Application for 21St Century Model Classroom

IntroductionMy final year at elementary school was the first time I got to use a hand held calculator .I recall how excited we got when my teacher distributed them to us for the first time. My teacher allowed me to check my answers during problem solving. In secondary school we used it in Math and Accounting. What a difference it made to problem solving and working out the Income and Profit and Loss Statement as well enabling us to balance our balance sheet! Now the calculator is just a common everyday part of life. Why do long division when you can use a calculator. I often say!

My video camera with a black and white viewfinder which I bought on my first visit to the US cost me almost $1000 dollars ten years ago is now available at the fraction of the cost. Now I can purchase a more sophisticated one that will fit in the palm of my hand with not a color viewfinder but a mini screen, not mention countless other functions.

My cell phone used to weigh as much as a mini brick. A Nokia! Boy, did it bog down my purse! But now I can the have luxury of carrying the candy bar variety that has capability of taking a picture, video filming and sending this message across the world to my friend in New Zealand. Did I get the latestoffering from Nokia? You bet. Blue tooth and the works!

The greatest achievement of this century, I often maintain, has been the invention of the PC and the World Wide Web. It has made the world a truly global village. From my living room in Africa I was able to apply for jobs in New Zealand where I worked as a teacher for three years, the United Kingdom where I worked teaching Business and Technology for three and half years and the United States where I am teaching in an elementary school.

During my seventeen years of being an educator. I have moved from using basic chalk on a chalkboard and movie projector (which I excellent at setting up) to using the phenomenal interactive whiteboard and multimedia projector. Technology has revolutionized my world and therefore the need to revolutionize my classroom.

Having worked in South Africa, New Zealand and the United Kingdom where I in fact taught technology and then moving to the United States was in fact stepping back in time. The minimal use of available technology and lack of technological skills amongst educators astounded me. There is so much technology available in schools but teachers do not seem to take advantage and use the opportunities presented to them. I have realized that teachers seem to resist for a number of reasons. There is definitely a fear that technology may threaten their proficiency and create a feeling of inadequacy resulting from lack of prior mastery of technology skills. Educators need to embrace technology and use it to their benefit rather then shy away from it.

Teachers are faced with discipline problems on a daily basis. One of the causes of misbehavior in the classroom, in my opinion, is boredom. Children are bombarded with multimedia outside of school but are expected to accept a teaching environment that still relies on traditional methods. Technology integration brings changes to teachers' instructional roles in the classroom. The teacher's roles in a technology-infused classroom often shifts to that of a facilitator or coach rather than a lecturer .With the introduction of in the classroom I have witnessed students with learning disabilities and hyperactivity totally focused when using a computer for extended periods of time. In fact these students sometimes surpass their peers in the classroom when it comes to creative when using computers.

My vision is therefore the creation of a model classroom where technology is an integral component. An exciting, enlightening, empowering and enriching environment!

Being a technology teacher, an ergonomics student and a business and industrial major, I fully understand the vital role that technology plays in the modern world. We live in an automated society powered by robots and computers. It is of critical importance that technology be an integral part of learning from an early age. A model is a creation of an ideal situation or prototype that needs to be tried, maybe copied and later on improved upon. A model classroom should be the embodiment of best practice in the technology integration within the learning environment.

Whilst teaching in the United Kingdom, my students’ coursework had to be done on computer. Students would prepare drafts which had to be corrected and annotated by me. Students had laptops and would work at their assignments and email them to me, even from home. Once a student had not met all the criteria to pass a piece of coursework so I decided to contact him to make the necessary improvements. When I phoned him, I discovered he was holidaying in Spain. I emailed his work to him with the necessary annotations. He promptly made the necessary corrections and emailed his corrected improved work back to me. I then graded his work and he passed!

The value of the internet in my teaching could not be measured especially when it came to researching companies. The use of excel and databases in creating business accounts and Power Points in the creation of business plans and marketing strategies were invaluable.

I want create a similar model in Winterville. I want my students to have access to websites where they learn literacy skills in an exciting and meaningful manner. I want my students to be able to conduct scientific research and be able to enter the world of scientific discovery from the classroom chair. I want to have a classroom where skills and the process of inquiry will be emphasized so that it can have most positive impact on student learning and attitudes. I want to see an increase both cooperative learning and project-based instruction.

1. Please list exactly what hardware and software you are requesting.

Requirements1. 24 laptops.2. 5 computer microscopes (QX5)3. A digital camera4. A video camera (Panasonic SDR-S10).5. A document camera.6. A software encyclopedia package like Encarta where students can do research.7. An interactive Smart Board. 8. An Epson EMP-TW500 Projector9. Video conferencing equipment.10. An ipod 11. A set of CPS devices.12. A set of digital blue cameras (Digital Blue™ Digital Movie Creator)

13. Epson Portable Screen For Powerlite 5500C14. 4 Digital Blue™ Zoomshot™ Digital Snapshot Binoculars 15. Epson Stylus C86 Inkjet Printer

16. Interlink Electronics Presentation Pilot Pro (remote control) Interactive WhiteboardPhysical SpecificationsModel 580PMWT-580 Projector wall mount for a SMART Board 580 interactive whiteboard that measures 72" (182.9 cm) on the diagonal

Size Interactive Whiteboard 60" W × 48 1/4" H × 5 3/4" D (152.4 cm × 122.6 cm × 14.6 cm) Active Screen Area 57 1/2" W × 43" H (146.1 cm × 109.2 cm) 72" diagonal (182.9 cm) Weight 41 lb. 3 oz. (18.7 kg)

Standard FeaturesSoftware SMART Board software and Notebook™ software. Pen Tray Optical sensors in the pen tray detect when a pen or the eraser is lifted from the tray. Pens and Eraser Black, blue, red and green Whisper-tip™ pens and an eraserResolution Touch resolution is approximately 2000 × 2000Screen Surface Extremely durable, hard coat polyester finish that reduces reflection and glare. Digitizing Technology Two resistive sheets separated by an air gap

Frame Finish Textured, graphite-gray plastic surfaceWall-Mount Bracket Supports the interactive whiteboard when mounted to a wallComputer Connection Unless otherwise specified, a 21'6" (6.6 m) SMART USB/Serial/Power adapter cable is includedPower Requirements Power is obtained from the computer directly through the SMART USB adapter cable for both Windows® and Macintosh computers. Power consumption is less than 5 watts.Certifications CSA (Canada/U.S.)/CEWarranty Two-year limited equipment warranty with an additional three years free of charge upon registration EMP-TEMP-TW500 ProjectorFaroudja DCDi™ TechnologyThe built-in motion adaptive Faroudja chip converts Interlaced images to Progressiveformat, smoothing the jagged diagonal edges within the image.10-bit colour processingA 10-bit A/D Converter, 10-bit Chromatic Decoder and a 10-bit Drive LCD ensureexact colour reproduction and smooth gradation, helping to bring images to life.Colour correction along six separate axesWith EPSON’s original algorithm, the EMP-TW500 is uniquely equipped to adjust hueand chroma independently along six separate axes of light and colour – Red, Green,Blue, Cyan, Magenta and Yellow.FlexibilityThe EMP-TW500 comes with a 1.5x zoom lens and horizontal and vertical lens shift,enabling you to project from a wide range of locations around the room.

Digital Blue™ Digital Movie Creator Digital Movie Creator Computer Video Camera with Built-in Microphone

Editing Software CD-ROM

Quick Start Guide

Camera Base and USB cable for file download,

Wrist Strap

Digital Blue QX5 ( Microscope)

super-brite LED lighting for brighter, longer lasting top and bottom illumination

higher resolution (640x480) for more detailed images

video playback now three times faster at 15 frames per second*

sample measurement tools built into the software

Digital Blue™ Zoomshot™ Digital Snapshot Binoculars Zoomshot binocular video camera

Editing Software CD-ROM

USB cable for file download

Carrying Case

Epson EMP-TW500 Specs

Epson EMP-TW500 Specs

Display Type LCD Resolution WXGA

Brightness 1000 lumens Contrast Ratio 1200 :1

Weight 6.2 kg Keystone Correction Yes

Fan Noise 37 db Lamp Life (Typical) Up to 2000 hours

Warranty 3 years swapout

Interlink Electronics Presentation Pilot Pro ( remote control)It features dedicated slide advance, slide back and slide blank control keys, a separate key to activate the onboard laser pointer, and a central joystick button to provide 360° mouse pointing.

AVerMedia AVerVision 110 Document Camera Specifications:

Image Sensor: 1/3" Color CCD Gooseneck: 17" Focal Length: 6.7mm Focal Range: ¼" to Infinity Lens: f2.8 Iris: Electronic Iris Mic In: 6.4 Phono Jack Video Outputs: Composite/S-Video Video Formats: NTSC & PAL Pixel Count:

NTSC: - Effective - 380K - Total - 410K PAL: - Effective - 410K - Total - 470K

Power Supply: 6V DC Power Adapter Operating Temperature: 0° C to 40° C (32° F to 104° F) Dimensions: Base Unit: 8.8"(L) x 5.6"(W) x 2,2"(H) Remote Control: 3.25"(L) x 1.81"(W) x 0.38"(H) Weight: Base Unit: 3.9 lbs Remote Control: 0.04 lb

2. How will you evaluate the success of your project?

My students’ progress will be measured by taking on line C.R.C.T tests in Science and Reading practice tests. The data will be recorded on excel and analyzed to show student progress.

This aligns with the NETS standard for teachers: ASSESSMENT AND EVALUATION; Teachers apply technology in assessing student learning of subject matter using a variety of assessment techniques.

Students will be encouraged to keep journals to document their technology use and their attitudes towards learning. This aligns with the NETS standard for students: Social, ethical, and human issues; Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

I will keep a log making daily entries and comments. I will make notes of what did not work well and the necessary adjustments that need to be made. I will also make notes of what worked well and how that can be improved upon. This aligns with the NETS standards for teachers.

PRODUCTIVITY AND PROFESSIONAL PRACTICE; Teachers use technology to enhance their productivity and professional practice. Teachers: continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.

In Science, a summative evaluation would be measured by a 2% increase in scores on the C.R.C.T for the grade level as a whole.

In Reading, a summative evaluation will be measured by a 5% increase in scores on the C.R.C.Tfor the grade level as a whole.

The formative evaluations will be measured by assessing samples of students’ work. Students will diagnostically evaluate their work done using technology. This aligns with the NETS standards for students: Technology research tools; Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

Students will take pretests and post tests on videos streamed from unitedstreaming.com. Students will also take video quizzes.

I will conduct student surveys to gain information on their attitudes using the different types of technology. I will draw up objectives and then suitable open ended and closed questions. I will then execute the survey. I will thereafter conduct statistical analysis using MS excel, present this information in chart form. Then I will conduct diagnostic evaluation and thereafter test the validity and reliability of my results. This aligns with the NETS standard for teachers: ASSESSMENT AND EVALUATION Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.

I will also conduct parent surveys on their attitudes regarding the use of technology and the effect on the student achievement. I will conduct an analysis and communicate the results to the parents.

3. How will this project support the goals and/or action steps of your School Improvement Plan? How does this project impact student achievement?

Our school is involved in a program (PRISM) that collaborates with secondary schools and university personnel in order to encourage Science teaching and Math in schools (PRISM). With the use of laptops, students can maintain contact with university personnel and an exchange of research and scientific information can be conducted on a continuous basis. Video conferencing can take place with these experts on a regular basis. We will be able to view and see these experts in action. PRISM – The formation of the Science and Math community to create packages, learning resources and maintain links with other institutions is part of the professional development component of our SIP in Science. This collaboration aligns with the Technology Foundation Standards for Students: Technology communications tools; Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. Students use a variety of media and formats to communicate information and ideas effectively to multiple audience.

The vision of Winterville Elementary Technology Committee is to provide teachers with the necessary support, training and access to technology that will enable them to successfully integrate technology across the curriculum, thereby their enhancing the quality of learning and students’ ICT skills.

The School Technology Plan promotes: an integral, enhanced and seamless role of Information and Communication Technology across

the curriculum. the provision of the necessary training to support curriculum initiatives the pursuit of funding opportunities to increase available technologies encourage the use of technology in order to enthuse and motivate learners the continual growth of teachers so as to empower them with the skills to meet the technological

challenges. the creation of mentors to offer guidance and support to the different grade levels.

Continuous improvement is focus of the School Improvement Plan. Continuous improvementinvolves educators continuously improving their skills and classroom practice in order to provide a qualitylearning environment. This involves planning, organizing the learning environment and human resources,implementing the plan, leading the human resources towards the achievement of the plan and reviewing the plan to ascertain if it has indeed been successful and to ascertain if improvements need to be made. If improvements need to be made then the plan is revised accordingly. Continuous Improvement requiresTotal Quality Management where every individual in the education process is held accountable. Technology plays a vital role in continuous improvement as the necessary equipment needs to be purchased, installed, maintained and updated regularly. Furthermore, teachers, support staff and paraprofessionals skills need updated as well to meet with the demands of a changing environment.Therefore every individual and management is responsible for his/her self improvement and self development. This aligns with NET for Teachers: TECHNOLOGY OPERATIONS AND CONCEPTS.Teachers demonstrate a sound understanding of technology operations and concepts.Teachers demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies

The school improvement plan supports the integration of technology in the curriculum. We have developed a set of goals, expectations, and criteria for student learning based on national and state educational standards . Our school administrators encourage and advocate the integration of technology in the teaching of all curriculum areas on every occasion. We have the use of Larsons for 4th Grade Math and Class Works for 5th grade Math. We use the Accelerated reading program and Star Reading software to test reading progress in students. The use of the equipment obtained from the grant will enable me to achieve most of the goals in the school improvement plan. The receipt of the grant will create an incentive for my peers to improve their skills in technology. The use of technology in my class will be in line with national, state, district and school goals.

Goals Performance Indicators

To create an integral, enhancedand seamless role of ICT across the

Release time and technical support Acquisition of additional hardware,

curriculum

To train and increase comfort level of all staff and students in the ICT

To integrate the development of technology skills with curriculum outcomes in all subject areas.

To encourage and support the use of presentation technologies by both students and staff

To pursue funding opportunities for technology

To pursue opportunities for involvement with classes/schools within and outside the county as well other countries

installation of additional drops Sourcing and the acquisition of suitable

software packages. Drawing up a schedule

for the use of laptopsK-2

Increase in technology-enhanced work, such as portfolios, presentations, displays.

Teacher participation in technology focus hours, professional seminars

and in-service training Teachers train to use a variety of

equipment from scanners, digital cameras, video equipment

Teacher participation in technology project learning opportunities

Activities in Reading, LanguageArts and Math that are IT based

Student portfolio samples of technology-enhanced work in various subject areas

Teacher participation in training sessions for use of multimedia resources

Teacher participation in training sessions in the creation of power point presentations

Increased access to multimedia resources in areas accessible by all staff and students

The acquisition of more multimedia projectors

Working with SIP committee and PTA

Maintaining contact with teachers in the districtto share ideas of theiruse of technologyas well as useful websites

Establishing contactthrough email andvideo conferencingwith schools in othercountries which ourVIF teachers represent.

Goals

To educate andincrease comfort

Strategies

To plan and providemore frequent staff ICT

Responsibility

Principal,technology mentors

Timeline

Ongoing

level of all staff and students withInformation andCommunicationsTechnology (ICT)

To integrate thedevelopment oftechnology skillswith curriculumoutcomes in allsubject areas

To encourage andsupport the use ofpresentationtechnologies byboth staff andstudents

in-service

To hold technologyfocus hours

To include ICT as topic of discussionat Grade levelmeetings

To provide regularmentor and grade level planningsessions as a meansto support andencourage integratedtechnology planning

To make availableappropriateresources andsample units to staff

To provide releasetime for teachers to work with thetechnology mentorin ICT integrationplanning

To host focus hourworkshops for staff, led by districtresource personnel

To provide teacherswith in-service onmultimediapresentation skillsincluding softwareand hardware

and schooltechnology team, district personnel,media specialist

Technology mentors,principal, schooltechnology team,media specialist,district personnel

School-based team

Principal, schooltechnology team,technology mentors,media specialist

Technology mentor, mediaspecialist

Administration

Principal,technologysupervisor,technology mentor

Technologymentor,school technologyteam

Monthly-

On-going

On-going

On-going

Ongoingpriority

On going –Faculty meetingIn service training

The Reading and Language Arts goal in the School Improvement Plan envisages a 5% increase in student scores at each level on the C.R.C.T. The existing software resources to support the achievement of the goal are the Accelerated Reader Program and the Star Reader Program. The hardware and softwareobtained from the grant will help supplement the resources available at Winterville Elementary.

The Science goal involves the infusion technology into the curriculum as an action step. The 21st century grant will definitely assist us to achieve our objective for Science i.e. by the end of the academic school year, 78% of the students in Grade 5 will meet and /or exceed CRCT standards in practice simulation with concentration on GPS in Science. Our goal, is at each grade level, the percentage of students who will reach standards in Science will increase by at least 2% annually. 3.1.5 of the action steps focuses on technology.

Action Steps Family Engagement

ProfessionalDevelopment

Evaluation Timeframe Resources

3.1.5 Create opportunities for the infusion of technologyinto Science lessonsand lesson planning.

* Inform parents at meetings, conferencesand through newslettersof the television programs, DVD’s, CDRom, websites that theycan their children to.

Technology workshop power point creation* Technology workshop- use of interactive screen.* Technology workshop - usingPeachstar

SummativeA 2% increase in scores.

Formative Samples of

students work KWL focus

Teacher observations

Pretests and Post tests on Peachstar

Video quizzes

Teacher Quizzes

Feedback from teachers

August 2005to May 2005

* Science Magazines* Videos on investigations* Software on Laptops* Internet Websites* Field Trips* Galaxy* Specimens, objects and materials* Scientific Apparatus* Science Models* Scientific instruments and equipment* Power point presentations* textbooks and reference books * Newspapers* Computer Databases* Newsletters* sponsorships fromPartners* Georgia PerformanceStandards website

My Student Achievement Plan for the 5th Grade Reading is as follows.Goal:By the end of the academic school year, 68% of the students in Grade 5 will meet and /orexceed CRCT standards in practice simulation with concentration on GPS in Reading.

How is this goal linked to school-wide and/or individual classroom teacher’s assessment?The CRCT portion of the above goal is found in the school improvement plan, as well as the State and Clarke County District’s Plan.

How will attainment of the goal be measured?The attainment of this goal will be measured by student interviews, oral reading record, comprehension strategy assessments, comprehension quarterly tests, continuous evaluation during instruction, comprehension strategy checklists, retelling forms, reading tests, each student’s individual goals and objectives as well as their 2006 CRCT Tests.

Describe the methods/strategies that will be used to accomplish this goal?1. The daily schedule will include of Shared/Interactive Reading as well as independent reading

based on the Rigby Literacy series.2. Students will be placed in flexible groups for Reading Workshop in order to enhance fluency,

reinforce language skills and practice comprehension.3. Reading instruction will be integrated across the curriculum in order to reinforce as well as

practice skills learned.4. Students will receive direct instruction where they can practice and apply comprehension

strategies employed by effective readers with appropriate texts.5. Students will independently read a text from the comprehension quarterly on a daily basis and will

receive literacy homework activities based on the story.

What resources or support will be needed to reach this goal? Collaborative planning with team members. Rigby Comprehension Quarterly – Teacher’s Guide Technological Integration – Smart Board, Multi-media projector Rigby Grade Level Readers – Fiction/non fiction/Bridge to Comprehension Comprehension Quarterly Rigby Literacy – Teacher’s Guide Rigby Assessment Tools – Individual Assessment, Quarterly tests.

Technology will play a major role in the achievement of my goal. I am presently using the slide presentations in my shared reading program and Science lessons on a daily basis. It is proving extremely effective. It serves to enthuse, educate and entertain my students.

1 & 4. How you will use the requested technology with your students on a daily basis? How does your vision align with the National Educational Technology Standards for Students (NETS*S)? with the NETS*Teacher standards? Be specific and complete

My model classroom is where students each will have a laptop. How will the use of laptops impact on student achievement? There are educational benefits in the use of laptops, particularly in increasing student motivation and creating more student-centered classrooms. The chief advantage of laptops over desktops is in creating opportunities for all students to have access to a computer both during and outside of the school day. This aligns with NETS standards for teachers: SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES; Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers facilitate equitable access to technology resources for all students.

 Laptops in my classroom will be utilized to facilitate group work, to analyze data immediately during a laboratory exercise, or to conduct scientific investigations. Laptops use will be encouraged in writing activities, student projects, and in creating slide presentations. Laptops will assist my students in creating book reports that will inspire student creativity with presentation software such as PowerPoint and publisher. This aligns with the NETS standard for teachers :TEACHING, LEARNING, AND THE CURRICULUM: Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning; apply technology to develop students' higher order skills and creativity.

Students will routinely hand in assignments via floppy disk, email or connect to the school network and save their work to a central file server for the teacher to review, add comments, and leave for the student to retrieve. Using technology will cater for a differentiated approach to learning. It provides a variation in stimulus. Students will go on line and take the practice CRCT tests on a continuous basis in my classroom. I also teach PSP at Winterville. I presently use the internet to search for images (using the multimedia projector) to explain difficult concepts whilst I am teaching. My students will also have the opportunity to attempt on line C.R.C.T practice tests at PSP. This aligns with the NET standards for teachers :ASSESSMENT AND EVALUATION. Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.

With the interactive whiteboard I can use my finger as a mouse or to write notes on the surface. Four colored pens and an eraser are present. Sensors detect when a pen or eraser tool is selected from the SMART Pen Tray. Buttons on the tray allow me to choose an on-screen keyboard or to right-click. Digital ink is available. All I have to do is simply pick up a pen to write with the digital ink. Scientific diagrams e.g. can be developed on the board on daily basis. I can capture my work to Notebook software as a screen shot so that I can edit, or save my notes directly into several software applications. I can create, organize and save notes, drawings and screen captures. I can customize settings, type with the On-Screen Keyboard and write over digital video. Scientific calculations will be demonstrated e.g. density, volume, mass and length. The use of the interactive board will serve to capture students’ attention. Students will also have the opportunity to come up to the board and work out calculations. This will give them the opportunity to become more involved in their learning. This aligns with the NETS for teachers: PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.Teachers plan and design effective learning environments and experiences supported by technology. Teachers: design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

Learning with laptops will give my students the opportunity to develop their own meaning and to explore individual paths to knowledge. Students will have access to large amounts of information at their fingertips through various search engines on the World Wide Web. I want students to be able to research famous political speeches on the internet e.g. Gettysburg Address. Students will use the Thesaurus functionon Microsoft Word to find synonyms and Puzzle Maker to create word searches and games. ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student Element: i. Identifies and applies the meaning of the terms antonym, synonym, and homophone. Sample Task: The student listens to a political speech, making a list of words or

phrases that are exaggerated or intended to cause listeners to react. They substitute synonyms that are not inflammatory (e.g., “said” for “ranted”, “walk” for “stride”) and analyze how the vocabulary changes impact.

This aligns with the NETS standards for students: Technology research tools; Students evaluate and select new information resources and technological innovations based on the

appropriateness for specific tasks.

I want to present a variety of material for students to read on their laptops and on slides on a daily basis. This is in line with GPS standard ELA5R2 where students need to be presented with electronic reading material on a continuous basis.ELA5R2 :The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The quality and complexity of the materials to be read are illustrated in the sample reading list. The materials should include traditional and contemporary literature (both fiction and non-fiction, as well as magazines, newspapers, textbooks, and electronic material. Such reading should represent a diverse collection of material from at least three different literary forms and from at least five different writers. Task: The student maintains a monthly “Genre Calendar”, indicating books and other materials he/she has read, as well as the genre of the selections, and summarizes the types of genres read on an ongoing chart throughout the year.

With laptops and Internet access, my students will be able visit a museum anywhere in the world, perform virtual dissections and exchange data with students from anywhere in the world. Students will create multimedia presentations in Science and Reading on topics from Life Science and Earth Science. Students will be empowered to take ownership over their learning. Using laptops will not only reinforce and aid learning whilst pursuing national and standard goals but inspire creativity and innovation. The use of technology will be used to foster encourage entrepeneural skills and risk taking. I ran the PrimaryEnterprise Program in New Zealand during my tenure there. I received training from Enterprise New Zealand, whose aim was to create a micro economic society within the school environment. We designed our own currency on PC, printed the money, had bank accounts (personal bankers), a warehouse,mini- businesses where students worked, including a Gym and a candy shop. Market day was alwaysan exciting event. We even had foreign exchange for people who brought currency from otherschools. Computers played an important part in setting up and maintaining the program. I want to use the strategies and principles learned running the program and apply them to my classroom teaching here. I presently use the multimedia projector everyday to teach Science. I have created my own animated slide presentations. I use them to teach and review work on daily basis. Students are able to note take, view pictures, read and answer questions. I also switch to video presentations and diagrams /images on the internet. This caters for the visual as well as the auditory learner. I also have live specimens and preservedspecimens for students to examine and observe. This year, I rarely experience discipline problems.Using the behaviorists approach combined with Waldof School and classroom management strategies of Eric Cantor and Bill Rogers, I able to maintain a safe, meaningful and productive classroom climate.I certainly enjoy each day and gain immense satisfaction from observing and watching my studentsprogress and mature. The tools that the 21st century grant is making available to me will enable me to enhance this prevailing creative and fulfilling learning environment. This aligns with the NETS standard for teachers: PRODUCTIVITY AND PROFESSIONAL PRACTICE.Teachers use technology to enhance their productivity and professional practice. Teachers: continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.

Creating animated Power Point presentations with appropriate audio accompaniments e.g. on earthquakes will foster group work and teamwork amongst my students. It will provide students with the opportunity to take a leadership role, delegate and carry out other responsibilities. Students can work on an Earth Science project where they produce a presentation to explain the cause and effect of destructive processes in Nature. GPS: Earth ScienceS5E1. Students will identify surface features of the Earth caused by constructive anddestructive processes.S5L4. Students will relate how microorganisms benefit or harm larger organisms.a. Identify beneficial microorganisms and explain why they are beneficial.b. Identify harmful microorganisms and explain why they are harmful.Sample Tasks:A. In a small group, choose a microorganism to research. multimedia display to show the structure of the microorganism, where it is found, information about the microorganism and whether it benefits or harms the environment.GPS Characteristics of the Mind : Nature of ScienceS5CS8. Students will understand important features of the process of scientific inquiry.Students will apply the following to inquiry learning practices: Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.

Encouraging students to present slide presentations will not only improve research, writing, technological skills but will also promote oral communication. Students can investigate and demonstrate the role of friction in a Formula 1 racing championship. They can measure the effect of speed/surface on the wear of the tire in the race. Students can present their results to the class combing a in a movie by capturing video of racing cars, calculations depicted, audio comments and music .Students can will build confidence in their speech and gain practice speaking and reading in front of an audience. This aligns with NETS for students:

Technology productivity tools; Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

Students will also learn the design process in technology. They will be able to write objectives that are S.M.A.R.T. They will be able to create specifications, formulate objectives, create the prototype/model/plan/design, test the prototype/model /plan/design to ascertain they meet with specifications and revisit the plan if there are shortcomings/faults/ deviations and problems. This correlates with the Habits of the Mind skill. S5CS3. Students will use tools and instruments for observing, measuring, and manipulatingobjects in scientific activities.

a. Choose appropriate common materials for making simple mechanical constructions and repairing things.

This aligns with the NETS standards for students: Technology problem-solving and decision-making tools Students use technology resources for solving problems and making informed decisions. Students employ technology in the development of strategies for solving problems in the real world. S5P1. Students will verify that an object is the sum of its parts.a. Demonstrate that the mass of an object is equal to the sum of its parts by manipulatingand measuring different objects made of various parts.Sample Tasks:Gather different kinds of assembled toys that can be taken apart and reassembled such as Legos, jigsaw puzzles, Lincoln logs, model cars, etc. Weigh the assembled toy and record the measurements. Take the toy apart and weigh all of the parts, record the measurements and add them. Compare with the weight of the whole toy. Reassemble the toy and weigh the parts again. Draw conclusions about the sum of the weight of the parts and the whole toy.Students can use a digital camera to create a visual record and a slide/ movie maker to create a presentation of their disassembly and reassembly of the toy.

S5P3. Students will investigate the electricity, magnetism and their relationship.b. Determine the necessary components for completing an electric circuit.

Sample task:Determine the necessary components for completing an electric circuit. Try different waysusing two wires, a small (1.5 Volt) bulb, and a battery (D cell or C cell). Try different waysto get the light bulb to light. Design and diagram an electric circuit with an energy source(such as a battery), wires, and light bulb. Test other designs to see which ones light the bulb.Modify designs that did not light the bulb and explain what modifications were necessary forthe bulb to light. Compare your designs with others in the class.

Students will use publisher to create posters, postcards, menus and leaflets. Comfort levels will increase and the use of computers will be seamless. Students will produce a list of rules for safety when using electricity and consequences of carelessness when using electricity on a leaflet. Students can also producea brochure on how conserve energy. In small groups students will make a presentation of their rules such as a poster, PowerPoint, video, or brochure. S5P3. Students will investigate the electricity, magnetism and their relationship. Earth ScienceS5E1. Students will identify surface features of the Earth caused by constructive anddestructive processes.Students will produce or obtain a brochure about some of the landforms (surface features) of Georgia that are examples of a constructive force.This aligns with the Technology Foundation Standards for Student: Technology productivity tools Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

I want to encourage collaboration with my team members like media specialists where the research element in the reading and Science will reinforced through various activities and tasks. Students will be shown how to design surveys for their scientific studies. They will be taught how to formulate the different types of open ended and closed questions. They will have practice in devising Likert-scales, numerical,

ordinal, rating and multiple choice questions. They will then type the survey and administer it to the target group. They will collect the survey forms and work out results by tallying.

Then they would conduct statistical results on a excel spreadsheet. Thereafter they will convert the results into a graph on excel and analyze the results. They will generate both a statistical and diagnostic analysis. They will also test the validity and reliability of their results. This process will reinforce the fifth grade Science skill: Characteristics of Science: Habits of the MindS5CS1. Students will be aware of the importance of curiosity, honesty, openness, andskepticism in science and will exhibit these traits in their own efforts to understandhow the world works.a. Keep records of investigations and observations and do not alter the records later.b. Carefully distinguish observations from ideas and speculation about those observations.c. Offer reasons for findings and consider reasons suggested by others.S5CS4. Students will use ideas of system, model, change, and scale in exploring scientific andtechnological matters.a. Observe and describe how parts influence one another in things with many parts.b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines,maps, and stories to represent corresponding features of objects, events, and processesin the real world. Identify ways in which the representations do not match theiroriginal counterparts.c. Identify patterns of change in things—such as steady, repetitive, or irregular change—using records, tables, or graphs of measurements where appropriate.S5CS5. Students will communicate scientific ideas and activities clearly.a. Write instructions that others can follow in carrying out a scientific procedure.b. Make sketches to aid in explaining scientific procedures or ideas.c. Use numerical data in describing and comparing objects and events.d. Locate scientific information in reference books, back issues of newspapers andmagazines, CD-ROMs, and computer databases.

This implementation aligns with Technology Foundation Standards for Students: Technology research tools Students use technology to locate, evaluate, and collect information from a variety of sources. Students use technology tools to process data and report results. Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks and Technology problem-solving and decision-making tools; Students use technology resources for solving problems and making informed decisions. Students employ technology in the development of strategies for solving problems in the real world.

I want them see a picture of the sculpted ebony lions at Trafalgar Square when we are reading about Cam Jenson taking a break in London. I want my students to experience the incredible eruption of Mt Ruapau in New Zealand when study we volcanoes. I want my students to see the cheetah outrun an on hotfooted springbok in the savannah of Africa. I want my students to enter the Louvre in Paris where they will be mesmerized by the mystical smile of Mona Lisa in its ivory room. I want my students to communicate, video conference and share ideas with tribes like the Zulu in Africa and the Maori in New Zealand.

My model classroom will also require a video camera so that we can video activities, role play, dissections, interviews and events so we can create on own video presentations. Students can document the erosion process on video or with a camera in an area in their school. Earth ScienceS5E1. Students will identify surface features of the Earth caused by constructive and destructive processes.

Students will choose a suitable location for observation throughout the year. A plot near the playground is a perfect location to show the effects of human impact on soil erosion. Students will map the area and color key the map to show where there are organisms, landforms, and evidence of erosion, weathering, etc. They will make recordings on a continuous basis of the area. Students can also research, plan and cultivate an organic garden. They can video the process and publish their findings.

Students can be asked to bring one item from the trash at home and observe and document the decomposition process and the speed of each item. This related to the S5L4 Life Science TopicS5L4. Students will relate how microorganisms benefit or harm larger organisms.a. Identify beneficial microorganisms and explain why they are beneficial.b. Identify harmful microorganisms and explain why they are harmful.

It also aligns with Characteristics of Science: Habits of the MindS5CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities. Students use computers, cameras and recording devices for capturing information.This also aligns with the Characteristics of Science: Nature of Science S5CS8. Students will understand important features of the process of scientific inquiry.Students will apply the following to inquiry learning practices:a. Scientific investigations may take many different forms, including observing whatthings are like or what is happening somewhere, collecting specimens for analysis, and doing experiments.

The project based exercise aligns with the NETS standard for students : Technology productivity tools; Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works and Technology communications tool :Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

The Digital Blue™ Digital Movie Creator will enable my students to direct and record, capture digital video and audio, edit the movies with the included software, do transitions between scenes, add special effects and animations, plus titles and credits, premiere and share their movies, screen them on their computer or send them to their peers in e-mails They can also have the opportunity to take hundreds of snapshots and even create stop-motion animated movies.

A computer microscope QX5 can be hooked up our laptops when we are examining sample of algae, the onion call, skin cells ,bacteria, pond water and software packages like Encarta (CD Rom) where structures research can be done. The computer microscope QX5 will enable my students to view specimens, magnify objects and view them on your PC, take snapshots and time-lapse movies, manipulate images with drawing and painting tools and experiment with their creations using special effects and sound. Students can share findings through e-mail. This aligns with the NETS standard for teachers: PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.Teachers plan and design effective learning environments and experiences supported by technology. Teachers: plan for the management of technology resources within the context of learning activities.

Students can achieve the GPS, S5L3 using a computer microscope. S5L3. Students will diagram and label parts of various cells (plant, animal, single-celled, multi-celled). a. Use magnifiers such as microscopes or hand lenses to observe cells and their structure. This use of the microscope aligns with the NETS for students: Technology research tools; Students use technology to locate, evaluate, and collect information from a variety of sources. This aligns with the Nature of Science Skills: S5CS8. Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:Scientists use technology to increase their power to observe things and to measure andcompare things accurately

Students will be able to go on line to websites e.g. sadlier-oxford.com where they can gain reinforcement in Literacy or Kidport.com where they investigate topics in Science and Literacy. I can also share an author's web site with my class to assist them understand how writers make their stories interesting and fun to read. Students will also have the opportunity to create a video diary of experiments conducted. Entries can be recorded on a daily basis. This aligns with the Technology Foundation Standards for Students : Basic operations and concepts .Students demonstrate a sound understanding of the nature and operation of technology systems. Students are proficient in the use of technology.

Digital Blue™ Zoomshot™ Digital Snapshot Binoculars will enable my students to focus with 8x magnification, record 640x480 video clips at or away from their laptops, capture up to 100 images like a digital camera, edit the snapshots and video clips with the included software, do transitions between scenes,

add special effects and animations plus words and music. The movies can be shared by screening them on computer or sending them in e-mails.

My students can use the binoculars to view nesting birds, wasps and bees in the school environment. Students can observe pollination by birds and insects. Students can also use the binoculars to view the night sky and constellations.

Using unitedstreaming.com (Peachstar ) provides an exciting way to learning Science. There are videos with black line masters as well as teacher guides and worksheets. Students can view videos and take quizzes available. Furthermore, with the use of the interactive board together with unitedstreaming.com videos, I can pause a video and interact with my image on my screen to emphasis the salient points of the video.