Shawn Lees-Carr

SLM 521: Course Module

Objectives: Students will develop an idea for a technology or curriculum-based grant. This grant will be based on needs identified within the student’s class, curriculum or school building. Students will explore several targeted websites and self-selected websites to gather possible grant opportunity information. After analyzing several sites and grant opportunities, students will prepare a tool for communicating these findings to the department, technology coordinator, administration and/or staff.

Introduction: Every year, most teachers are expected to do more in the classroom but with fewer resources. In unstable economic times, it becomes increasingly harder to get the economic funding needed to help students achieve at their highest level. One avenue teachers can explore is grant funding. There are many different organizations that offer support to innovative ideas, especially those involving student uses of technology.

Also, it is easy to become overwhelmed with “stinkin thinkin” when we hear about all the problems teachers have with using technology. Instead of contributing to the complaint department, we need to look for solutions. One possible solution could be to search for grants and organizations that can help crack our problems.

Readings & Activities:

Visit several of the websites below and locate at least two possible grants or opportunities that address your topic or area of interest. As you read, gather the information needed to complete the assignment.

U.S. Department of Education The federal government maintains a listing of grants and funding opportunities, along with basic guidelines for applying, tips, etc. http://www.ed.gov/fund/grant/apply/grantapps/index.html?src=rt

Education Week This is a nonprofit publication dedicated to providing information for education professionals and the community. This site contains a list of grants and projects from many different organizations, not just the federal government. http://www.edweek.org/ew/section/grants/index.html

Grant Alert This site was started by a former high school teacher and grant developer who wanted to help schools and teachers find the resources they need. http://www.grantsalert.com/resources.cfm

TIP: By using the keywords “Maryland”+ “education”+”grants,” you can locate state-oriented grants, such as:

Maryland State Arts Council Branch out and see what grants are available to form community connections through the arts. http://www.msac.org/grants.cfm?sec=Grants&id=61

FFA This site provides information about agricultural grants. http://www.marylandgrain.com/Grants%20Education.htm

Assignment/Product:

Create a chart or graphic organizer that includes several grant opportunities targeting your idea. Your purpose is to provide enough information so that other people examining your chart can make a preliminary decision about whether or not they would want to support or help you with the grant.

Assignment Specifications:

1. At the top of your page should contain a description of the issue or idea you are interested in funding.

2. The chart should contain the following information for at least two possible grants or opportunities:

A. The name of the grant or opportunity

B. The name of the organization or funding agency

C. The website, NOT HOTLINKED. Instead hotlink the name of the grant.

D. The date you found the found the grant or opportunity.

E. A brief description of the grant or opportunity, including funding

F. Any requirements

G. How to apply

H. Deadline

I. Any key pieces that need to be considered

3. Based on the information and your own interests, think about the strengths and weaknesses of each grant. Using several sentences, explain which grant you would apply for and why.

Submission Directions:

1. Save your chart as a word document.
2. In the Discussion Board area on Blackboard, click on the Grant Collection and start a new thread. This thread should be labeled with your last name and topic.
3. Within the message portion, include a very brief synopsis of your topic. Attach your chart as a word document. Submit it.
4. Now you need to invite someone in the class or in your group to look at your grant collection. He/she will need to consider your ideas and decide whether or not to join you in your quest. The person should also explain why.
5. After you get feedback, respond back in kind, but make sure your response encourages further dialogue.

Grading Rubric:

RUBRIC	Incomplete	Developing	Proficient
Chart	Missing several components	One or two components may be missing, incomplete and/or unclear	All components included and clearly expressed
Decision explanation	Missing or unable to determine which grant was selected	Decision is not thoroughly explained	Decision is clearly and thoroughly explained
Discussion	Not uploaded for discussion	Student gives a minimal response to discussion or fails to get someone to respond	Student gives an engaging response that requires continued discussion

Additional Resources:

NEA Grants The main grants are grouped into several categories. http://www.neafoundation.org/grants.htm

Government Grants This site allows users to search through many government grants, including those offered by 26 agencies. http://www07.grants.gov/applicants/find_grant_opportunities.jsp

ISTE STANDARDS -- This activity addresses the following ISTE standards:

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:

b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success

and innovation.

c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.

d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information

resources to support research and learning.

5. Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:

a. participate in local and global learning communities to explore creative applications of technology to improve student learning.

b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.

c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.

d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.