See attachment

Math300

Assignment 1:

Visit one of the following newspapers’ websites: 

USA Today

, 

New York Times

, 

Wall Street Journal

, or 

Washington Post

. Select an article that uses statistical data related to a current event, your major, your current field, or your future career goal. The chosen article must have a publication date during this quarter.

The article should use one of the following categories of descriptive statistics: 

· Measures of Frequency – Counting Rules, Percent, Frequency, Frequency Distributions

· Measures of Central Tendency – Mean, Median, Mode

· Measures of Dispersion or Variation – Range, Variance, Standard Deviation

· Measures of Position – Percentile, Quartiles

Write a two to three (2-3) page paper in which you:

1. Write a summary of the article.

2. Explain how the article uses descriptive statistics. 

3. Explain how the article applies to the real world, your major, your current job, or your future career goal.

4. Analyze the reasons why the article chose to use the various types of data shared in the article.

Assignment #1: The Plan

By

Amanda Murray

CRT 162

Sample State University

Summer 2 2020

July 10, 2020

Introduction

This is a presentation to integrate new computers and online programs in the Melvin H. Kreps Middle School. These additional resources are going to be used to help the 8th grade math students that are in the standard math course for 8th grade. These students have failed to perform well on state testing these past few years. According to the 2018-2019 NJ School Performance Report, only 13% of students in the 8th grade met expectations on the state test in math.

The types of computers that will be installed into the school will be four network computers, a computer lab with 25 network computers, and a portable wireless lab with 25 laptops. These new computers will give the 8th grade math students access to online programs that will help enhance their math skills. Some of these online resources will include Google Applications for Education and other free online website that will make learning more engaging for students.

We would like to purchase an online resource that will help students to fill learning gaps with math content that is not grade level. The program that can help use to do this is iReady. iReady is an online program that is individualized for each student based on their learning needs in math. Student take a diagnostic assessment that determines what grade level students fall under in four different math domains: algebra, geometry, number sense, and measurement and data. Then students will work on individualized lesson that are about 20 to 45 minutes to help them to relearn certain skills. iReady will be used as supplemental instruction to the grade level content taught in the classroom.

Technology Solution with High Relative Advantages

This program will have many advantages to helping students to increase their math potential in the classroom and on state testing. iReady is individualized for every student and give them lessons where they will relearn old topics or introduce new concepts that the students will learn on their own. These lessons have introduction tutorials that have colorful graphic and explain the lessons using kid friendly terms. These tutorials are much more interesting than watching a YouTube video with someone explaining the skill. At the end of each lesson the students take a five to seven question quiz where they will be assessed on the skills that the tutorial just walked them through. Students receive their quiz score right away so that they can receive immediate feedback. If a student fails the quiz they will have to do the lesson again; they have three attempts to pass a lesson. The teacher will provide one on one intervention to students that have failed a lesson three times in a row. Teachers can track student progress on their lessons through the reporting feature in iReady.

The lessons also incorporate the use of this skill in everyday life. I feel that it is important to include this in math so students see the relevance of what they are learning. The questions that students are asking are more than just “skill and drill” type questions. Students will be asked to solve problems using problem solving strategies. It is important that the teacher lets students know that they need to use a pencil and paper when using iReady to work out the problems. The teacher will model how to complete a lesson with the class to show students how to use the scrap paper and pencil effectively.

The installation of new computers into the middle school will help to successfully implement iReady to the 8th grade math students. Students also have access to the Google Applications for Education. Google provides many different applications to use the classroom to make learning more engaging while teaching students 21st century skills. The next section I will explain how iReady will be used in the classroom with the use of the new technology being installed into the building.

Implementation of iReady using the Technology Integration Planning Model

This program will be used to reinforce the material that students will be learning in the classroom. Students will take three diagnostics a year to assess their mathematical knowledge in order to provide them with lessons. Each students will get their own set of lessons after they take each diagnostic. These lesson are based on the New Jersey Student Learning Standards. Lower students will relearn old content that will help them to better understand grade level content. Students that are on grade level will use iReady to reinforce what they are learning in the classroom. Higher students will use iReady to learn new content that has not yet been covered in the classroom. This program automatically differentiates the lessons for students so that the teacher doesn’t have to. If I student does not pass a lesson after three attempts it will lock the domain that the lesson comes from. The teacher will have to monitor student progress to see if any domains have been locked because those students will be required to have teacher intervention.

The next few paragraphs will cover the three phases of integrating iReady into the 8th grade math class. In phase 1, teachers will collect data and understand the needs of their students. In phase 2, teachers will follow through with what was collected in phase 1 to implement the program to students. In phase 3, teachers will analyze the progress that students are making in iReady to see if any intervention needs to be given to students.

During Phase 1 of implementing iReady, the teachers will determine how to use iReady for students in their classroom. The diagnostic testing will allow teachers to collect base line data on students’ mathematical ability. Students will take the first diagnostic in the beginning of the year, the second one in the middle of the year, and the third one at the end of the year. The goal is for students to grow in between each diagnostic to get them closer to grade level in order to perform better on state testing. Teachers will be able to track student progress on iReady using the reports from the three diagnostics.

During Phase 2 of implementing iReady, the teachers will analyze the data from the diagnostics to make a plan for integrating the lessons into the classroom. iReady will be a supplemental program in additional to the content that they are learning in the classroom. It is recommended by iReady that students complete about 45 minutes a week in order to grow two grade levels from the first diagnostic to the third diagnostic. When implementing this program the school will utilize the new computers that are being added to the middle school. Each teacher will schedule the computer lab with 25 computers for a class period every other week to work on iReady. This will allow for students to get about 45 minutes to work only on iReady with teachers support. Scheduling it every other week will allow for all classes to be able to use the computer lab. Teachers will also sign up to use the computer cart for a minimum of once a week to use the computer for small group time. Students will have time to log onto iReady and work on other engaging online activities during small group time. Some of these online activities could be an assignment in Google Classroom using Google Forms, Google Docs, or Google Slides Students will log about 20 to 60 minutes of iReady time during the school week. Students will also be required to complete 30 minutes of iReady throughout the week for homework.

The planning for phase 2 will be easy for the teacher when accommodating the needs of diverse learners since iReady is already individualized. It will help the special education students to work on lower level skills. These students may never be on grade level after using iReady, but you should see growth of about two grade levels if implemented correctly. English Language Learners can also benefit from the use of iReady. According to English Learners and All Student Comparisons from the ESSA Level 3 2017–2018 Study, students that receive iReady along with their regular class instruction will grow 44% more in math compared to ELL students that do not use iReady. The classroom with four network computers will be used as a computer lab for students with specific learning needs. These classes are usually small so the teacher will be able to have four students working independently on iReady while working with another small groups of students.

The reporting that is done in iReady will help with the analyzing and reviewing of lesson that is done in phase 3. Teachers should check student progress biweekly to see how students are progressing through the lesson. If a student fails a lesson three times it locks that domain and the teachers is to provide intervention for that student on that topic. This intervention is to be provided during computer lab time. After the intervention is delivered the teacher will reopen the domain for students to work on lesson again.

After the second diagnostic is given teachers will analyze students grow to see if students are benefiting from time spent on iReady. Teachers can use this information to determine if the use of iReady in the classroom is effective and make any changes if needed. Some of the changes that teachers will look into are time on iReady in the classroom and at home, teacher support during iReady, and performance in the classroom. We won’t be able to analyze the full effects of iReady until we receive the data from the state test after the use of iReady. The hope is that if iReady implemented correctly then students should show growth from last year. As a reminder, last year only 13% of 8th grade math students were proficient on the state test.

Cost of Google Applications for Education & iReady

All of the students will be given their own emails and logins for the Google Applications for Education. Students will be able to use the Google Applications for email, word processing, presentations, video chats, and use Google Classroom to connect with the teacher and other students. We are choosing to use these applications with students because this product is free.

The cost for the iReady program is $30 per student per year. This price includes the use of the iReady diagnostics and iReady instruction program. There are 230 students in standard 8th grade math, so the cost for them to use iReady is $6,900 for the year. There is also an additional cost of $2,500 to $3,500 for professional development training for teachers on how to implement the program effectively in their classroom. Students and teachers are able to access iReady using their online platform so there is no program that needs to be downloaded onto the new computers in the school. The benefits of the purchase of this product is the ability to fill in learning gaps of 8th grade math students and increase state test scores. If the 8th grade student benefit from this product then we can push out this product to rest of the middle school students to help address their learning gaps as soon as possible.

Scheduling and Technology Set Up

Teachers will share the use of the new computers by scheduling time to work with them. Teachers will be able to sign out the use of the computer lab once every other week for a period and the use of the laptop cart once a week. There are six 8th grade math teachers, so teachers will be able to sign up for computer time with ease. There should even be opportunity for teachers to sign up to use the computer more than what was recommended. The special education & ESL teachers will also be involved in using the laptop cart. They will be able to share the computer lab with four computer among themselves.

The technology department will install the computers in the computer lab over the summer and also set up the laptops in the computer cart. The technology department will also set up log in for the students. They will need log in information for the computers, Google Apps, and for iReady. Each students will be given their own unique log in and password to the ensure security of students information and files. The login for all of these different programs will be the same. The login will be the students email with their ID numbers and their passwords will be their birthdays. The teachers will also have access to student log in information in case a student forgets. The technology department will be available to help with computer repairs and technology issues throughout the school year. All of this can be done remotely by the technology unless there is physical damage done to a device then it must be repaired.

All computers will have Google Chrome installed as the main browser because the Google Applications work the best on Google Chrome. Google Chrome also allows students to download other free extensions to the browser to help enhance their learning. An example of some of these programs are Screencastify, Equatio, and Grammerly.

The two computer labs with network computers will be hard wired for their internet access. The technology will install Wi-Fi hotspots into each classroom to allow students to have a strong internet connection when using the computers. In the past we have had hotspots installed in the hallways for classes to share the connection, but many teachers have complained about connect during class. Installing individual hotspots in each classroom should help teachers with these internet connection problems in the classroom.

Conclusion

The main purpose of implementing all of this new technology is to help to increase students learning in math and to improve state test scores. After these programs have successfully been implemented to the 8th grade math students we hope to show improvement on the state testing. If tremendous growth is shown the goal is to be able to implement iReady to all students in the elementary and middle schools, so that we do not have to wait until 8th grade to begin to reinforce math skills.

References

I-Ready Domain Descriptions. (n.d.). Retrieved July 10, 2020, from http://curriculum.mansd.org/assessment/i-ready-domain-descriptions

Ready and English Learners. (n.d.). Retrieved July 10, 2020, from https://www.curriculumassociates.com/products/i-ready/english-learners

I-Ready – Product Reviews. (n.d.). Retrieved July 10, 2020, from https://www.edsurge.com/product-reviews/i-ready

Melvin H. Kreps NJ School Report Card. (n.d.). Retrieved July 10, 2020, from https://rc.doe.state.nj.us/report.aspx?type=school

Roblyer, M. D., & Doering, A. H. (2016). Integrating educational technology into teaching (7th ed.). Boston, MA: Allyn and Bacon.

The following list includes the requirements for this assignment:

1. Create a presentation to demonstrate what role

multimedia/hypermedia and/or distance learning can play on student learning outcomes

in your own content area to faculty, parents, or professional colleagues.

2. Choose one of the following “presentation technology” modes. It can be a PowerPoint presentation, a video cast, a Web page (Webinar), or a WebQuest that would be most appropriate for you and your audience. In your presentation,

3. Include at least one chart, diagram, or another graphic organizer that explores

multimedia/hypermedia, and/or distance learning’s potential in the content area you teach.

4.Then, list, describe, or illustrate the defining characteristics of multimedia/hypermedia, and

distance learning share, those that make them different from each other, and possible

application(s) for improving student learning in your classroom.

5. You are presenting this to an audience of your grade level or department colleagues,

or the parent or teacher organization. Your presentation should demonstrate multimedia/

hypermedia, and distance learning’s high relative advantage for attaining student

learning goals.

6. Describe the purpose of the presentation and the rationale for the

“presentation technology” ( webpage, PowerPoint or similar software, videocast or WebQuest) selected. Make sure to include :

A. an introduction

B. motivating, questions and opportunities for audience participation.

D. In PowerPoint presentations, please use the “speaker notes” when appropriate.

E. Your presentation is designed to convince your audience to support the purchase and use of multimedia/hypermedia or distance learning tools. When preparing this assignment, please revisit these sections in our text.

Distance Learning Presentation

First Name Last

Class #

Introduction
Teaching for 10+ years in Broward Schools
Elementary Math Instructional Coach for 4 years
Curriculum Technology Contact for the school
Currently pursing Master’s in Curriculum Instruction and Technology
Certified Microsoft Innovator Educator

My name is Tamala Vaughn. I am currently the Math Coach here.
2

Why Multimedia/Hypermedia and Distance Learning?

Research has shown that these are key factors on why we should integrate multimedia/hypermedia and distance learning into our classroom instruction. This will be more vital with the current state that we are in with COVID.
3

Hypermedia/ Multimedia/ Distance Learning

Empower students to engage with concepts and take an active role in their learning.

Data Driven Resources and real time feedback.

Research has shown that when using math virtually such as with manipulatives it has been advantageous for students.

Improves teacher and learning for the students

Purpose

The purpose of this presentation is to introduce web-based and multi-media programs that research has shown will increase student achievement in mathematics.
The program First in Math will increase student proficiency and learning gains.
The implementation of First of Math since 2017 has contributed to increases to learning gains.

FSA Math 2017 2018 2019 2021 Goal
Proficiency 24 38 (+6) 41 (+3) 50
Learning Gains 38 65 (+27) 71 (+6) 75
Lowest Quartile 33 59 (+26) 57 (-2) 68

Why should we purpose First in Math? The results have proven that it works here at our school as well as on a National Level. *Reminder: Speak to the data
4

What they are saying about First in Math………
First in Math is designed with focus, coherence and rigor, our 200+ self-paced online math games are great for individualized instruction in addition through algebra.
According to the PA and the US Department of Education, The School District of Philadelphia experienced an outstanding 37.4 percentage-point increase in math scores since implementing the program in 2003.
Data for the 2004-2005 school year again points to steady improvement, with many schools scoring double-digit increases in math proficiency. In addition, analysis of the data suggests that schools with high levels of participation in the First In Math® program posted higher increases in math proficiency.

5

First in Math Purchase Price

Grades K-5
470 scholars
First in Math Teacher Kit
Student Single Subscription
$8.00 per student
Total: $3760.00

For all K-5 scholars at LES. This is the purchase price for 470 scholars. Each teacher manages their class. Competition per class and schoolwide. The program also offers incentives for the students.
6

Are there any questions about the FIM program.
7

Thank you for your time and I hope we will vote to purchase FIM again this year to increase student achievement in math.
8

Assignment 3: The Grant Proposal (minimum 1250 words, plus budget) 

Refer to the grading rubric for this assignment that is in the course syllabus.

Here is the scenario to follow: 

Congratulations! You’ve just been promoted to the position of a grant writer for your

workplace, or if you are not currently employed, a new networked charter school. Your first task is to write a $20,000.00 grant for curricular technology integration for your content area.

Please note that you can only spend up to $12,000.00 on computer hardware; the rest must be spent on software, other items and tools, staff development, and technical support as in Assignment 2,assume that each classroom has four networked computers and the school has either a networked computer lab with 25 networked computers and/ or a portable wireless lab with 25 laptops/netbooks/mobile devices that all teachers share.

Your proposal should include: a concise executive overview, a statement of educational

and curricular needs the proposal addresses, statement of specific proposal goals and objectives

(remember goals are general and objectives are measurable), actual or proposed school

partnerships that will/could support the grant initiative, an explanation of the implementation

plan, a budget spreadsheet that identifies costs in categories, e.g., hardware, software, technical

support, staff development, etc., and a budget narrative that explains the costs in detail in the implementation plan, provide cited examples of best practices based on principles

of adult learning theory to support the choices made in the grant. Pedagogical and fiscal

rationales for proposed curricular purchases and examples of appropriate types of staff

development, i.e. online, in person during the school day or after school must be included, cited, and referenced in the budget narrative as in Assignment 2, make sure to discuss costs related to staff

development, scheduling, and maintenance. Outline plans and guidelines to configure

software/computer/technology systems in the classroom cluster and labs to use and share grant

resources. Also, discuss scheduling assume that each classroom has four networked computers and the school has either a networked computer lab with 25 networked computers and/ or a portable wireless lab with 25 laptops/netbooks/mobile devices that all teachers share.

Your proposal should include: a concise executive overview, a statement of educational
and curricular needs the proposal addresses, statement of specific proposal goals and objectives
(remember goals are general and objectives are measurable), actual or proposed school
partnerships that will/could support the grant initiative, an explanation of the implementation
plan, a budget spreadsheet that identifies costs in categories, e.g., hardware, software, technical

support, staff development, etc., and a budget narrative that explains the costs in detail.

In the implementation plan, provide cited examples of best practices based on principles

of adult learning theory to support the choices made in the grant. Pedagogical and fiscal
rationales for proposed curricular purchases and examples of appropriate types of staff

development, i.e. online, in person during the school day or after school must be included, cited, and referenced.

  In the budget narrative as in Assignment 2, make sure to discuss costs related to staff

development, scheduling, and maintenance. Outline plans and guidelines to configure
software/computer/technology systems in the classroom cluster and labs to use and share grant

resources. Discuss scheduling and cost issues.

Meet with the school or district technology specialist get information to answer the

following questions – How are local mass storage devices and media to store and share

information and resources installed? What are relevant issues regarding support personnel and

policies for selecting, installing, and maintaining wide area networks for the school district

and/or facilitated integration of a WAN that need to be included in the proposal? What

provisions for software packages used to operate a computer network system and/or local area network (LAN) are needed in the proposal?

You may include an augmented version of the technical and budget sections that you prepared for Assignment 2, the plan, or you may create new technical and budget sections for this assignment. Prioritize your choices so that if you are awarded less money, you will know what to eliminate first. Please revisit pp. 55-69 of the text and pay particular attention to Table 2.11, p. 67, as you prepare this assignment.

Grant Proposal

First Last

Sample State University

Summer 2020

Grant Proposal

Executive Overview

The report details a grant proposal plan for curricular technology integration at a new networked charter school. In an attempt to make learning accessible, the school plans to adopt a curricular technology. Successful implementation of this project will help the networked charter school to meet various educational and curricular needs, including improving teacher-student interaction, achieving learner-centered teaching, and improving efficiency and accountability. The budget of the proposal is estimated to be $20,000, including $10,000 computer hardware expenses and $8,000 for software, staff development, maintenance, and other costs. The funding sources for the proposed program include State and Federal grants. The school will also partner with corporate and private foundations such as the Bill and Melinda Gates Foundation to raise funds for the program. The implementation of the program will take approximately six months to be completed. The initial planning of the project will take one month, and the purchase and installation of the computer system. Staff development, which includes training of students and teachers on how to networked computers, will take two months, while configuration and testing of the computer system will be completed in the last month.

Statement of Educational and Curricular Needs

Integration of the curricular technology plays a critical role in the improvement of the overall educational outcomes. The implementation of this proposal will address various educational and curricular needs in the network charter school. First, the changes in the modern educational system have made it mandatory for schools to use technology to facilitate educational outcomes. The current education system requires teachers to account for student’s progress in school, hence the need to use the most efficient teaching approach. No Child Left Behind (NCLB) Act of 2001 emphasizes accountability for quality and progress in school (Roblyer & Doering, 2012). Some students, including those with disabilities, find it difficult learning in traditional classrooms using typical teaching approaches. Therefore, curricular technology integration helps in ensuring that these students have access to assistive learning technologies and improve their interaction with instructors.

Another educational and curricular need being addressed by the proposed educational technology integration is the issue of a learner-centered teaching approach. This learning system requires reading materials to be customized to meet the diverse needs of the learner and ensure fairness and equality in the learning environment. The use of educational technologies such as hypermedia will help in achieving this goal. According to Gerjets & Kirschner (2009), hypermedia materials such as videos and graphics stimulate learner’s interest to learn and gain knowledge. Consequently, the emergence of online learning has increased the need for integration of curricular technology. Roblyer and Doering (2012) indicate that there is an increasing reliance on virtual K-12 courses in the U.S. mainstream education system. This phenomenon requires schools to implement educational technologies in their classroom. Overall, the proposed curricular technology integration seeks to improve teaching efficiency and enhance student learning outcomes.

Proposal Goals and Objectives

The main curricular technology integration proposal is to enhance student learning outcome through the use of educational technologies. The integration of curricular technology is the school is expected to enhance student achievement by increasing their access to unique information resources. The use of various technologies allows students to access a wide range of information, hence enriching their knowledge base. Integrating educational technology also allows students to organize ideas and solve problems using a variety of media and technologies.

Another goal of curricular technology integration is to provide a creative and meaningful learning environment for teachers and students. This proposal recognizes the need to create a supportive learning environment in the school. Some of the objectives for obtaining this goal includes adopting educational technology that allows instructors to transfer knowledge using media and other modern learning tools. Moreover, the grant proposal seeks to ensure that all students in the networked charter school have equitable access to learning opportunities and technology resources. This goal can be measured by the number of students who can access and use curricular technology in the school. Additionally, curricular technology integration project aims at increasing access to education by removing constraints of time and place. Objectively, education technology focuses on instituting distance learning by integrating online learning programs such as Zoom and Webex in the system.

Proposed School Partnerships

The integration of curricular technology in the school requires adequate funding. Roblyer & Doering (2012) argues that the success or failures of a technology plan depend on available funding. The funds are used in purchasing hardware and software and setting up the physical infrastructure that will help the school in fulfilling its curriculum needs. Even so, the school do not have a budget to finance the curricular technology proposal. As a result, they must establish partnerships with governments, companies or groups to achieve its goals and objectives.

The school can source funds for curricular technology integration from the federal grants. The federal government funds different initiatives such as educational technology integration through its grant programs. Grants.gov program, under the Office of Management and Budget, provides over 1000 federal funding opportunities to grant seekers Grant.gov, 2020). Alternatively, the charter school should consider sourcing funds for its project from the state Ed-Tech program. According to the U.S. Department of Education (ED, 2014), Ed-Tech program supports school technological initiatives by providing grants to State educational agencies (SEAs). As a result, the school should partner with both federal and state funding agencies to raise funds for its curricular technology integration initiative.

The school can also source funds from private groups and corporate organizations. Roblyer & Doering (2012) large companies such as Honda and Verizon have charity foundations that provide grants to technology-related programs in schools. Similarly, the school can raise funds for its project through private funding sources such as The Bill and Melinda Gates Foundation, NEA Foundation, and Pearson funding. As a result, federal, state, corporate grants and private foundations are the major sources of funding to the school curricular technology integration program.

Implementation Plan

The implementation of the curricular technology integration program will take a maximum of six months to be completed. The project is estimated to cost approximately $20,000. These include the cost of purchasing computer hardware, software, installation fee and technical support, staff development, and other expense such as maintenance. The school plans to install four networked computers in each classroom and 25 others in the computer lab. In the initial phase, the school board will hold a meeting with all stakeholders to deliberate on the implementation of the program. The board will appoint a project manager will be responsible for managing and directing project resource. One of the tasks of the project manager will be selecting project team members who will undertake the actual implementation process.

The next step of the plan involves the planning of the program activities. At this stage, the project manager will identify project deliverables, prepare the project schedule, and assign tasks to the project team members. Some of the deliverables during the implementation of the curricular technology integration include identification and selection of appropriate software vendor, computer hardware purchases, preparing classrooms and computer labs for the installation of the computer system, and staff development, including allocation of materials and staff training.

After successful planning, the project manager, with the assistance of the project team members will identify potential risks that might affect the project. Some of the potential challenges that might jeopardize the implementation of this project include inadequate funds, inability to online and legal policies, and staff resistance. After the approval from the board to continue, the installation of the computer network in the school will commence. The process will begin with the installation of 25 networked computers in the school computer lab and followed by the other four computers in each classroom. The next step involves the training of teachers, students, and administrative staff responsible for handling the computers. Once the staff development activity has been completed, the team will configure software, test the computer system, and launch the project.

Budget Narrative

The budget of the grant proposal is $20,000. The funds will be allocated to key deliverables in curricular technology integration. For instance, the school will use $10,000 from the funds to purchase 29 computer hardware that will be installed in classrooms and the computer lab. Four networked computers will be installed in each classroom, while the other 25 networked computers will be installed in the lab. Fifty percent of the budget is allocated to computer hardware purchases because they are costly. On the other hand, computer software is allocated $4,500, $1,500 for technical support, $3,000 for technical support, while other expenses such as maintenance and scheduling are allocated $1,000. The program is scheduled to be completed within six months.

Staff development, which includes training, will be done in-person after school. According to Roblyer & Doering (2012), a learner must have hands-on technology to learn technology integration skills efficiently. Therefore, online training which involves watching demonstrations, will not be sufficient to achieve adequate staff development goals.

References

ED. (2014). Programs: Enhancing Education through Technology (Ed-Tech) State Program. U.S. Department of Education, Retrieved from https://www2.ed.gov/programs/edtech/index.html

Gerjets P. & Kirschner P. (2009) Learning from Multimedia and Hypermedia. In: Balacheff N., Ludvigsen S., de Jong T., Lazonder A., Barnes S. (eds) Technology-Enhanced Learning. Springer, Dordrecht DOI:

https://doi.org/10.1007/978-1-4020-9827-7_15

Grants.gov. (2020). About Grants.gov. Retrieved from

https://www.grants.gov/web/grants/support/about-grants-gov.html

Roblyer, M. D., & Doering, A. H. (2012). Integrating educational technology into teaching (6th ed.) Boston, MA: Allyn & Bacon.

Sheet1

for Grant Proposal

.00

$20,000

The budget of the grant proposal is $20,000. The funds will be allocated to key

deliverables in the curricular technology integration. For instance, the school will use $10,000

from the funds to purchase 29 computer hardware that will be installed in classrooms and the computer lab. Four networked computers will be installed in each classroom, while the other 25 networked computers will installed in the lab. 50 percent of the budget is allocated to the computer hardware purchases because they are costly.On the other hand, computer software is

allocated $4,500, $1,500 for technical support, $3,000 for technical support, while other

expenses such as maintenance and scheduling are allocated $1,000. The program is scheduled to

be completed within six months.

The budget of the grant proposal is $20,000. The funds will be allocated to key

deliverables in the curricular technology integration. For instance, the school will use $10,000

from the funds to purchase 29 computer h ardware that will be installed in classrooms and the

computer lab. Four networked computers will be installed in each classroom, while the other 25

networked computers will installed in the lab. 50 percent of the budget is a llocated to the

computer hardware purchases because they are costly.On the other hand, computer software is

allocated $4,500, $1,500 for technical support, $3,000 for technical support, while other
expenses such as maintenance and scheduling are allocated $1,000. The program is scheduled to

be completed within six months.