Us the Money !
and use the examples from time to
time as I prepare documents to show
how local teachers are using technology to transform their classrooms.
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CanHelpYouGetEdTechStimulusFun ding
In seeking federal grant money, ed- be supported by research and data that
ucators have a chance to develop plans show the need for technology-related
and relationships that will include expenses. Research how the use of
technology at all levels in our districts. technology improves achievement for
However, many preliminary steps are students. Additionally, seek resources
necessary to ensure success. So before that support the need for updated
you ask for the money, make sure you technology for teaching 21st-century
have all your ducks in a row by follow- learners. (See Preparing Your Case
ing these steps: for Stimulus Dollars on page 24.) We
know that we have to prepare students
Create a plan. Developing for the world in which they live, and
a plan to support your the big question is, how can we do
ideas is the single most that with these additional funds?
important tool for sell-
ing your ideas. To quote Find success stories. Seek
Lester R. Bittel, an author and expert out local teachers who
on management and supervi- can share their success
sion, “Good plans shape good stories with technol-decisions. That’s why good ogy and le arning. For
planning helps to make elusive example, while conducting a
dreams come true.” focus group with school ad-Carve out time from your busy ministrators in my district on
schedule to familiarize yourself with how technology was being used
your system or school’s strategic plan, in their schools, one of the principals
your district’s technology plan, and said to me, “In my 40 years of educa-your school’s continuous improve- tion, I have not seen anything that has
ment plan, and find goals in those been so transformational in teaching.”
plans that include the infusion of She was referring to having a digital
technology and technology-related projector connected to a document
professional development into the camera and computer in every class-classroom. Align the ARRA goals to room in her school. This was just
the goals set forth in your local plans what I needed to help me in a meet-and begin to formulate ideas about ing I was having the next week with
how the ARRA funds can help meet school board members on the impor-some of these goals. tance of technology. I asked her to
write up what she said and to ask her
Research results. Ideas alone teachers to write about the impact the
will not sell the plan. Although technology was having in their class-planning is essential, it must rooms. I keep these in m y “arsenal”
Find out what’s available. Once your
ideas are on paper and
aligned with your
district goals, find
out how much
money your district
is expected to get from categorical
programs such as the Individuals with
Disabilities Education Act (IDEA)
and Title I. Remember that, although
the Enhancing Education Through
Technology (EETT) program is also
getting a boost in funding, these
funds are only a fraction of what
most districts will receive from other
categorical programs. Therefore, it is
important to include in your plans
how the EETT funds can help supplement funding, resources, and support
for projects funded from the other
categorical programs.
Create a spreadsheet.
It’s important to show
what it will cost to imple-
ment the items in your
plan. Prioritize your list
in order of importance, mak-
ing sure that you allocate money for
equipment and training. Be specific
in showing how spending these funds
on technology can be instrumental in
transforming instruction and chang-
ing the dynamic of the classroom.
