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GRANT PROPOSAL FOR TECHNOLGY ENHANCED INSTRUCTION
Grant Proposal for Technology Enhanced Instruction to
Demystify Algebra for At-Risk High School Freshmen
Lories Slockbower
Problem statement and purpose
Students at the School of Education and Training at the John F. Kennedy Educational Complex in Paterson, New Jersey have a significantly low achievement in mathematics.They need an alternative instructional programthat uses technology todeliver a completely different approach to teaching algebra. While interactive whiteboards have been used with some success, less than a third of the students score proficient on state assessments. Teachersused synergistic math labs for more than a year, but that approach failed as students lacked the maturity and academic skill to work at their own pace. Most freshmen come to school working two grade levels below ninth, setting them up for failure at the start and making college readiness a challenge.
This grant proposal seeks to acquire iPads for SET’s freshmen to use as a new tool to understand the foundations of algebra. It would also include sufficient training for all freshmen math teachers and an educational outreach to the parents whose involvement is crucial,as they understand the role of iPads in their child’s education. The grant would also need to cover the cost of storing these iPads in a secure place, technical support and ongoing professional development.
The grant would meet several goals of the New Jersey Technology Plan. Goal 1strives to infuse educational technology across all curricular areas to prepare students to use 21st century skills. By providing students real-life mathematical applications in using the iPad, this instructional program satisfies the goal to use educational technology in different subject matters. In satisfying Goal 2,which seeks to ensure that all educators attain 21st century skills, the professional development portion of this grant would provide training for teachers and administrators in using the iPad to teach algebra. The third component of this new instructional program requires training for parents, which satisfies Goal 3 - where all schools will establish partnerships and collaborate with parents/legally designated caregivers and community resources to make technology available beyond the school day.Since security is a key issue, these iPads could not go home with the student. However, they could be made available during certain evenings at the school with certified teachers to instruct both the parent and the student in use of the iPad in learning algebra. In this way, the grant would also be encouraging the parent to be better equipped with 21st century skills, as well.
This grant also supports the goals of preparing a 21st century learner as described in “Partnership for 21st Century Skills.” Using iPads to teach algebra is an example of using technology as a learning tool to master core subjects and engage students in learning. Too often educators espouse rigor, innovation and critical thinking before students master the basics. At-risk students must grasp fundamental algebra or they will never move on to higher math skills that are necessary to compete in a 21st century world of science, technology, engineering and math careers. This program would have students use an innovative technology tool to gain a proficiency in algebra as a foundation for further learning. They will never become 21st learners unless instruction is revitalized to connect with their needs. If they gain proficiency in the basics of algebra using iPads, students will be comfortable using that technology to develop critical thinking skills and collaborate with peers to solve real problems. They will be able to conduct collaborative projects with peers beyond Paterson.
Background literature
Research demonstrates that technology can be used to raise student achievement in mathematics. While the forthcoming studies do not specifically examine the use of iPads to deliver instruction, they consider other technology tools thatpositively contributed to help increase students’ understanding.
A 2006 study involved the use of TI-Navigator System calculators by at-risk urban teens with distinct disabilities in STEM. The calculators, equipped with a keyboard, were used to teach algebra, reiterating the importance of using technology to focus on conceptual understanding and not just routine functions. (Graham & Dougherty, 2011). With the goal of determining that such calculators could be effective with at-risk students, the study involved 756 high school students taking Algebra I in a southern state. Students in the treatment group used the TIN technology and a control group used the T1 -84 Silver.
It had been established by prior research that the instruction of algebra must be reexamined to appeal to at-risk student. Successful classrooms promoted a learner-centered environment supported by technology that was available to every student. By using calculators, students could respond to problems both publicly as well as anonymously. The study pointed out that while the objectives in an algebra curriculum may vary little across programs, a standard approach to teaching it does not address students with learning disabilities, as such make up almost 30% of JFK students.
To develop a rich understanding of mathematics, students need to communicate through writing, speaking, critical listening and reading. That’s where the TI-Navigator System, in earlier studies, gave students a chance to respond with expanded explanations through a keyboard. Those students gave longer responses than students who just used paper and pencil approach. Students became more involved in their work when their tasks were interactive. In comparison, iPads are an interactive tool that should produce a similar response.
Generally, studies have shown higher average scores on assessments from students who have had unrestricted use of the calculator. This supports the practice of frequently including technology in teaching algebra. The research conducted by Bryant, Bryant & Hammill, 2000; Manccini & Rhul, 2000 which was noted in the Graham & Dougherty study,showed that technology is of significant help in teaching at-risk students who may exhibit difficulties with higher order thinking skills, multi-step problem solving and mathematics vocabulary and symbols.
The calculator study, conducted over a two-year period by Graham & Dougherty, provided professional development to all Algebra I teachers. It focused on how to use the graphic calculators in ways beyond ordinary computations. While previous studies showed that classrooms that used the Navigator technology found more focused students, enhanced student interaction, and more opportunities for students to peer assess, this particular study lacked any statistical significance. Researchers concluded that teachers in both groups used the calculators for routine problems, not to develop conceptual understanding. Teachers experienced technical problems. The Navigation system was difficult for some teachers to set up which delayed its use. Because of the stress on test scores, teachers felt pressured to use the calculator merely as a means to reduce errors.
Despite these findings, the authors of the study believe their work supports the use of technology as a learning tool. However, the tool must focus on conceptual understanding and teachers must be extremely proficient in its use (Graham & Dougherty,2011).
A second study by Swan, Schenker, & Kratcoski, 2008 focused on the effects of the use of interactive whiteboards on student achievement in an urban Ohio school, grades three through eight. Initial research had shown that interactive white boards engage the students who can use their fingers or markers to respond to problems with the whole class watching. The boards permit the teacher to shift the focus to student-centered learning that increases student achievement. The author of this study refers to prior research conducted in a Native American school where students who used an interactive board scored 20 points higher on a geometry test than their peers who did not.
The Ohio study took place in a district where a larger percentage of students achieved below grade level, much like Paterson. It involved 11 elementary schools, three junior highs and one alternative school. A third of the district’s population is minority with 21% African American. Generally, the teachers supported use of the interactive white boards. Researchers obtained data from the teachers weekly to learn the frequency of the board use. A majority of the teachers responded monthly.
Results showed that students who were in mathematics classes where teachers used the interactive white boards regularly outperformed students in classes without them in all grades except six (Swan, Schenker, & Kratcoski, 2008). These math teachers reported using the boards an average of 4.7 times a week, compared to only 3 times a week for the lower-scoring group. They used the boards for a wide variety of functions, from displaying interactive charts and graphs to accessing the Internet where they motivated students with subject matter or games for group practice and assessments. Those math teachers whose students scored higher were more likely to use the boards to help visual concepts and processes and problem solving, not just to display routine functions. This study points to the success of using technology for conceptual focus, not like that done in the calculator study.
These same teachers saw the students then develop games that they could use on the whiteboard. Therefore, in this proposal iPads will serve as a springboard for students who will as develop proficiency with the technology tool, then will move beyond its use to problem solve. They will create other functions, which is a necessary 21st century response.
Teachers in the study whose students did not score higher used the interactive whiteboards for teacher-centered activities such as a Power Point or the ruler. Technology’s success is greater when used in a student-centered environment. Higher achieving students used the whiteboards to help students visualize concepts with interactive activities, videoconferencing with other classes to support group work.
These studies support the use of technology to teach math in a way that engages, is student-centered and focuses on the concepts of mathematics, not just routine functions. The success of the tool also depends on excellent professional development so that teachers are proficient in properly using the technology. If student performance can be seen in interactive whiteboards and an enhanced graphing calculator, the impact of iPads would be amazing.
Needs assessment
This grant proposal seeks to obtain help for at-risk high school freshmen in the area of math. These freshmen are in the School of Education and Training (SET) that is part of the John F. Kennedy Educational Complex in Paterson, New Jersey. These students scored in the 17th percentile in mathematics when they took the 2012Renaissance Star Assessment which will be used to help differentiate instruction.
Data from the New Jersey Department of Education Report Card of 2009-2010 (before JFK was divided into four separate schools) reveals an at-risk population where only 28.5% of John F. Kennedy High School students scored proficient in the 2009-2010 HSPA mathematics, 69.4% were partial proficient and 2.1% scored advanced proficient. While 71.1% of the Class of 2010 graduated, more than half (53.1%) did so by passing the Alternative High School Assessment. Only 27.8% of the regular students graduated by passing the High School Proficiency Assessment despite after- school and Saturday review programs.
These students are also socially and economically disadvantaged. Looking at the student profile, two figures are striking: 62% of the 2,035 students receive a free or reduced lunch and 47% were suspended in 2009-2010. Additionally, 23.5% of the students are classified in special classes, and 13.2% are Limited English Proficient. Only 32.7% of the students list English as the primary language spoken at home. Ethnically diverse, the school’s population is 1% American Indian, 4% Asian, 36% Black, 53% Hispanic and 7% White (
This grant would fund an 8th grade summer math camp to get incoming freshmen who scored between 175-199 on NJASK to be at grade level by September. The math department head suggested targeting this group of incoming freshmen since success could be achieved in a reasonable time frame. The lower achievers who may have disability and language issues would take longer to make grade level.
A survey of SET math teachers revealed a desire for a technology-infused program that is supported by professional development and maintained by tech coordinators. Because that support was lacking in past ventures, technology-enhanced teaching was described as a “total failure.” This grant proposes funding the cost of on-going professional development and a tech coordinator who will troubleshoot, as well as funding for supplies such as hardware and software. Five of the seven teachers surveyed are over the age of 50 and while open to learn new technology and use what they have with proficiency, they are frustrated at the lack of training. It is imperative that any program must provide sufficient professional development. They all feel competent in using the interactive whiteboards and expressed a keen interest in iPads. However, due to huge deficiency in past professional development, they stress the need for intense training before being asked to use that technology with the students.
Teachers stated that a functioning interactive whiteboard is their tool of choice to reach the at-risk students. They described its ability to access the Internet as “powerful” considering the many resources available to teachers and students via various websites and said it is helpful to have students go to the whiteboard and interact in various ways to accomplish mastery of each topic covered. However, the grant must cover the cost of electronic pens, bulbs, and dry erase markers to make the program effective. The best results, the say, are achieved with smaller classes and one-on-one extra help.
Teachers expressed a desire to learn more about websites that will interact with the whiteboard as well as how to use computers to assist in teaching algebra. Again, this grant would have to offer another computer system different from the synergistic math labs used ineffectively for one year, hence the proposal for iPads. As one teacher responded, “The failures of the synergistic math lab were many. I found that my students did not have the motivation or the discipline to be able to teach themselves advanced algebraic concepts. Many of the students did not have a solid foundation in basic math skills, which compromised their learning. The computer programs were poorly written and the labs were too complex and cumbersome to execute. The only success is that some learning did take place in spite of the challenges.”
Another teacher described these math labs as “overcrowded, with computers that had broken keyboards, non-working mice.” Teachers who used these labs conceded that the program did not properly teach the students Algebra I and many failed geometry the following year. Every participating teacher dubbed these labs “a huge failure.”
Again and again teachers said the freshmen lack a foundation in basic math skills, many are three years behind in math. They recommended an introductory program, perhaps in the summer, focusing on pre-algebra material before beginning algebra 1. Calculators give every student a fair chance to pass, teachers say. Computers and appropriate software are then recommended as reinforcement, as well as workbooks. Another teacher suggested two math courses per freshmen with the second designated solely for word problems as stated in the High School Proficiency Assessment. IPads would fit in this arrangement with multiple apps.
Any new program, they asserted, would have to include a component to encourage attendance. High rates of cutting and absenteeism contribute to low test scores. This grant would fund a parent component so the support from the home would hopefully improve student attendance. An interview with the math department head and a vice principal in charge of technology cited the need for students to have Internet accessibility at home and suggested grant money to be used to support such access. However, if students were given iPads, then the appropriate apps would be available without the need for Internet connection. This would represent a sizable cost savings.
Paterson’s 2010-2013 Technology Plan calls for additional technology to be obtained for students as a standard for a “21st Century Classroom,” including student netbooks. It seeks to provide every student equal access to a personal computing device and will need grants to meet such an ambitious goal. While each classroom will have at least six computers connected to a district network and one digital projector, the school has still not provided equal computer access to all students. This grant proposal supports the initiative by giving more students a personal computing device.
Both Paterson’s Technology Plan and The Milestones for Improving Learning and Education Guide stress the need for professional development. Teachers cannot teach 21st century skills of they lack the competency themselves. The MILE Guide calls for support systems that would aid in professional development. To that end, this grant would cover the costs of a partnership with William Paterson University, as already exists with the Paterson School District, to train teachers in the use of technology, as well as the training from Apple. This professional development would have to take place during the summer or after school during the year as the district has a ban on teacher pullouts for professional development.