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Example of Grant Success
The Community School District in Indiana was awarded funding by The Ed Tech Competitive Grant Program funded by the Federal Government through No Child Left Behind Act, (NCLB).
A study examined the school’s attempt to use grant money to purchase and integrate specific instructional technology into their school in order to increase teacher involvement and student achievement. Two research questions were the focus of the study: (1) how does a grant-related influx of technology in a rural school affect teacher and administrator attitudes toward technology use/integration? (2) How does a grant-related influx of technology in a rural school affect the integration of technology in teacher planning and delivery of instruction?
The stated goals of the district in the approved grant application were:
Although no quantifiable data was reported in the study to determine if the school did meet the three goals set forth in the grant, interviews did show that teachers felt that the laptops allowed them to use technology more. The portability of the laptops helped to increase their comfort level with technology. In addition to benefits stemming from district support in the form of increased time, teachers related that their collaboration efforts had increased. Teachers in the laptop program worked together to solve similar problems and ask each other for help.
Examples of how teaching practice changed were seen throughout the school. Teachers not involved in the grant benefited from shared information from their colleagues. A non-participating coach began using a spreadsheet to keep track of students’ weight training with the help of a grant teacher. Also, a social studies teacher changed his attitude about allowing his students to use technology after being given the laptop. In an interview he said, “I used to not use computers at all, as far as instruction and stuff like that. A lot of time in my research projects that my students would do, I would ask them not to use any computers.”
Also noted was an increase in communication. E mail had increased 500% in the building. Marked increase teacher collaboration was also noted. Teachers were not only sharing technology skills, they also shared integration ideas and lesson plans. When teachers were asked for general impressions of student achievement, the results were positive. While there was limited access to student information and test scores, the general findings were that students used technology more, and there was a noticeable increase in student achievement as well as collaboration among students.
Cullen, T., Frey, T., Hinshaw, R., & Warren, S. (October, 2004). Technology grants and rural
schools: The power to transform. Association for Educational Communications and
Technology. ERIC Database: ED 485134
A study examined the school’s attempt to use grant money to purchase and integrate specific instructional technology into their school in order to increase teacher involvement and student achievement. Two research questions were the focus of the study: (1) how does a grant-related influx of technology in a rural school affect teacher and administrator attitudes toward technology use/integration? (2) How does a grant-related influx of technology in a rural school affect the integration of technology in teacher planning and delivery of instruction?
The stated goals of the district in the approved grant application were:
- The percentage of 7th and 8th graders passing the 2004 ISTEP+ English/Language Arts test will increase by 10 points over the 2003 percentage.
- Teachers will employ three new teaching strategies during the 2003-2004 school year.
- Average student performance on the reading portion of the Standards-Based Adaptive Measure Test will increase by at least one grade-level equivalent.
Although no quantifiable data was reported in the study to determine if the school did meet the three goals set forth in the grant, interviews did show that teachers felt that the laptops allowed them to use technology more. The portability of the laptops helped to increase their comfort level with technology. In addition to benefits stemming from district support in the form of increased time, teachers related that their collaboration efforts had increased. Teachers in the laptop program worked together to solve similar problems and ask each other for help.
Examples of how teaching practice changed were seen throughout the school. Teachers not involved in the grant benefited from shared information from their colleagues. A non-participating coach began using a spreadsheet to keep track of students’ weight training with the help of a grant teacher. Also, a social studies teacher changed his attitude about allowing his students to use technology after being given the laptop. In an interview he said, “I used to not use computers at all, as far as instruction and stuff like that. A lot of time in my research projects that my students would do, I would ask them not to use any computers.”
Also noted was an increase in communication. E mail had increased 500% in the building. Marked increase teacher collaboration was also noted. Teachers were not only sharing technology skills, they also shared integration ideas and lesson plans. When teachers were asked for general impressions of student achievement, the results were positive. While there was limited access to student information and test scores, the general findings were that students used technology more, and there was a noticeable increase in student achievement as well as collaboration among students.
References
Cullen, T., Frey, T., Hinshaw, R., & Warren, S. (October, 2004). Technology grants and rural
schools: The power to transform. Association for Educational Communications and
Technology. ERIC Database: ED 485134
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, Jan 11 2009, 12:31 PM EST
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