THE NEA FOUNDATION GRANTS

Beneficiary: Elementary School Teachers, High School Teachers, K-12 Teachers, Middle School Teachers.

Grant Type: Subject Matter Expertise

Grants Available

Learning & Leadership Grants

These grants provide opportunities for teachers, education support professionals, and higher education faculty and staff to engage in high-quality professional development and lead their colleagues in professional growth. The grant amount is $2,000 for individuals and $5,000 for groups engaged in collegial study.

Application deadlines: February 1, June 1, October 15

Student Achievement Grants

These grants provide $5,000 to improve the academic achievement of students by engaging in critical thinking and problem solving that deepen knowledge of standards-based subject matter. The work should also improve students’ habits of inquiry, self-directed learning, and critical reflection. (These grants replace the foundation’s Innovation Grants program, which has been discontinued.)

Application deadlines: February 1, June 1, October 15

Applicants can link directly to the application from The NEA Foundation’s Web site

Greetings Educators,

A few weeks ago my colleague and partner in crime, Matt Koehler and I, published an article in the journal Learning and Leading with Technology, the membership magazine of the International Society for Technology in Education (ISTE).  In this article titled, “Too Cool for School, No Way” (http://tinyurl.com/c6p5ta/), we tried to make the argument that new technologies (such as Facebook, iPhone, Flickr, WordPress, Google Earth, GPS devices, YouTube so on) have the potential to fundamentally change the way we think about teaching and learning.

However, realizing this potential is not an easy task. Merely bringing these tools into the classroom will not lead to change and in fact may be a dangerous distraction. As educators we need to think through how these tools can function with specific pedagogical contexts for teaching specific subject matter. For instance even the same technology needs to be understood and used differently if teaching different subject matter or in a different grade level. For instance, using Google Earth to teach geography (http://www.google.com/educators/p_earth_discovery.html) at the high school level is very different from using it at the elementary level. Moreover, Google Earth does not constrain us to using it just to teach geography.  It can be used fruitfully for teaching mathematics (for instance check out http://www.realworldmath.org), something the original designers of Google Earth clearly did not consider when designing the software program. In the L&L article we have a bunch of other interesting examples that I won’t repeat here. But I do want to make two key points.

First, it is hard to predict what these new tools can do for us. Just as Google Earth could be used to teach mathematics, the educational possibilities of many of these tools is yet to be recognized or identified. A great example I recently came across was a classroom in Italy who used mp3 recordings of the moon landing and an open source audio-editing software program called Audacity to compute the distance to the moon! Who would have thought that Audacity, an audio editing program, could be used as a data analysis tool? You can read more about this fascinating project  at http://tinyurl.com/mqedva/.

Second, the fact that we don’t know which tools could be used for educational purposes makes it really hard to predict what we should teach in our teacher education and professional development programs. Clearly teaching specific technologies is doomed to fail. For those of us who remember the hype about Hypercard or the dreams about Dreamweaver, I wonder what we will think about the twitter about Web 2.0, blogs and wikis a decade from now.

What this means is that our emphasis should be more on developing flexible frameworks that support recognizing the potentials of new technologies and their integration into the teaching of subject matter. This is not a passive approach towards technology integration but rather one that sees teachers as creators of new ways of engaging students with powerful ideas. These are teachers who are designers of learning environments, fluent in their knowledge not just of subject matter, pedagogy and technology but in the way these three things are to work together.

In our master’s program we try to push for such flexible approaches towards educational technology. Through our on-campus, off-campus and online courses we attempt to create a way of thinking, a way of looking at the world that emphasizes these values of life-long learning and creativity, of engagement and play.

As our program is continually evolving and growing, the EduTech Today newsletter is undergoing a few exciting changes. First off, the Director’s column will now be shared between the Director of the Certificate program, Dr. Joseph Codde, and me (the Director of the Master’s program, Dr. Punya Mishra.) Another change to the newsletter is the addition of a few new column categories. We are adding three new categories: MAET News, Job Postings and Grants and other Funding as well as making changes to the Instructor Spotlight. The Alumni Spotlight has been merged with the Instructor Spotlight so we can highlight both our terrific alumni and program faculty.

We are transitioning to a new email service and therefore you may receive two newsletter emails this month. One from our old service and one from our new service, MailChimp. If you do not receive two emails of the same newsletter this month you may want to visit http://newsletter.edutech.msu.edu/subscribe to be sure that you are part of the new email list.

Lastly the number of issues that we will be distributing has changed. With our new format you will be receiving the newsletter bi-monthly (6 issues/year) instead of quarterly (4 issues/year). Many of the new columns that we have added are time-sensitive information that the quarterly format did not accommodate. The bi-monthly format will help you keep up to date with the latest information for job postings, grants and other funding, as well as other great tips and ideas for using technology in the classroom and ways to connect with the MAET program.

So once again thank you for being part of the MAET family. From all of us here at MAET central, all the best as you transition into summer.

Dr. Punya Mishra
Director MAET Program
College of Education
Michigan State University
Web: http://punyamishra.com
Blog: http://punya.educ.msu.edu/blog/

Apply now for a MACUL Grant

Apply now for a MACUL Grant. The application window is now open for MACUL members to apply for a MACUL Grant (up to $1500) to support effective use of technology in the classroom. Details are listed below as well as the links to the Overview, Rubric and Timeline. Deadline for applying is midnight, June 27, 2009.

Purpose: To encourage and support members interested in promoting effective instructional uses of the computer or related-equipment.

Grant Goal: Each project should focus on an instructional use of the computer or related equipment, which has the potential of being replicated in other educational settings.

Grant Limit per Application: $1,500

Eligible Applicants: MACUL members who are classroom teachers, coordinators, administrators, or higher education personnel. MACUL Grant recipients from the last two years are ineligible to apply.

Requirements for Acceptance of Grant Funds:
1) Complete a MACUL-Grant Project Summary Form and Budget Report,
2) Carry out plan for sharing the project with other educators and MACUL members,
3) Submit a MACUL Journal article on the project and present the project at the MACUL Conference in either a one-hour session or a poster session.

Length: The recommended overall length of a MACUL Grant is 2000-2500 words.

Grant Information and Overview

Grant Rubric

Online Application

Timeline

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MEA Professional Growth and Development Grant

The Michigan Education Association is committed to improving the quality of education for Michigan students in the state’s public schools. As part of its continuing commitment to deliver quality professional development and improved professional practice for its members, MEA established a program to provide funding grants to members, local associations and local professional development committees. MEA’s Professional Growth & Development (PG&D) Grant projects allow members to plan and implement conferences, workshops, research or other projects that address educational needs and professional practice.

To learn more about how to apply for this grant go to http://www.mea.org/pd/pdf/pdg-grants.pdf.

Need Professional Development Money? Two Resources for Grant Money

In today’s economic crisis grant money seems harder and harder to come by. With that in mind you will understand my shock when I was talking with an exhibitor at the Michigan Council for Social Studies Conference and learned that he had grant money to give away and had only a few applicants.  In fact they had to extend their original deadline because they had more money than applicants.  He provided me with the information and I knew immediately that I wanted to share it with you, our readers.  Read on to learn more about this great opportunity.  In addition you may want to learn more about professional development grants being offered by the MEA by visiting http://www.mea.org/pd/pdf/pdg-grants.pdf.

MCTPS seeks proposals from interested individuals, institutions of higher education, professional development initiatives, library systems, and school districts in the following states: Illinois**, Indiana, Iowa, Kansas, Kentucky, Michigan, Minnesota, Missouri, Nebraska, Ohio, and Wisconsin. MCTPS is looking for opportunities to integrate promising practices in teaching with primary sources into existing pre-service education curricula as well as K-12 professional development programs. Successful projects will be provided a tested professional development guide for all K-12 professional development activities. A copy of this guide can be downloaded for review by all applicants at http://www.mlb.ilstu.edu/tps/MCTPS/pdguide/pdguide_intro.htm

** Illinois proposals will be directed to one of the existing TPS partners. Please contact our office (resatch@ilstu.edu) before submitting proposals from Illinois.

The Library of Congress, as well as, MCTPS will be evaluating activities throughout this pilot program. Principal Investigators (PIs), trainers, and participants may be asked to participate in evaluation activities such as online questionnaires or phone interviews.

Two types of MCTPS awards will be funded:

• Type I awards will require the modification of existing pre-service curricula to include the integration of primary sources from the Library of Congress or research related to the use of primary sources in teaching and/or learning.
• Type II awards will require the training of in-service teachers and library information specialists using an established professional development program that meets the goals of the TPS level one program.

Award Information

Anticipated Type of Award: Subaward Contracts

Estimated Number of Awards: 20 in FY 2009, the number of Type I and Type II awards will be determined based on the results of separate review processes.

Anticipated Funding Amount: Type I awards $2,000-$5,000; Type II awards $2,000 – $15,000

Eligibility Information

Proposals may only be submitted by the following from the states of Illinois**, Indiana, Iowa, Kansas, Kentucky, Michigan, Minnesota, Missouri, Nebraska, Ohio, and Wisconsin.

• Universities and colleges: U.S. universities and two- and four-year colleges (including community colleges).
• Non-profit organizations: Independent museums, libraries, observatories, research labs, professional societies and similar organizations.
• Public, private, and parochial schools, State Boards of Education, Regional Educational Systems, and other educational organizations.

Proposals that have a measurable impact and identify stakeholders’ (e.g., in-service and pre-service educators, students, educational systems) benefits and ways that this initial effort may be systemically sustained are encouraged. Although it is not a requirement, proposals supported with matching or in-kind funds from local institutions/organizations are highly encouraged.

Proposal Preparation and Submission Instructions

A. Proposal Preparation Instructions

Please contact the Center Director, Richard Satchwell (resatch@ilstu.edu) to discuss your proposed project prior to submission.

When discussing your intent to submit a proposal, be prepared to discuss the following:

• Type I or Type II project.
• A summary of the activities being proposed.
• The PI(s), co-PI(s) and their organizational affiliations.
• Estimated total project budget.

Full Proposals (required):

Full proposals must be submitted to the Midwest Center for Teaching with Primary Sources at Illinois State University. We are currently accepting proposals. (We have extended the original deadline of January 15, 2009.) If interested in submitting a proposal, please contact the MCTPS office prior to submission.

Proposal Preparation Instructions
A. Project Summary (1-page limit): At the top of this page enter a short informative title for the proposed MCTPS project. Indicate a Type I or Type II project. Include contact information for PI(s), Co-PI(s), and organization/institution. Provide a summary of the MCTPS project, including its goals. In a separate statement, provide a summary of the impacts and sustainability of this proposed project beyond this funding.
B. Project Description (6-page limit): The project description contains the following items.

1. List of Participants (1-page limit): Include departmental and institution/organization affiliation of all principal investigators and other personnel expected to have an important role in the project. Include a brief biographical sketch for each person

2. Description (5-page limit): Describe the scope of the project including:

• Project goals and objectives.
• Project audience and numbers to be reached.
• Implementation methodology describing how Teaching with Primary Sources content will be incorporated into ongoing education and professional development programs (i.e., train-the-trainer, direct instruction, curriculum revisions, online/virtual instruction).
• Evaluation methods.
• Time line for implementation.
• Dissemination activities.
• Sustainability efforts beyond funding (i.e., integration into existing educational goals/organization, institutional support, alignment with existing curriculum)

C. Budget (2-page limit): The estimated total project budget and budget justification should be included. Indirect costs are not allowed.

D. Due Dates: The Center is funded through December 31, 2009. Proposed projects that can be completed by this date are encouraged to contact us to discuss the details of your project. Project completion; December 31, 2009

MCTPS Proposal Processing and Review Procedures:

All proposals received by the Midwest Center for Teaching with Primary Sources at Illinois State University will be carefully reviewed by Center staff. Successful proposals will enter into a subaward contract with Illinois State University. The reviewers will ascertain the extent to which proposals relate to the following questions:

• How well does the proposed project meet the goals and objectives of the level one MCTPS program?
• How well qualified is the PI(s) to conduct the project?
• How well conceived and organized is the proposed activity?
• Are the activities reasonable for the given timeline?
• Is there evidence of sustainability beyond the initial funding?
• How well does the proposed activity broaden the participation in the TPS program?

Contact Information

All questions should be directed to:

Richard Satchwell
Director, MCTPS
resatch@ilstu.edu
Phone: 309-438-3441
Fax: 309-438-3585

Locations for the Summer

We want to hear from you!  We are getting ready to set our schedule for our Summer ‘09 Certificate classes and would love your input on where we should offer our classes.  Our summer classes can be offered in the 5 week accelerated format or our traditional weekend format.  To learn more about these different formats please visit http://edutech.msu.edu/delivery.html. Currently we have classes scheduled in Birmingham on a weekend basis but are looking for sites in the Lansing, Grand Rapids and Flint areas.

If you are interested in the program and would like to see it offered this summer in your own school district please use the form below to let us know where and in what format you would like to see the program offered.  Don’t forget that if you bring the program to your district and sign up a minimum of 15 teachers to take the course, you may be eligible to receive a stipend that will help cover the tuition costs of one of your courses.

Please review the guidelines for bringing the program to your district to be sure your district meets the lab requirements.  You can read the guidelines at http://edutech.msu.edu/bringingtodistrict.html.

MAET STUDENT NEWS AND SUMMER 2009 DATES HAVE BEEN SET

MAET Student News

MAET student Michael Hughes (Plymouth, England Class of 2009) was appointed to the Apple Distinguished Educator Class of 2008. Michael is an English and Social Studies teacher at Jakarta International School in Jakarta, Indonesia. The Apple Distinguished Educator (ADE) program is a relationship program focused on educational excellence and leadership. ADEs are members of a select group of K-12 and Higher Education professionals possessing an identified expertise in educational technology leadership. This group of over 1200 educators spans the globe with membership in the USA, Canada, Europe, Australia, New Zealand, Japan, Latin America, and Asia. Congrats Michael!

MAET student Stephanie Peterson applied for and received a grant this fall from the MEEMIC Foundation for the Future of Education. In January, she’ll be receiving $1300 to buy a class set of headsets with microphones. The goal of her project is to increase oral proficiency and listening and speaking skills through the use of innovative and modern technologies. Using the headsets, her students will be experimenting with podcasting, digital storytelling, and will create a digital audio portfolio to showcase their work.  Congratulations Stephanie!

Summer 2009 Dates

Plymouth, England
In Plymouth, England you will earn the master’s degree in Educational Technology from Michigan State University while staying in-residence at the University of Plymouth in southwest England. Studying in Plymouth provides an opportunity for International Baccalaureate (IB), Department of Defense Dependent Schools (DoDDS) and other domestic and international school educators a chance to work, learn and collaborate in a face-to-face setting. The program will run from Sunday, June 28 – Friday, July 24, 2009

East Lansing Summer Cohort – CEP800, CEP815 & CEP822
After completing the Educational Technology Certificate Program, students may apply to the Master’s program to join the East Lansing summer cohort. This hybrid version of the program combines the power of working together in a summer cohort with the flexibility of completing courses during the academic year. Participants come together for two weeks of face-to-face on-campus in East Lansing from June 17 – July 1, 2009 and then meet online from July 2 – July 29. On July 30, 2009 students will reconvene on campus to share final course projects.

The end of the school year is in sight and the last thing you are probably thinking of is signing up for summer classes to continue your professional development in the area of educational technology. Yet the deadline for our summer classes is this Friday, June 5th so if you are considering signing up you’ll need to do so by Friday.

We have several options available this summer. First you can take our summer accelerated classes in Traverse City, East Lansing or at the Kalamazoo RESA. The Traverse City courses are Monday – Friday for just 4 weeks and the KRESA and East Lansing classes are Monday – Thursday for 5 weeks. You can earn 9 graduate credits by taking one of these summer accelerated options.

We also have weekend classes being offered in Birmingham and Durand. The 810 course has already been offered but participants can take 811 or 812 in this weekend format.

Last but not least we have our online summer series beginning June 16th. You can take both 810 and 811 during the summer for a total of 6 graduate credits. You can finish up 812 in the fall or spring semester depending on what works best for your schedule.

If your summer is already booked and you are unable to take classes until the fall you may want to check out our fall lineup of classes at http://edutech.msu.edu/timeslocation.asp. We have classes scheduled for Birmingham, Durand, Pinckney, Traverse City and Wayne RESA.

We are always looking for new site locations. If you don’t see a location that will work for you and are interested in getting the courses offered right in your own district you can complete our Suggest a Location form at http://edutech.msu.edu/suggestalocation.asp.

We wish you a very relaxing and much deserved summer vacation.