Obtaining Resources Home Page

From the Publisher

Preface

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

Chapter 7

Chapter 8

Chapter 9

Chapter 10

Chapter 11

Chapter 12

Chapter 13

Appendix A

Appendix B

Appendix C

Appendix D

Appendix E

References

Index (Search Engine)

Moursund's Websites

Appendix D:
Sample Proposal Written as an Assignment in a Teacher Education Course

For additional sample proposals and sources of grant opportunities see http://www.west.asu.edu/achristie/grants/.

Moursund, D.G. (2002). Obtaining resources for technology in education: A how-to guide for writing proposals, forming partnerships, and raising funds. Copyright (c) David Moursund, 2002. 

The proposal given below has been modified (with permission of the student) from one written by a student in Dr. Moursund's Spring 2002 Digital Age Education course. Students were asked to write a proposal for up to $3,000 for a school in which they had done students teaching and/or a field placement practicum. The RFP (in this case, the specific course assignment) was as follows.

PTO Request for Proposals

Each year our school's PTO funds one or more grants for up to $3,000 each to individual teachers in our school. The funds are to be used to: 1) Improve the quality of education being received by the students that the teacher teaches; 2) Advance the professional and leadership career of the teacher; and 3) Pilot test ideas that might be implemented school wide. Details of proposal requirements are as follows:

  1. Proposals are due on or before 15 September. They must be hard copy (Faxes and Email are not allowed). Grants will be awarded on or before 1 October, and all funds must be spent by the end of the school year.
  2. Proposals should contain a Cover Sheet that contains information about the teacher submitting the proposal and an Abstract. The Abstract should not exceed 150 words in length.
  3. The body of the proposal must not exceed three pages in length. A "page" must not exceed 2,600 characters (counting blank characters) in length.
  4. The proposal should contain:
    1. A careful statement of the educational problem(s) being addressed. Choice of problem(s) should be guided by the overall PTO intent of: i) Improving the quality of education being received by the students that the teacher teaches; ii) Advancing the professional and leadership career of the teacher; and iii) Pilot testing ideas that might be implemented school wide to improve the quality of education that students are receiving and to advance teachers professionally.
    2. A detailed plan of how the funds will be used to help solve the problem(s)
    3. How the project activities and overall project outcomes will be assessed.
    4. A budget. Funds cannot be used to enhance the teacher's income.
  5. For the projects that are funded, a Final Report (not to exceed three pages in length) is due at the end of the school year.

 

Cover Sheet

Proposal Writer

Pat Purple

4th grade teacher

Phone xxx-xxx-xxxx

Email patpurple@yyy.yyyy.org

Pat Purple's Professional Preparation and Career

I have just completed a 5-year undergraduate and master's degree program of study leading to K-5 certification in both general and special education. My program of study included an 18-credit concentration in Information Technology. In addition to this, I have reasonably proficiency in Spanish gained through three years of high school and two years of college coursework, and a summer study program in Mexico.

During the past five years, I have spent three summers working in computer camps for students ages 6-12. My teacher training has included practicum (field placement) experience in both special and general education. My student teaching was in a 4th grade general education classroom that included three students on IEPs and four students with limited English Proficiency.

Abstract of the Proposal

The Technology-Rich Instructional Program (TRIP) project addresses the need for classrooms to engage students in highly interactive learning environments that implement our modern knowledge of Brain Science and various learning theories. All of this can be accomplished through IT-assisted Project-based Learning in which students make routine use of modern information technology.

The grant will add to my classroom's current IT facilities to create a rich IT-oriented classroom environment. Students will learn to use the technology and will routinely carry out short and longer-term projects that involve developing print and electronic documents, desktop publication, and multimedia presentation. They will all be involved in full year projects to develop print and electronic portfolios that represent their work and illustrate how their work improved throughout the year.

 

Technology-Rich Instructional Program

Statement of the Problem

Project TRIP (Technology-Rich Instructional Program) addresses the problem that students need to be interested and motivated in order to learn. I want my students to view their daily visits to my classroom as trips into an exciting world of interesting, attention holding, fun learning opportunities.

Recent research in Brain Science has helped us to understand that the amount of information flowing into the human brain through the five senses tends to be overwhelming. Thus, the brain is designed to filter out much of this information. The brain is designed to pay special and immediate attention to threats and opportunities (Moursund, 2000; Sylvester, 1998). The brain research indicates that in a classroom setting, a student's brain often wanders from the instruction and lesson at hand, viewing the materials as neither immediate threats nor immediate opportunities.

As a teacher I must find ways to motivate and interest my students if I want them to learn the information I am presenting or having them investigate. In my experience, there are two things that consistently attract the attention of students: hands on activities and computer technology. Consequently it stands to reason that a curriculum that relies more on hands on activities using computer technology will be more interesting to students and produce improved learning outcomes.

My classroom has two four Apple Computers: two relatively new iMacs (with CD-ROMs and CD-burners) and two ancient (25 MHz) LCIIIs. These computers are all connected to the Internet, and have basic applications on them. The iMacs have iMovie software, a powerful aid to processing digital video materials. We also have a VCR, a large screen color television set, and a connection to one of the iMac computers. The school has a computer lab that includes laser printers. These facilities alone, however, are not capable of providing the support for a technologically rich curriculum. In order to rely more heavily on technology I need other media such as portable keyboard units, digital cameras, a video camera, a scanner, and appropriate software.

Methodology and Plan of Operation

The methodology of this proposal is supported by research in Situated Learning Theory and Constructivism (OTEC, 2002). Both of these learning theories emphasis the importance of the social setting of learning, and that teaching and learning are human endeavors. They both support Project-based Learning as a good approach to increasing student motivation and learning (Moursund, 2002).

Constructivism focuses on the idea that students learn by building on their current knowledge. Situated Learning emphasizes that what is learned is highly dependent on the overall learning environment. If the environment is real-world-like and sufficiently hands on, then it will support transfer of learning to the real-world work and other setting the student will face in the future.

I will uses the TRIP project funds to significantly improve the IT environment of my classroom and the routine use of IT throughout the daily curriculum. The funds will add the following resources in my classroom: 1) Six portable keyboard units; 2) Two digital (still) cameras and one digital video camera; 3) One flatbed scanner; 4) MicroWorlds (multimedia) software; and 5) One color printer.

With these facilities, I will make routine and continuing use of IT-assisted Project-based Learning (Moursund, 2002) in each subject area in the curriculum. All students will learn to make routine use of all of the equipment. Use of the facilities will be integrated into daily classroom activities.

During my teacher education program, practicum field experiences, and student teaching I learned a lot about use of IT in Project-based Learning. A number of superb lesson plans are available on the Web and in (ISTE, 2000).

For example, each writing activity that I have students do will be considered as a writing project. The product to be produced is a high quality piece of writing that includes appropriate graphics and is desktop published.

We will do a number of science projects that include students taking pictures of flora and fauna, analyzing what they are seeing, and writing science reports. Students will be expected to do multimedia presentations on what they have seen and learned.

Social studies projects will make extensive use of Web research. Student written reports will include graphics, and they will be expected to develop and present multimedia-supported oral presentations on the topics they study.

Students will develop print and multimedia portfolios of their work. The development of these personal portfolios will be ongoing individual year-long projects for each student.

Evaluation

My school's principal has expressed special interest in this project and has agreed to conduct one classroom observation each month during the school year. She will write a brief report on each of these monthly observations and will meet with me each time to debrief her observations to make suggestions to improve the effectiveness of my teaching efforts.

I will send a letter home to parents indicating that their child will be actively engaged in making extensive use of computer faculties during the year. I will explain that their child will be routinely bringing home pieces of work that were done making use of the facilities. About halfway through the year and at the end of the year I will ask them to provide me with written feedback on how well they think their child is doing in this IT-rich learning environment and to provide suggestions for better meeting the learning needs of their child.

The two other fourth grade teachers in our building have agreed to look each term at the print and electronic portfolios my students are developing. They will provide feedback on the quality of the work and how it seems to align with the required curriculum goals in our school. In addition, each has agreed to observe my class twice each term and provide me with feedback on what they see.

Budget and Budget Notes

References

ISTE (2002). National Educational Technology Standards for Students: Connecting Curriculum and Technology. Eugene, OR: Author.

Moursund, D.G. (2000). Highly Interactive Computing in Teaching and Learning. Learning and Leading with Technology. Eugene, OR: ISTE.

Moursund, D.G. (2002). IT-Assisted Project-based Learning. Retrieved 7/6/02 from http://darkwing.uoregon.edu/~moursund/PBL/.

Oregon Technology in Education Council (2002). Learning Theories. Retrieved 7/6/02 from http://otec.uoregon.edu/learning_theory.htm.

Sylwester, R. (Editor). (1998). Student Brains, School Issues: A Collection of Articles. Arlington Heights, IL: SkyLight Training and Publishing, Inc.

Top of Page