not making adequate progress in the core curriculum are
provided with increasingly intensive instruction matched to their needs on the basis of
levels of performance and rates of progress” (“National Center for Learning
Disabilities2”, 2011, Tier 2).
Tier 3-“At this level, students receive individualized, intensive interventions that target
the students' skill deficits for the remediation of existing problems and the prevention of
more severe problems” (“National Center for Learning Disabilities2”, 2011, Tier 3).
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Scaffolding-A teaching strategy in which the teacher provides individualized support to
facilitate the student’s development. With the help of the teacher, the students will be able to
gain new skills and build on prior knowledge. (“Glossary of Education”, n.d., Scaffolding).
Self-efficacy-Our belief in our ability to succeed in certain situations. (Cherry, 2011,
para. 1)
Wisconsin Knowledge and Concepts Exam (WKCE) – An exam customized to
measure the Wisconsin Model Academic Standards and is developed and designed by the
Department of Public Instruction and Wisconsin educators. The purpose of the WKCE is to
provide information about students attainment of subject-area proficiency to students, parents,
and teachers, information to support curriculum and instructional planning; a measure of
accountability for schools and districts (“Wisconsin Department of Public Instruction”, 2012,
para1 & 2).
Methodology
Chapter two will supply a literature review connecting the importance of technology in
our classrooms, as well as the importance of teacher education of this new technology. Chapter
three will consist of goals and objectives of the proposal. Chapter four will summarize the
implementation of the technology within the district, including budget and dissemination.
Appendixes will include a letter of intent.
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Chapter II: Literature Review
Chapter two will focus on Response to Intervention (RtI) strategies and how they can be
effectively implemented in the classroom. The benefits of using technology for RtI interventions
will also be addressed as well as the importance of training teachers in how to use this
technology.
Response to Intervention
Teachers in the classroom use a variety of skills to implement the core curriculum, as it is
impossible to teach all students using the same methods. Response to Intervention was
developed to assist teachers in developing differentiated learning to help curb a deficit. Students
who don’t understand the initial lesson or strategy will to be taught a different way. RtI is
designed to provide opportunities to work in smaller groups with those students who need
differentiation. Ensuring all students are working and learning even without the constant direct
instruction by the teacher can be a challenge.
Response to Intervention is a three tiered system which implements and documents a
variety of strategies tried with students before they are identified as needing intensive one to one
instruction with a teacher. Tier I consists of the normal classroom strategies, such as a large
group activities or direct instruction. This Tier is utilized by all students. Tier II intervention is
designed for small group and individual instruction and is the first step of differentiation. Tier
III entails intensive one to one intervention and students can be referred to special Education
(“National Center for Learning Disabilities”, 2011).
A problem with Response to Intervention is the amount of time and teacher directed
lessons needed to ensure student’s progress in Tier II and Tier III. Every student has different
needs when it comes to their education. A teacher must continually evaluate students and then
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teach these students in small groups or individually so they are gain the required knowledge
despite their current deficits. The record keeping and continuous scaffolding of students needed
Response to Intervention is tremendous. Time for testing and development of new skill sets, not
to mention that actual increase in teaching time for students makes meeting these RtI
interventions difficult. “Frequent reading assessments are difficult because of the time needed to
complete them, document the results, and then make the needed prescriptive changes to
instruction” (Shoemaker, 2003, p. 7). Support is essential to continue teaching so all students
can progress within the framework of RtI.
Importance of Technology
“The children of our world are significantly engaged in the use of technology, especially
outside of the school. If education is meant to prep these children for their world, use of
technology must become the norm of our classrooms and schools” (“Technology in Education”,
2011, 3rd paragraph). Technology has numerous benefits in the classroom. It provides a hands-
on way for students to learn and become engaged in their learning. “Many researchers, including
Larson and Cathy Pearman, have noted that struggling readings benefit from the support that
interactive books with high-quality navigation provide” (Lamb, 2011, p. 14). Technology also
allows them to work in smaller groups, or even individually, to master learned concepts.
IPads are a natural choice for elementary school children because they are easier to use
than computers, portable, and motivating for students. Personalization in the form of apps
ensures that only the content you want the kids to learn and practice is available for them. “The
iPad appeals to the kinesthetic learner because the apps motivate students to manipulate the
content… It is so intuitive that even kindergarten students need little or no instruction on how to
manipulate the device” (Bennett, 2011-2012, p. 23).
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There are numerous advantages to using an iPad to read instead of paper books and
textbooks. Annette Lamb (2011) mentions in her article Reading Redefined for a Transmedia
Universe that some e-books contain web links, embedded media, built in highlighters,
dictionaries, and interactive stories. These inspiring tools motivate students to read. Students
can now see and hear subjects like history instead of just reading about them. In a study by
Jones & Brown (2011) students were surveyed regarding their reading preferences,
comprehension, and motivation in while using e-books and traditional paper books. The main
difference was student interest. The features of e-books and their interactive features, as well as
the assistance in vocabulary are interesting for students. Kinesthetic learners are provided many
more opportunities to stimulate their thinking with these new technologies available. These
inspiring tools are the future for our students and extremely important in their learning. Lamb
also states that reading needs to be redefined as “the process of constructing meaning from
symbols” (2011, p. 13). Opening a book, reading the words, and looking at the pictures aren’t
the only options. Books on iPads or other devices can contain numerous technological advances
such as web links or embedded media. In our technology absorbed world, students expect more
flash and pizzazz when they are learning. “First online resources provide instant access to
reading materials at the point of need. For example, teachers can search for primary source
documents and digitized books that support a variety of curriculum areas. The article also
mentions if the goal of schools is to keep children actively engaged in reading, then educators
need to examine the effects of electronic books on the reading engagement of children. It has
been stated engagement also impacts motivation and reading achievement” (Jones & Brown,
2011, p. 8).
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Using iPads as an intervention allows a variety of strategies to assist teachers to ensure all
students are making gains. “Research is showing that when students with LD use technology-
based tools to plan assignments, brainstorm ideas, take notes on textbooks and lectures,
synthesize information, and self-test their knowledge, their comprehension and test performance
improve” (Smith & Okolo, 2010, p. 8). This technology assistance is needed by struggling
students to improve their learning. The amount of technology available as learning tools is
astounding. This allows teachers to tailor every student’s learning and enhance it with
interactive and motivating. “In addition to remedial learning, computer-based technologies in
the classroom have the potential to facilitate deep learning and critical thinking skills in children”
(Jones & Brown, 2011, p. 7). Technology provides another step for us to reach all students with
tools that are both interesting and educational.
The importance of technology in education is not only recognized in the classroom, but
by government, who has invested billions in technology. “The Obama administration has
continued this national commitment to tech access by setting aside $7.2 billion in stimulus
monies to expand the reach of broadband Internet into rural and low-income areas” (McCollum,
2011, Redefining the Digital Divide, para.3). Government realizes the importance of technology
in the classroom, by dedicating billions to ensure all students learn and progress with the newest
technology available. “Effective IT technology in schools requires useful software, reliable and
speedy internet access, effective teacher training and well considered goals with transformative
outcomes” (McCollum, 2011, para. 5). Many schools do not possess these crucial tools of
technology which poses problems in the district for schools, parents, and students.
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Teacher Training
School policies, administrators, availability, teachers’ comfort levels, and knowledge of
technology are all factors that help determine whether technology will be used in the classroom.
“Even when teachers have ample access to instructional technology because of adequate funding
and access to IT resources, teachers may not use those resources if they do not have support”
(Miranda & Russell, 2011, p. 318). Technology without training would only hinder the district’s
technology implementation in the classroom.
School boards and administrators play a huge role in how technology is utilized in the
classroom. Theories suggest “educational experts, industry, state education organizations, and
district leaders define needs, develop solutions, and enforce technology use through policies,
accountability, and regulations” (Miranda & Russell, 2011, p.302). Teachers need training, not
rules when it comes to operating technology in the classroom. Comfort level is a huge predictor
of the amount of time and how well teachers will utilize technology in their room. School
leaders that force technology use instead of encouraging and training the staff are likely to
actually decrease the technology in the classroom.
“Attitude and self-efficacy significantly influence computer use in the classroom.
Improvement in self-efficacy and development of positive attitudes can increase classroom
technology usage” (Holden & Rada, 2011, p. 347). If teachers are not comfortable, or do not
understand how to use the technology available to them, then it is unlikely that they will use it.
Technology offers a vast array of uses that teachers might find it overwhelming to implement in
the classroom. It is crucial to have a basic understanding of how to maneuver through the
technology, as well as the ability to fix unforeseen problems. “Evidence also suggests that
leaders who have a well-defined technology vision and who develop clear technology plans tend
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to encourage the use of technology, resulting in increased frequency to instructional technology
in their districts” (Miranda & Russell, 2011). Teachers need to know how to use the equipment
they have in the classroom to allow kids to actively learn. “We’re empowering kids to learn on
their own, and to use a lot of these 21-century tools to do that” (McCollum, 2011, Harnessing IT,
para. 6). If teachers are not properly trained in the extras these tools provide, then they will not
successfully integrate technology, nor will they become a better teacher. Teaching training is
vital to the success of technology in the classroom.
Research indicates that if teachers do not feel comfortable or knowledgeable with the
technology, they will not use it. The versatility of technology opens up the possibilities for
teachers who need more resources.
This grant is structured to gain financial support for development and improvement of
literacy and technology in the classroom. This expansion will improve the school’s intervention
strategies with students who need extra support from a teacher or technology, such as the iPad.
Research indicates that the use of technology enables students to learn in smaller groups and
one-on-one with their teacher. This grant is also designed to improve teacher training and the
rate in which this technology will be used in every classroom.
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Chapter III: Project Goals and Objectives
This grant is vital to the success of our district’s implementation of Response to
Intervention and the Core Curriculum Standards. Technology is quickly coming to the forefront
of education in all areas of the curriculum. The ability to provide necessary technological
equipment and to differentiate instruction is crucial to ensure that gains are made by all students
in every class. This grant also provides the opportunity for intensive individual and small group
instruction for students who struggle with certain aspects of the classroom environment and
learning. Opportunities provide portable technology to all teachers is crucial to differentiation
and progression of all students. Training teachers helps to ensure that the technology would be
used to the fullest extent and to allow for the cooperative learning within the staff. This grant
would provide the motivation for students, as well as teachers to renew engagement in the
classroom curriculum.
Overall Goal: Implement IPads To Motivate Students And Improve WKCE Test Scores.
Implement iPads in the classrooms and after school programs to motivate elementary
students, increase individual and small group learning, and to promote yearly adequate progress
on the Wisconsin Knowledge and Concept Exam (WKCE). This project is designed to
encourage teachers to work together to develop new lessons and strategies to incorporate iPads
into their classrooms. There are numerous trainings available both in and out of district for
teachers to collaborate with other professionals to learn and be comfortable with these devices.
Objective 1: Integrate portable technology into daily classroom activities and after
school programs. IPads provide portable technology that is easy to use. This technology
enables multiple teachers to utilize a small number of iPads and to increase the availability of
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technology in all classrooms and after school programs daily. These are also easy to navigate by
all students regardless of age. They allow for customization for all students to ensure maximum
utilization. Because of their ease of use, teachers can integrate them into any classroom
throughout the day.
Objective 2: Improve interventions to ensure adequate yearly progress is made by
all students on WKCE. Technology allows teachers more time to interact with students who
need assistance, as well as those who would benefit from a challenge. IPads will allow teachers
to increase interventions, as specified in RtI, and monitor students and their progress. There are
multiple programs and apps available through technology to provide appropriate learning
materials to scaffold students within their own classroom. The flexibility gained with iPads is
beneficial to ensure all students progress and make adequate yearly progress as defined by
WKCE scores.
Objective 3: Increase teaching effectiveness by implementing technology. The
availability of technology in students’ daily lives has exploded in recent years. Students can
access almost anything on portable, hand held devices. This availability decreases the need for
numerous other educational materials. Consequently, there is also a need to increase technology
in the classroom and give students the tools they need to gain knowledge without bulky, outdated
resources, like textbooks and dictionaries. Interactive technology, such as iPads, engages
students and connects them to their learning like never before. Technology becomes more
effective as students become more hands-on learners and self-motivators.
Objective 4: Provide opportunities for teachers to learn about the technology
available in the classrooms. Monthly collaborations within the school district, as well as
trainings offered outside of the district will be available to assist teachers in their new technology
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and the utilization of it to the fullest extent. There will be paid trainings available throughout the
year at CESA 11, as well as communications within the school by teachers to ensure that all
teachers have the assistance needed to operate, find, and create the tools necessary for classroom
success with technology.
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Chapter IV: Project Methodology
Arkansaw Elementary School students need increased interventions in the classrooms via
smaller groups and one to one student/teacher academic interactions. However, funds are
currently unavailable to implement interventions by means of technology that’s proven to
motivate and increase the skills needed to succeed. Smaller groups create an environment
conducive for all students to learn. They are essential to achieve test scores and progress needed
for struggling students to succeed in the classroom. This chapter will include a timeline, as well
as an evaluation plan. A dissemination plan and budget will also be outlined for this project.
The project is slated to take just over a year from inception to full implementation. The
first summer would be spent purchasing the laptops and beginning teacher training on the new
technology. The school year will entail continued training, exploration and implementation of
the iPads, as well as constructive feedback to ensure appropriate and adequate use. We will
focus on interventions using the iPads and how all teachers are incorporating them into their
classrooms. The following summer will allow for further trainings and exploration with the
iPads, and examining success with the extra interventions. This will end the project
implementation. A more detailed timeline follows:
Project Timeline Month Activities
August 2012 Purchase iPads, and accessories
Encourage staff to attend iPad trainings, such as CESA 11 and STAR
Academy trainings
Begin monthly staff meetings to train and collaborate about iPads and the
newest available apps
26
Develop schedule to check out iPads
September 2012 Collaborate with teachers to share appropriate apps and ideas for the iPad
Monitor student progress and implement intervention as needed
Administer beginning of the year reading assessments (Fontas and Pinnell
and EasyCBMs)
Administer beginning of the year math assessments (Easy CBMs and
Everyday Math)
Develop folder in shared teacher files on district site that allows teachers
to share and access ideas from other teachers
October 2012 Collaborate with teachers to share appropriate apps and ideas for the iPad
Administer WKCE Assessments to 3rd and 4th grades
November 2012 Collaborate with teachers to share appropriate apps and ideas for the iPad
Monitor student progress and implement intervention as needed
December 2012 Collaborate with teachers to share appropriate apps and ideas for the iPad
January 2013 Collaborate with teachers to share appropriate apps and ideas for the iPad
Administer mid-year reading assessments
Administer mid-year math assessments
Informal survey of teachers about iPads and intervention success
Monitor student progress and implement intervention as needed
February 2013 Collaborate with teachers to share appropriate apps and ideas for the iPad
March 2013 Collaborate with teachers to share appropriate apps and ideas for the iPad
Monitor student progress and implement intervention as needed
April 2013 Collaborate with teachers to share appropriate apps and ideas for the iPad
27
Assess WKCE test scores to check for adequate yearly progress
May 2012 Collaborate with teachers to share appropriate apps and ideas for the iPad
Administer end of the year reading assessments
Administer end of the year math assessments
Informal survey of teachers about iPads and intervention success
Discuss intervention results and compare data throughout year and from
previous years
Summer 2013 Encourage staff to attend iPad trainings, such as CESA 11 and STAR
Academy trainings
Analyze data from math and reading assessments from this year and prior
years and discuss success of interventions
Evaluation Plan and Tools
All students, grades three through six in the Arkansaw Elementary School during the
2012-2013 school year, are responsible for the assessments needed to evaluate and progress
monitor for interventions. The Durand School District will utilize state tests as well as classroom
assessments to evaluate all students, grades Kindergarten through sixth grade. Some classroom
assessments include the Fontas and Pinnell Benchmark Assessment, EasyCBMs (which stands
for Curriculum Based Measurements) in math and reading, unit tests in both reading and math,
as well as the state WKCE test. Data collected from the numerous assessments, as well as the
survey taken by teachers to rate success will be combined used as an indicator of the success of
this program, and will be studied at the data analysis summer meetings.
The Project Lead, as well as anyone on the data analysis team, will also examine the iPad
checkout data to determine which classes are utilizing the iPads and how their data compared to
28
other classes who are choosing not to use them. Along with the checkout sheet, the shared
public folder sheet will be examined. We will look at the rate in which teachers are sharing
information, as well as how many teachers are attending the monthly staff training and
collaborations. We will address these same issues on the survey at the end of the year.
Dissemination Plan
Time will be provided during each monthly staff meeting to discuss strategy results, as
well as apps that are beneficial to students. There will also be time for specific questions and
assistance with any iPad complications and questions. There are monthly staff meetings in every
building and results can be posted on the shared folders in our computer system at school for
immediate access.
Staff demonstrations will be given showing apps and other information that can be
utilized by other staff in our district. The teachers will show other teachers the projects they
have created, as well as how to create similar projects for their classroom. These demonstrations
will occur at our collaboration meetings monthly after school.
A school user folder will be developed for iPad app ideas to be stored and accessed by
members of the Durand School District to utilize in their classroom. This will be a folder in
which staff can upload useful information for others to use or access information in which to use
in their own classroom. The information from monthly staff meetings, collaboration meetings,
as well as anything else pertinent to the iPads can be found in this shared folder. Press releases
to district newsletter and local paper discussing the new iPads, as well as the uses for the iPads in
the classroom will be developed.
29
Budget Narrative
The budget needed to fund our project “Motivated to Learn” is essentially start-up costs.
We have an established teaching staff for both during the school day and our after school
program, “Tee Time”. We are requesting $13,410, which is 58% of the $23,273 total projected
budget. These funds will be used for capital to implement a new source to teach and motivate
students in the areas of reading and math, as well as the other core curriculum. Also included is
the cost of the capital needed in starting this project, based on vendor’s quotes as of March 2012.
30
Table 1
Budget Item Sponsor Portion Applicant Portion Total Director of project-which includes evaluation costs (34,000 x5%)
$0
$1,700
$1,700
Technical support within school (40,000 x 10%)
$0
$4,000
$4,000
Stipends for collaboration outside of school day ($100 for 30 teachers-based on similar prior involvement of teachers)
$3,000
$0
$3,000
Tee Time teachers ($20/hr. for 2 teachers@2 hrs. 2x a week for 35 weeks at 50%)
$0
$1,400
$1,400
STAR Academy training ($525 per person for 5 teachers)
$2,626
$0
$2,625
12 iPads
$5,988
$0
$5,988
12 covers for iPads $468 $0 $468
12 Applecare Warranties $948 $0 $948
Totes for storage ($19.99 x 4) and portable bags ($25 x 12)
$380 $0 $380
Camera kit $0 $29 $29
iWork for 6 iPads $0 $234 $234
Wireless costs $0 $2,500 $2,500
TOTAL $13,410 $9,863 $23,273
31
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Appendix A: Cover Letter
May 6, 2012 Brad Kruse, Program Director Anderson Corporation [email protected] (651)439-1557 RE: Letter of Intent “Motivation to Learn” Durand School District Dear Mr. Brad Kruse, My name is Kathy Forster. I am currently a second grade teacher at Arkansaw Elementary School in the Durand School District in Arkansaw, WI. We are a small school district that works very hard to ensure our students have the same opportunities to thrive and succeed as the larger school districts. We have a group of dedicated administrators, teachers, and support staff who want to see our students flourish in school, as well as in life. As a teacher I want to ensure that students with all ability levels succeed in school and achieve to their highest potential while in the classroom and beyond. This is especially true for our students who struggle. Unfortunately, many students in our school are achieving below grade level and are falling behind more every year compared to their classmates. Technology offers an alternative for these students to gain the extra support and small group interactions needed to progress with their peers. My goal is to improve student achievement through access to portable technology and its applications. You will receive a detailed proposal with convincing research that supports this goal. This letter expresses our intent to submit a formal proposal in regards to your continued initiative with organizations in this community that provide opportunities to better the lives of our youth. The Durand School District has a history of utilizing technology to motivate and encourage learning in all students, as well as our staff’s continued commitment to the utilization of this technology through training. You will receive the proposal soon, but if you have any questions, please contact me for further information. Sincerely, Kathy Forster, Teacher Arkansaw Elementary School Durand School District 715-285-5315
