A. Description and Timeline Estabrook school is embarking on a new era as they take-up residence in their new, technology-enabled state-of-the-art environment. One of the tenets they are embracing as a school culture is to create an environment and curriculum that encourage and support digital literacy for all learners. Through the 2013-2014 building project, primary and intermediate grades at Estabrook have been allocated strategically selected technological devices to allow students to explore and create within the classroom. Between 4-6 iPads are available to individual classrooms, and up to 4 laptops are available to classrooms grades 2-5. With the increased amount of technology accessible to classroom teachers and their students, technology-based lessons, interventions, small group work, and research, are occurring more regularly. Tablets have been used successfully at Estabrook across the past year to increase student engagement, enhance perceptual understanding and close educational gaps. Teachers are inspired to promote digital literacy within their classrooms each day. Therefore teachers throughout the building are noting the desire to have the option of an as-needed tablet device model as well. Small, hand-held devices available on a 1:1 basis would support teachers and their students on their journey to explore the many uses and benefits of technology-based learning. At the elementary grade level, instructional practices encourage students to observe, record, analyze and explain what they find within the classroom and beyond. Easily held portable technology offers opportunities for our elementary teachers to scaffold and support these instructional strategies and competencies as students explore and discern. At half the size, and a fifth the weight of an iPad mini, the iPod Touch is better suited to being portable in young/small students’ hands. The use of an iPod Touch offers students an opportunity to easily capture what they observe and discern. The smaller device captures photos, records video, records audio and is easily portable. This smaller, lighter device allows students to safely travel throughout the property, holding a handrail with one hand while holding the device in the other. Due to the nature of its small size, the iPod touch can also provide a small, portable and discreet device for reinforcing social expectations, offering behavioral supports, supporting executive functioning, etc. As Estabrook teachers embrace digital literacy in all areas and age ranges they continue to propose new and innovative uses for these portable technologies. Many of the ideas require a 1:1 student-to-device model for implementation. The purchase of a school-based classroom-set of smaller handheld tablet devices would enable teachers in the areas of classroom instruction, literacy, math, science, social studies, ELL, special education services, behavioral support, and more to implement and evaluate projects that

would enhance student learning using this expanded 1:1 student-to-device model. Teachers would additionally have the opportunity to use a subset of the devices, to test their efficacy in supporting individuals or small groups of students – as educational interventions, for behavioral, social or executive functioning support, in language acquisition scaffolding and other areas that haven’t even been conceptualized yet. As the 2013-2014 school year has unfolded the grant applicants have done individual research and engaged in group discussions that resulted in the following outline of some sample areas that teachers and staff within Estabrook would like to explore by employing this as-needed 1:1 environment.

Areas of opportunity for 1:1 device model Student Activity

Provide 1:1 capacity for students to capture observations and thoughts on BBY walks. The link back to the classroom can be strengthened as students are able to record images and audio of their observations – providing writing prompts that can be accessed back in the classroom – extending Science into Literacy.

Big Back Yard Walks (BBY) Use handheld device on BBY walks to capture images and audio observations. Real time evidence of organisms, habitats, and interactions of natural phenomena to further investigate back in the classroom.

Provide a means for capturing events that often occur in a fast paced environment. These opportunities can be reviewed at a later time – as writing or discussion prompts. This also provides a means for absent students, or students who have trouble parsing the English language or rapid-fire events – to review events at a later time and a less frenzied pace.

Record All School Meeting Events, classroom visitors, show and tell items, social situations (lunch, playground, etc.) Use as future prompts for writing / discussion ELL teachers can use to help support ELL students in processing multi-layered situations

ELL students can be further supported in the classroom with small portable devices that offer content specific vocabulary support; background information posted around the classroom through the use of QR codes, etc.

Teachers prepare vocabulary supports ahead of time – to link with content specific projects. Teachers and/or students can create background information pieces to be accessed via QR codes around the classroom and the building.

Families, visitors and students can use handheld devices to access information about the intentional use of green building and sustainability practices. The ability to view video models while on-site observing the rain garden will help make concepts more concrete for students.

As a LEED certified school, Estabrook will be posting information about features within the school building and on-site around the property, explain various green features of construction and sustainability.

Formative Assessment informs teacher instruction in a real-time manner. Handheld devices connected through wireless technology allow individual students to share their understanding based upon responses to teacher prompts.

Teachers can use web-based software such as Poll Everywhere to gather formative snapshots of student understanding throughout a lesson – allowing the teacher to modify their instruction to immediately meet the needs of their students.

School-wide literacy initiatives, such as book reviews by older students – for younger students could be created and accessed through the use of this technology.

A library class of 5th graders might use the devices to capture images and voice over book reviews for younger students. A library class of primary grade students could access these audio book reviews in a 1:1 model.

The Common Core standards ask teachers to bring Science and Social Studies content more directly into alignment with literacy strands and benchmarks. With limited Science and Social Studies blocks throughout the week – these devices can provide the opportunity to capture thoughts, events and data – then dovetail that experience into a future literacy activity.

Students can use the small, easily managed devices to capture map information during National Geographic mapping activities; or during GPS/ Geo-caching activities – then produce informational writing pieces that incorporate pictures, captions and graphs created from their data.

Handheld devices can be leveraged to support Estabrook’s LEED Certification requirement that information about the sustainable materials and practices used in constructing the building and grounds be shared with the student body and the wider community.

Aligned with the new LEED certification, students will help shape and create curriculum and materials that will teach students and community members about the ecologically sustainable aspects of the building and grounds for years to come. One method of sharing this information will be

Although LPS teachers benefit greatly from new technology trainings provided by district technology personnel, it is often through teacher-based exploration that the most authentic examples of best-practice are identified and implemented. If this project were to be funded, not only would it provide immediate benefits to the Estabrook community, but would also provide long-term benefits to the entire Lexington School community. Involved Estabrook teachers would be able to demonstrate the potential of the new technology at various school and district meetings. They would also provide valuable feedback to the District Technology Staff on future next steps that the District should consider undertaking. Part of the District Technology Plan (long-term) calls for the purchase of appropriate student technology for all classrooms in the district. If tablet devices are infused into the schools at the rate that is currently expected, these grant teachers could serve as coaches and guides for future rollouts of these types of devices.

Timetable Activity Spring and Summer 2014

Grant teachers begin developing curriculum materials through professional development time provided.

September – December 2014

2014 LEF Grant recipients test outlined curriculum activities in their own classrooms and coach additional teachers on their use. Elementary instructional technology specialists meet with grant recipients on regular basis to provide needed support.

January 2015 Write and submit mid-year report for LEF February- May 2015

Grant teachers demonstrate 1:1 tablet technology to remaining teachers in their schools via staff meeting. Carry out assessment of student tablet use by interviewing students; questionnaires, teacher observations, etc. Teachers make recommendations to District as to further direction for this technology

through digital resources accessed by QR codes throughout the building and grounds using handheld Internet capable technology.

B. Goals and Measurement of Goals Goal Goal Type Measurement Purchase and place small handheld tablets and meet to identify any additional logistical / workflow issues surrounding use.

Short-term (2014-15) We will provide LEF with a log containing date of purchase, date of meetings, and summary of initial uses.

Development of curriculum materials for small handheld tablet devices available for use by students in all areas

Short-term (2014-15) In June 2015, we will provide LEF with a log containing dates/duration of curriculum development sessions as well as summary of the different lessons that were constructed for use.

Provide assessments of small handheld device use

Short-term (2014-15) In June, 2015, teachers will provide a narrative to Dir. of Educ. Tech. and LEF assessing how well these smaller sized tablets in a 1:1 setting were utilized to accomplish the different goals.

Expand repertoire of curriculum materials for small tablets and provide consultation and training to other Lexington teachers/schools introducing this technology

Long-term (2015-2017) In subsequent years, teachers will provide the District curriculum materials they have developed for the smaller 1:1 tablets. District will provide vehicle for development of appropriate training materials for infusion of any additional devices into classrooms.

C. Supporting Research Since the introduction of tablet technology, schools around the world have employed their capacities to provide visual representation, a user-centered kinesthetic experience, capture capabilities both visual and audio, portability beyond the walls of the classroom, ability to access the internet for extended resources, ability to collaborate via the extended internet environment, and their ability to provide digital content in a non-digital environment via the use of QR codes. In a 2010 Athabasca University, School of Computing & Information Systems research project the efficacy of social meaning making for students understanding of idioms and language concepts when learning a second language was demonstrated. The West Virginia Department of Education outlines digital camera use in the classroom to be effective for student engagement, student work documentation, providing writing prompts, and

recording field trips. They also identified cameras to be effective in illustrating procedures, creating class books, illustrating math and science concepts, and capturing class activities for digital presentation media. In a 2008 West Virginia University study, researchers concluded that students could be effective in using handheld devices to self-monitor behavior and increase on-task behavior. A 2010 Hammill Institute on Disabilities study found that the use of video modeling could be effective in improving transitional behaviors with students on the autistic spectrum. A 2007 Journal of Museum Education article demonstrates the effectiveness of QR codes in enhancing the informational depth of a user’s environment. A 2009 Australasian Journal of Educational Technology article reports on a study which showed effectively used mobile technology can enhance active, experiential learning. Aforementioned research abstracts appear in Appendix 1.

D. Budget

1. Expenses – Fully Funded iPod Touch Grant 1. Purchases Cost Apple iPod Touch 5, 16GB 30 devices @$229 Apple SMRP

$6,870

Training by vendor $ 0 30 handheld device cases @ 40.00 each $1,200 Storage and charging cart for 30 handheld devices $2,800 2. Payroll Curriculum work by teachers 10 hours per teacher x $50 hr x 5 teachers (4 classroom + 1 ITS)

$2,500

Total $13,370 2. Income: none 3. Partial Funding: The project could proceed through partial funding by reducing the storage and charging capabilities. This would require additional manual intervention in the charging and maintenance of the devices. Payroll hours could also be cut to allow for just 5 hours of planning per teacher. This would reduce the variety of curriculum ideas and resources created ahead of time – but would still provide the equipment for the building.

3. Expenses – Partially Funded iPod Touch Grant 1. Purchases Cost Apple iPod Touch 5, 16GB 30 devices @$229 Apple SMRP

$6,870

Training by vendor $ 0 30 handheld device cases @ 40.00 each $1,200 Storage and carrying case for 30 handheld devices $1,800 2. Payroll Curriculum work by teachers 10 hours per teacher x $50 hr x 5 teachers (4 classroom + 1 ITS)

$2,500

Total $12,370 4. Commercial Contracts: Tablets would be purchased through Apple, Inc. Appendix 1 – Research Articles ELL Support

Students' Personal and Social Meaning Making in a Chinese Idiom Mobile Learning Environment 2010 Wong, Lung-Hsiang; Chin, Chee-Kuen; Tan, Chee-Lay; Liu, May

In this paper, a design research study is presented in Mobile Assisted Language Learning (MALL) that emphasizes learner created content and contextualized meaning making. In learning Chinese idioms, students proactively used smartphones on a 1:1 basis to capture photos of the real-life contexts pertaining to the idioms, and to construct sentences with them. Subsequently, in-class or online sharing and discussions on the contexts took place, which would enhance the students' understanding of the proper usage of the idioms. The learning design is grounded in seamless learning that encompasses in-class formal learning and out-of-class informal settings, and personal and social learning spaces. Our analysis of the student artifacts in both product- and process-oriented aspects reveal the students' cognitive process and learning strategies during the course of content creation. The students' ongoing, open-ended, personal-to-social meaning making process and artifacts have shown some indicators of "seamless language learning" that has the potential of transforming language learning into an authentic learning experience.

Source: Educational Technology & Society Citation: v13 n4 p15-26 2010 Publisher: International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-

6973; Web site: http://www.ifets.info ISBN: ISSN: ISSN-1436-4522

Digital Camera Use in the Classroom

Digital Cameras are becoming more and more popular. In the classroom they can be a motivating resource for students and teachers. Today's students have been exposed to digital and video images all of their lives. Activities and projects with digital images can be used in all curricular areas. Teachers can use them to document student work, provide writing prompts, record field trips, and spice up instruction. Students can use the cameras to illustrate steps in a procedure, create class books, illustrate math and science concepts, and capture class activities for newsletters, web pages, and displays for parents. Digital photography activities aren't about taking pictures, but using the camera as a tool to explore and understand other subjects. West Virginia Department of Education, http://wvde.state.wv.us/strategybank/DigitalCameras.html

Behavioral Support

Using a Mobile Handheld Computer to Teach a Student with an Emotional and Behavioral Disorder to Self-Monitor Attention

2008 Gulchak, Daniel J. Teaching students to self-monitor their attention or on-task behavior has a robust history of success in school and has been an effective strategy for students of all ages, including those with and without disabilities. However, this strategy has not made use of advances in technology in order to collect and record performance data. In this study, an eight year old male with emotional and behavior disorders (EBD) was taught to self-monitor his on-task behavior during a one hour reading period in a self-contained classroom using a mobile handheld computer. An A-B-A-B withdrawal design was used to collect observational data on the student's attention to task. The results of this empirical study showed that the student was able to use a handheld computer to self-monitor his behavior and increase his on-task behavior. Future use of this new technological innovation for self-monitoring will be discussed.

Source: Education and Treatment of Children Citation: v31 n4 p567-581 2008 Publisher: West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php ISBN: ISSN: ISSN-0748-8491

The Use of Video Modeling via a Video iPod and a System of Least Prompts to Improve Transitional Behaviors for Students with Autism Spectrum Disorders in

the General Education Classroom

2010 Cihak, David; Fahrenkrog, Cynthia; Ayres, Kevin M.; Smith, Catherine This study evaluated the efficacy of video modeling delivered via a handheld device (video iPod) and the use of the system of least prompts to assist elementary-age students with transitioning between locations and activities within the school. Four students with autism learned to manipulate a handheld device to watch video models. An ABAB withdrawal design was used to evaluate a functional relation between video modeling and the percentage of independent transitions by the student. The data indicate that all participants began transitioning more independently after the intervention was introduced and that their performance decreased with withdrawal of intervention. These results are presented in the context of how a portable video delivery system can aid students who spend considerable portions of their day in general education settings where traditional means of delivering video models (e.g., televisions and computers) may not be as accessible. Source: Journal of Positive Behavior Interventions Citation: v12 n2 p103-115 2010 Publisher: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com ISBN: ISSN: ISSN-1098-3007 Enhanced Environments Using QR Codes

Brief Pictorial Description of New Mobile Technologies Used in Cultural Institutions in Japan

2007 Awano, Yumi Many Japanese museums and other cultural institutions have been exploring ways to enrich visitors' experiences using new digital devices. This paper briefly describes some examples in Japan, ranging from a PDA, a mobile phone, podcasting, and an audio guide speaker-equipped vest to a Quick Response (QR) code on a brochure for downloading a short video to a mobile phone. Cultural institutions in Japan continue to search for the most effective and engaging uses of modern technologies. Source: Journal of Museum Education Citation: v32 n1 p17-25 Spr 2007 Publisher: Left Coast Press, Inc. 1630 North Main Street #400, Walnut Creek, CA 94596. Tel: 925-935-3380; Fax: 925-935-3380; e-mail: journals@lcoastpress.com; Web site: http://www.lcoastpress.com ISBN: ISSN: ISSN-1059-8650

Science and Social Studies Experiential Mobile Learning

Advancing the M-Learning Research Agenda for Active, Experiential Learning: Four Case Studies

2009 Dyson, Laurel Evelyn; Litchfield, Andrew; Lawrence, Elaine; Raban, Ryszard; Leijdekkers, Peter This article reports on an m-learning research agenda instituted at our university in order to explore how mobile technology can enhance active, experiential learning. Details of the implementation and results of four areas of m-learning are presented: mobile supported fieldwork, fostering interactivity in large lectures with mobile technology, using mobile devices to learn about mobile technology and, finally, podcasting. These directions are informed by a concern for achieving m-learning practices consistent with sound educational theory and the needs of the contemporary, technologically aware student body. All four implementations have been successfully embedded in mainstream subjects on a continuing basis. Therefore they represent a departure from the project-based approach of much m-learning reported in the literature. This outcome was achieved through a focus on the economic sustainability and feasibility of each case. An evaluation focusing on how well each case assisted students' learning found that, with the exception of lecture podcasting, all supported high quality experiential learning. Source: Australasian Journal of Educational Technology Citation: v25 n2 p250-267 2009 Publisher: Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet ISBN: ISSN: ISSN-1449-5554