GRANT PROPOSAL: HANDS ON STEM LEARNING WITH IPAD INTEGRATION AND

PROFESSIONAL DEVELOPMENT

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GRANT PROPOSAL: HANDS ON STEM LEARNING WITH IPAD INTEGRATION AND

PROFESSIONAL DEVELOPMENT

Christian Gray, Matt Morris, Austin Smith, Jennifer Taylor

Georgia Southern University
FRIT 7232 Visionary Leadership in Instructional Technology
October 25, 2015

GRANT PROPOSAL: HANDS ON STEM LEARNING WITH IPAD INTEGRATION AND

PROFESSIONAL DEVELOPMENT

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Abstract
Springfield High School is a midsized 9-12 community-focused school with approximately 800
students. Located in the suburban community of Simpsonville, we are unfortunately not located
in an area booming with business. However, several parents are employed by Springfield
Nuclear Power Plant, and we plan to begin a partnership with them in this endeavor. Our school
has 75% receiving free and reduced lunch. Our Math scores were 20% passing, and Science was
40% passing, with very few exceeding during the 2014-2014 school year. The data shows that we
need to find innovative ways to encourage growth in STEM areas with all of our students to
prepare them for life outside of high school. (See Appendix A). We feel that by effectively
utilizing this grant we will better be able to prepare our students for everything from harnessing
nuclear technology, crafting and designing 3D models, and improving their ability to process
statistics and solve equations. We want to create a learning environment where increase their
problem solving ability in the classroom in real world by using modern and technologically
advanced curriculum. These skills will help broaden our students horizons and expand their
world, helping to move them towards college and career readiness pathways.
Demonstrated Need
There is a definitive need for STEM careers in Georgia, which was referenced recent report
Governors High Demand Career Initiative Report (Wilson, Epps, Tanner, Gordon, & Sigler,
2014). According to the report, Employers expressed interest in talent from Georgia for their
openings but stated they are forced to recruit from out-of-state. This was expressed across many
of the industries, but it was especially prevalent in the industries that require skilled workers,
such as manufacturing and entertainment (television & film production). Employers reported that

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PROFESSIONAL DEVELOPMENT

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Science, Technology, Engineering and Mathematics (STEM) career fields need to be introduced
to students at a younger age, made a key part of the curriculum, and that educators play a large
role in the appeal of STEM fields. (Wilson, Epps, Tanner, Gordon, & Sigler, 2014).
With so many jobs in the STEM field being outsourced every year, we felt a growing need to
address this problem in our community and school system. By training students in STEM based
learning, we can help to correct the labor shortage in the area by providing a readily able
workforce right in our own community. We feel that by increasing the STEM based learning
strategies in our community, we will build relevancy with our curriculum and motivate the
student body to push themselves and achieve at an exemplary level. We also seek to use this new
technology to form working partnership with Springfield Nuclear Power, and get our students
hands-on internship opportunities. Employers in various sectors reported that partnerships with
local boards of education, the Technical College System of Georgia, and University System of
Georgia institutions were very productive. Georgia Quick Start was a key part of the hiring and
training processes for many companies. (Wilson, Epps, Tanner, Gordon, & Sigler, 2014).
Over the past five years we have closely monitored our student data and seen a growing need in
the STEM area. Our students and parents have been vocal about their frustrations with Science
and Mathematics courses, and our numbers have consistently fallen each year in these respective
areas. We recently toured a STEM school that integrated iPad based technology into their
curriculum, and we were astounded at the results. Student test scores at the STEM school
increased every year over the last five years, and the students are now achieving at a level far
beyond the state average, with over fifty percent exceeding on their state exams. (See Appendix
B). We were impressed with the quality of the education and the success rate of the school, and

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PROFESSIONAL DEVELOPMENT

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we feel that we could achieve the same successes if awarded this grant. We believe that using
free programs such as code.org, SketchUp, and Kodu for computer programming and design will
increase their computational thinking and expose students to a whole new way of problem
solving. Free applications and software are readily available, but we need to provide our students
with the tools necessary to drive their learning to a whole new level. We will also need to provide
professional development opportunities for our staff to help transition their classrooms into
STEM based learning environments. An additional benefit to each student having internet
capable technology, is the reduced dependency on physical textbooks. This will reduce budget
line item costs for textbook inventory.
Goals and Objectives
Goal 1: Our school will design and develop curricula targeting important thinking skills in
underlying STEM fields (i.e., computational thinking and problem solving) across STEM based
content areas. The curricula will help teachers create instruction focusing on identifying and
solving problems present in the real world using nuclear technology for powering all types of
things, such as homes and cars, brainstorming possible solutions, conducting experiments,
building models and designing prototypes to solve stated problems through analysis of their
results.
Objective 1: Content area teachers will collaboratively plan for 4 lessons each
integrating computational thinking and problem solving. Each lesson will have a real world
problem for students to solve in January 2016 preplanning.
Strategy 1: Apple trainers will provide iPad technology training on becoming a
Power User for Learning and Teaching Discover how to make the most effective use of your
device as a tool for learning and teaching. Educators will get to know the fundamentals,

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powerful features, settings, and educational learning resources built into every Apple operating
system. (Sys Prefs/Settings: Dictation & Speech, Internet Accounts, iCloud, Accessibility; Siri,
Notes, Safari, Maps, Camera, App Store, iBooks)
Strategy 2: Apple trainers will provide iPad technology training on making Data
Meaningful with Numbers. Educators will learn how to build meaning from data and display it
in compelling ways by using built-in calculation tools, interactive charts, tables, and other
expressive media. (Numbers Camera, Photos/ iPhoto, Notes, Safari)
Goal 2: Our school seeks to form a technology driven environment integrating iPad technology
into the curricula in order to increase STEM skills and student motivation where students
become self-directed learners who take thoughtful risks, engage in experiential learning, persist
in problem solving, embrace collaboration, and work through the creative process.
Objective 1: Teachers will engage in a professional learning opportunity to foster learner
support and engagement through Apple Education.
Strategy 1: Apple trainers will provide iPad technology training on reaching All
Learners Discover how to personalize learning opportunities that support learners of all abilities,
backgrounds, or learning styles. Explore accessibility features and design learning activities with
Apple creativity apps that support all learners, including English language learners and those
with unique learning needs. (Pages Keynote, iMovie, Safari, Camera, Photos/iPhoto, iBooks,
iTunes U, Podcasts)
Goal 3: Our school will provide teachers with professional development activities (during year 1
and 2, as well as summer 2016) in the creation, implementation, evaluation and revision of
STEM curriculum through release time for professional learning, observations at STEM

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PROFESSIONAL DEVELOPMENT

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schools/classrooms and tools needed to create, design and collaborate on a vibrant STEM
curriculum. The professional development activities will be supported by Apple Education.
Objective 1: Teachers will engage in professional learning opportunities to foster learner
engagement in real world problems and explore ways to solve these problems using STEM
resources.
Strategy 1: Apple trainers will provide iPad technology training facilitating RealWorld Learning Learn how to create authentic learning activities that engage students across
multiple disciplines to solve real-world problems with Apple creativity apps and the Challenge
Based Learning framework. All Apple apps.
Plan of Operation
January 2016 - May 2016
Our high school teachers, along with supporting teachers from the STEM lab and gifted program,
will meet for one day during preplanning in January 2016 for iPad training to discover ways to
maximize iPad implementation.
Our teachers and support teachers will meet for half a day each month to collect information
about what is being taught, and begin formulating ways to integrate what is being taught in each
class to generate ideas about cross curricula real world problems to solve. Beginning of 2016
school year, each STEM team will choose one of four projects to begin researching for possible
solutions.
June and July 2016
Summer 2016, we will train our teachers how to execute Apple tools during 2 workshop days,
one held in June, one held in July. Teachers will become Power Users for technology delivery

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PROFESSIONAL DEVELOPMENT

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using iPad technology. This knowledge will enable the teachers to have a full understanding
before the technology is delivered to the students. Specifically, teachers need training on how to
effectively use iPads in a math classroom, and how to incorporate computer science programs in
projects for enhanced data collection and analysis. This knowledge will ensure teachers learn
how the programs work and see how using these programs will enhance our students learning
experience and help to produce amazing results on technology like the 3D printer and in class
during real life problem solving simulations.
Augusts 2016 - May 2017
Teachers of the same STEM group will meet once a month to evaluate the impact of technology
integration on learning. From these meetings, teachers will evaluate where changes need to be
made for future content delivery. Teachers will come prepared to share specific examples of
ways theyve used the iPads in their classrooms as related to the real-world projects of the
students.
The students will have in-depth, cross-curricular problems they will have to solve. They already
have access to a Google Account. When you combine having an iPad that travels with the student
from class to class, students will shift from being passive to active participants in their learning
experiences. An example is below:
Ex. How do you think the first idea for a car came about? What the best design for a car?
Cheapest car? Fastest car? How can you power a car using nuclear power?
Math - What shapes are needed? Prices -cost of producing and converting nuclear power
for use in cars? MPG?
Science - What is it made out of? What shape is it? What shape helps it get better MPG?
Design. Nuclear power
Engineering - Airflow Design, (Wind App), nuclear power conversion to locomotion.

GRANT PROPOSAL: HANDS ON STEM LEARNING WITH IPAD INTEGRATION AND

PROFESSIONAL DEVELOPMENT

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Evaluation Plan
The goals of Springfield High in Simpsonville, Georgia are measured by the following:
1. Teachers will collaborate to create and implement 4 unique lessons that integrate STEM
principles into the solving of real-world problems facilitated by the use of iPad
technologies. The lessons will be completed by no later than May 2016 and will be
submitted for approval to the instructional design team. All needed changes to the plans
will be completed by July 2016.
2. Students will analyze and research the real world problem topic. Student research will
conclude by October 1, 2016 and will be submitted to the STEM team facilitators for
approval to begin experiential learning. Collaboration within student teams will persist
during this time as experimental design is implemented. Experimental designs will be
completed and submitted to the STEM facilitator team by no later than December 1, 2016
for approval. All collaborative businesses, experts and college professors must be
identified at this time.
3. Apple Professional development will provide several inservice opportunities for master
implementation of iPad technologies to facilitate data collection, data analysis, student
and teacher collaboration and reporting of findings.
4. Student test scores should improve based on data gathered at the beginning of school
2016 as compared with data from beginning of school 2017.
Budget
$ 744,327.00 is the total funding required to outfit this school with a 1:1 ration of iPad Air to
students.
Teacher Stipends/ Sub pay

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PROFESSIONAL DEVELOPMENT

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$ 50,000.00 for Teacher stipends for training, paying subs and planning days.
http://images.apple.com/education/pricelists/pdfs/US_EDUCATION_INSTITUTION_Price_List
_09_09_2015.pdf
$ 255,000.00 D3844LL/B APS Annual Staff Apple Professional Development 10/24/11
IPads (Grades 9-12)
http://images.apple.com/education/pricelists/pdfs/US_EDUCATION_INSTITUTION_Price_List
_09_09_2015.pdf
$379.00 iPad Air- MD785LL/B iPad Air Wi-Fi 16GB Space Gray 10/16/14 (order 840)
$79.00 MF051ZM/A iPad Air Smart Case - Black (compatible with iPad Air 1st gen)
11/6/14 (order 840)
Storage Carts
http://www.apple.com/education/docs/iOSLearning_Solutions_20120426.pdf
$2,599.95
Bretford PowerSync Cart for iPad (standalone) $2,599.95 Stores, charges,
and syncs up to 30 iPad devices (order 28)
3D Printer- Buy 2 get one free!
http://store.makerbot.com/replicator
$ 2899.00 MakerBot Replicator (order 3 at buy 2 get one free)
$ 350 Extruders
$ 860 Filament
Staff Development- Year
http://images.apple.com/education/pricelists/pdfs/US_EDUCATION_INSTITUTION_Price_List
_09_09_2015.pdf
$ 255,000.00 D3844LL/B APS Annual Staff Apple Professional Development 10/24/11
$255,000.00 Professional Learning Activities
$50,000.00 Teacher stipend and sub pay
$293,160.00 iPads air (qty 840)
$66,360.00 Cases (qty 840)
$72,799.00 Carts (qty 28)
$7,008.00 3- 3D Printer and Supplies
$ 744,327.00 is the total required to outfit this school with a 1:1 ration of iPad Air to students.
References
Georgia Department of Education, (2013).Net-s performance tasks. Retrieved from
website:https://www.georgiastandards.org/standards/Pages/NETS-S-Performance-Tasks.aspx
Margolin J., & Buchler, B. (2004). Critical issue: Using scientifically based

GRANT PROPOSAL: HANDS ON STEM LEARNING WITH IPAD INTEGRATION AND

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research to guide educational decisions. Chicago: North Central Regional Educational

Laboratories. Available at:http://www.ncrel.org/sdrs/areas/issues/envrnmnt/go/go900.htm
Winfrey, E.C. (1999). Kirkpatrick's Four Levels of Evaluation. In B. Hoffman
(Ed.),Encyclopedia of Educational Technology. Retrieved March 24, 2005, from
http://coe.sdsu.edu/eet/Articles/k4levels/start.htm
US Education Institution Hardware and Software Price List. (2015, October 24). Retrieved
from
http://images.apple.com/education/pricelists/pdfs/US_EDUCATION_INSTITUTION_Price_List
_09_09_2015.pdf
Apple iOS Learning Solutions. (2015, October 24). Retrieved from
http://www.apple.com/education/docs/iOSLearning_Solutions_20120426.pdf
Makerbot Replicator Desktop 3D Printer. (2015, October 24). Retrieved from
http://store.makerbot.com/replicator
Governors High Demand Career Initiative Report. (2015, October 23). Retrieved from
http://www.georgia.org/wp-content/uploads/2014/04/HDCI-Report.pdf
Appendices
Appendix A:
5 Year Springfield High EOCT Data: (Without iPad Integration)
Student EOCT Pass %

20102011

20112012

20122013

20132014

20142015

Math

31%

26%

28%

24%

20%

Science

48%

56%

44%

48%

40%

Appendix B:
5 Year STEM High School EOCT Data: (With iPad Integration)
Student EOCT Pass %

20102011

20112012

20122013

20132014

20142015

Math

71%

76%

78%

82%

88%

Science

88%

91%

94%

94%

98%