Navigating the Grant Process

The financial reality of teaching is the cost incurred by the teacher who wants to do the right thing by the students. This often means incurring costs, as much as $1, 000 per year according to AdoptAClassroom.org. Sadly then government only allows up to $250 in reimbursement for out-of-pocket teacher expenses. That leaves most teachers with a $750 deficit each school year. Many organizations and even school districts have taken up the banner and are offering grants to help teachers purchase much needed items, curriculum, and technology for today’s classrooms.

The three major school districts in the area where I live offer educational foundations where teachers and students can apply for grants. The district where my girls attend uses DonateNow, an online grant program, allowing potential grant donors the opportunity to scroll through requests and put their money where their heart is.

Within my school there are two ways to fund needs for the classroom. One way is through PTA grants. One grant is for creative ideas and the other can cover anything from classroom supplies to fieldtrips. In addition, once a year the PTA holds an auction. The newest most popular addition to the auction is the teacher wish list live auction. Teachers request an item and parents offer bids to purchase this item. Last year I received an iPad Mini from the auction. One local business paid for half and then several donors covered the rest of the cost. It has been invaluable in my teaching this year.

Two sites which offer grants are geared more towards matching you with donors on the web. AdoptAClassroom.org and DonorsChoose.org both allow the teacher to design their grant need and post those needs. Then the websites keep the grant request open so multiple donors can contribute to meet the classroom need. This inventive way of covering costs makes it more likely a teacher will receive needed items.

Tech and Learning grants, as well as Vernier Software and Technology grants are wonderful resources for finding matching grants for a teacher’s needs. However, the lists can be overwhelming and difficult to navigate. The key is to keep looking and taking the time to match appropriate grants with your needs. This applies to the US Governement Office of Technology which provides competitive grants, as well. Although a great source, trying to muddle through to meet your specific needs can be somewhat time consuming and daunting.

However, the Edutopia Resources To Get You Started information on edutopia.org is helpful and relevant information. Following these steps the teacher can more easily navigate the other sites and be more efficient with time and effective with requests.

As with most things in education these days, grant writing and proposal take time: time to research, time to write the grant, and time to allow for donors to meet the need. The reward is great, but the time required can be exhausting.

Collaborative Teaching

It is an interesting concept to collaborate via technology. I can honestly say, this never occurred to me, nor did I realize this existed. I thought I’d reached teaching Mecca when I found Teacherspayteacher.com. Looking through the collaborative sites was informative and overwhelming at the same time. Exploring the sites, I found Share My Lesson to be easy to use and allowed me to limit who I shared the information with during each lesson. This offers a level of privacy and limits the online “dredge” of information overload which can occur when it is a public setting. As I was trying to explore with Curriki, I felt it was too busy and complicated. This might just be my limited knowledge of technology, but sometimes it can be overwhelming when sites offer too many options. I felt the same way about Learnist. My thoughts lead me to wonder if part of my frustration is the grade level in which I’m seeking collaborative efforts. Is Kindergarten not a hot topic; clearly not as hot as geometry topics. I found many opportunities to collaborate on that topic. My favorite site is Google for Educators. My class takes a virtual fieldtrip around the United States to see the nation’s symbols and landmarks. I could see the virtual fieldtrip offerings on Google Connected Classrooms being beneficial and more meaningful than the PowerPoint presentations we use for our trip.

In the realm of Collaboration for Students, I could envision using Skype to talk with classrooms in other states. This is actually a project my sister-in-law and I have talked about. She runs the learning lab for the University of Montana and we think it would be great to connect our classrooms through a shared project and Skype. The roadblocks have more to do with hardware deficiencies than desire. Voice Thread would also be an appropriate venue for Kindergarten. It would be fun to use Voice Thread as a means of storytelling with another classroom – in the building or across the country. How fun would it be to try it with our book buddies and use it to tell fantastic stories.

One thing I would like to try is a collaboration project with our third grade book buddies. Using Share My Lesson, the other teacher and I can devise how to make a shared storytelling lesson and use VoiceThread as the technology for the students. The students would initially collaborate on paper, deciding on the story plot together. Then the kindergarten students would start the thread and the third grade buddies would continue it; passing it back and forth between classes two times. Once the story is complete, the partners would collaborate on illustrating the story. The teachers would scan the illustrations and work to aligning them with the story. If the story could be published, it would make a great school auction item!

There is so much to offer teachers and students. It is shaping up to be a busy summer of exploring more of these technologies in order to provide more opportunities in the classroom; even for little ones.

Serious Games in Education

The use of technology-driven games in education is an interesting topic. For this tech savvy generation it just might be the way to engage more learners, immerse them in learning, and assess skills such as problem solving, application of prior knowledge, and connections with real world situations. Research suggests students learn 75% to 90% more when they are doing the work, rather than listening to a lecture. (www.futurelab.org.uk/projects/games-in-education, 14) This applies to “doing” computer simulations and games which require the learner to predict, solve, and comprehend the nuances of the game.

Serious games is defined as one which is thought out and intentional about its use in education more than its benefits of amusement. It is expected the game will be entertaining and appealing, but it is more important for the game to reach learning targets and goals. (24-25) Examples of serious games would be Edutainment, Simulations, Games for Change, Games for Good, Immersive Learning, Educational Games. The topic is wide and diverse which meets the needs and attentions of a diverse student population. Although there are different definitions of a serious game, most researchers conclude the game must have a “learning model embedded, the content is integrated into the game to learning is intrinsic to play, and the assessment of learning may be integral to the game or occur through mediation around the game”. (27)

In the article Why Games & Learning at www.instituteofplay.org the author suggests games offer the player an opportunity to be a risk taker, experience failure, and find solutions to problems. While these are added benefits of game playing, I wonder if they are transferable to real world problems and situations requiring an element of risk or the opportunity to re-attack once failure has been experienced. If it is a transferable skill, then gaming is an excellent tool for not only teaching to the learning targets, but also for developing lifelong learning skills outside of academia.

I appreciated the author of the Edutopia blog entitled Game-based Learning in Practice, Matthew Farber. His actions to include game-based learning in the classroom resulted in motivating and encouraging students in the learning environment. I most appreciated his use of non-computer based games and computer based games. Although I am learning more about how to integrate technology in the classroom, it is important to offer opportunities for students to unplug and interact with others in a more personal, meaningful way.

 

While researching serious game options for the classroom I found BrainRush.com. This site appeals to me first off because it is free! As an educator, I could spend money on many wonderful things and experiences for my classroom, but when something comes along and its free...I want to jump on it. Apart from this BrainRush.com offers gaming experiences which are already complete or a template to design your own game for the needs in your classroom. The ultimate "selling point" is the ability to track student progress. This information is invaluable for a teacher and is often tedious. BrainRush.com makes it easy for the teacher and because it is accessible on the iPad, it is even more accessible to the students. I can envision using this site to design games for sight words, letter recognition, and simple math problems.

Flipping Out!

The idea of a flipped classroom model has intrigued me since hearing about others doing this for their action research projects in the Spring. It has taken awhile to wrap my mind around the concept and even longer to get the nerve to try it. I like the idea of sending work home in an effort to "pre-teach" concepts. In the realm of early childhood, I like the idea of more parental involvement which is required for little ones to manage the flip. However, I would be remiss if I did not offer some concerns. First of which is the use of technology with a Title I school where many families are struggling to put food on the table. Second is the time in which it requires of the educator to plan and implement the flip.

My first thoughts were much like those in the November 2013 issue of Teacher.net Gazette article titled, Flipped Kindergarten by Kris Szajner. Szajner talks about the misconception of flipping the entire classroom, for every lesson and every subject. This would be an impossibility and take the teaching out of teaching. However, it can be a "one of your tools in the box." A tool used to reinforce, pre-teach, or train parents. The last use of the "tool" is the most appropriate for the early grades. It can be used an effective tool for training parents on routines, homework help, and procedures for certain programs.

The article mentions the three important components of a flipped classroom. A flipped classroom should be: student friendly, innovative and interesting, and available 24 hours 7 days a week. With most families having some type of digital device, this becomes more possible. Although I teach at a Title I school, this year all my families have access to email and/or internet; whether through a computer, smart phone, or tablet. By choosing the right platform information can be distributed to any or all of these devices. YouTube is the most common and practical for all these devices. I have used a screencast for teaching parents how to complete literacy game sheets when they come home, but this technology may not be feasible for all technology devices.

I would like to do more with the flipped classroom, in terms of sight word practice. Sight words are a great way for students and parents to connect over homework. Additionally, sight word apps on the iPad are common and motivating. By presenting sight words prior to teaching them in class would give all students the opportunity to be ahead of the learning curve. This will increase motivation and confidence in the way of reading.

Mobile Technology and Its Additions to the Classroom

At first thought I wondered how could I use any type of mobile technology in a Kindergarten classroom. Then I discovered there is more to it than just the iPod, iPad, and occassional use of these devices on a bus ride to a fieldtrip. Sure these are easy to use and the students are practically independent with these devices, since most parents have one or the other or even a SmartPhone. Then I really started reading...

I discovered these amazing opportunties which I felt would be perfect for the Kindergarten classroom:

1. Google Glass: eClassroom News, in its online article titled "4 emerging technologies with educational potential" (October 17, 2013) suggested Google Glass, an augmented reality application which enables students to experience interactive elements in a normal scene, would entice students to engage more during presentations and lessons by overlaying scenes or interactive maps. My initial thought with this technology would be to use it during our "virtual" fieldtrip to see the nation's symbols. We use the maps frequently, but how amazing it would be to see the flags actually waving at the Washington Monument or snow falling at Mount Rushmore. It would give the students the feeling of actually being at the stops on our trip rather than having to completely rely on imagination.

2. iPad4Schools: According to iPad4Schools, "54% of those whose age ranges from 5 to 8 are familiar with using mobile devices."(ipad4schools.org) Why would an educator not use this technology, if it is available, in a class where over half of the students are familiar with the device? The answer lies in the training and use of applications for the device. iPad4Schools is an informative site which delivers answers and training, along with sage advice on applications best suited for particular grades.

3. Mathforum.org/mathtools/: This site is perfect for students (games and activities by grade) and teachers. It is designed to offer practical suggestions, forums, and opportunities for teachers to share and discuss various uses of technology in the classroom.

While the above tools, sites, and applications of technology are wonderful and will be interesting and challenging to incoporate into the classroom, the biggest challenge is answering the question, "where do we go from here?" The article "Personalized learning a key them from 2013 ISTE conference" (eClassroomNews.com, July 2013) brings up several great thoughts. In order for the above opportunities to actually occur in the classroom, there needs to be a vision shared by all involved and not just the IT department or the teacher. Sharing is the key to making the vision happen. The more teachers are encouraged and enabled to collaborate concerning technology and its use in the classroom, the more empowered teachers will become. The biggest frustration amongst teachers in the district is the disparity between schools. This is more common in large districts and it really separates the "have" schools from the "havenot" schools. There needs to be more equality across districts when it comes to technology and how it is implemented and used in the classrooms.

I have to admit, though, as I read this article there may be many options out there for increasing our use of technology in and out of the classroom, but in the end it is really just one more thing to do - for the teacher, the parents, and the students. Reading over the summaries of Edmentum, PBS Learning Media, programs through McGraw-Hill Education and Houghton Mifflin Harcourt, and the others my eyes started to glaze over. I was not really impressed by any of them. I felt like they might have good qualities: differentiated instruction, challenging options as a student increases in skill, etc., but they all just sounded like textbooks or worksheets gone digital. That is until I read about Skyward! A program to motivate behavior - positive behavior. Now I'm interested! Being in a school which just implemented Positive Behavior Intervention Strategies (PBIS), I'm intrigued by the opportunity to take the reward system digital. I could see this also helping to increase the parent involvement aspect of rewards. This seems like technology that is both practical and positive.

The Importance of Teaching Digital Citizenship

October 21-25, 2013 was Digital Citizenship Week across the education world. However, in the district where I teach, it went unobserved or even mentioned. The more I read about the necessity of teaching Digital Citizenship, the more I realize it MUST start at the youngest of levels. I liken it to wearing seatbelts. When I was growing up there were no seatbelts in cars. As time progressed and seatbelts were added, they almost seemed optional. By the time I was learning to drive, seatbelts were becoming required. Now they are mandatory in every state and the rules of the road are automatic with the newer generations of car riders and drivers. It would never occur to my children to NOT wear a seatbelt. So it is with Digital Citizenship: if we start with the very youngest users of technology, the where’s and what-for’s will develop an automatic awareness of how to effectively and safely navigate the waters of technology. Anne Collier, speaking at the Digital Media and Learning Conference in 2011 had the same thought when she said, “Citizenship and Media Literacy need to be taught from the moment a connected device is put in a child’s hands.” (www.cyberwise.org/blogwise.html)

                Sounds good, right? However it is difficult to find meaningful lessons for very small children. As educators and parents we often view small children as unable to really comprehend the dangers of web surfing, chat rooms, etc. so we just don’t attempt the conversations with them. After looking more closely I found several opportunities and tools for teaching small children the importance of being a responsible digital citizen. Pbskids.org has an interesting program for children eight to ten. It is called Webonauts and is designed to walk them through the need to “observe, respect, and contribute” responsibly on the web. (www.pbskids.org/webonauts) Children learn about passwords, chat rooms, and have various other missions as they learn to navigate the internet safely. The most helpful website I found was Commonsensemedia.org. Through the website I viewed a video entitled “The Importance of Teaching Digital Citizenship “ and learned the importance of internet safety as students are responsible for collaboration and “more engagement with the digital world” as Diana Paradise of the Santa Clara Unified School District stated. Additionally, the website offers lessons for all grades which are developmentally appropriate and easy for parents and teachers to use as lesson platforms.

                As the mother of teenage daughters, I am continually amazed by the many ways teens connect with each other. Since Facebook was taken over by middle-aged housewives (as my girls like to say), teens have turned to Instagram, SnapChat, and Ask.fm. to connect with others. These are not always a place of adolescent innocence. Many of these sites have been used to bully other teens or exclude, tease, or disrespect others. Piper Graber is a 14 year old who narrates the blog “What Kids Are (Really) Doing Online” gives several suggestions for parents on policing these sites. The one I thought was the most important said, “don’t just ask once, ask again and again” what your kids are up to on the web. (www.cyberwise.org/blogwise.html) Find out for yourself and see with your own eyes what your child is doing on the web. Marc Prensky, a famed gaming researcher says, “having been completely immersed and surrounded by technology and digital media for their entire lives” (Cennamo, Katherine S., Ertmer, Peggy A., Ross, John D. (2010). Technology Integration for Meaningful Classroom Use.313) teens and even younger children don’t always have an immediate awareness of digital safety and their responsibility on the web. They must be reminded and re-taught often.

Emerging Technologies for Kindergarten

Welcome to the Smithkin Kinders Blog. If I'm completely honest with myself, when it comes to technology, I am somewhere between semi-comfortable and terrified. I use technology in the form of computers, airliners with SmartTechnology, an iPad Mini and iPod in the classroom. At first I'm scared to use the new technology or software issued. Once I have had time to experiment and "play" with the technology I become its biggest advocate. I would love to use more forms of technology and more diverse applications within the classroom to allow more creativity from my students.

I believe students should be exposed to quality curriculum, interactive and purposeful technology, as well as a master level teacher within the 21st Century Classroom. When these three elements are present, the students are more likely to succeed in meeting and exceeding expectations.

I would like my students to be independent and comfortable with all aspects of their learning environment. The environment should promote creativity, independence, and ownership of the students' learning. With clear rules, boundaries, and training on routines students should be able to navigate successfully within the learning environment.

I'm curious about your experiences in the classroom.

What does your classroom look like in terms of technology? What would you improve or change?
What does your learning environment look like? How does it promote learning?
What resources do you have to help me create the learning environment?
How would you describe the 21st Century Classroom? What are the most essential elements?

I'd love to hear your thoughts...leave a note!