IPAD Innovation Grant Proposal

Class Set&Teacher iPad

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Take a look at my students using ipads in math this year...

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Top 10 Reasons Why I Should be granted a class set of ipads

1. I have a passion for enhancing student learning with technology and have proven my innovation in technology use (and in sharing what I have learned with fellow staff members).

I was one of the original teachers chosen to pilot the Promethean boards after an application process. Since working with the boards I have been acknowledged in my building as a go-to resource for using the Promethean boards, to enhance learning and I also taught a class on using the Promethean activExpression voters to gather formative data during the January 2014 district Teaching & Learning conference.


Additionally, since obtaining 1-to-1 Chromebooks on my own, I have learned about, created presentations, and then taught two other Teaching & Learning conference in-service classes in January 2015 and 2016 on digital Formative Assessment Tools (https://www.smore.com/ta9u6-formative-assessment) and Nearpod (https://www.smore.com/rh1db-nearpod).


After learning about a website called smore.com and trying it out, I presented information in a staff meeting this year about using smore.com as a digital tool for communicating with parents. Others in the building then then obtained subscriptions. Dr. Fillippi also began using smore.com for his parent communications.


With my team, I piloted Schoology, a potential replacement for Edmodo, and enrolled my classes in the Khan Academy LearnStorm math competition, which just concluded its first year of availability in the Chicagoland area.

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2. I have proven my innovation in sourcing ipad apps relating to the 6th grade math common core curriculum and in sharing ipad app ideas with fellow staff members.

Many of the iPad math apps loaded on Shepard's iPads stem from my seeking out free apps that relate to the Common Core Standards for math and requesting that those apps be loaded on the iPads. In addition to using those apps to support the curriculum, I shared information about those apps with the other 6th grade math teachers and created forms for students to track their own app progress. I began requesting these apps as early as 2013.


Among the specific apps that I requested are Thinking Blocks Ratios, Thinking Blocks Fractions, Hands On Equations Lite, Rocket Math (which is now called Mathmateer),and KenKen. These apps aren't simple math games, but seek to address the fundamental visual/conceptual connection and modeling with mathematics practice between the 6th grade common core standards of work with fractions, ratios and algebra.


If I had my own class set of iPads, I would focus less on using apps for task augmentation and instead on modification and redefinition by using more generic apps rather than only math-specific ones. More generic apps such as QR Code Readers, iMovie, EduCreations, Nearpod, etc. would allow my students to become producers and creators rather than simply consumers.

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3. I have proven myself to be a trailblazer by using Nearpod, a powerful digital tool, to have students experience math.

At the recommendation of a colleague, I began using Nearpod as an interactive presentation and formative assessment tool. I found Nearpod used on iPads to be amazing at allowing my students to do math with an engaging technology device in a way that the Chromebooks could not accomplish due to the touch screen feature of the iPads. I especially enjoyed teaching other DPS109 teachers about Nearpod (see photo below) at the January district Teaching & Learning Conference and also having the opportunity to share Nearpod's features with visiting instructional coaches in early March of this year. I have been excited to see my colleagues and "students" from the January in-service recently trying out Nearpod with their classes.
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4. Math is fun, and ipads enhance that fun!

iPads can be very effective in prompting even disconnected students to interact in the classroom and have fun while learning. The device is personal to students.

They touch it, and that makes sense to them. Textbooks have a less interactive feel - a student can get, but cannot give. iPads (and the information available on them) have a unique ability to connect students with information in a way that feels natural and intuitive. Students love them!

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5. I love to learn. I am a lifelong learner. I have a passion for learning new things and sharing that passion. I am willing to make errors and use those mistakes to improve.

Using technology tools to enhance learning is an important responsibility of teachers today. It is necessary to stay current with technology-something that never stops evolving.

Incorporation of a set of iPads will allow me to become more creative in my lesson planning and as a result, make tasks more student-centered and allow time for students to investigate and explore mathematics to promote mathematical thinking and problem solving.


I am interested in learning what students could do with an iPad. I would like to discover new and powerful ways that students can demonstrate their learning. In doing so, I would like to empower students through creativity and voice.

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6. Even with a single iPad cart in the building, i try to use the ipads in a variety of ways to strengthen instruction and student engagement

Please watch the above video or scroll through the included photos (I had more than 170 photos of my students using iPads so far this year to choose from) to see the variety of ways my students have used the iPads to learn math concepts this year (as well as in our One Team One Book breakout edu earlier this spring). My iPad use has been ongoing and growing each year since they were first introduced to the building several years ago.


My request for a class set of iPads stems from a solid foundation of understanding how to use iPads and desiring to expand that use more freely to allow students to create, collaborate and problem solve.

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7. Creativity, Critical Thinking, Problem Solving, collaboration, communication

Access to a class set of iPads on a daily basis can help transform my teaching and my students' learning. In the modification level of the SAMR model, the technology allows for significant task redesign. It would be great to take advantage of teacher- and student-friendly apps that involve creativity and convert educational texts into engaging material for students. For example, AutoRap takes your words and turns them into a rap, and Strip Designer enables the creation of comic strips. Students could work collaboratively in groups to use critical thinking to solve various types of math problems and then create a video, via an app like EduCreation or Explain Everything, where the students explain step by step how they solved the problem. The video could then be posted on Edmodo so that students could use it as a tutorial and student-made resource.

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8. Addressing the Common Core Standards

To meet the new mathematics Common Core standards, students must explain their thinking and justify their answers with words and pictures. With the use of Nearpod, students can show work on their screen with a stylus. Then their answers can be mirrored simultaneously on the Promethean board for the class to view and discuss different approaches to solving problems. A class set of iPads would provide flexibility in how and where they could be used. The iPads would also provide instant feedback for students and the ability to make mistakes and correct them, alleviating the fear of failure and promoting student confidence.


My goals in using iPads are for students to be able to solve problems in real-world contexts and do more investigation to promote mathematical thinking and problem solving, and for tasks to become more student-centered. The iPads as a device, however, must remain a tool of learning; the mathematics must be the focus.

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9. the world is at their fingertips!

For students, the beauty of iPads is that they can interact with the machinery in a very tactile way; the graphics are engaging and extremely appealing; and it responds to many of the senses. As the teacher I can sit alongside the student or in front of them, and there is a no big screen in the way.

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10. I am ready to tackle this change. I embrace this challenge.

I do not feel compelled to become an expert before trying something new in the classroom. Achieving learning outcomes will require time, planning, design, and reflection. I have several new ipad apps I am interested to explore with a set of iPads: Aurasma, ExplainEverything, Go Formative, EduCreations, Canva, ShowMe, ThingLink for Math, Minds of Modern Mathematics, Pic Collage, Virtual Manipulatives for the iPad, Desmos, Kami, AlgebraProblem, and GeometryTest. I would love to pursue the students' creation of a portfolio of knowledge over time using an app that would allow them to collect notes, vocabulary, important concepts, projects, and demonstrations of their growth in math over the year.

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What my students say about why I should be awarded the Class Set of Ipads Innovation Grant

"Using I-pads are the best way to learn with Mrs. Andrews. We do such fun things, that can be only be done with I-pads. There is only 1 set so the amount of times we use I-pads aren't as much as we'd like, because there is always someone who has checked them out. We have used really fun games and apps that help us learn faster. My favorite is writing on the screen with nearpod, I also like the QR flash cards, but we can't do them without the I-pads. If anyone deserves the I-pads, Shepard and Mrs. Andrews does!!!!!!!!!" - Danielle W.


"I really enjoyed having the iPads for many different activities. It very much helps with showing your work. I would love to have them in math all of the time. I like the iPads in math better than a chromebook in math.I would be able to show my work through technology rather than doing it on a sheet of paper. This school is all about technology and this really is the next step for math." - Jordan H.


"The iPads have helped me grow and learn in math because I was able to learn a lot about ratios and fraction from the Thinking Blocks apps. Also, scanning the QR codes for the math problem answers was very easy and helpful. Nearpod was my favorite of all because you could show your work on the screen with different colors and images. Also, you could learn from other people's work." - Haylie S.


"It has really given us visuals and given us a much better understanding of many different math concepts. Some examples are, Thinking Blocks have helped Hands-On Equation app has helped a lot, and nearpod, and I think if Mrs. Andrews got the iPads, she could come up with many different other apps and things to do to help her students. A class set of iPads would make me a much more engaged understanding learner. I think it would be great for the students to get to use them more." - Evan M.


"The ipads have helped because we learn things in many different ways since every program teaches the subject slightly differently. I think that since they aren't chromebooks, we like them better and also they have more features to them so we can explore new things within the unit using the ipads. Ipads have some good features like drawing and writing differently and they are more visual and hands on. I would rather have them than the chromebooks because they are easier to use and more different and fun. I think that math would be the best use for them because it allows you to draw

and write on them, and it isn't always a physical sheet, so it would mix things up in a way that would make our learning more diverse and different so that we can have more fun and learn more." - Tess B.


"On chromebooks we mainly use them to write, using an ipad with all those apps that we have on ipads would definitely be an upside to our math class because it would allow us to do many math things on the ipad that we can't do on a chromebook. Nearpod helped us a lot because we would not have learned from all the mistakes that we made on there, Hands on equations scale equation solving app was important this year because it let us know how much progress was made from us judging by different levels moving on to see how far we could get in the app. They can be more innovative because we don't use them in any other classes other than math." - Charlie W.


"Well, I pads have been a HUGE help in our math classroom. We have access to so many different math apps that can better our knowledge and help our learning experience! They really helped with fractions and ratios, because there were no good websites. Also QR code scanning is huge. It really helps us learn and it fun too! We would be able to do the QR code scanning, and we would have access to so many different math apps!" - Nicole M.


"I think Ipads have helped us understand different math concepts with the different math tools on them. I learned a lot using the thinking block app, and that taught me a lot because it was engaging, and online. Being able to write on nearpod is awesome, because with our chromebooks we can't. With Ipads there are more options of fun math games, it is just a great online resource. We can't do math games on our Chromebook that would allow us to be able to use a touchscreen or writing on it. I think one really good reason is because it would allows us to touch it, and use the app Nearpod with our hands." - Riley S.


"Using the iPads in math this year has greatly helped me grow while learning new math this year.We have been able to learn in different ways other than the usual, like a google doc. I really enjoy doing the qr codes, and i think it helped me greatly with my understanding of the questions that we were doing. Since, we can not type math on Chromebooks, I think that the i pads have greatly contributed to the great amount of learning, that I have received this year!!! Ipads would allow our class to improve our learning and innovate our classroom, because there are so many more apps and games that we can do on the ipads, that would make it easier for our class as a whole." - Rachel B.

Connections to Danielson Framework

Domain 2

Establish a Culture for Learning:

Students can use various iPad tools to more easily share their work. possible avenues are electronic portfolios, blogs, websites, and YouTube videos. Their wider audience will provide an opportunity to receive feedback and expand their knowledge. They can learn from, help, and encourage their peers. Learning becomes more fun and students more enthusiastic.

Domain 3

Communicating with Students

Use quick response systems (e.g. Nearpod, Khan Academy) to provide individualized and quick feedback.

Engaging Students in Learning

Use creative visual tools (infographics, videos, images) to engage students and help them understand a topic

Use electronic portfolios to allow students to archive their work

Use Google forms, Socrative or other tools to elicit feedback from individual students to measure understanding

Promote problem solving and choice in products or ways to demonstrate understanding

Using Assessment in Instruction

Use tools like Nearpod to provide feedback on the spot

Use electronic portfolios to allow students to archive their work

Demonstrating Flexibility and Responsiveness

What Will Be Accomplished That Couldn't Otherwise Be Accomplished

-Writing on the screen to show work for Nearpod - Students must show math processes, not just answers. Nearpod's best use mathematically was on the iPads and with a stylus. I can see what each student is writing on their touch screen device when connected to Nearpod. On the board, I can choose student examples and display them for the entire class. Student will benefit by seeing both multiple examples and mistakes and multiple approaches to the same problem solving situations. While Chromebooks are wonderful for subjects for which typing is frequently used, iPads are preferable for math where the touch screen feature of the iPads allows math to be practiced and learned in a less tedious way.

-Using Nearpod to its fullest can give every student an opportunity to weigh in on math and showcase their thinking, even if it’s incorrect at the start. Including students in the examination and analysis of their thinking will help facilitate rich dialogue, authentic error-analysis, and even determine next steps in the lesson.

-Khan Academy Touchscreen feature can be used to complete work right on the problem itself.

-Learning redefinition. For example: "To complete this activity, you may be as creative as you would like. You will use your information from your solutions to exponent problems to create an iMovie or video that we will post to our website for other students to use as a resource to learn how to solve problems with exponents and grouping symbols. Use google drive to share your progress with me and upload your final video." iPads would allow students to create screencasts to show how they solved problems and to teach each other.

-After being exposed to certain apps, students will likely begin to engage with math more often at home. I found this to be true with the Hands on Equations and Thinking Blocks apps.


iPads can provide an interactive and supportive learning experience. Math lessons can now become an even more dynamic and motivating two-way experience for learners that focus on more than just answers. iPads can help create an environment that addresses students' weaknesses and embraces their strengths, keeps students engaged, and encourages collaboration, creation, communication and problem solving.

Thinking Blocks app