Technology Integration

Educators in Ferndale are using technology to design learning experiences and provide opportunities that were previously not possible for students. Rather than leading with a device-driven mentality focused primarily on Chromebooks or iPads, our educators integrate technology by focusing on content and instructional approaches appropriate for their students and letting those be the drivers behind the technology that they choose to utilize in their classroom.

More About Tech Integration Strategy...

It is no secret that our students love technology. However, when it comes to finding the right technology to support student learning, the process may surprise you. 

Ferndale High School staff looked a bit puzzled when halfway through a “technology” professional learning session, they found themselves building with Strawbees–plastic construction connectors that allow you to build prototypes of anything you can imagine using regular drinking straws. The inevitable question hanging in the air was, “What does this have to do with technology?” 

Although we generally come to the conclusion that technology is always something shiny and new like a Chromebook or the latest iPhone, technology is really any tool or material that has been developed to help us solve a problem or achieve a specific end result. Pencils and paper, whiteboards and markers, and even manipulatives like Strawbees are examples of technology though perhaps not quite as flashy. 

Because an effective lesson with technology integration is like crafting the perfect recipe of content, pedagogy, and technology tools, it can be seen in so many diverse and exciting forms in Ferndale Public Schools.

  • A high school science class is utilizing Cubelet robots to apply an understanding of modularity and computational thinking while collecting data through sensors.
  • A kindergarten class is building prototypes of an animal shelter with Strawbees or 3D pens.
  • A fifth grade teacher is utilizing Google Classroom to provide real-time feedback to students as they work on a writing task on devices in class.
  • TCEC students are taking virtual field trips around the world using VR (virtual reality) headsets.

The possibilities are only limited by our collective imaginations.

As these new tools are developed and access to them expands, they bring novel and exciting approaches to education. With the additional support of our community and organizations like the Ferndale Education Association, teachers at Ferndale Schools are able to innovate and engage with students on a whole new level. Stay tuned for more exciting stories about technology integration in (and outside) our classrooms.

While some tools can be bought from schools’ general funds, the purchasing of more expensive items can be challenging. One potential source of funding is bonds. This past spring, staff were invited to apply for Future Technology funds from a 2012 bond. These are the winning applications. All of these technology integration strategies were funded and began implementation on the fall of 2018-19, although some of the technology purchased for them is shared across strategy and student groups.

» Cubelets Robot Blocks

FHS STEM Classrooms

» Lego Robots

FHS Computer Science Classroom

» Dual LED Displays with NovoPro interactive capability

FHS/FMS Info-Station Labs

» Classroom Sound Amplification

Ferndale Upper Elementary 3rd Grade Classrooms

» Interactive Mobile Flat Panel Display

Ferndale Upper Elementary

» Digital LED Display

FHS & FMS Special Education Classroom

» Video and Audio Grip Device

The Nest (FHS Media Center)

» Heart Rate Monitors

All Grades (K-12)

» Four new teacher iPads

Ferndale Early Childhood Center

» Virtual Reality Headsets

Tri-County Education Center

» 8 Chromebook Carts (Each containing 36 Google Chromebooks)
 

 


Cubelets - Robot Blocks

Requested by:

Alison Maes, FHS Science & Biology Teacher

Please explain the teaching and learning impact this project will have.

Exciting! Students will be engaged as they work through engineering cycles to solve problems. Also, students will be collecting data that can be graphed and analyzed to then be used in their evidenced-based conclusions about how the problem was solved. Students will have the freedom to develop their own questions to find answers to. Also there are multiple possible ways to solve problems so students can engage in discussions about the advantages and disadvantages to different design solutions.

Who would be impacted by this project?

Students

Curricular Impact

In STEM class students will be able to use the Cubelets in various capacities. Two of the greatest uses will come in building robots for data collection and in engineering problem solving.
For data analysis, students will build robots that include sensor Cubelets such as sensors for light, distance and temperature. Students can then use this data as they work on graphing and data analysis as it pertains to physics topics.

For solving engineering problems, students will create or be given design challenges - such as build a robot that will move until it reaches the end of a table. Incorporating engineering design and problem solving is a big emphasis of NGSS and an area we need to expand upon in our high school curriculum.

Below are some of the NGSS standards that would be supported in lessons using the Cubelets:

  • Evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design. (HS-PS4-2)
  • Use mathematical representations of phenomena or design solutions to describe and/or support claims and/or explanations. (HS-PS4-1)
  • Use mathematical models and/or computer simulations to predict the effects of a design solution on systems and/or the interactions between systems. (HS-ETS1-4
  • Science and engineering complement each other in the cycle known as research and development (R&D). (HS-PS4-5) Engineers continuously modify these technological systems by applying scientific knowledge and engineering design practices to increase benefits while decreasing costs and risks. (HS-PS4-2)

Lego Robots

Requested by:

Sherri Bryant - FHS Digital Media/Computer Science Teacheer

Please explain the teaching and learning impact this project will have.

These robots will allow students to use hands-on practice to support their new programming skills.

Who would be impacted by this project?

Students

Curricular Impact

This will allow students to see programming concepts come alive using the Lego Mindstorm robots.


Dual LED Displays with NovoPro interactive capability for FHS/FMS Info-Station Labs

Requested by:

Jason Gillespie, FMS Principal

Please explain the teaching and learning impact this project will have.

The desktop computers in the 2nd floor infostation need to be replaced as they are out-of-date and frequently break down.  This is one of the main computer labs in our school and it is used by everyone in our building.

Who would be impacted by this project?

Entire Building

Curricular Impact

all content areas supported


Classroom Chromebooks Stations & Classroom Audio Enhancement System

Requested by:

Shannon Nagaj, 3rd Grade Teacher

Title of Project Request:

Classroom Chromebooks Stations AND Classroom Audio Enhancement System

Please explain the teaching and learning impact this project will have.

Students will work on content standard projects on the Chromebooks (as group, partner, and/or individual, as well as other district approved activities. With the audio enhancement classroom installed speakers and individual microphone (clip on), the students will present projects in a way that enhances their voice. This will make their learning and presenting exciting and more active for all the students, including parent audiences as well.

Adding sound amplification to classrooms can impact learning and improve test scores by 7-10%

Who would be impacted by this project?

Students

Curricular Impact

With Chromebook stations students will enhance their knowledge of Third Grade skills. With the classroom audio enhancement system, all the students and teacher will be able to present their presentations with presenting voice levels after making projects and slideshows with their Chromebooks. This will directly hit the core standard of speaking and listening in a unique and efficient format.


Power of Positive Projections

Requested by:

Kesha Reed

Please explain the teaching and learning impact this project will have.

By providing a large projector/LCD in our cafeteria, students will get to create, participate and share in experiences far beyond the typical classroom or lunchroom for that matter. The learning expectations and instruction would continue to promote the positive philosophies and character charter of our district by emphasizing student engagement, confidence and motivation. In addition, this grant will also make it possible to visually represent techniques such as deep breathing, mindfulness, brain stem connections and other instructional strategies to a large, diverse group of learners.  The goal is to continue to also promote the importance and awareness of self health and wellness - socially, physically, mentally and emotionally.

For example, students at Lacoochee Elementary demonstrate the cafeteria expectations in, “Teaching Lunchroom Expectations”, https://www.youtube.com/watch?v=4NuICWeCdEk.  By viewing a video that was peer created, students can find humor and importance of following directions. Presenting videos such as “Cultural Relevancy in the Cafeteria” and “School Lunch in Japan - It's Not Just About Eating!”, spark conversations regarding diversity and give students an opportunity to try different foods.  Lastly, the Kid President’s “20 Things We Need to Say More Often” give students the opportunity to receive information about kindness from a peer. These lessons are brief, but bring knowledge in a fun, visual and impactful way appealing to a variety of learners!

Who would be impacted by this project?

Students, Teachers, Staff (i.e. paraprofessionals, administrative assistants, etc.)

Curricular Impact

Besides the extended learning and connections made beyond the classroom, a large projector screen/LCD monitor would enable students to be active members in our school community by showcasing photos, announcements, birthdays and other experiences as part of our clubs such as, Healthy Kids Grant, Healthy Kids, and Garden Clubs.  The screen/monitor would be beneficial as a part of our lunch incentives such as being rewarded by watching a short film once a month. The screen/monitor will pay for itself by utilizing it for fundraisers (PTO/PTA/clubs) and involving families and communities with pizza and movie nights. Internet school friendly activities and games are also fun ways of extending and connecting such as “Just Dance” and “GoNoodle” also provide interactive games that can be seen and played by large groups.

Although most wouldn't consider the cafeteria to be a “classroom”, the space couldn't be a more suitable place to connect, learn and share about students' feelings, health, hygiene as well as ways to improve students' SEL. The school cafeteria is a place for socializing so what better place to help engage, teach and cultivate a culture of it being an acceptable standard for students to adjust, monitor and control their emotions and focus on the day or moment?  Including the cafeteria as a place to discuss, uphold and recognize SEL will greatly and positively impact our student’s lives, in and out the school environment.


Special Education LED TV

Requested by:

Anne Kelly, FHS & FMS Special Education Teacher

Please explain the teaching and learning impact this project will have.

Videos would be used to supplement other teaching materials used.

Who would be impacted by this project?

Students

Curricular Impact

To be able show video clips during social/emotional lessons; video modeling, Why Try?, Zones of Regulation, Social Thinking and other various You Tube videos.


Video and Audio Grip Device

Requested by:

Charlotte Oliver, FHS/FMS Media Center

Please explain the teaching and learning impact this project will have.

We will use this with video production in the Nest, including video announcements.

Who would be impacted by this project?

Entire Building

Curricular Impact

To be used with The News Team and Video Production


Heart Rate Monitors & Pelotons for PE

Requested by:

Casey Gregg, K-12 Health &  Physical Education Teacher

Please explain the teaching and learning impact this project will have.

We will have the ability to link fitness, academics and health for all students in K-12th grades.  This technology will help to personally motivate each student to unleash their best effort in every physical education class.  On a daily basis, this technology will help to empower our PE students to self manage their health and fitness. Interactive Health Technologies uses wrist based wearable PE heart rate monitors and assessment technologies to support students from kindergarten through graduation.  Through personalized learning during physical education and physical activity, we can empower students to take ownership of their health and well being while supporting core subject teachers and administrators in measuring and connecting student outcomes between fitness, academic progress and social emotional learning.

Who would be impacted by this project?

Students, Teachers, Staff (i.e. paraprofessionals, administrative assistants, etc.), Entire Building

Curricular Impact

This technology project supports the Ferndale School District physical education curriculum through personalized learning for all students in PE.  We will be able to track student performance, provide personalized learning opportunities, and measure the effectiveness of our K-12 physical education program.  From managing the entire class to facilitating one on one conversations driven by data delivered through this technology, students, teachers and parents will be empowered to make better fitness decisions that maximize student outcomes.  The goal of this technology is the same goal that drives our district curriculum-empower students to take ownership of their health and well being while connecting all stakeholders.

Specific details on device. Please provide quantity requested, specific name, and version.

Adidas has created a wearable device co-developed with Interactive Health Technologies (IHT).  Called the Adidas zone for IHT Spirit, it's the first based wrist based wearable device developed specifically for physical education class use.  Features of this technology include:

  • Tracking heart rate allows students to exercise to their full individual potential.
  • Near Field Communication (NFC) technology securely transfers data in seconds and enables individual coaching.
  • All Day Performance-each device  has more than enough memory and power to keep up with the school schedule.
  • Rechargeable battery needs only 2 hours to fully recharge.  No replacement needed.
  • Designed to survive the wear and tear of everyday use both indoors and outdoors.
  • Battery target life is 30 plus hours of heart rate monitoring.

SCHOOL PACKAGE includes:

  • 112 Adidas Zones for IHT Spirit Wrist Heart Rate Monitors.
  • 4 Adidas Zones Charging cases.
  • 2 IHT Spirit Classroom Reader.
  • 1 IHT Spirit Zone Software which is good for 3 years.
  • 2 IHT introduction to Spirit webinars - 1 hour.
  • 1 IHT Spirit Heart Rate Zone Wall Banner 4 x 6 feet.

FECC Teacher iPads

Requested by:

Heidi Schmidt - FECC Principal

Please explain the teaching and learning impact this project will have.

The ipads will be used on a daily basis to document authentic learning in the classroom.  Teachers document with pictures and videos throughout the day. These artifacts of learning are then used to plan, reflect, and educate families.  It's important in early childhood for families to see that there is intentional teaching taking place through the natural child act of play. Electronic portfolios, or utilizing a program such as SeeSaw is a goal of the program and the iPads would be an essential support to implementing such.  

Who would be impacted by this project?

Students, Teachers, Staff (i.e. paraprofessionals, administrative assistants, etc.)

Curricular Impact

Our tuition-based programs are inspired by the Reggio Emilia approach.  A defining component of Reggio Emilia is the use of documentation (with pictures, videos and text) to illuminate thinking, identify changes in thinking that occured, showcase what was learned or not learned, the evolution of questioning, maturity, responses and opinions and to encourage self-reflection.  Documentation panels are used by teachers for planning, students for reflecting and presenting work and for educating families and strengthening the home-school partnership. Documentation is evident in panels, as well as through social media avenues like their class facebook pages. At this time, teachers are doing all of this on their personal cell phones.


Virtual Reality Goggles

Requested by:

Christina Roy - TCEC Science Teacher

Please explain the teaching and learning impact this project will have.

Attempting to approach education in this non-traditional format will enhance the student's experience in the classroom for many low socioeconomic students which we serve. Past experiences of our students outside of the inner-city limits are very limited. Providing access/ opportunities beyond their cultural/ city boundaries will increase their desire to learn more about the wide teachings and opportunities available to them in the world and allow them to experience other cultures and sights, and immerse themselves in the learning process. Our visual learners will have  the chance to develop their cultural understanding and be better connected to content and our auditory learners can also follow and connect the visual with the audio narrative as they explore.

Who would be impacted by this project?

Entire Building

Curricular Impact

To stay current with 21st century learning objectives and increase student engagement, we would like to purchase classroom sets of virtual reality goggles.  Our main concentration would focus in the science and social studies courses to begin, with a future expansion to other core contents, including career exploration, college visits. The science applications would immediately be able to be incorporated into cellular biology and ecosystem exploration, with ecological issues exploring human impacts on biomes around the world. Social studies looks to visit locations such as Ellis Island, the Great Wall of China, the Civil War and other various battle fields, and other venues of historical significance. Future exploration in english classes can visit the settings of Shakespeare's plays and the work of Don Quixote just to name a few opportunities. There are so many different explorations available that there are too many to list, but we can make our curriculum come alive for our students.


FECC Chromebooks

Requested by:

Heidi Schmidt - FECC Principal

Please explain the teaching and learning impact this project will have.

Having a building Chromebook cart available will allow teachers to use technology in rotation with other hands-on tools to support or enhance lessons.  Teachers will use the Chromebooks to support open-ended, child focused activities that will support multiple areas such as number and letter recognition, fine motor skills,  individualization and intervention, self-expression, enhance dramatic play scenarios etc. The Chromebooks will be used along with the teachers to actively foster deep engagement and provide accompanying reflection, imagination and participation.  Use of the Chromebooks will also provide students time to familiarize themselves with the tools utilized for testing once they enter Kindergarten and start to build a foundation of digital citizenship that we are looking at district wide.

Who would be impacted by this project?

Entire Building

Curricular Impact

See Guiding Principles for Use of Technology with Early Learners.

A building accessible Chromebook cart will support both the HighScope Curriculum and Reggio Emilia approach used at FECC.

Lower Elementary Chromebooks - Kindergarten

Requested by:

Heather Pirronello, Kindergarten Teacher

Please explain the teaching and learning impact this project will have.

The student will be able to use the chrome books during center time and work on free educational sites.

Who would be impacted by this project?

Students, Teachers

Curricular Impact

This will support not only our curriculum but also our assessments. The students in KDG have a very hard time maneuvering the mouse or touch pad and then navigating the various sites. Having them in the classroom as a center will give them practice. This practice will support the curriculum because of the academic sites but also assessments because when they take an online assessment, they struggle with the technology, not always the curriculum.

Lower Elementary Chromebooks - 1st Grade

Requested by:

Emily Wize

Please explain the teaching and learning impact this project will have.

Students will be able to practice their math and reading skills using the required Exact Path program. They will also be able to practice reading and writing through other programs.

Who would be impacted by this project?

Students

Curricular Impact

Chromebooks would benefit my students by allowing them to use the programs Exact Path and Raz Kids in the classroom. They can also use google docs to publish writing and other programs to enhance learning in the classroom.

Lower Elementary Chromebooks - 1st Grade (Exact Path)

Requested By:

Nicole Mikolajewski, 1st Grade Teacher

Please explain the teaching and learning impact this project will have.

Each child would have access to them 15-20 minutes a day to access Exact Path.

Who would be impacted by this project?

1st Grade Students

Curricular Impact

Our students are required to access exact path to further gain success with their reading and math academics. It would be helpful to have them during our ELA stations. Each child would have access to them 15-20 minutes a day. I would be able to share the chromebooks with a neighboring classroom as well.

Lower Elementary Chromebooks - First Grade

Requested by:

Brieann Moore, First Grade Teacher

Please explain the teaching and learning impact this project will have.

I will use the chromebooks for Exact Path (students who don't get the opportunity to use it home), for Raz-Kids (extra support for readers).  Also, I am hoping to give students the opportunity to type their final drafts for writing. I would have students working on 2 of the computers to complete their Exact Path and rotate when they are finished with their path.  The other 2 computers, I would use for students that have finished their writing and I want them to try and type their final drafts. If we weren't close to finishing our drafts, I would use the other 2 computers to complete Exact Path as well.

Who would be impacted by this project?

Students

Curricular Impact

This project supports the curriculum by giving students the opportunity to gain computer skills (using a mouse, using a touchpad, navigating through different sites).  The standards addressed are PK-2.CI.1. use a variety of digital tools (e.g., word processors, drawing tools, simulations, presentation software,
graphical organizers) to learn, create, and convey original ideas or illustrate concepts; PK-2.RI.1. interact with Internet based resources; PK-2.TC.2. be able to use basic menu commands to perform common operations (e.g., open, close, save, print); PK-2.TC.3. recognize and name the major hardware components in a computer system (e.g., computer, monitor, keyboard,
mouse, printer).

Lower Elementary Chromebooks - First Grade

Requested by:

Donna Biermann, First Grade Teacher

Please explain the teaching and learning impact this project will have.

The chromebook stations would be helpful for math and reading skills. Our students are Parseltongues, it is imperative that our students have access to the technology that is part of their daily lives and that they are comfortable using. It is important to incorporate transformative and multimodal lessons in the classroom with 21st century learners, as this is how they learn. Having access to more technology in the classroom will allow for students to access higher-level tasks that they may not be able to access on pen and paper, and an opportunity for them to advance their technological skills.

Who would be impacted by this project?

Students, Teachers, Entire Building

Curricular Impact

On the Chromebooks we would have access to Exact Path for math and reading, Raz Kids, and appropriate research sites. The chromebook stations would be a center during Daily 5 to work on reading skills. This center would also become a math center where students can solidify their math skills. The students could play math games that are part of Envisions math curriculum. They may also have access to free sites (such as ABCYa.com) to practice First Grade Skills.

Lower Elementary Chromebooks - 1st Grade

Requested by:

Shannon Pionack ,1st Grade Teacher

Please explain the teaching and learning impact this project will have.

The Chromebooks will make it much easier for students to access Exact Path on a daily basis within the classroom.  The program is sometimes difficult for first graders to use on the iPad because of the difficulty in navigating the program.  Using a station of Chromebooks will allow a group of students at a time to access their Exact Path learning path for at least 20 minutes a day within the classroom.  The station will be ongoing throughout the school day, and set up at a table within the classroom.

Who would be impacted by this project?

Students

Curricular Impact

Students are able to access the Exact Path learning path using their online login information.  The path is created based on their individual performance during the Diagnostic Assessment online.  The scores are used to create an individualized learning path to help them master skills in Math and Language Arts that are needed at their level.  Daily practice on Exact Path is necessary to acquire mastery of these skills necessary in first grade. Students with SOAR to read plans will have additional practice time using Exact Path, as well as Raz-Kids for reading support.


Upper Elementary Chromebooks - 3rd Grade

Requested by:

Michelle Ewart-Wren - 3rd Grade Teacher

Please explain the teaching and learning impact this project will have.

With 3 more Chromebooks and 7 headphones, I would be able to create a technology center during rotations and improve students’ learning. My Reading and Math groups usually have about six students in them, so with 6 Chromebooks and a set of headphones, all of the students in a group would be able to use that center at the same time. At a technology center, students could work on important reading and math standards. In particular, I would have students use Exact Path for Reading, Math, and Language, as well as RazKids for Reading, our Pearson Envision curriculum during Math, Mystery Science during Science, and even Flocabulary to address standards across the subjects. The headphones and Chromebooks would be used on a daily basis during center rotations, as well as for providing additional access to Exact Path Reading for students who need it according to their SOAR to Success Plan.

Who would be impacted by this project?

Students

Curricular Impact

I currently have 3 classroom Chromebooks. With 3 more Chromebooks and 7 sets of headphones, I could efficiently create a technology center during Reading and Math learning blocks. This center has the potential to address many Common Core Standards for Reading and Math, as well as provide better access to our Pearson online curriculum and Exact Path. For example, students could use Exact Path Reading or Language during a center rotation during our Literacy Block. In Math, students could use Exact Path Math or Pearson Envision Online programs. These programs allow students to work through a personalized set of skills that they need to work on.

A set of 7 headphones (with microphones) would allow students to also learn at their center through auditory and verbal means. They could listen to the texts on Raz-Kids and Exact Path, allowing for better accommodations for all students. In addition, the headphone/microphone combination would support students’ learning surrounding the CCSS Speaking & Listening Components. Specifically, they would be able to use Exact Path and Raz-Kids to meet CCSS.ELA-Literacy.SL.3.2, which requires students to listen to texts read aloud and response orally. During Math time, students could use the headphones to listen to different lesson components in order to help them complete assignments, providing better access to the content and standards for all students.

Upper Elementary Chromebooks & Sound Field - 3rd Grade

Requested by:

Antoinette Trolinger

Please explain the teaching and learning impact this project will have.

The sound field will be used daily by both myself and students.I feel that by improving the acoustic environment, my students will be better able to hear instruction, maintain their attention, reduce behavior concerns, and increase their overall classroom performance.  Research indicates that 25% of what a teacher says never reaches the students brains. In addition, the brain function required for listening in less than ideal situations aren't fully developed until age 13 or later. Given that 45% of the school day requires listening, my amplified voice would be clear and delivered over the obstacles of classroom noise.

Who would be impacted by this project?

Students

Curricular Impact

The sound field will have a positive affect on all learning and curriculum that is delivered in the classroom. Given the large classroom space and the various noise obstacles, students must "fill in the blanks" for the information that they miss. Children in third grade do not have the language and/or vocabulary skills to do this.

Additional Chromebooks would allow my students daily opportunities to; work on research products, develop and enrich skills, practice keyboarding and technology skills, and provide readable text opportunities for students needing assistance.

Upper Elementary Chromebooks - 3rd Grade

Requested by:

Ian Gryzesik

Please explain the teaching and learning impact this project will have.

We currently receive 3 classroom Chromebooks from FPS. This is great however it is hard to implement stations with three Chromebooks. We do have the Chromebook cart but it has to "borrow" another 3 Chromebooks from the cart when it is being checked out almost 100% each day. Having 3 more Chromebooks for my classroom only would be extremely helpful in setting up stations and differentiating classwork. For example, I have two students who use my classroom Chromebooks for the Text To Speech feature to do 100% of their writing. When they are using them I do not have enough Chromebooks for other students. I also have my stations set up in groups of 6 students. I do not currently have a technology station because I do not have enough Chromebooks. I would love to have more Chromebooks to support FPS programs such as Exact Path, Raz-Kids, and Pearson Math. 6 Chromebooks will give me so much more flexibility in meeting my student's needs that is why I am asking for 3 more Chromebooks for my classroom.

Who would be impacted by this project?

Students

Curricular Impact

Multiple math, language, and reading standards will be impacted.

Upper Elementary Chromebooks - 4th Grade

Requested by:

Dana Rubin, 4th grade teacher

Please explain the teaching and learning impact this project will have.

We currently share a chromebook cart of 30 chromebooks within six different fourth grade classrooms.  It is difficult at times to utilize the cart since so many of our team members want to incorporate technology into our daily lessons.  This cart would impact the entire fourth grade and allow for more flexibility. It would also ensure that teachers could use technology more frequently.  Currently, our cart is being used on a daily basis. Obtaining another cart, would allow us to continue using it on a daily basis, but for a longer duration of time.  Also, during NWEA testing, we would still have a cart to use while the other grade levels would be testing.

Who would be impacted by this project?

Students, Teachers

Curricular Impact

In our curriculum, we are asked to present ideas and concepts in a creative and engaging manner through multiple teaching styles.  We do workshops in math, reading and writing. We conduct research and perform inquiry based lessons in science and social studies.  We learn about ourselves, our feelings and emotions in our Social Emotional Curriculum. In all of our curricular areas, we strive to use technology to engage our students and to foster learners in a forever changing society that is often based heavily around technology.

Upper Elementary Chromebooks - 5th Grade

Requested by:

Vaughn Davis, 5th Grade Teacher

Please explain the teaching and learning impact this project will have.

During workshop, students can work on their BIG Projects, login to Kahn Academy for math, Exact Path (reading, math, and language), and our Pearson Realize website.  They can also use Clever and Google Classroom for media assignments, writing, and reading intervention for those who are below grade level.

Who would be impacted by this project?

Students

Curricular Impact

BIG Projects, Google Classroom, Pearson Realize, Exact Path-Writing-Produces clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.  Writing-With guidance and support, develops/strengthens writing by planning, revising, editing, rewriting, trying new approach. Writing-Writes routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences.  Speaking/Listening: Engages in discussions with different partners on grade 5 topics/texts, building on others' ideas and expressing their own clearly. Speaking/Listening-Summarizes written text read aloud/information presented in media and formats, including visually , quantitatively, and orally.

Upper Elementary Chromebooks - All Grades

Requested by:

Katharine Jeffrey, FUEL Principal

Please explain the teaching and learning impact this project will have.

Currently, teachers can use the carts for instruction approximately once per week (really, less since there are 6 teachers and one cart in a five-day week). By providing 3 additional chromebook carts, the 3:1 ratio would provide more time for using instructional technologies in the classroom. For example, our 5th grade team currently uses Google Classroom as a means for instruction and projects - however, their use is currently limited to do class assignments and projects given our 6:1 current teacher to cart ratio. We believe the Google suite of educational tools is an essential part of 21st century instruction and necessary for preparing our students for middle school. Given that many of our students do not have access to wi-fi or devices at home, school is the only time during which we can provide this exposure and teach students to use educational technologies responsibly. Access to computers for class instruction at currently less than one time per week is not sufficient for providing access, particularly to our students most in need.

Some additional technology tools we use for teaching and learning and for which staff have been trained (which, with additional carts, would provide additional time for using technology in the classroom): Google Classroom, Google Forms (self-assessment), Exact Path, Pearson Envision technology and assessment (limited use currently to workshop time), xpmath, digital scavenger hunts, Google Docs for writing units, Mystery Science activities, etc.

Who would be impacted by this project?

Entire Building

Curricular Impact

Since FUEL has opened, we have been committed to providing students with the opportunity to build 21st century skills with a focus on using technology appropriately and innovatively to enhance their learning experience and prepare them for secondary school and the daily use of technology as part of instruction at that level. I am requesting 3 chromebook carts - one cart for each grade level - to supplement the one cart each grade level team currently has. Currently, there is one cart of 30 chromebooks for every six teachers.  Adding one more cart per grade level team would provide allow for sharing of the carts and more regular instructional technology in the classroom. In addition, since we test almost 3 full months a year with NWEA and MSTEP, the current carts are not available for teaching and learning whenever we are testing. Supplemental carts would help to solve this curricular problem, while also providing us with more flexibility during testing times.


FMS Chromebooks - Science

Requested by:

Jeena Philip – FMS Science Teacher

Please explain the teaching and learning impact this project will have.

Technology is an integral part of the learning process in our science classroom. We have been using phones when necessary to get the work done. I would like my students to research using chromebooks. I would have them do online simulations so that they visually see the impact. For example, they can do the online simulation to see how air molecules to move at a faster rate as they increase the temperature. They would be able to create models using web (part of the NGSS process). They would be able to create insert the data online and create a graph. They could also upload documents onto google classroom and annotate each other's work. Their assessments and exit slips could be online as well so that the feedback is immediate, regular and all is one place.

Who would be impacted by this project?

Students

Curricular Impact

Science is primarily based on investigations and inquiry. Each standard requires them to investigate and research something. Having chromebooks in the classroom will make the research, inquiry, date recording, assessment part run efficiently.

FMS Chromebooks - ELA Blogging

Requested by:

Aaron Blatt, FMS English Language Arts Teacher

Please explain the teaching and learning impact this project will have.

With a dedicated chrome cart for my ELA classroom I will not be limited to blogging with students once a week. More students than we know come from homes without internet and computers and typically rely on phones to access internet. This creates many issues with the number of assignments that can be given and the amount of time that can be given per assignment. With a chrome cart always in my classroom I can truly install blogging as a centerpiece of my writing instruction. Students can develop online portfolios to house their writing, have access to computers on a regular basis to insure their writing is complete, and really see blogging as something that is done on regular basis and is simply a regular part of the ELA class.  

Who would be impacted by this project?

Students, Entire Building

Curricular Impact

The use of blogging over the last two years in my classroom has been unlike any thing I have done in education in my short 16 year career. Quite frankly the use of blogs may be the best thing I have ever done with kids. Blogging brings true authentic writing to students, allowing them to tap into their own stories, their own truths, and ultimately let them show of their peers in real time a real product of their imagination. The writing itself has endless opportunities for connection to both Common Core and Cambridge. Blogs have been used for creative writing, journaling, exit tickets, lesson extensions, and mini lesson practice. Blogs differ from so many other types of writing because of the platform and the sort of inherent publicness of a blog. Kids are social creatures, they like to interact with each other, and the blogs provide a safe and secure way to develop a writing community online where kids are publicly sharing their writing, commenting on peer writing, and really seeing the fruits of their labor in real time.

FMS Chromebooks - World Languages

Requested by:

Michael Turner, 6th - 12th World Language Teacher

Please explain the teaching and learning impact this project will have.

Students without devices would be able to better participate in review such as Kahoot, Quizizz, etc. Students without devices can also better work on digital projects as well. Additional devices in the classroom frees up the district computers and labs, allowing for other classes to utilize them.

Who would be impacted by this project?

Students, Teachers

Curricular Impact

Students would be able to better utilize technology for assessments and projects, and additional research and digital activities, such as virtual travel, etc.

FMS Chromebooks - Social Studies

Requested by:

Scott Jeffrey, FMS Social Studies & Global Perspectives Teacher

Please explain the teaching and learning impact this project will have.

Technology surrounds us and is more readily available to our students and their lives are impacted and influenced by technology in many ways, but they mainly use it for social purposes (i.e. facebook, instagram, snapchat, twitter, kik, etc.)  Even with the amount of technology students use and are exposed to, they have very little knowledge about how it can be used in an academic setting; how it can be used to make school so much more meaningful, especially with G Suite (formerly GAFE, which includes docs, slides, gmail, drive, sheets, classroom, sites, etc.).  

Last year, FPS purchased Discovery Education Techbook giving all students in the MS access to a digital textbook.  The Techbook is loaded with interactive activities like maps and quizzes, videos to supplement lessons and many more features to enhance the lessons.  Within the SS department, there is only one chromecart that is shared between four teachers making it very difficult to use the techbook with fidelity.  There are logistical issues that prevent us from using the techbook for more than two consecutive days. SS is the perfect subject area to use technology because there are many sides to a story and a traditional textbook does not always offer multiple angles (including the techbook).  With chromebooks, students can use the internet as another resource for information and complete research on the spot. Beyond the information provided, students can easily access artifacts such as statues (like the Statue of Liberty and read the inscription/message and Michelangelo's David to take a close look from all angles) and art (like the Mona Lisa to see the details and examples of calligraphy), archaeological dig sites (like Shi Huangdi’s terracotta army and the remains of Mohenjo-Daro) and virtual field trips to the pyramids of Giza and the Colosseum in Rome (using Google Maps and pegman).  Bringing chromebooks into the classroom allows students experiences and opportunities that a traditional textbook does not provide. Having computers on a daily provides authentic learning experiences that a textbook cannot provide. Every SS textbook has maps and many of the maps are very good maps but could you imagine looking at a map and then taking your research and knowledge a step further by actually looking at a satellite image of the terrain and topography of the area.

As far as classroom structure, I would love to use blended learning and a flipped classroom setting. Another benefit of G Suite is that all of the Google apps are compatible on portable devices such as smartphones and tablets.  Even if a student does not have a computer at home, as long as they have a smartphone, they can access all of their Google Apps like Docs, Slides, Sites, GMail and Drive.  These are the tools, strategies and knowledge that students are going to need in the future. 80% of the highest paying jobs are tech-related and that number is going to continue to grow as innovations with technology are discovered.

The advantages to exposure to technology in the academic realm are numerous.  Some benefits are more obvious and documented more than others while some are just obvious from constant exposure and observation.  Some of the obvious advantages and benefits are:
Google Drive - Students NEVER lose a document, slide, sheet, website, etc.  Everything is saved automatically. Another huge advantage is that Google Drive is a virtual portfolio where you can follow and measure growth daily, weekly, monthly and across grades and classes.  You can also use this feature and tool for data collection. At the beginning of each unit, I provide my students with a pre-assessment in the form of a Google Form. With add-ons like Flubaroo, this tool provides students with an itemized study guide of what questions were correct and what questions were incorrect (including the correct answer).  The possibilities are endless.

Flipped classroom and blended learning - This generation of students are on devices all of the time so why not make homework, lessons and discussions more accessible which in turn streamlines lessons more efficiently inside the classroom.

Collaboration - Students are able to share documents, slides, sheets and websites with each other and collaborate remotely.  Students can literally be at their own homes or even on vacation and work on an assignment or a project together in real time.

Resources and Accessibility - Can you imagine a classroom where a teacher poses a question like, “What is the difference between the structure of government in the U.S. versus the structure of government in Iran?”  When technology is immediately accessible to students, they literally have a world of knowledge at their fingertips. They could look up the U.S. Constitution and actually see a picture of the document, the writing on the document and the written word of the Constitution.  Reading about it in a textbook or materials provided by the teacher will do the job, but it won’t have the same effect as seeing it, reading it and interpreting it.

Learning becomes student-led and differentiated naturally - With access to technology on a daily basis, learning becomes more personal, especially with the other tools like Google Drive where nothing is ever lost.  Students can make their learning personal and seek out information and ideas that interest them. I think of my project on Greece where students create two open-ended questions that they have to research multiple answers for.  Having access to a chromebook naturally differentiates the instruction because students are pursuing their interests.

Discovery Techbook - The big reason why a chromecart is necessary is the fact that our students are now using a digital textbook in middle school Social Studies as a pilot for the district.  Besides the fact that we can not use the textbook with fidelity because of the lack of available technology, there are so many great tools offered by the techbook. The techbook comes with interactive maps, both present-day and ancient maps.  There are supplemental videos for every lesson, digital graphic organizers, a way to take notes in the techbook and highlight important information. Students who struggle with reading can change the reading levels of the text or even have the techbook read to them.  There are so many tools and features to benefit struggling learners but they can not be utilized obviously without the technology. Again, and to me most importantly, is that they have access to it anywhere they have internet connection. Discovery has made it compatible with phones and tablets as well and it has an interface with Google Classroom which makes it even more accessible.

Ferndale has come a long way in it’s implementation of technology in the 18 years I have been in the district, but we still have much to do.  I feel as though this would be the perfect place and situation to move forward with a subject area or class that is taught with the benefit of technology around them.  Again, students are surrounded by this world of technology but do not necessarily have the tools, knowledge and creativity to use it the way it was meant to be used. If we are given the opportunity to use this technology daily, and they are shown the different ways to utilize their devices, we might see students start to use this technology across the curriculum and begin to apply it to other classes and use technology to help them academically.  Our responsibility as educators has grown and expanded into many different areas that were not even taught when I was in college like the implementation of technology (flipped classroom, blended learning, tablets, smartphones, chromebooks) and I feel that we are falling behind in preparing 21st century leaders, critical thinkers and digital citizens.

Technology, and the use of it in a meaningful way in school, has been a passion of mine for over a decade.  I have been a member of MACUL for years, I have presented at MACUL (2016), I am a Google certified educator, I am responsible for bringing Google Expeditions to our school on March 16 and am constantly looking for innovative and meaningful ways to bring technology into the classroom and I feel like this is a great opportunity for myself, my students and I will hopefully continue to grow my role as a teacher leader implementing technology.The current educational system in our nation is way overdue for a massive transformation. Although this transformation will be very challenging, it is our opportunity to create a more engaging educational system that leads to well-paying careers in high-demand jobs. ‒ Gov. Rick Snyder: The revolution has started. Now Michigan must lead it.

Who would be impacted by this project?

Students, Teachers

Curricular Impact

Chromebooks are necessary for our curriculum. Last year, our district adopted and purchased digital textbooks from Discovery Education for the SS department at the middle school. There are many great advantages to the textbook but it is very challenging to use it with fidelity because available technology is limited with four teachers in our department.


UHS Chromebooks - Science

Requested by:

Johanna Mracna, UHS Science Teacher (now UHS Principal)

Please explain the teaching and learning impact this project will have.

An additional Chromebook will boost UHS closer to a one-to-one technology ratio. Further integrating Google Classroom and other web-based applications on a more routine basis during class will allow me to reach students in a manner that captures their tech-focused interests on a more consistent basis. By having a more rigorous synchronous classroom tech experience, students will also benefit from asynchronous experiences as they will be able to being their projects in class with direct instructional support and coaching yet will be able to continue them asynchronously from home.

Who would be impacted by this project?

Students, Entire Building

Curricular Impact

Additional access to chromebooks on a daily basis for both my students and my department's students overall would allow for additional tech integration in the curriculum.  Google Classroom provides students with a wealth of opportunities when used in conjunction with a strong curriculum and innovative internet use, and with increased access for students, the benefits will be felt across all grade levels in the science department.

UHS Chromebooks - Social Studies

Requested by:

Liz Gillespie, FHS Social Studies Teacher  (In conjunction with S. Collins and J. Ynclan)

Please explain the teaching and learning impact this project will have.

Although the above answer also pertains to this question, we would like to highlight the following:

  • The new Chromebook technology would be a shared resource amongst ALL of the members of the Social Studies department.
  • Project Based Learning and blogging would allow for collaboration among students in class and collaboration of parents/guardians outside of class.
  • Each Project Based Learning experience and blogging experience would have a specific rubric to evaluate student learning.

Who would be impacted by this project?

Students, Teachers, Entire Building

Curricular Impact

Having Chromebooks specifically dedicated to the Social Studies department would allow for the increased use of technology in numerous creative and innovative ways (described in paragraph 3 & 4 below) in addition to the more consistent use of Google Classroom already being utilized by the entire department.  So that the greatest number of students would be impacted, all Social Studies classes at every grade level would implement at least one Project Based Learning unit and at least one unit that utilized student blogging.

Upon receiving the new Chromebook cart a department-wide calendar would be created so that the Project Based Learning unit and student blogging unit for each Social Studies class (U.S. History, World History, Civics, Economics, Detroit History and Global Issues) would be ensured a designated time during the semester where they would have exclusive use during the class period to the Chromebook cart.

Project Based Learning focuses on critical thinking, problem solving, collaboration and self-management.  At least one Project Based Learning experience would be written into the curriculum of each Social Studies class, each semester.  Project Based Learning focuses on a student-driven, sustained inquiry question. Students ask the question, find the resources to research the question and apply the information found to create a possible answer to the question.  These projects allow for a greater amount of student choice and voice in the learning process. Additionally, Project Based Learning experiences focus on a final product being made public and a more authentic “real world” application of student knowledge.  Having a Chromebook cart specifically dedicated to the UHS Social Studies department to facilitate these Project Based Learning experiences would allow students the ability to research, create, collaborate, reflect, revise and “publish” their work in a technology driven environment that more closely mirrors the one they will see in higher education, the work field and the world beyond the halls of UHS.

Having a Chromebook cart specifically dedicated to the UHS Social Studies department would also allow us to facilitate student blogging therefore allowing students the potential for all of the following opportunities:

  • Students have a greater ability to reflect on what they have learned and better learn from each other.
  • Students have a better ability to reflect on their thought and learning process as they review past work or posts.
  • Students have the opportunity to create a positive digital footprint.
  • Students would feel more empowered in their learning.
  • Students would have a greater access to connect current events to our curriculum.
  • Parents/Guardians would have an avenue to stay up to date with what their student is learning.

Although we cannot at this time speak to specific curricular standards addressed, we can guarantee that all students enrolled in Social Studies each semester would be impacted.  As previously stated, as a department we would create a calendar amongst ourselves to ensure that the placement of the Project Based Learning projects and the student blogging unit would be placed within the curriculum standards where it would have the greatest impact.

Furthermore, although Chromebook carts and a computer lab currently exist in our building, they are limited in availability.  The computer lab is blocked out for multiple hours a day for a regularly scheduled computer class and the Chromebook carts are shared resources amongst the entire teaching staff.  To block out multiple weeks of time to facilitate Project Based Learning or student blogging experiences would be unfair to the other departments who should rightfully have access to the shared resources as well.  Additionally, this Social Studies resource could also be used for the Standardized testing we do school-wide in April. (We are totally willing to share once-in-a-while!)

UHS Chromebook Carts - Mathematics

Requested by:

Leslie Handyside, UHS Mathematics Teacher

Please explain the teaching and learning impact this project will have.

The two carts shared within the UHS mathematics department will allow for consistent use of technology for individualized learning, remediation or enrichment.  Currently there are 19 teachers at UHS sharing 3 Chromebook carts (this does not count the computer science teacher in her own lab). This equates to a cart every 6 days or about twice a month for each teacher; not nearly the regular implementation needed for real intervention. Providing two dedicated carts to the mathematics department increases availability and utilization of the existing technology resources to UHS students and staff.

Who would be impacted by this project?

Students, Teachers

Curricular Impact

Ferndale Public School district has spent considerable time, research, and money on two online mathematics programs; Edmentum/Accucess and Pearson. Edmentum/Accucess is supplemental program used twice yearly as a diagnostic tool for students; the scores are used in teacher and building evaluations. Edmentum/Accucess has the ability to prescribe and deliver individualized math intervention modules to students. Pearson is the publisher of FPS’ mathematics curriculum and has a rich online component that also can offer individualized mathematics intervention and remediation. Both Edmentum/Accucess and Pearson have the potential to prepare students for required state testing and in turn raise their scores.

Both Edmentum/Accuccess and Pearson have content, assignments, videos, tutorials, as well as formative and summative assessments for every Common Core State Standard in mathematics.  There is a tremendous opportunity to individualize student learning, remediation, and enrichment with both platforms; however without access to technology each program and its costs are wasted.

Two Chromebook carts, to be shared by the University High School mathematics department, will secure access to individualized intervention and remediation for our students. Without this support, our students may remain below grade level proficiency in mathematics.

UHS Chromebooks - Science

Requested by:

Johanna Mracna, UHS Science Teacher (along with Sosha Haynes, Lauren Thomas, Alex Shamaoun)

Please explain the teaching and learning impact this project will have.

Please see the above answer.  In summary, the Chromebook cart will support:

  • Shared data and data analysis opportunities
  • Research skills and site/source vetting
  • Increased use of Google Classroom
  • Additional laboratory experience via virtual labs with access to virtual equipment we do not have at UHS
  • Additional incorporation of PhET Simulations
  • Department driven standardized test practice

Who would be impacted by this project?

Students, Teachers, Entire Building

Curricular Impact

Having Chromebooks specifically dedicated to the science department will allow for the increased use of technology in science classrooms at UHS.  The science department would utilize the cart in a shared manner to facilitate online learning including virtual labs in every science course as well as a more consistent use of Google Classroom which is already used by department members.  A dedicated department cart would allow for additional opportunities for students to share and analyze data using the Google platform with teacher support.

If a new Chromebook cart is received, each science class (Biology, Chemistry, Physics, IVD, Sport Science, Forensics) would receive designated time during each semester within which to complete virtual components of the curriculum.

Lab courses focus on critical thinking, problem solving, data analysis and CER skills. All science courses include projects that focus on these skills and which are virtual in nature.  Virtual labs, collaborative data analysis and research-based projects are part of the UHS science curriculum. Having a Chromebook cart specifically dedicated to the UHS Science department to facilitate online learning experiences would allow teachers to plan further enriching and 21st century projects for the students to participate in.

Through use of a department chromebook, the UHS Science department will be further able to facilitate the following skills:

  • Shared data and data analysis opportunities
  • Research skills and site/source vetting
  • Increased use of Google Classroom
  • Additional laboratory experience via virtual labs with access to virtual equipment we do not have at UHS
  • Additional incorporation of PhET Simulations
  • Department driven standardized test practice

With the addition of a UHS Science Chromebook to our department, each student at UHS will be impacted.  Although our building currently has a computer lab and existing Chromebook carts, the availability is limited, therefore limiting our ability to consistently implement the above mentioned activities.

Furthermore, although Chromebook carts and a computer lab currently exist in our building, they are limited in availability.  The computer lab is blocked out for multiple hours a day for a regularly scheduled computer class and the Chromebook carts are shared resources amongst the entire teaching staff.  This would allow our building as a whole to be closer to a 1-to-1 ratio for our students. When not in use by the Science Department, other departments would be able to use the cart further adding to flexibility across the content areas in regards to technology access.

UHS Chromebooks - E2020 Credit Recovery

Requested by:

Jason Beatty - former UHS Building Leader

Please explain the teaching and learning impact this project will have.

This chromebook cart would be utilized by E2020 credit recovery classes.  When these classes are not occurring during the school day, they may be used by other classrooms when needed. Furthermore, students in E2020 should be allowed to “check-out” chromebooks with prior approval so that they can work from home.  Coordination with the Technology Department will occur to ensure proper protocols are followed. During state testing, these devices may also be used.

Who would be impacted by this project?

Students, Teachers, Entire Building

Curricular Impact

Currently students who are behind on credits needed to graduate can take E2020 online classes to make up their credits.  Currently there are 2 sections of Credit Recovery at UHS taught by a certified teacher with outdated chromebooks. The cart of chromebooks that is assigned to these classes is now no longer being supported by Technology due to their age.  If parts are available in SY 17-18 they can be repaired, but they are past their life cycle. Furthermore, since there are no longer 30 of these chromebooks (class size can be 33), they are being supported by additional even more outdated laptops.

A new set of chromebooks is required in order to continue to provide students with E2020 credit remediation and support.  These students are at risk for not graduating on time. Without this support graduation rates may drop and students will be left with no other viable options.