Running head: Increasing student access to technology

How Can I Increase Students’ Access to Technology in Connections Classes at Pepperell

Middle?

Charles Jones

Kennesaw State University

August 28

Dr. Tiffany A. Roman

Spring 2019
Running head: Increasing student access to technology

How Can I Increase Students’ Access to Technology in Connections Classes at Pepperell

Middle?
Description of the Capstone Experience and Results
In the statement of purpose section of my capstone proposal, it was my goal
to increase students’ access to technology in their Art connections classes in Floyd
County. At the time I was writing this proposal. Each student had 1 to 1 access to a
Chromebook laptop in their core curriculum classes, but had little to no access in
Art or other connections classes. Students were not allowed to carry these
Chromebooks from class to class or take them home to complete online homework
assignments.

The first step I took towards my goal, was speaking with each of the
connections teachers within my county. It would not have helped my cause if most
of them did not wish to integrate technology into their lessons. I talked to each one
individually, as well as sending out a Google Form questionnaire for them to record
what how comfortable they would be using the technology themselves as well as
ways they felt that they could use this technology in their classrooms. These
questionnaires would later be used as documentation I could present to
stakeholders and my administrators to justify asking for funding. To my surprise,
each one of them were very comfortable and had plenty great ideas on how they
could use Google Classroom and several other online tools to enhance their lessons.
With the Google Form documentation in hand, I began talking to my administrator
about my plans. She agreed that the connections teachers needed access to
Chromebooks, but also was not very hopeful of our chances of gaining funding. The
original Chromebook purchases were made using a Title 1 grant with and emphasis
on Reading and ELA. Chromebooks purchased for the school cost around $280
each, not including the rolling charging stations. For a single connections class to
receive a classroom set, 30 Chromebooks, we would need to raise $8,400. Not to
mention a full set for each connection, which would be around $33,600.

With my administrator’s assistance and guidance, we looked into several

funding options as well as possibly focusing on one school for the moment and
using the data we gain in doing so for future funding for each of the other teachers.
We talked about local donations, grants, and fundraising. We also walked through
some other technology options. Apple products were not ideal, our school utilizes
Google applications for most everything we do. Personal student phones were also
not an option, as their use is banned here at Pepperell Middle and most other
county schools. Chromebooks were indeed our cheapest option. I also shared this
information with my connections team. As it would be near impossible for us to
raise nearly $40,000, we decided we could all work on a compromise. If we could
raise enough money for one set of chromebooks.
Running head: Increasing student access to technology

The next several weeks were spend looking into funding options, coming up
with fundraiser ideas, and contacting local businesses who might be willing to
donate. For the latter money raising idea, I prepared a short video to show
potential donors/stakeholders how the Chromebooks would be used. With the few
Chromebooks we have available in our library, each art teacher prepared a short
video of their students using technology in their class. This process took about two
weeks, as most of us had to borrow Chromebooks from our media centers, to film
and edit into one cohesive video presentation. My administrator set aside a day on
our calendar for us to call a meeting and invite investors. The meeting went well
and we raised around $3,500 from several local businesses, such as our Lindale Ace
Hardware, Subway, and East Rome Walmart. With $4,500 left, we turned toward
fundraising ideas and grants. Our connections committee settled on two
fundraisers, a battle ball tournament and a Color Run. The battle ball tournament
was held the week before our Fall break. The tournament raised a little over $1,000
from ticket sales and concession sales. The color run was held at the end of the
2017-2018 school year. We raised $2,800 from the Color run. At the beginning of
the 2018-2019 school year, we were only $700 from our goal. We received the final
amount needed from a technology grant through Educators of America. We
purchased and received our extra Chromebooks in the month of October, and I
have been collecting data to use in my presentations to the other county school
administrators to help each art teacher in the county gain access to technology for
their students.
While everything did not go as planned, I learned some very valuable lessons
in this process. I learned that local businesses are a great resource, as long as the
funding is approved by the school and county. Most businesses are happy to help,
as they receive tax deductions for their contributions. I also learned a great deal
about applying for grants. I was lucky that we have several grant writers here on
our staff at Pepperell Middle that were willing to help me.
Though my initial goal of getting Chromebooks for all the art classes in the
county has been put on hold, I feel that I succeeded in gaining more access to
technology for my connections students. I have been using several forms of
evaluation to measure the success of my proposal, in hopes of using the data to
help secure funding for the other art teachers in my county. The first evaluations is
a simple Google Form filled out by the students in art. The form measures their
comfortability with technology, access at home, and allows them to express how
they feel about using technology in art. This form is completed at the middle and
end of each semester. My students also use Google Sheets to complete a digital art
portfolio. This portfolio is used as a sharable, digital artifact I use to assess student
growth. The students have loved creating art using the digital tools available on the
Chromebooks, as well as sharing their art with friends and family using the Google
Sheets.
Running head: Increasing student access to technology

To follow up this project, I will be sharing my data, videos, and lesson plans
with the other administrators and working with my fellow art teachers to raise
funds for technology in their classrooms.

Discussion and Reflection

From completing this capstone, I learned several lessons about technology

integration and leadership. Before I ever talked to my administrators about my idea
to increase technology integration in art, I had to research and document exactly
how technology could improve students’ learning experience and how it would help
Pepperell Middle as a whole. The ISTE standards and the SAMR model were
invaluable tools I utilized to help convince my administrators that my idea was valid
and worthwhile. My leadership skills were tested as well, as I had to present my
data to administrators, stakeholders, and my peers. To procure funding, I had to
seek out and organize fundraising opportunities, talk to local business owners for
donations, and work with our resident grant writer.
This learning experience drew upon all my acquired knowledge, skills, and
disposition as a technology facilitator and leader. My knowledge of the Data Wise
process, attained in ITEC 7305, helped my organize and convey my intentions to
administrators. It also helped me organized and lead peer groups as we looked for
funding options to purchase more chromebooks, as per PSC standard 1.3 - Policies,
Procedures, Programs & Funding. I also utilized the knowledge I gained to present
the research I collected to my administrators as per PSC standard 1.1 – Candidates
facilitate the development and implementation of a shared vision for the use of
technology in teaching, learning, and leadership. Once I raised enough money for
the chromebooks, I had to utilize my knowledge to develop, model, and facilitate
the use of online and blended learning, digital content, and learning networks to
support and extend student learning and expand opportunities and choices for
professional learning for teachers and administrators (PSC standard 3.3).
The skills I learned during my courses at KSU aided me in several areas. I
had to troubleshoot basic software and hardware problems common in digital
learning environments.(PSC standard 3.5) Specifically, I had to help my students
utilize Google Sheets as an online digital art portfolio that they could share with
their parents and peers. Many needed help learning to find the link that they could
share without allowing people access to edit. I used the communications skills I
learned to utilize digital communication and collaboration tools to communicate
locally and globally with students, parents, peers, and the larger community. (PSC
standard 3.7) This took place when I used Google Sheets to present my data to
stakeholders about why we needed funding for Chromebooks in Art.
The experiences and assignments in the ITEC program aided my disposition
as a technology leader in my school. They taught me that I need to continually
Running head: Increasing student access to technology

grow in knowledge and skills of current and emerging technologies and apply them
to improve personal productivity and professional practice (PSC standard 6.1). I
need to constantly find new and engaging ways to activate my students potential. I
have to have the mindset of an eternal learner. I also learned that I need to
evaluate and reflect on my professional practices and disposition to improve and
strengthen my ability to effectively model and facilitate technology-enhanced
learning experiences (PSC standard 6.2). This was a crucial step, as I often needed
to step back and examine if the steps I had taken were effective. I often needed to
have an outside source help me examine my plan so I had a fresh perspective.
There are a few key things I would say that are key elements to achieving
your goals if you seek a similar plan of action as I have. The first key element is to
make sure you communicate and keep your administrators involved in every aspect
of your plan. They are invaluable resources for advice, fundraising ideas, and they
can motivate others when you seem unable to convey just how important you work
is. Use the experience of your peers as well. Many teachers in your school have
experience writing grants or organizing fundraisers. They can also offer a fresh
perspective when you find yourself stuck on a particular problem. Another piece of
advice I would give to someone else attempting to raise funds would be to make
friends with local businesses. Many of them are happy to donate to your cause. All
they need in return is your school's tax information, which is easy to obtain from
your schools bookkeeper. Every little donation helps, so do it is always worth the
time to ask. Last but not least, keep a positive attitude. You may hear the word
“No” many times during your project. Do not give up, just find a way to either
make those no’s turn to a yes, or find an alternative method to achieve your goals.

References

The Data Wise Improvement Process. (n.d.). Retrieved from

https://datawise.gse.harvard.edu/data-wise-improvement-process

ISTE Standards FOR EDUCATORS. (n.d.). Retrieved from

https://www.iste.org/standards/for-educators

SAMR Model - Technology Is Learning. (n.d.). Retrieved from

https://sites.google.com/a/msad60.org/technology-is-learning/samr-model