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Technology Plan for Grant Proposal

Melissa Kim
EDUC 640
Chaminade University of Honolulu

Introduction:
Mission Statement: The Kim School is dedicated to helping all students achieve high levels of
academic learning and personal development through equitable education.
We are a small private high school, servicing a primarily low-income community on the island of
Oahu. Our financial support comes first and foremost from parents and other members of the
community. We are aware of societal inequities that inhibit the success of students reaching their
highest potential and access to technological resources in the classroom is one of those
inhibitors. Due to our lack of funding, we find it difficult to provide our students with the
necessary tools they need to acquire and hone the 21st century skills that the Common Core State
Standards, colleges and universities, and the workplace require. The expected impact of
technology on learning is tremendous. Studies have shown that technology can assist in
motivating students, supporting students learning needs, and preparing students for the future
(Roblyer, 2015, p.23-24). We are a project-based school and utilize cooperative learning as our
paramount teaching strategy. We are in need of technology that supports an interactive
environment. The interactive whiteboard, more specifically the SMART board, is a tool that will
assist our school in helping students reach their highest potential through interactive learning.
Goals and Objectives:
The student learning goals in regard to implementing the technology are to getstudentsmore
activelyinvolved,engaged,andmotivatedtocompletegivenlearningtasks.Aneffectivewayfor
studentstogetmotivatedisforthemtofeelempowered.TheSMARTboardisadisplayscreen
thatconnectstoacomputer.Itallowsstudentsandteacherstomanipulateinformationthat

appearsontheboard.Inturn,thisallowsforauniqueopportunityintheclassroomwhere
multiplestudentscancollaborateatthesametime.Cooperativelearningisatypeofinteractive
learningthatrequiresstudentstoworktogethertocompleteatask(Coffey,p.2).Byhaving
studentsworkinagroup,eachstudenthastheopportunitytohavecontroloverhis/herlearning.
Thisisempowerment.
The technology will be integrated into the curriculum because the use of the SMART board will
be part of everyday lessons. Students can work on projects together by inputting, accessing, or
saving data on the board. They can use the board for presentations, taking notes, and watching
educational videos. Teachers can use the board to assist their instruction.
Resources needed:
Our school has limited individual computer access and having two SMART boards in our school
will increase the computer access to the whole class that is using it at the time. The SMART
board M680 is conducive to our schools setup and costs roughly $2, 300.00 each. We are
requesting two of these boards in addition to the necessary equipment needed to set up the board
and maintain the board. In order for the most effective integration of this technology, we are
requesting funds in the amount of $6,000.00, a much lower cost than if we requested computers
for each of our students. Our school encompasses one building and in that building are thirteen
classrooms, a conference room, a cafeteria, and our administrative offices. We would set up one
SMART board in the conference room where students and staff alike will have access to it. The
second board will be located in our biggest classroom to accommodate for more students. Our
classrooms are not designated by subject but by class size.

Our learning goals are primarily concerned with motivation. An effective way to motivate
students is to engage them, which the SMART board does. Motivation can be viewed in two
waysinternally or externally. Internal motivationcalled intrinsic motivationrefers to
behaviors that are engaged in for their own sake (Bruning, 2011, pg. 123). The second type of
motivation is external motivation, called extrinsic motivation, which refers to behaviors that are
performed to achieve some externally prized consequence (pg. 123). Students are motivated
when they are interested in something and they are motivated when they determine that they
want a certain result. The SMART board will interest the students and because many learning
tasks will be centered around the board, students will want to use it to achieve higher grades.
In order to measure effectiveness of the SMART board, teachers will consistently monitor
student progress through class profiles and grades. Teachers will already have test scores and
student assessments from previous classes that did not use the board. Teachers will compare test
scores and assessments of those students and the students who do have access to the board.
Additionally, teachers will track student learning in learning tasks that use the board and learning
tasks that do not. Student improvement will determine if this resource is effective.
Training:
Teachers will receive periodic training regarding the SMART board in addition to the initial
training they will receive upon first use of the SMART board. As software is constantly being
updated, the periodic training will cover this. The trainings will focus on application for
instruction and will be performed by highly-trained professionals. Our school does not always
have access to such individuals, but teacher organizations such as the National Education
Association can assist our school in fully integrating technology into our curriculum. The state of

Hawaii and local associations can also help educate parents, teachers, and educators at our school
about the benefits of better integrating technology into teaching and learning.
Maintenance:
Our schools administration will be responsible for maintenance of the SMART boards. All
teachers and students will be educated in the care of the SMART boards. This will include how
to properly handle the equipment when in use, how to clean the writing surface, how to power on
and shut off the equipment, and how to secure it. As the Chair of the Technology Committee for
the Kim School, I will also be appointing a Technology Officer. The officers duties include
updating the SMART board software, performing regular system check-ups, and assessing the
functionality of the equipment. The officer will submit his/her reports to me as well as the
principal of our school.
Future Goals:
The primary short-term goal for integrating SMART boards into the curriculum is to provide
students with the opportunity to have an interactive learning experience. Teachers can use the
board for presentations, as a timer, as a means of creating competitions and races, as interactive
graphic organizers, a way to brainstorm, or digital storytelling (Using smart boards). The longterm goal for integrating SMART boards into the curriculum is to meet the needs of all students.
There are a variety of students in our school. Some perform below level, some above, and some
meet it right at the mark. Some students are struggling readers, some are ELL students, some are
SPED learners. The SMART board accommodates different learning styles, encourages students
to become actively involved in learning, provides repetition of material presented for students
who are absent from school or are struggling readers, and helps students review for examinations

(Carjuzaa & Kellough, 2013, p.284). Thus, the long-term goal for integrating the SMART board
into the curriculum is to meet the diverse needs of our schools students.
Student Assessment:
We do not have much technology at our school currently, except for the few computers we have
in our classrooms. We take many field trips to the local library to fulfill any of our technological
needs. Because our resources are so limited, we do not do much with student assessment where
technology is involved. Our assessments are very conventional. We use multiple choice tests and
paper-pencil tests.
Assessments are either formative or summative. Summative assessments evaluate student
learning whereas formative assessments monitor student learning. Technology-based assessments
will be incorporated in the future by manifesting in both forms. At the Kim School, our SMART
boards will be used to help deliver summative testsdisplaying the questions on the board,
showing a video that students are then questioned on, or even having students use the actual
board to take an assessment. Additionally, the board will be used to deliver formative
assessments through learning activities such as small/large group discussions, informal
presentations, and other group work. Students and teachers alike acknowledge that technology
has altered not just curriculum but the way curriculum is delivered. Our assessments must reflect
that shift.
Concluding Remarks:
This plan will fulfill the ISTEs NETS for teachers because it is dedicated to students using
technology as an integral part of classwork and homework. This plan enhances student and
teacher creativity and learning of higher-order skills. It establishes and justifies the need for these

technological resources in our school and with proper implementation, these tools will assist our
schools students in reaching their highest potential in a teacher-created equitable environment.
References
Bruning,R.H.,Schraw,G.J.,Norby,M.M.(2011).CognitivePsychologyandInstruction.Fifth
Edition.Boston:PearsonEducationIncorporated.
Carjuzaa,J.&Kellough,R.D.(2013).Teachinginthemiddleandsecondaryschools(10thed.).
Boston:Pearson.
Coffey, H. Cooperative learning. Learn NC. Retrieved from http://www.learnnc.org/lp/pages/
4653
Lytle, R. (2011). Study: emerging technology has positive impact in classroom. US News.
Retrieved from http://www.usnews.com/education/high schools/articles/
2011/07/14/study-emerging-technology-has-positive-impact-in-classroom
Roblyer, M. D., & Doering, A. H. (2015). Integrating educational technology into teaching (7th
ed.). Upper Saddle River, NJ: Pearson Education, Inc. ISBN 9780134046914
Using smart boards in the classroom. Professional Learning Board RSS. Retrieved from
https://k12teacherstaffdevelopment.com/tlb/using-smart-boards-in-the-classroom/