1.3 Policies Procedures, Programs & Funding
Candidates research, recommend, and implement policies, procedures, programs and funding strategies to support implementation of the shared vision represented in the school, district, state, and federal technology plans and guidelines. Funding strategies may include the development, submission, and evaluation of formal grant proposals. (PSC 1.3/ISTE 1c)
Artifacts: Action/Evaluation Plan, Technology Integration Grant Proposal, Evaluating Emerging Technology
drake_it_grant_application_fa18.doc | |
File Size: | 90 kb |
File Type: | doc |
Reflection:
The primary artifact for the 1.3 Standard is the Instructional Technology Grant Proposal initiated in ITEC 7445. This grant proposal illustrates a solution for one of the weak areas of the technology integration currently existing at my school which was illuminated by the SWOT analysis, collaboration and extension. I researched various technology-based programs, I completed the instructional technology grant proposal and aligned it with the needs and resources of my school, Georgia Connections Academy Middle School (GACA). GACA is a public virtual charter school, so a unique process needed to be completed to find a technology-based program that would work in our virtual setting.
During the grant writing process, I researched various technology-based resources that could possibly be effectively implemented at GACA. Due to the unique setting of our virtual school, I ultimately recommended the Flat Connections Global Project for extension of the technology integration already in place at our school. One of the benefits and weaknesses of GACA as determined by the research results from the SWOT analysis is that our school operates in a closed Learning Management System (LMS). While beneficial in many areas of academics and communication, it does not allow for our students to share what they learned or collaborate with others outside of the LMS. In researching the Flat Connections Global Project, I noted the globally collaborative and authentic nature of the project that could be implemented at our school with few modifications. I researched the funding requirements for this project based on our student numbers. I also researched our school student privacy policies to ensure that students could safely navigate the recommended Flat Connections system while meeting the collaborative project requirements for sustainability. Implementation of the project would be based on each parent providing permission for students to access the globally connected systems associated with this authentic project-based technology-based program.
Through development of this Instructional Technology grant proposal I learned the importance of beginning with the end in mind. The results of the SWOT analysis of GACA provided clear indicators of missing technology integration components of the school. As a virtual school, technology integration is a natural element. However, just as the school improvement plan helped to highlight areas of improvement for remediation. The SWOT analysis and LoTi research highlighted gaps in collaboration, rigor and extension. Initially, I held the belief was held that locating a technology-based program to extend the learning for our students would not be possible. However, the targeted research for the instructional technology grant afforded me the opportunity to learn that there were more programs and platforms available for my school. To improve the process involved in creating the artifact, I would include a few students and parents in the selection process. As an educator, parent, and coach, I can see the benefit and interest in participating in this type of global authentic problem-based technology enhanced project, but it is possible that students or parents would view the Flat Connections project totally differently. Feedback from these stakeholders prior to gaining funding for this grant proposal would make this process more efficient and effective.
The work that went into creating this artifact impacted school improvement and student learning. It afforded me with opportunities to research various emerging technologies which resulted in integrating some of them with students. One of the weaknesses of the school is that at our school students are not able to share their knowledge with others outside of our closed system. During my research, I not only leaned about Flat Connections but also about Padlet which I implemented during a field trip with my students. Students were able to collaborate with their peers and share what they learned on a globally accessible, but safe moderated platform. Flat Connections would allow students to learn about an authentic problem, collaborate with others and share the results on a global platform. The impact on student learning can be assessed via peer review, teacher feedback and on standard assessments.
During the grant writing process, I researched various technology-based resources that could possibly be effectively implemented at GACA. Due to the unique setting of our virtual school, I ultimately recommended the Flat Connections Global Project for extension of the technology integration already in place at our school. One of the benefits and weaknesses of GACA as determined by the research results from the SWOT analysis is that our school operates in a closed Learning Management System (LMS). While beneficial in many areas of academics and communication, it does not allow for our students to share what they learned or collaborate with others outside of the LMS. In researching the Flat Connections Global Project, I noted the globally collaborative and authentic nature of the project that could be implemented at our school with few modifications. I researched the funding requirements for this project based on our student numbers. I also researched our school student privacy policies to ensure that students could safely navigate the recommended Flat Connections system while meeting the collaborative project requirements for sustainability. Implementation of the project would be based on each parent providing permission for students to access the globally connected systems associated with this authentic project-based technology-based program.
Through development of this Instructional Technology grant proposal I learned the importance of beginning with the end in mind. The results of the SWOT analysis of GACA provided clear indicators of missing technology integration components of the school. As a virtual school, technology integration is a natural element. However, just as the school improvement plan helped to highlight areas of improvement for remediation. The SWOT analysis and LoTi research highlighted gaps in collaboration, rigor and extension. Initially, I held the belief was held that locating a technology-based program to extend the learning for our students would not be possible. However, the targeted research for the instructional technology grant afforded me the opportunity to learn that there were more programs and platforms available for my school. To improve the process involved in creating the artifact, I would include a few students and parents in the selection process. As an educator, parent, and coach, I can see the benefit and interest in participating in this type of global authentic problem-based technology enhanced project, but it is possible that students or parents would view the Flat Connections project totally differently. Feedback from these stakeholders prior to gaining funding for this grant proposal would make this process more efficient and effective.
The work that went into creating this artifact impacted school improvement and student learning. It afforded me with opportunities to research various emerging technologies which resulted in integrating some of them with students. One of the weaknesses of the school is that at our school students are not able to share their knowledge with others outside of our closed system. During my research, I not only leaned about Flat Connections but also about Padlet which I implemented during a field trip with my students. Students were able to collaborate with their peers and share what they learned on a globally accessible, but safe moderated platform. Flat Connections would allow students to learn about an authentic problem, collaborate with others and share the results on a global platform. The impact on student learning can be assessed via peer review, teacher feedback and on standard assessments.