Standard 1.3 Policies, Procedures, Programs & FundingCandidates 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)
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The project serving as an artifact for Standard 1.3, Policies, Procedures, Programs, and Funding was written for ITEC 7445 in the summer of 2016. The concept is to secure adequate funding to enable a one-to-one Chromebook initiative at McConnell Middle School. The advantage of pursuing Chromebooks was that our school is a long-time GAFE (Google Apps For Education) site and our staff is familiar and comfortable with Chromebooks. The hope is that, in implementing this initiative, we could also add to the somewhat inconclusive research on one-to-one computing in education. In this way we can inform our own and other school’s purchasing decisions and recommend with confidence based on the educational uses and impact on student learning.
Standard 1.3 was thoroughly addressed in the parameters set down by our professor. The policies, procedures, programs, and funding strategies as well as methods for researching, recommending, and implementing our proposals were covered in the overview. My artifact contains arguments for, as well as research about, 1:1 initiatives and best practices for Chromebooks in the classroom setting. The artifact also includes information about implementation procedures, applicable policies for purchase and usage, as well as funding sources.
This was a very positive experience on a number of levels. I increased my understanding of the success, and the lack thereof, for many 1:1 initiatives. This has helped reshape my conversation with many teachers about best practices and the efficacy of, not only Chromebooks and 1:1 initiatives in general but, in extrapolating the research even the implications for our computer lab-centric model and our BYOD model. By doing the research for the funding elements involved in this project, I also learned about several funding sources available to classroom teachers. This information led me to coach four of our teachers through the development, submission, and evaluation of their own formal grant proposals. Two of those teachers were even successful in securing funding for classroom sets of Chromebooks. This new equipment and the knowledge that made this funding possible represent a huge impact on instruction for all of my teachers. In the future I plan to archive the training I conducted with our staff members on the grant writing process in its own Google Classroom. I also am planning a “teacher-feature” portion of our website to advertise teacher’s grants from crowd funding sources such as Donor’s Choose and Go Fund Me.
It goes without saying that technology has impacted virtually every aspect of modern life. While technology can impact student learning in a positive way, it is important to keep in mind that technology can also do damage. By using careful research and making thoughtful recommendations, technology leaders can do more than just make the best use of available funding sources. We can also help avoid unintended outcomes which can be far worse than merely wasted money. By sharing what I learned from this process with staff, a wave of grants have rolled out of our school. The impact of this can be assessed by observing the staff. This process has both empowered and given ownership to teachers over aspects of their classrooms that they had not considered previously as within their control. In fairness, it must be mentioned that much of this self-reliance is directly attributable to our BYOD and GAFE initiatives. Without the ability to provide staff and students with a fast reliable connection to the internet and a suite of tools for sharing work, none of these devices would be of much use.
Standard 1.3 was thoroughly addressed in the parameters set down by our professor. The policies, procedures, programs, and funding strategies as well as methods for researching, recommending, and implementing our proposals were covered in the overview. My artifact contains arguments for, as well as research about, 1:1 initiatives and best practices for Chromebooks in the classroom setting. The artifact also includes information about implementation procedures, applicable policies for purchase and usage, as well as funding sources.
This was a very positive experience on a number of levels. I increased my understanding of the success, and the lack thereof, for many 1:1 initiatives. This has helped reshape my conversation with many teachers about best practices and the efficacy of, not only Chromebooks and 1:1 initiatives in general but, in extrapolating the research even the implications for our computer lab-centric model and our BYOD model. By doing the research for the funding elements involved in this project, I also learned about several funding sources available to classroom teachers. This information led me to coach four of our teachers through the development, submission, and evaluation of their own formal grant proposals. Two of those teachers were even successful in securing funding for classroom sets of Chromebooks. This new equipment and the knowledge that made this funding possible represent a huge impact on instruction for all of my teachers. In the future I plan to archive the training I conducted with our staff members on the grant writing process in its own Google Classroom. I also am planning a “teacher-feature” portion of our website to advertise teacher’s grants from crowd funding sources such as Donor’s Choose and Go Fund Me.
It goes without saying that technology has impacted virtually every aspect of modern life. While technology can impact student learning in a positive way, it is important to keep in mind that technology can also do damage. By using careful research and making thoughtful recommendations, technology leaders can do more than just make the best use of available funding sources. We can also help avoid unintended outcomes which can be far worse than merely wasted money. By sharing what I learned from this process with staff, a wave of grants have rolled out of our school. The impact of this can be assessed by observing the staff. This process has both empowered and given ownership to teachers over aspects of their classrooms that they had not considered previously as within their control. In fairness, it must be mentioned that much of this self-reliance is directly attributable to our BYOD and GAFE initiatives. Without the ability to provide staff and students with a fast reliable connection to the internet and a suite of tools for sharing work, none of these devices would be of much use.