INNOVATION GRANT PROPOSAL 1

SED 464 Signature Assignment

Innovation Grant Proposal Template

based off of the

Arizona Technology in Education Association (AzTEA) and CenturyLink

Innovation in Classroom Technology Integration (ITCTI) Grant

The Impact of Chromebooks in a Social Studies Classroom

Melody Estorga

Arizona State University

INNOVATION GRANT PROPOSAL 2

School Environment

Washington Elementary School District is home to thirty-four elementary and middle

schools. As indicated by the name of the district, many of the schools are comprised of

elementary aged students. Royal Palm Middle School, located in Phoenix, is one of the six

schools engaged in fifth through eighth grade curriculum. The majority of students, 60%, are

Hispanic. Caucasian students constitute 17% of the schools demographic. African American

students comprise 10%, and Native American or Alaskan students comprise 8%. Students

belonging to two or more races constitute the remaining 2%. AZMerit test scores showcases a 23

% proficiency in English Language Arts, a 21 % proficiency in Language Arts literacy, and a

20% proficiency in math. Royal Palm is a Title 1 school, home to 725 students.

I am the only seventh grade social studies teacher at Royal Palm. Stepping into my

classroom, you are greeted by six pods of desks for my students. Immediately to the right of the

door are countertops housing two sinks. There are additional cabinets to the left of the door,

housing student text books. At the front of the room, a smartboard and a projector are found.

There are two computers at the side of the classroom, available for student use. I have a

computer of my own, alongside an additional laptop which I can utilize as a double monitor. I

teach six classes per day, with approximately thirty students in each period. Each of my classes

are fifty minutes long.

In addition to the two desktop computers in my classroom, there is one computer lab on

campus. The computer lab is accessed via reservation, proving difficult to accomplish amid the

entirety of Royal Palm faculty. Many of the students do not have access to a computer at home,

therefore, any assignments requiring a computer must be completed at school. One piece of

technology that would greatly impact my students education would be Chromebooks. This tool
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possesses an array of possible functions that will positively affect the interest, participation, and

grades of my students.

As a lover of history, it may be difficult to admit: social studies is not everyones favorite

subject. The incorporation of Chromebooks into my curriculum would interest my students, due

to their direct involvement and incorporation into my lessons. One Chromebook will be provided

to every student. I will be able to guide the class through presentations surrounding my content,

and with use of the Chromebooks, students will be able to actively participate through

incorporating their questions, answers, and ideas. I will be using software acquired through the

Pear Deck website to implement this procedure. Pear Deck allows teachers to create interactive

slideshow presentations for their students to access and participate under. Students will be

excited to interact with software implemented through Pear Deck, immediately receiving

feedback. I will also benefit from this interaction. I will be able to do an immediate informative

assessment through software implemented through Pear Deck. This will indicate where I need to

accommodate to the students needs for maximum success.

Direct interaction with my students on Pear Deck via Chromebooks will also require

every student to participate. It is not uncommon for two or three students to dominate

participation over a class. If these two or three students are always the ones to raise their hands,

the remainder of the class will not feel inclined to participate. Through incorporating Pear Deck

software through Chromebooks into my lesson, everyone student is required to participate. The

answers portrayed through Pear Deck will also have the option of being anonymous, therefore,

any social pressures of answering incorrectly will be eliminated. Regarding this advantage, the

Chromebooks for my students will contribute to more than answering direct multiple-choice

questions. I will also be able to check student understanding through voting and polls.
INNOVATION GRANT PROPOSAL 4

Throughout my first unit, students will also be required to create a presentation through

technology accessed through their Chromebooks.

The advent of Chromebooks in my classroom all tie into my grading procedure. The

Chromebooks will allow me to immediately gauge student comprehension. When my students

are struggling with a concept, I will be able to redirect my lesson to accommodate. Immediately

revisiting a concept will strengthen my students comprehension. I will recheck using Pear Deck

for student comprehension, and upon showing a clearer understanding of the topic, I will be able

to progress with my lesson. This deepens my students overall comprehension by preventing

further confusion and questions of additional content. Students will not be able to effectively

progress to one event without understanding the topic that lead up to the event. The

Chromebooks in my classroom will provide me with the fastest and most effective way of

administering this procedure.

Instructional Description of Applicant

The incorporation of Chromebooks into the classroom will provide students with an

interactive incorporation into the lesson structure. I will specifically utilize the Chromebooks to

teach a unit on the American Declaration of Independence. Students will directly affect the

progression of the lesson through checks of understanding using the Pear Deck website. The

software available on Pear Deck allows teachers to display an interactive slideshow presentation

directly on student devices. Integrating Chromebooks into the classroom will enhance the

integration procedures fostered by Pear Deck. There will also be opportunities to share opinions

through the Pear Deck software. I will question the students on what constitutes justice, when the

appropriate time to protest is, and how the colonists predicament relates to modern issues.

Students will also have the opportunity to collaborate, as the answers given through the software
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can be used to group students. The pairing of groups can be diverse, as students can be grouped

based upon similar or differing answers. Students will be asked to construct their own

declaration, and through use of the Chromebooks, I will be able to appropriately group students

to implement collaborative learning. Chromebooks will also be a fundamental instrument in

displaying group presentations. Each group will create a graphic organizer to present their group

topic to the class. During the first year of this project implementation, 180 seventh graders will

be directly impacted. Throughout the next two to three years, 360 to 540 seventh graders will be

impacted.

Biographical Description of Applicant

I am currently a student at ASU, pursuing my bachelors degree in Secondary Education

(History). I transferred to Arizona State following the completion of my Associates in Arts

Degree from Glendale Community College. I am currently enrolled in my third classroom

internship, working with seventh graders this semester. I am an avid promoter of project based

learning activities. One main priority of my classroom is student engagement. Project based

learning allows my students to forefront their learning experience through my guidance. Project

based learning promotes increased student involvement, as students are required to produce

models through kinesthetic activity.

Project Narrative

Need for the Project

Careers in the 21st century show the need for technology infused procedures. As a result,

education in the 21st century must continue to adopt and incorporate new technology into the

classroom. This project will demonstrate to students that technology can be utilized in efficient

and enhancing methods. Technology should not be used arbitrarily. Software utilized through
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Chromebooks in this unit will promote skills from the ISTE Standards for students. These

standards include becoming an empowered learner, innovative designer, and creative

communicator.

Project Impact

Student Impact

Through utilizing new tools through new programs facilitated by Chromebooks, students

will gain the critical thinking skills required for abstract thinking. Students will also be provided

with nonlinguistic representations of content instruction. This tool is highly beneficial for

English language learners, however, there is added benefit to all students. Through utilizing

simulation tools, students can view diagrams, animations, sketches, etc. to transport the students

back to the colonial era. Viewing video depictions of issues and events leading up to America

declaring independence will deepen student comprehension. Students will be able to organize

their intake of information through graphic organizers. Students will then be able to portray their

wealth of knowledge creatively by constructing their own templates.

Teacher Impact

Teachers will also benefit from the advent of technology through this project. Teachers

will easily be able to evaluate student comprehension through Pear Deck. Teachers will then be

able to provide needed recognition and feedback to students. Teachers will also be able to

effortlessly incorporate different learning approaches into project completion with Chromebooks.

Students will work in groups of four for the collaborative portion of the unit, and each groups

finished product will be different. This will provide teachers with a unique grading scheme.
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Community Impact

The community will be also be positively impacted as a result of this project. Students

will enter the community with strong critical thinking skills, problem solving skills, and

collaboration skills. As contributors to their community, students will be proficient in both

independent work activities and collaborative work endeavors.

Learning Goals and Outcomes

Many students do not understand the details attributed with the Declaration of

Independence. It is essential that students know the origin story of the country in which they live,

in addition to the impact the document has had in the world. As an educator, I aspire to ignite my

students interest in American history through entertaining multiple strategies for content

understanding and evaluation.

8th Grade American History Standards:

SS8-S1C4-PO 1. Analyze the following events which led to the American Revolution:

a. Tea Act

b. Stamp Act

c. Boston Massacre

d. Intolerable Acts

e. Declaration of Independence

PO 3. Describe the impact of the following key individuals on the Revolutionary War:

a. Benjamin Franklin

b. Thomas Jefferson

c. George Washington
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d. Patrick Henry

e. Thomas Paine

f. King George III

PO 4. Describe the significance of the following documents:

a. Declaration of Independence

PO 5. Explain the influence of the following individuals in the establishment of a new

government:

a. Thomas Jefferson

b. James Madison

c. John Adams

d. Benjamin Franklin

College and Career Ready Technology Student Standards:

Strand 3: Research and Information Literacy

This strand requires that students apply digital tools to gather, evaluate, and use information.

Concept 1: Planning Plan strategies to guide inquiry.

Concept 2: Processing Locate, organize, analyze, evaluate, synthesize, and ethically use

information from a variety of sources and media.

Strand 4: Critical Thinking, Problem Solving, and Decision Making

This strand requires students to use critical thinking, problem solving, and decision making to

manage projects using digital tools and resources.

Concept 1: Investigation Identify and define authentic problems and significant questions

for investigations.
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Concept 2: Exploring Solutions Plan and manage activities to develop solutions to answer

a question or complete a project.

ISTE Student Standards:

1. Empowered Learner: Students leverage technology to take an active role in choosing,

achieving and demonstrating competency in their learning goals, informed by the learning

sciences.

1b. Students build networks and customize their learning environments in ways that support

the learning process.

1c. Students use technology to seek feedback that informs and improves their practice and to

demonstrate their learning in a variety of ways.

1d. Students understand the fundamental concepts of technology operations, demonstrate the

ability to choose, use and troubleshoot current technologies and are able to transfer their

knowledge to explore emerging technologies.

4. Innovative Designer: Students use a variety of technologies within a design process to

identify and solve problems by creating new, useful or imaginative solutions.

4a. Students know and use a deliberate design process for generating ideas, testing

theories, creating innovative artifacts or solving authentic problems.

4d. Students exhibit a tolerance for ambiguity, perseverance and the capacity to work

with open-ended problems.

INNOVATION GRANT PROPOSAL 10

6. Creative Communicator: Students communicate clearly and express themselves creatively

for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate

to their goals.

6a. Students choose the appropriate platforms and tools for meeting the desired objectives

of their creation or communication.

6b. Students communicate complex ideas clearly and effectively by creating or using a

variety of digital objects such as visualizations, models or simulations.

6d. Students publish or present content that customizes the message and medium for their

intended audiences.

Description of the Project-Based Learning Unit Activities

Students will engage in the following activities through the duration of the unit:

Taking lecture notes

Answering questions posed in lectures via Pear Deck software

Choosing one significant event that led to colonists declaring independence to

individually study

Conducting research on event chosen

Creating a template/choosing an online platform using Chromebook to present

information of event

Working in groups to create a declaration of independence

INNOVATION GRANT PROPOSAL 11

Assessment

After students have written their preamble rough draft, I will explain the outline for their

project. I will also include a model project based on my issue, as well as a rubric. My feedback

on the rough draft will include comments of the draft and its alignment with the rubric.

I will be scaffolding my assessment of the students throughout the unit. During each

lecture, students will use their Chromebooks to access Pear Deck. This tool incorporates multiple

choice questions, polls, and activities directly into the presentation that will serve as my check

for understanding.

At the end of each lesson, students will submit their added progress on their declaration

rough drafts. I will grade their added portion and provide feedback to the students. Through this

strategy, I will further be able to check for understanding while also ensuring students are up to

date with their project. The end of the unit will consist of students presenting their issue through

software accessed through their Chromebooks. Students may create a PowerPoint, Prezi,

timeline, graphic organizer, or animation presentation to present their issue. Students will be

given time in class to collaborate on their presentation. I will visit each group to individually

assess their progression on their presentation, while also providing any additional feedback.

Tools

Students will utilize a variety of tools and skills throughout the creation of their project.

Writing skills will be an essential tool, as students will be crafting their own viewpoints and

perspectives concerning their issue, in addition to how they wish to present this information to

their classmates. Students will also develop strong technology skills through creating their
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presentations using their Chromebooks. Students will be able to explore new presentation

software, as well as functions within each software.

Technology Support

Royal Palm Middle School faculty includes media experts that students may access in the

Library Media Center. I will also provide students with Dells technology support team contact

information, including both phone number and email address. Students are also encouraged to

present minor discrepancies to myself, or other neighboring faculty members for solutions.

Sustaining the Project after the Proposal Period.

This project will transcend beyond the project unit. Through creating their own

declarations surrounding an issue relevant to them, students will realize the potential they

possess in advocating the change they wish to transform an issue. Students can connect this

principle to a range of issues relevant to them in their everyday lives. The presentation software,

formats, and skills will also continue to be available for students to utilize in and out of school.

Innovation

This technology based project incorporates skills and procedures that my students may

reference both inside and outside of the classroom. Critical thinking skills will establish the

foundation of the students declarations. There is not only the requirement to detect an issue

relevant to them, but also to contribute possible solutions for the issue. Collaboration skills will

also be practiced, as students will work in small groups to create one final draft of their

declaration, in addition to their presentation. Thus, students collaboration skills will coincide

with their communication skills. It will be essential for students to practice open and active

communication to effectively express their ideas and contributions to the group work. This
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process is highly correlated to career based collaborations. My students will experience a

simulated real world collaboration process.

This project is also innovative for teachers, as new teaching techniques are introduced.

Project based learning allows the students to discover concepts through guidance of the teacher.

Students select both the issue they construct their declarations on, and the presentation format.

The students are given more control concerning the expression and demonstration of their

learning.

Budget Table

Item Unit Cost Units Needed Total

Dell Chromebook 13 $297.99 30 $9,535.68
2 Year SquareTrade Protection $79.99 30 $2,559.68
30 Capacity Chromebook Charging Cart $499.95 1 $499.95
1 Year Individual Pear Deck Subscription $99.99 1 $99.99
SanDisk Cruzer 16GB Flash Drive $5.99 5 $29.95
Total Cost 12,725.25

Budget Narrative

The primary source of technology to be utilized through this proposal will be the thirty

Dell Chromebooks. Each student will have access to one Chromebook for lectures. Students will

direct the progression of the presentation, leading their own intake of information with my

guidance. On project centered days, each group will have access to one Chromebook. Allowing

each group to obtain Chromebook access further develops leadership skills, communication

skills, collaboration skills, and responsibility that will transcend the classroom into their

professional careers. The remainder of the Chromebooks will then be available to the class
 INNOVATION GRANT PROPOSAL 14

adjoining our room. A two-year full coverage warranty under SquareTrade will ensure the

Chromebooks will be maintained, in precaution of minor damages. One 30 capacity charging

cart will allow for an easier transition into and out of Chromebook use, while also ensuring the

Chromebooks remain charged for class. Five flash drives will allow students to keep an extra

copy of their project. Students will also be able to take their project home through the flash drive

to further work on their assignment. This promotes student responsibility that will be applicable

academically and professionally as the students progress into higher facets of learning. A one-

year subscription to Pear Deck is required for gaining access to the software. Students

engagement will be both high and consistent, as the class will guide the progression of the lesson

through brief yet efficient checks for understanding. Through this procedure, content is able to be

revisited to attain higher student achievement.

Appendix A
Inquiry Based Lesson Plan

Teachers: Ms. Estorga Subject: American History Grade: 8

ISTE American History Standards:

SS8-S1C4 PO 1: Assess the economic, political, and social reasons for the American Revolution:

a. British attempts to tax and regulate colonial trade as a result of the French and Indian War

b. colonists reaction to British policy ideas expressed in the Declaration of Independence

ISTE Technology Standards:

Concept 4: Original Work

PO 2. Use digital tools to collaborate with a group to communicate original ideas, products, or projects
effectively in a creative or innovative style.
 INNOVATION GRANT PROPOSAL 15

Objective (Explicit):
Students will understand the causes for colonial America declaring independence from Great Britain by:
Explaining the event through note taking during lecture
Discussing the events though collaborating in groups
and identifying one event through writing an exit ticket
Evidence of Mastery (Measurable):
Bell work will be collected to measure what students classify an unjust rule, law or procedure to be.
Students will turn in their preamble rough draft.
There will be a checklist for events students may answer in response to their exit ticket.

Sub-objectives, SWBAT (Sequenced from basic to complex):

KNOWLEDGE
SWBAT identify and explain the events leading up to colonial America declaring independence from Great Britain
SKILL
SWBAT identify and define a cohesive argument against an issue
SWBAT discuss their issue in a draft of their preamble

RELEVANCE
SWBAT understand the Declaration of Independence was a historical process by recognizing colonists protested
unjust conditions.
Understand they have the power to protest
Key vocabulary: Materials/Technology Resources to be used:

Colonists Pencil
Great Britain Notebook
Taxation Chromebooks
Stamp Act
White Pines Act
Tea Act
Boston Tea Party
Protest
Parliament
Justice
Unjust
Declaration
Engage (Make content and learning relevant to real life and connect to student interest)
Teacher will have a bell work worksheet for students to pick up as they enter the classroom. The bell work will ask
students: How do you know a rule, law, or procedure is unjust? As students complete their bell work, the teacher will
explain to the students they will be charged for the bell work paper, in order for the teacher to buy new clothes for
school. The teacher will ask the students if this is unjust, and why. The teacher will relate this to the relationship of
Great Britain and colonial America (specifically correlated to the Stamp Act).
 INNOVATION GRANT PROPOSAL 16

Teacher Will: Student Will:

Split the class into two groups: Great Britain Sit on the side of the room that belongs to their
parliament and American colonists group
Ask parliament what laws they would give to
colonists. Will the American colonists follow the
same laws and rules as the citizens of Great
Britain?
Ask colonists if parliaments answer is justifiable Type their definition of justice on Padlet using their
Chromebook
Tell parliament to brainstorm rules and laws that are
only for colonists
Ask colonists if this is justifiable Take written notes on lecture using Pear Deck
Ask class to brainstorm their definition of justice Answer question posed in the lesson using Pear
Deck
Instruct students to use their Chromebook to type
Explore

and share their definition on Padlet

Lecture using Pear Deck on the main events leading
up to colonists declaring their independence from
Great Britain
Guide students through the questions posed
Assess student content understanding, making
necessary adjustments if needed

Co-Teaching Strategy/Differentiation
Students can collaborate with their elbow partner to define justice
Teacher will provide pictures with each slide to visually demonstrate what items Great Britain was taxing
the colonists on.
Teacher will also provide video depictions and reenactments of the Boston Tea Party and Boston Massacre
Teacher will provide time for students to ask questions of clarification

Teacher Will: Student Will:

Instruct the class to work with their prearranged Brainstorm and share an issue they are passionate
group members for the remainder of class about with their group
Ask each group to brainstorm an issue they are Nominate a spokesperson to share the group issue
Explain

passionate for and share it within the group
Ask one person from at least three groups to share
their answer. Provide feedback
Ask students what they can do to inspire changing
the issue.
with the class
Consider teacher feedback and make necessary
accommodations to group issue
 INNOVATION GRANT PROPOSAL 17

Ask for volunteers to share their answer. Provide

feedback
Instruct each group to select one issue they are
passionate enough to protest and fight for as a group
(one issue per group)
Ask students to nominate a spokesperson for the
group to share the group issue. Provide feedback

Co-Teaching Strategy/Differentiation
Teacher will assess student understanding through the answers given by each group. If issues are too broad
or not legitimate topics that can be protested (Schools need more funding, painters should not be allowed to
open galleries) teacher will guide and redirect group.

Teacher Will: Student Will:

Instruct students to list specific reasons explaining
why they chose their issue
Instruct each student to list specific reasons
explaining why they are passionate about their issue
Provide a model of a preamble rough draft why
Elaborate
List specific reasons explaining why they chose
their issue
List specific reasons explaining why they feel
passionate about their issue
Share and discuss lists with group

teacher dress codes should be stricter.

Combine alike ideas with group members
Instruct each group to create a draft explaining why
Nominate a scribe to type a draft of their preamble
they chose their issue.
explaining why they chose their issue. Scribe will
Walk around the room monitoring progress and submit the document to the online portal.
answering clarification questions

Co-Teaching Strategy/Differentiation
Teacher will offer specific suggestions to each group by asking probing questions of how they want their
issue to make an impact.
Evaluate:
Students will write an exit ticket identifying and explaining one complaint American colonists had of Great Britain
leading up to declaring independence.
INNOVATION GRANT PROPOSAL 18

Appendix B

Multimedia Project: Declaration of Independence Presentation

Teacher Name: Ms. Estorga

CATEGORY 100 75 50 25
Workload The workload is The workload is The workload was The workload was
divided and shared divided and shared divided, but one not divided OR
equally by all team fairly by all team person in the group several people in the
members. members, though is viewed as not group are viewed as
workloads may vary doing his/her fair not doing their fair
from person to share of the work. share of the work.
person.
Rough Draft Rough draft brought Rough draft brought Provides feedback Rough draft not
on due date. Student on due date. Student and/or edits for peer, ready for editing and
shares with peer and shares with peer and but own rough draft did not participate in
extensively edits peer makes edits. was not ready for reviewing draft of
based on peer editing. peer.
feedback.
Originality Product shows a Product shows some Uses other people\'s Uses other people\'s
large amount of original thought. ideas (giving them ideas, but does not
original thought. Work shows new credit), but there is give them credit.
Ideas are creative ideas and insights. little evidence of
and inventive. original thinking.
Attractiveness Makes excellent use Makes good use of Makes use of font, Use of font, color,
of font, color, font, color, graphics,
color, graphics, graphics, effects etc.
graphics, effects, etc. effects, etc. to effects, etc. but but these often
to enhance the enhance to occasionally these distract from the
presentation. presentation. detract from the presentation
presentation content.
content.
Presentation Well-rehearsed with Rehearsed with fairly Delivery not smooth, Delivery not smooth
smooth delivery that smooth delivery that but able to maintain and audience
holds audience holds audience interest of the attention often lost.
attention. attention most of the audience most of the
time. time.
INNOVATION GRANT PROPOSAL 19

Appendix C

References

Dell Chromebook 13 (n.d) Retrieved 30 October 2017 from

https://www.officedepot.com/a/products/772871/Dell-Chromebook-3380-133-LCD-

Chromebook/?cm_mmc=PLA-_-Google-_-Laptops-_-772871-VQ6-193843154582-VQ16-c-

VQ17-pla-VQ18-online-VQ19-772871-VQ20-372457551357-VQ21--VQ22-627318944-VQ27-

47818256852&adpos=1o1&creative=193843154582&device=c&matchtype=&network=g&gclid

=CjwKCAjwhOvPBRBxEiwAx2nhLq8_suAIKp_eydyZRFCHtr-VOafP-V8-

iK1aLIdCIhIyVhjUbM0k2xoC0FUQAvD_BwE

Pear Deck Subscription

https://www.peardeck.com/pricing/

Royal Palm Middle School (n.d) Retrieved 30 October 2017 from

http://royalpalm.wesdschools.org/

SanDisk Cruzer 16GB Flash drive (n.d) Retrieved 1 November 2017 from

https://www.bestbuy.com/site/sandisk-cruzer-16gb-usb-2-0-flash-drive-

black/9226875.p?skuId=9226875&ref=212&loc=DWA&ksid=66b05efe-8859-4651-b55c-

3e2a535e09e0&ksprof_id=3&ksaffcode=pg252543&ksdevice=c&lsft=ref:212,loc:2&gclid=Cjw
INNOVATION GRANT PROPOSAL 20

KCAjwhOvPBRBxEiwAx2nhLr3Pq711lnDY1L5j41E0kVVt1vxhIDypZp0PS4Nx3dLjBB8u8u2

vJhoCEv4QAvD_BwE

Two-year SquareTrade Protection (n.d) Retrieved 1 November 2017 from

https://www.officedepot.com/a/content/services/ppp-laptops/

Thirty Capacity Chromebook Charging Cart (n.d) Retrieved 1 November 2017 from

https://www.schoolsin.com/laptop_computer_storage/LUX-LLTM30-B-UPS.html

Washington Elementary School District (n.d) Retrieved 30 October 2017 from

https://www.wesdschools.org/