TECHNOLOGY INTEGRATION PROJECT GRANT PROPOSAL

Name of Applicant: Chau Pham

District/School: Discovery High School

Date: April 13, 2023

Total Cost of Project: $5,399.64

Title of Project: “A Tablet in Hand”

I. Why is this project important (In 2-3 paragraphs, describe the need for the
project and its relevance to the shared vision for instructional technology)?

Project: Tablet in Hand is part of our school’s vision of breaking the barriers of social,
and economic status to provide technology resources into the hands of our high school
students. According to US Weekly’s Ranking, Discovery High School (DHS) has a “total
minority enrollment is 95%, and 65% of students are economically disadvantaged.” 
Many of our students are from single-parent families or families of first-generation
immigrants, where the students are also financially responsible for their families. It is not
an anomaly to DHS students that some days, the only warm meal they consume is
served on campus during lunchtime. Even though Discovery High School is 1:1, most
Chromebooks are outdated and old. Students can only access limited applications and
Google Suites. Some students are having trouble accessing and using the Chromebook
because the Chromebook can handle new and updated applications, which requires
more data. With limited domestic resources, Project: Tablet in Hand is challenging all
DHS students to maximize their potential in STEAM when the technology is provided,
and students can have access to the technology both during class and outside of class.
Since Discovery High School is an Academy school, teachers are encouraged to work
together to build a cross-curricular project through the Academy lens. Project:Tablet in
Hand will be used across subject matter contents such as: Geometry, Biology, Personal
Finance, and Heath. Teachers from these subject matters will be able to collaborate in
targeted units and build on working knowledge of using Android tablets to complete
tasks. Students will have the opportunity to apply their graphing skills by creating and
annotating Excel graphs to present unit data, create a video presentation to summarize
their unit projects, and applicable research career or college-bound pathways that
integrate with STEAM. 

 
II. What would you like to accomplish (In 1-2 paragraphs, describe the overall
project goals and then list the instructional objectives/project outcomes.)?
The main technology accomplishment of Project: Tablet in Hand is to distribute equal
access to technology for 9th grade cohorts in cross sectional classes. This will create
opportunities for students to learn how to use the tablet devices and stylus pen in the
classroom to facilitate more engagement and student interaction during the lesson.
Additionally, with the external keyboard, students will have more access to improve their
typing speed and accuracy- a career pathway skillset at DHS.

The main instructional objectives are based on benchmark guidelines and content
collaboration to teach and reinforce the following:

a. Geometry- Acute, Obtuse, and Right Triangle Unit1

The unit outcome is to ensure student mastery of the types of triangles through creating
triangular shapes that are defined in the task or problem, ability to defend which triangle
to select for the scenario-based formative/summative assessment and create a video
quiz locating the types of triangles in their home environment.

b. Biology- Cellular Respiration Unit2

The unit outcome is to ensure student mastery through understanding the stages of
cellular respiration in the Mitochondria, how oxygen and carbon dioxide are exchanged
through the process of cellular respiration, and ability to graph virtual labs to reflect
baseline (resting position) and reaction process (activity reaction). The graph should
show linear graphs which can overlap into triangles to reinforce the types of triangles
unit.

c. Personal Finance: Interactions of Supply and Demand Unit 3

The unit outcome is student mastery of the Law of Supply and Demand, how this law
affects consumers and producers, and ability to graph Supply and Demand curves into
acute, obtuse, and/or right angles.

d. Heath- Aerobic and Anaerobic Activity Unit.

The unit outcome is to build STEAM correlation between Geometry, Biology, and
Health. As the final unit for Project: Tablet in Hand, students should be able to build
connection and content reinforcement studies from how cellular respiration reaction
causes the exchange of carbon dioxide and oxygen in aerobic and anaerobic exercise.
When graphing outcomes, students should be able to demonstrate mastery over the
types of triangles.

III. In what ways is this project an example of exemplary technology

integration (In 2-3 paragraphs discuss your project regarding one or more of the
following: LoTi, SAMR, TPACK, TIM, etc.)?

11 MGSE9-12.G.SRT.8 USE trigonometric ratios and the Pythagorean Theorem to SOLVE right triangles in
applied problems.
22 SC.912.L.18.9 Photosynthesis and Cellular Respiration
33 AKS 23a - define supply, demand, law of supply, and law of demand
Project: Tablet in Hand is an example of SAMR technology integration. The first step of
Substitution is carried out through replacement of traditional notes and handouts to
digital notebooks (Terada,2020). Initially, students will have the option of taking notes
through Microsoft Onenote Notebook. This digitized interactive notebook will help
students organize their content material between all four courses participating in this
project. Additionally, if a student is absent from class, he/she can request digital notes
added into their Onenote Notebook to prevent students from content delays. To prevent
illegible handwriting, students have the option of typing or writing notes using an
extended keyboard or stylus pen.

Augmentation and Modification of technology is the practice of virtual labs and video
quiz submission. With each unit, students will have a virtual lab component to complete
to ensure mastery and application of content knowledge. Following each unit’s virtual
lab, students will record a content-based video quiz where they can use their creativity
to analyze key content concepts. Examples of video quiz can be role play of the
chemical reaction during Cellular Respiration, reflective critiques of the Law of Supply
and Demand, find examples of architectural evidence that exemplifies types of triangle
and explain the relevance of that triangle to Pythagorean Theorem.

Finally, Redefinition of technology will enable students to apply content area skills in a
digitized and cloud based environment. Students will have a common data ground to
store their Onenote Notebook and ability to stay organized of tasks and assignments.
Student’s tablet usage will help familiarize their use of technology for future real-life
applications. Overall, Project Tablet in hand will ensure students have exposure to
tablet, extended keyboard, stylus pen and applications related to unit
activity/assignment.

IV. How will you complete the work? (Describe how the project will be completed.)

A. Describe how the instructional objectives/project outcomes will be met (In

2-3 paragraphs, describe what students will do to demonstrate mastery of the
objectives/outcomes.).

The focal point of Project: Tablet at Hand is to ensure graph literacy and graph
application across subject areas of Geometry, Biology, Personal Finance, and Health.
Each subject unit will be published onto students’ LMS account on eClass as unit
modules. Components of each module includes virtual lab activity, video quiz
presentation, scenario based formative assessment, unit summative assessment, and a
conclusionary journal entry for students to take a self-assessment survey and 500 word
journal entry. Unit mastery grade will be based on: 75% students’ completion, quality,
and accuracy of each module and 25% student’s self-grade.

Teacher’s grading rubric for each module are as follows:

Virtual Lab Video Scenario Based Unit Summative

 Presentation Formative Assessment
Quiz Assessment

Exemplary Successfully Presentation is Mastery of Mastery of

completion of each content rich, benchmarks and benchmarks and key
module with a total delivery is key concepts. Able concepts with a 90%
accuracy score of professional and to select the correct or higher.
90% or higher. post production is best use- case
high quality. Bonus scenario to fulfill
of creativity. the scenario
challenge.

Satisfaction Successfully Presentation is Mastery of Mastery of

completion of each content rich, benchmarks and benchmarks and key
module with a total delivery is key concepts. Able concepts with a 80%
accuracy score of professional and to select the correct or higher.
80% or higher. post production is best use- case
high quality. scenario to fulfill
the scenario
challenge.

Needs Successfully Presentation is Baseline Mastery of

Improvement completion of each content rich, understanding of benchmarks and key
module with a total delivery is benchmarks and concepts with a 70%
accuracy score of mediocre and post key concepts. or higher.
70% or higher. production is Revision is needed
satisfactory. to select the correct
use-case scenario.

Student’s grading rubric for self-evaluation are as follows:

Self Assessment 500 Word Journal 25% Self Evaluation

Survey Entry Grade

Exemplary Successful completion Reflective evaluation of Autonomous score

of self evaluation survey student progress regarding based on self
and analysis of results. learning gains and area for evaluation and scoring.
growth. Include justification
and/or plan to increase
content knowledge.

B. Describe the time involved (Describe the project length including amount of
time each day/week; include a timeline for planning and implementation).
Project: Tablet in Hand will cycle across weekly 45-minute lessons in a three-week
cycle per subject area class to complete the synchronized unit. Subject area
synchronization list as follows: Geometry- acute, obtuse, and right triangle unit, Biology-
cellular respiration unit, Personal Finance- interactions of supply and demand unit, and
Heath- aerobic and anaerobic activity unit.

C. Describe the people involved (To show impact, describe the grade
level/subject & # of students, teachers and/or staff, other stakeholders).

The following is an estimated account of students, teachers, and/or staff involved in

Project: Tablet in Hand:
Each subject area will have a three-week period to use Project: Tablet in Hand to
facilitate the synchronized unit lessons. According to the average class size, period, and
teacher ratio, both Geometry and Biology classes will have an estimated 176 active
users/participants For Personal Finance and Health classes, there will be an estimated
176 active users/participants.

Student Teacher/Staff Class Periods Total

Participants

Geometry 35 1 5 176

Biology 35 1 5 176

Personal 35 1 5 176
Finance

Health 35 1 5 176

D. Describe any professional development that you or others will complete

prior to implementing the grant. (This is optional but will help reviewers know that
you are well prepared to carry out the grant implementation.)

Pre-implementation, teachers will complete two professional developments. The first will
ensure teachers understand how to navigate hardware and add on accessories. This
will be a thirty-minute training session followed by skill-based certification. The second
professional development will allow teachers to bifurcate lessons, activity, and
assessments to ensure accurate forecast of timeline, needed supplies, and measurable
outcomes. The second professional development will be a 4-hour training followed by
self-reflection of collaboration and enrichment value drivers.
E. Describe the materials needed for the project (Provide links to relevant
websites; include a written description of how the technology/ies will benefit
students).
 All technology hardware for Project: Tablet in Hand will be purchased through
Amazon.4 As the main technology resource across four content areas, students will
have maximum and repetitive usage of all resources for twelve weeks. This
collaborative effort in sharing resources between the content areas will especially assist
low socioeconomic status students who do not have access to these resources outside
of school. The daily usage with each teacher during the assigned unit will enable
familiarity to the pre-installed tools such as virtual lab modules linked onto eClass LMS,
ability to annotate onto tablet using a stylus, video recording and editing through pre-
install applications, and increase keyboard proficiency skills. As a Title I school, this
effort to maximize resource exposure will help build technology skills through hands-on
usage.

V. How will you assess accomplishments and objectives/project outcomes (In 2-3
paragraphs, describe the timeline for assessing, the program evaluation
procedure, and how success of the grant project will be determined.)?

Objective assessments will be measured through the unit’s three-week period. The
following is an estimated timeline to measure student’s mastery based on objective
assessments: week 1- virtual lab, week 2- video quiz and formative assessment, week
3- summative assessment and student self evaluation. Project: Tablet in Hand’s
program evaluation procedure will be based on administrative and peer evaluation
during walk through observations and student’s county end of course benchmark score
reflecting the content covered. The overall success of Project: Tablet in Hand will be
based on student’s recommendation and justification for usage of technology in class
curriculum. Simply- did the usage of the tools help them with exposure to technology
and will they be able to use the same or similar technology given future opportunities?

Additionally, to gather data for the accomplishment outcome of Project: Tablet in Hand,
a use-case report with student’s performance data will be provided for the
administration team for further progress evaluation. Using AKS Benchmarks, STEAM
objectives, and National Science and Math Standards as a content rubric, the progress
will also be reflected in student’s learning growth. Content knowledge gains will serve as
justification of closing the achievement gap between social economic status. In other
words, if the same resources and user training is provided, will students be able to
reach required learning standards? The approach to Project: Tablet in Hand is similar to
a case study by Microsoft implemented in a United Kingdom school. (Menzie, 2020)
Results of this study showed a direct correlation between technology and achievement
in which case Project: Tablet in Hand anticipates replicating at Discovery High School.

VI. How will the students be impacted by the project (In 1-2 paragraphs, describe
how the impact on students will be assessed and reported to students, parents,
teachers, and others.)?

At Discovery High School, the most impactful experience for students involved in
Project: Tablet in Hand is the ability to have exposure to the cutting-edge technology.
Students will not only gain user experience of how to use hardware like the Android
tablet and stylus pen, but they will also have user experience with virtual labs, video
creating and editing software, ability to learn voice annotation, and working knowledge
of Microsoft OneNote. Student’s impact reports will be reflected on their unit grades and
self-evaluation. Parents, teachers, and community will be able to review outcomes of
Project: Tablet in Hand, in DHS’ weekly/monthly newsletters. Newsletters will report
results of summative unit scores and selected student and teacher self-evaluation with
the conclusion of each unit.

VII. What is the proposed budget? Include information on the following:

A. Materials/supplies: Android 11” Tablet, Extension keyboard, mouse, stylus pen, and
tablet case.

B. Equipment: Classroom technology: teacher laptop, projector, and internet access.

C. Total Cost of Proposed Project: $4,679.64 (equipment/material cost) + $720

(professional development teacher stipend)

D. Additional Funding Sources: Gwinnett County Title I Funding- DHS’ enteral budget.

VIII. References

High School Ranking. April 8, 2023. https://www.usnews.com/education/best-high-

schools/georgia/districts/gwinnett-county-school-district/discovery-high-school-153362

Menzies, Loic. 2020. Closing the Achievement Gap in Connected Classrooms. The
Centre for EqDOI:10.13140/RG.2.2.15698.17603

Terada, Youki., (2020). A powerful model for understanding good tech integration.
Edutopia. https://www.edutopia.org/article/powerful-model-understanding-good-tech-
integration/

Gwinnett county Standards

MGSE9-12.G.SRT.8 USE trigonometric ratios and the Pythagorean Theorem to SOLVE
right triangles in applied problems.
SC.912.L.18.9 Photosynthesis and Cellular Respiration
AKS 23a - define supply, demand, law of supply, and law of demand