INSTRUCTIONAL TECHNOLOGY GRANT PROPOSAL

Name of Applicant: Kimberly Hoy

District/School: Hart County Middle School

Date: April 25, 2018

Total Cost of Project: $1298.57

Title of Project: Using “Oz”obots to Pull Back the Curtain in Math Class

To what organization will you submit this grant application in the future? Bright Ideas Grant
through Hart EMC

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)?

Every student at Hart County Middle School has access to a Chromebook and a G Suite for Edu
account, which opens up many opportunities for traditional use of instructional technology.
Students pick up their Chromebooks every morning at the start of the school day and return them
for charging before leaving. Classroom assignments are frequently posted in Google Classroom
and involve students using many of the Google products to show mastery of content standards.
Students can be seen using Web 2.0 tools to drill and practice skills or Google Slides to make a
slideshow presentation. One area that is lacking across the school is purposeful integration of the
International Society for Technology Education’s (ISTE) technology standards into classroom
instruction. ISTE explains the need for the standards by saying that “today’s students must be
prepared to thrive in a constantly evolving technological landscape.” One other deficiency
noticed in the school is the number of females interested in science, technology, engineering, or
math. The middle school years provide a perfect opportunity for students to explore potential
career interests, which makes integrating STEM activities like computer coding even more
valuable.

This project is designed to merge technology standards with STEM principles to give all students
a richer experience with technology on a regular basis. In its initial phase, students will see how
technology and coding can be intertwined with mathematics content to deepen both
mathematical understanding and critical thinking skills in real-world situations. Simultaneously,
a coding club will be established to encourage underrepresented populations (females,
minorities, and economically disadvantaged students) to interact with technology. The coding
club will give students the opportunity to explore the world of coding and robotics through the
lens of their own interests. In later phases of the project, the success seen with blending coding
and robotics with mathematics will be replicated in other subject areas across the school.

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 II. What would you like to accomplish (In 2-3 paragraphs, describe the project and list instructional
objectives/project outcomes.)?

During the initial phase of the project, mathematics teachers in grades six through eight will
work with the mathematics instructional coach to integrate the use of a coding robot (Ozobot)
with math content standards. The targeted math standards for initial integration will be:

Content Standards:
 6th grade math: perimeter and area of polygons, direct variation, ratios, Cartesian plane
o MGSE6.G.1 Find area of right triangles, other triangles, quadrilaterals, and
polygons by composing into rectangles or decomposing into triangles and other
shapes; apply these techniques in the context of solving real-world and
mathematical problems.
o MGSE6.EE.9 Use variables to represent two quantities in a real-world problem
that change in relationship to one another.
 Analyze the relationship between the dependent and independent variables
using graphs and tables, and relate these to the equation.
o MGSE6.NS.8 Solve real-world and mathematical problems by graphing points in
all four quadrants of the coordinate plane.
 7th grade math: circumference, discovery of value of pi (π), area of circles
o MGSE7.G.4 Given the formulas for the area and circumference of a circle, use
them to solve problems; give an informal derivation of the relationship between
the circumference and area of a circle.
 8th grade math: linear graphs and functions, slope, Cartesian plane, velocity and time
graphs
o MGSE8.EE.5 Graph proportional relationships, interpreting the unit rate as the
slope of the graph. Compare two different proportional relationships represented
in different ways.
o MGSE8.F.3 Interpret the equation y = mx + b as defining a linear function, whose
graph is a straight line; give examples of functions that are not linear.
Technology Standards:
 ISTE 3d - Students build knowledge by actively exploring real-world issues and
problems, developing ideas and theories and pursuing answers and solutions.
 ISTE 4a - Students know and use a deliberate design process for generating ideas, testing
theories, creating innovative artifacts or solving authentic problems.
 ISTE 6c - Students communicate complex ideas clearly and effectively by creating or
using a variety of digital objects such as visualizations, models or simulations.
 ISTE 7b - Students use collaborative technologies to work with others, including peers,
experts or community members, to examine issues and problems from multiple
viewpoints.

The project will utilize the Ozobot Evo Classroom Kit which contains 12 Ozobot robots, 12
packs of coding markers, a storage case, and other accessories. Teachers will also have access to
Ozoblocky.com which is the website where coding the robot actually takes place. This particular
type of robot works by following paths drawn by markers. Using colors directs the robot to turn
certain ways based on how it has been programmed. For example, the robot can be programmed

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to trace the perimeter of a triangle on graph paper. When students program that each grid mark
is one inch (or any unit), the robot can calculate the perimeter or area. This one example
demonstrates how students can develop computer science skills in partnership with mathematics
content standards.

In addition to using the Ozobots in the math classroom, a coding club will be formed to allow
students to explore robotics and coding in a non-traditional setting. To maximize student
participation from all population groups, the club will meet once a month during the regularly
scheduled club day. There is potential for the club to expand to before or after school depending
on student interest, but transportation barriers would need to be overcome. During club time,
students will be trained in coding the Ozobot, including how to use colored markers to change
the robots direction. Students will also have the ability to choose a coding project that matches
their hobbies or interests. The Ozobot website does include some sample investigations,
including one where students must research and design a snow plow that will be coded to clear
mini marshmallows from the robot’s path. Teachers, guidance counselors, administrators, and
parents can encourage students to participate, especially females, minorities, and students that
come from economically disadvantaged backgrounds. Also, community members and business
partners can visit during club day to mentor students or help them see how technology impacts
the workplace.

Instructional objectives/project outcomes for mathematics classrooms:

 Teachers will participate in initial training on Ozobot conducted by the mathematics
instructional coach.
 Teachers will identify mathematical content standards to focus on in the use of Ozobot
and work through pacing and lesson plans.
 Students will use the basic training materials provided by Ozobot to learn how to use
colors and lines to program Ozobot.
 Students will use the basic training materials provided by Ozobot to learn how to use the
Ozoblocky.com website to program Ozobot.
 Students will participate in standards-based lessons that incorporate the use of Ozobot to
both interact with the math standards and strengthen students’ mastery of the ISTE
Standards for Students.
 Students will utilize G Suite for Edu apps to produce evidence of their interaction with
Ozobot through writing in Google Docs, creating presentations in Google Slides, or using
Google Drawings to make graphic representations of Ozobot’s paths.

Instructional objectives/project outcomes for Club Day:

 Students will take a Google Forms interest survey to determine their focus on working
with Ozobot during Club Day time each month.
 Teachers will locate materials and resources through Ozobot’s website to give students
choice in how they interact with Ozobot.
 Teachers will work with community members and business partners to identify possible
guest speakers and mentors that will visit during Club Day each month.

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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.)?

Introducing students to the blended world of technology and content knowledge is a key
component of the Technological Pedagogical Content Knowledge (TPACK) framework. Three
overlapping circles provide the visual interpretation of where technology, content, and
pedagogical knowledge intersect. Mishra and Koehler (2006) state in their research that the
TPACK framework shows “learning environments that allow students and teachers to explore
technologies in relationship to subject matter in authentic contexts are often most useful.” Any
of the isolated sets of knowledge (technology, content, or pedagogy) can be combined to reveal
connections vital to produce optimal integration results in a classroom.

In terms of technology knowledge, teachers will need training on how coding works with
robotics and basic understanding of troubleshooting. Teachers should already have extensive
training on using G Suite for Edu applications as a way for students to demonstrate their learning
through communication outlets, such as writing and presentations. To address content
knowledge, the mathematics teachers involved in the Ozobot project have targeted professional
learning related to their own content knowledge of mathematics throughout the school year and
summer months. The last circle of the TPACK framework focuses on pedagogy knowledge
which comes in the form of ongoing support provided by the district’s math instructional coach.
In regular weekly meetings, teachers are provided with research-based instructional strategies
that are specifically designed to work with math content. In addition, teachers can opt to have
the instructional coach model strategies to see how they work in a classroom setting.

For the Ozobot project to be successful, a mathematics teacher will need to know pedagogy
appropriate for teaching coding, but also know pedagogy that is best suited for teaching
mathematics. Not only does the teacher have to know the “how” of teaching, but he or she must
also know the actual nuts and bolts of the content to accurately guide students along the correct
path. If done well, students will experience what is at the core of the TPACK framework’s
overlapping circles—a place where technology, content, and teaching overlap to form a perfect
scenario for students to learn both mathematics, coding, problem-solving, and collaboration.

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 (2-3 paragraphs).

Once the Ozobots are purchased, the instructional coach will work with one teacher from
each grade level to set up the devices and explore training materials. The small team will
determine a professional development schedule to train all middle school math teachers
in using the Ozobots. During the professional learning sessions, grade level teams will
work to identify two or three standards or topics that would work well with coding the
Ozobots throughout the year. The instructional coach can suggest topics listed in section
II above. Once teachers have been initially trained, the instructional coach will work
with each grade level to design lesson plans for the first standard or topic that will be
integrated with the Ozobot. Teachers and the coach will design lesson plans together that

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 integrate the math content, coding, and presentation products. Also, a rubric for
evaluating student products should be jointly developed during the training sessions.
After each grade level works with the Ozobot, a debriefing session will be held to
determine improvements needed before the next round of work with the Ozobot. The
grade levels and teachers will need to stagger the use of Ozobot since only one class can
use the robots at a time.

To start a Coding Club at the middle school, the instructional coach will work with
administration to determine possible club sponsors. An interest survey can be
administered to locate potential staff members wanting to participate. Once the staff is in
place, the instructional coach will train the club sponsor using the same materials as used
with the math teachers. The instructional coach and club sponsor will also work to create
flyers and announcements to be played on the morning news show to recruit members.
Teachers and other staff will be encouraged to identify students from underrepresented
populations to participate in the club. On the first club day, students will complete an
interest survey to identify possible topics that they may want to explore with the Ozobot
on future club days. The instructional coach will support the club sponsor by working
with students on club day. Some club days will be designated for guest speakers to come
or to have community members as mentors.

B. Describe the time involved (project length including amount of time each day/week).

 Length of project: entire school year

 Days per week: varies depending on length of lesson plan
 Hours per class: each class period is 60 minutes with 4 teaching periods per
day

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

 Subject Area Focus: Mathematics

 Grade Levels: 6-8
 Number of Teachers: 12
 Number of Students: 750
 Instructional Coach
 Administration

D. Describe the materials needed for the project.

 Ozobot Evo Classroom Kit that contains ($1298.57)

o 12 Ozobot Evo Robots
o 12 Clear DIY Skins
o 2 Multi-port Chargers
o 12 Sets of Colored Markers
o 12 Ozocode Sheets
o Teacher’s Guide

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 o Ozobot Tip Sheet
o Ozoblocky Get Started Sheet
o Log Sheet
o Ozobot Driver’s Ed Activity with Foam Blocks
o 20 Certificates
o Ozobots Storage Box
o Classroom Kit Storage Bin

IV. What is the timeline for assessing accomplishments and objectives/project outcomes (In 1-2
paragraphs, describe program evaluation procedure.)?

A survey instrument will be created and administered to teachers after the first round of
Ozobot implementation and again at the end of the school year. The survey will gather
feedback on implementation, ease of use, effectiveness of blending content with coding,
troubleshooting issues, and recommendations for future use. Informal, non-evaluative
classroom observation feedback will be documented by the instructional coach to look for
program strengths and weaknesses. Students will also be given a survey after each round
with the Ozobot to use student perspective to improve Ozobot’s implementation.
Students and staff using Ozobot during Club Day will also be surveyed and monitored for
feedback.

V. How will the students be impacted by the project (In 2-3 paragraphs, include details regarding
how the impact on students will be assessed and reported to students, parents, teachers, and
others.)?

The Ozobot project could have a major impact on both the students and teachers
participating in blending math content with coding and computer science. Teachers will
be challenged to try new instructional strategies that involve more project-based learning
and open-ended exploration. This shift should be felt by students that might be
accustomed to traditional methods of math content delivery. Students should be able to
discuss the differences in classroom instruction through informal conversations and
interviews during classroom observations. Ideally, students will notice that their own
thinking is changing from just seeking a correct answer to a math problem to applying
math and coding to real-world situations. Students will have the opportunity to give
feedback about Ozobot after each round of implementation through a Google Forms
survey. Teachers will be given the information and discuss changes that need to be made
for future use.

Teachers will share students’ final products after each use with Ozobot with a school
audience, parents, and an online audience (through Google Sites or Flipgrid). Students’
work can also be shared with a global audience through social media if proper protocol is
followed. Selected students can be asked to demonstrate the Ozobot on the school's
morning show or during parent involvement meetings at night. Student enthusiasm and
engagement with robotics will be very telling of how integrating technology with content
standards impacts student learning.

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VI. What is the proposed budget? Include information on the following:
A. Materials/supplies: $0
B. Equipment: $1298.57
C. Total Cost of Proposed Project: $1298.57

V. List your supporting references.

International Society for Technology in Education (ISTE). (2018). ISTE’s standards for
students. Retrieved from https://www.iste.org/standards/for-students.

Koehler, M. (2012, September 24). TPACK explained. Retrieved from http://www.tpack.org/.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A

framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

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 INSTRUCTIONAL TECHNOLOGY GRANT PROPOSAL
EVALUATION FORM/SCORING RUBRIC

Total Points (out of 200): __________

1. Impacts a variety of skill levels and/or learning styles or impacts an important target population.

Possible number of points: 40 __________

2. Clearly identifies standards and learning objectives/project outcomes being addressed.

Possible number of points: 40 __________

3. Pedagogically sound, based on research and/or best practices.

Possible number of points: 40 __________

4. Clear plan for assessment of project and goals with examples of implementation methods.

Possible number of points: 40 __________

5. Impacts large number of students and/or can be recycled/reused.

Possible number of points: 40 __________

General Comments:

Adapted from: The Education Foundation of Oconee County, Inc.

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