I'm writing a grant proposal to a lovely and reputable education foundation, and as I've scoured its requirements, I came across this note:
"Grants for personal requests will not be granted."Naturally, I wouldn't think to do such a thing, but at the same time I can see how requesting a new laptop would be perceived as "personal". So I set off to prove how a new laptop would be a major benefit to my students.
I needed to show how my current laptop--a hand-me-down from another teacher--has benefited my students for the past four years. I know what you're thinking. "Four years in the technological world isn't that old," but who knows how many years the previous owner used it. Also, the laptop has been in for repairs a number of times already, twice when the cord stopped charging and twice for crashing. Recently, the cord died again, and it only functions in its docking station (also a hand-me-down), and the cooling unit--an actual FAN--whistles at an octave that irritates humans and dogs. I have to drown it out with headphones when I'm grading from home. One of the saddest truths about my unit is that the machine is too outdated to download the latest versions of Adobe and Microsoft Word, two programs I frequently use, and I couldn't download them if I wanted to, because it has decided to no longer pick up my wifi connection in the house.
In the spirit of full disclosure, I have access to a chromebook, but one flaw with conducting work on the chromebook is that the screen is tiny and hard on my eyes. As I get older, I struggle with reading the essays on my screen. I can zoom in on it, but that obscures parts of the screen I may need to see.
You might be thinking, "Okay, it's a dinosaur, but tell me again how it's not a personal need."
Trust me, every English teacher on the continent just snorted.
Here's a break-down of the hours per month that I use my dilapidated laptop or itty-bitty chromebook:
- Lesson plans = 10 hrs. In a given month, I use my laptop to prepare lesson plans and update my Canvas agendas on average one hour per day that I teach. Since I only teach half-time, that's about 10 hours. (This does not count the time at school I use to prep, make copies, and collaborate with other teachers.)
|Here's one student taking visual notes on reading strategies for the whole class.|
- Conducting student writing competitions = 3 hrs. In a recent haiku competition, I used social media to enlist the help of 10 writers, 2 teachers, and 6 former students to help rank the top five haiku in each class. That entailed sending out requests and haiku, inventorying and averaging scores, and recording feedback. This is just one example of the at-home work I do for my students. Another example: In December, I'll do a cross-content project with the art classes at SHHS. They will create art inspired by my students' poetry, and then we have a joint art show at the Salem City Library. I'll have to format poems with a universal font, create advertisements, promote the Visual Verse Art and Poetry Show online, and email parents invitations.
- Organizing student rewards and celebrations = 5 hrs. After finding out who won the haiku contest, I used my chromebook to create a slideshow for each class. It included feedback from professionals, the winners and their haiku, and visually stimulating animations. Formatting takes time, but with an updated version of PowerPoint and a laptop with a wifi connection, I think next year's will be even better. When I ran out of teacher funds, I bought the winners candy bars with my own money and used my chromebook to email my principal to see if he would support the contest with more prizes. He kindly provided the winners with t-shirts and key cards.
|Here are a few examples of the slides I made.|
|I think the kids like the feedback more than anything else.|
- Grading electronic essays = 12 hrs. And that's low-balling it. The fact is, when I assign an essay, it takes me about 3-12 minutes to grade each one. I teach 104 students. Imagine if I taught full-time! Some of my fellow English teachers assign two essays a term. I wonder how they find the time for grading! On my little chromebook grading is problematic. When I blow up the screen to see, it hides the adjacent commenting portion on both Canvas and Google Drive. This adds to my grading time as I have to navigate back and forth from the essay to the comments, and it's harder to do without a mouse. Grading on my laptop requires the internet, but like I said, it stopped picking up my home wifi.
|Beary hard at work revising narrative essays.|
(The screen is too small even for this teddy bear!)
|This was an assignment the students did to prepare for narrative essays. It's a way to organize a free write into something more concise. This one was particularly powerful.|
|I used technology to put it into this format.|
- Grading book reports = 4-6 hrs. Since I gave my students the option of submitting electronically or a hard copy, grading online took half the time as the essay assignment.
|Here are some of those hard copy book reports. They all had to be graded too, but aren't they GREAT!|
|Seriously, my students are the best.|
|When they graduate, these kids need to hit the ground running!|
If I don't count all the minutes here and there that I promote my students' work on twitter, instagram, and facebook, I use the laptop or chromebook for a minimum of 34 hours a month on work related things. I hope the foundation invests in me and, by extension, my students.
I hope it's clear that I love what I do and I want to keep doing it with quality tech that doesn't whistle or break-down every other time I log on. I'd like to be able to streamline grading with a laptop with a larger screen. I hope they consider me for the grant.