Technology Initiative (Heather Summers)

Rationale

            Farmington, West Virginia is a rural community with a majority of its students going to vocational schools. By law, in order for students to graduate, they must have four math credits. If we combine 2 of those four credits into one classroom, and award them with dual credit, then those students, who drudge through mathematics because they have to, will have more opportunities to take electives that excite them. Moreover, combining Geometry and Algebra II will prepare students for the new West Virginia Next Generation Standards. These standards will be taking effect in 2014.

            In addition to preparing for the WV Next Gen. Standards, the collaborative Geometry-Algebra II course will engage students in learning of mathematics through technology. We want to captivate and inspire all students by using multi-media outlets, some of which they already use outside of the classroom. This approach will prepare them for the global career market that is ever expanding with technology and efficiency. Our students need to be able to survive and succeed in this fast pace economy. Therefore, technologically integrated projects will be the lessons to motivate instruction and comprehension.

            In doing this initiative, teachers will be able to collaborate with one another to design and implement research-based instructional strategies, as well as create innovative projects and resources with supplemental technology. Collaboration will promote morale and cooperation among peers.

Cost Benefits Analysis

 

The following is the estimated budget:

Description	Quantity	Price
Student Laptop Computers	40	$14288
LCD Projector	2	$1408
Printer/Scanner/Copier	1	$329
Project Coordinator (full-time)	1	$50,000
Program Evaluator (part-time)	1	$12,000
Professional Development	6	$2,210
Substitute Teachers	42	$5040
Curriculum Supplies		$2,000
Stipend		$2,000
Indirect	15%	13391
Total		$102666

 

Each participating teacher will receive a Notebook/Tablet PC (offered by the Marion County Board of Education) along with a class set of laptop computers for the students. In the collaborative classroom, there will be a multimedia projector and a printer/scanner/copier. One full-time project coordinator will be hired and one part-time program evaluator. All math teachers will be provided with six all-day professional development trainings—one in the summer before the school year begins, one each nine weeks, and one in the following summer at the end of the school year. Substitute teachers will be provided for each teacher for the in-service. A stipend of $1,000 will be granted to each teacher to use at his/her discretion and another $1,000 for supplies. Fifteen percent will go towards the school district for facility and administrative costs.

 

Technology Implementation Plan

 

Program Coordinator will conduct a survey to assess prior technical knowledge	2013-2015   Professional development will be created based on the results of the survey and any other needs during the implementation years
Professional Development	Beginning of Each School Year   Created on the basis of needs for teacher knowledge of technology and implementation
First Year Training	Fall 2013   Collaboratively develop curriculum and  learn to use in-class equipment for participating teachers
Follow-up Training/ In-service days	One day 1st and 4th Nine Weeks and Two days 2nd and 3rd Nine Weeks   If any training or professional development is needed by participating teachers, the Program Coordinator will set-up the appropriate courses   In-service days will allow the math department to collaborate and reflect on instruction and technology
Second Year Training	Fall 2014   Participating teachers train other educators in the district on collaboration and technology implementation with project based learning
Survey students	Spring 2014   Participating students will answer questions that reflect on their opinion of the program as well as their interest in continuing the program the following year
Track progress of “guinea pig” class	Summer 2014   Use data and observation to track progress of first round of implementation, as well as compare the results with the previous year’s non-participating students.
Collect Evidence	Summer 2015   Collect data and analyze the progress and effect of all participating students (1st and 2nd cohorts) Decide the effectiveness of the program and whether to implement this style of instruction in continuing years

 

 

Research and Resource Archives

 

City-Data. (2011, June). North Marion High School in Farmington, West Virginia (WV). Retrieved April 23, 2013, from City-Data.com: http://www.city-data.com/school/north-marion-high-school-wv.html

Gerald, D. E., & Hussar, W. J. (2002, August 21). Projections of Education Statisitics to 2012. Retrieved April 23, 2013, from Naitonal Center for Education Statistics: http://nces.ed.gov/pubs2002/2002030.pdf

Green, A. (2012, October 10). What Employees are Looking For When They Hire. Retrieved from US News: Money: http://money.usnews.com/money/blogs/outside-voices-careers/2012/10/10/what-employers-are-looking-for-when-they-hire

Naional Governors Association. (2012). Common Core State Standards Initiative. Retrieved from Mathematics >> Home >> Mathematics: http://www.corestandards.org/Math

SchoolDigger. (2013). North Marion High School. Retrieved April 23, 2013, from SchoolDigger: http://www.schooldigger.com/go/WV/schools/0072001282/school.aspx

Vega, V. (2012, December 3). Project Based Learning Research Review. Retrieved from Edutopia: http://www.edutopia.org/pbl-research-learning-outcomes