Proposals

=Proposals=

Kathy D Shields - Teacher Grade 3

 * 1. Instruction Plan and Alignment to Standards **
 * How will you use the iPad to enhance instructional delivery within your classroom? The iPad offers an intuitive user interface unlike the standard PC interface our students have available to the in school. This shift from text-based to image based navigation removes barriers to use, supports visual learners, offers students more independence and enforces a discovery learning model. According to Inspiration, from Tec4learning:
 * "Visual learning helps students:**
 * Make abstract ideas visible and concrete
 * Connect prior knowledge and new concepts
 * Provide structure for thinking, writing, discussing, analyzing, planning and reporting
 * Focus thoughts and ideas, leading to understanding and interpretation"

ITBS, CRCT ||< Provide data to inform the SST process. This includes both staff and parents. || wpm, Flesh-Kincade reading levels ||< **FLUENCY ELA3R1** The student demonstrates the ability to read orally with speed, accuracy, and expression. ||< Checkpoints, End of Unit Tests, ITBS, CRCT, Fluency Tests ||< Provide data to inform the SST process. This includes both staff and parents. || a. Reads a variety ||< Checkpoints, End of Unit Tests, ITBS, CRCT, Weekly Reading Comp Quiz ||< Provide data to inform the SST process. This includes both staff and parents. || ITBS, CRCT, Weekly story vocabulary quiz. || Provide data to inform the SST process. This includes both staff and parents. ||
 * Which Georgia Performance Standards will be addressed with the usage of the iPad? Which “apps” do you foresee using with the iPad. and how will each “app” connect with your current grade level standards? There are numerous possible applications for the iPad in the classroom many of which support data collection for RTI. Collecting reliable consistent data can be difficult because a teacher may record in one medium (pencil paper) and present in another (laptop). Combining the process should help to maintain the integrity of the data. I would like to see the iPad User Group (iPUG) contribute to building a matrix similar to the one I have created here, but adding to one more columns. It would contain anecdotal evidence of the effectiveness of the tool itself and best practices.
 * ~ Objectives ||~ icon ||~ Applications ||~ Standards ||~ Indicators ||~ Outcomes ||
 * < Collect RTI on student behaviors to determine whether or not they are impacting student performance in Reading. || [[image:Picture_21.png width="120" height="141"]] ||< **Teacher Assistant Pro** - Track action, achievement and behavior of students. ||< **Social/Organizational Skills** - Measure on task behavior for the progress skills checklist. ||< Checkpoints, End of Unit Tests,
 * < Collect RTI on student reading fluency to determine whether or not they are impacting student performance in Reading. || ﻿[[image:k12timedreadingpracticeapp.png]] ||< **K12 Timed Reading Practice**
 * < Collect RTI on student reading comprehension to determine whether or not they are impacting student performance in Reading. || [[image:storybuilderapp-reading.png]] ||< **StoryBuilder** - Promotes auditory processing, builds abstract thinking through inferencing. ||< **COMPREHENSION ELA3R3** The student uses a variety of strategies to gain meaning from grade-level text. The student
 * Collect RTI on student vocabulary to determine whether or not they are impacting student performance in Reading. || [[image:cardboard_for_ipad_flascards.png]] || **CardBoard for IPad Flash Cards** || **VOCABULARY ELA3R2** The student acquires and uses grade-level words to communicate effectively. The student || Checkpoints, End of Unit Tests,

What benefits do you foresee for you and for your students with the introduction of the iPad into the learning environment? An educator is always on the lookout for ways to allow students to unleash their natural curiosity. The iPad is a real-world tool. I think students will respond to this mobile device by seeking more information, taking responsibility for finding new apps, trying the apps out at home on their personal iTouch devices and in many cases their behavior may improve if there is a some correlation between usage and behavior. Although I already have an inspired classroom, the addition of another Access point in the classroom can only help minimize the barriers to access needed in web-based, PBLs. I do anticipate difficulty scheduling time for the students to use the device if I am already relying on it for RTI. I do, however think this issue is a matter of proper scheduling of time so with the help of a project management app perhaps this could be resolved. Sharing the device between teachers does not seem practical or purposeful to me in the case of a stand alone classroom. In a team-teaching situation it may work, although they would have even more need for two devices with a greater number of children needing individuation. I think it would be helpful to ask the iPUG cohort to create a list of concerns and then address the issues as the arise to determine what the real barrier to effectiveness might be. Collaboration outside the walls of CVES are absolutely imperative as well. It's a real opportunity to become part of a larger educational community for the students, teachers and the school itself.
 * 2. Evaluation Plan **

Describe how you will work collaboratively to share the results of the integration with your peers (ie….successes, failures and lessons learned from participation in the pilot).
 * 3. Collaboration - The iPadExperiment wiki is evidence of my commitment to supporting and contributing collaboration throughout the pilot program. **

If I am given the opportunity to use an iPad as a mobile classroom device I will stay current with the iPad user community, contribute to blogs, wikis and professional development. I will apply my own skills and time to learning how to maximize the effectiveness of this device to promote better teaching and learning in the classroom with the intention to further enrich student learning, increase active engagement and to make me a better project manager of activities. I will pay particular attention to the use of and development of e-portfolios and m-learning opportunities. A recent article from maclearning, called 'The Future of e-Portfolios is in Your Pocket' will drive my work in developing elementary school level applications for this artifact collection process.