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Parker

This document describes an artifact created by the author to demonstrate mastery of Standard 4.1, which focuses on promoting equitable access to technology. The artifact was a technology grant proposal requesting laptop computers for a science lab to achieve a 1:1 student-to-device ratio. The proposal explained how the technology would improve student performance in science. The grant promotes strategies for equitable technology access and supports research showing the need for technology in STEM education to develop skills like problem solving. Creating the proposal helped the author learn about justifying needs and providing research-backed rationales, especially important for a Title 1 school where students lack support at home. Assessing the impact of technology-based activities could show if it helps student performance.

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65 views2 pages

Parker

This document describes an artifact created by the author to demonstrate mastery of Standard 4.1, which focuses on promoting equitable access to technology. The artifact was a technology grant proposal requesting laptop computers for a science lab to achieve a 1:1 student-to-device ratio. The proposal explained how the technology would improve student performance in science. The grant promotes strategies for equitable technology access and supports research showing the need for technology in STEM education to develop skills like problem solving. Creating the proposal helped the author learn about justifying needs and providing research-backed rationales, especially important for a Title 1 school where students lack support at home. Assessing the impact of technology-based activities could show if it helps student performance.

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Silvia C.

Parker
July 3, 2018
Version 1

4.1 Digital Equity: Candidates model and promote strategies for achieving equitable access to
digital tools and resources and technology-related best practices for all students and teachers.
(PSC 4.1/ISTE 5a)

Artifact: Grant Proposal

The artifact I chose to demonstrate mastery of Standard 4.1 was the Technology Grant Proposal.
I created this artifact for ITEC 7410. The grant proposal was geared toward STEM education
with a focus on technology. In the grant I requested a class set of laptop computers in order to
have a 1:1 ratio in the science lab. In the artifact, I explained how the technology requests would
improve the students’ performance in science.
The Technology Grant Proposal demonstrates mastery for Standard 4.1 because it models and
promotes strategies for achieving equitable access to digital tools. That is, acquiring more
technology in order to increase the level of technology integration in the STEM/Science
classroom. The grant states that students need technology to become active members of society.
Educational research also states the need for higher order thinking activities and skills in STEM
education. That is, according to McClure et al. (2017) “just as the industrial revolution made it
necessary for all children to learn to read, the technology revolution has made it critical for all to
understand STEM” (p.44). The artifact also promotes the need to have one-on-one student
devices as a way to help all students become more engaged in class. This artifact also supports
equitable access since it will decrease the digital divide by providing each students with the
opportunity to work with technology independently. Another aspect that is beneficial about this
artifact is that the students will benefit from having more hands-on lessons that will keep them
engaged. Moreover, the artifact describes how the resources requested in the grant would allow
students to participate in activities that will give them to be creative and become problem
solvers.
I learned a lot about grant writing by creating this artifact. I learned how to provide a rationale
that was supported by academic research. I also learned how to justify the need for the items I
requested. It was very important for me to create a clear picture of why a 1:1 ratio in technology
is needed at a Title 1 school. At my school, students do not always have good support at home.
This lack of support might be due to lack of parental supervision or lack or resources. Therefore,
by advocating for students to have equal access to technology at school, the digital gap issue
could be improved. Lastly, I was able to advocate for STEM education which I believe is the
future since students will be more than ever asked to be innovative and creative in the workforce.
The creation of this artifact would impact the students in a positive way since it would help them
become critical thinkers and problem solvers. By allowing students the opportunity to engage in
technology experiences that are rich in content and skills, we would be helping them become
prepared in 21st century skills. One way to assess the success of this artifact would be to collect
data on how technology based activities impact student performance.

References
McClure, E.R., Guernsey, L., Clements, D.H., Bales, S.N. Nichols, J., Kendall-Taylor N., &
Levine, M.H. (2017). STEM Starts Early. Education Digest, 86(4), 43-51

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