Technology Grant

ED 605
Greg Howard
November 10th, 2015

1. Overview of Plan
This grant addresses the need for students to use technology in their everyday learning
through a Chromebook initiative. The requirement s of the Sandy Valley School District plan is
to prepare students for the 21st century through expansion of technology and training for
students and faculty. Currently the school district has thirty chrome books for each grade level
to share. There are also three computer labs available for the teachers to use throughout the day
for their classes. However, as the teachers are asked to create more 21st century skills into their
classroom the chrome books and computer labs are not available for every teacher and student
to access on a daily basis. The limitation to access of computers restricts students access to
technology and 21st century skills. This grant will provide learners with technology and
opportunities to prepare for the challenges of the 21st Century learner.
The goal is to enrich the Sandy Valley Local Schools curriculum by enabling learners the
opportunity to increase learning and understanding through a Chromebook 1:1 initiative that
incorporates the chrome books into the curriculum delivery and participation. Learners will use
the technology to increase their confidence, independence and productivity as individual
learners.

Action Plan:
January of 2016:

Apply for technology grant

June-August 2016:

Notice of Grant Money Awarded

Announce the award to school board, administration, teachers and community through a
power point.
Establish the technology team that will be in charge of implementing the 1:1 initiative.
Members of this team will be technology coordinator, technology team leader,
administrator, and teachers.
Need to hire the building technology team leaders.
Order 125 Google Chromebooks for the 6th graders.
Give the current 6th grade cart to the 12th grade high school to allow them to use.
Schedule time with district technology team to set up the new Chromebooks and perform
testing of the system as well as other logistical matters such as wireless connection to
check bandwidth.
Create the evaluations and surveys to be completed throughout the year by teachers,
students and parents.
Notify parents of laptop initiative goals, applications, expectations, and program
evaluations.

August 2016: Beginning of school

Implement the expectations for students use of Chromebooks at school.

Have students checkout the Chromebooks and sign expectation form.
Give pre-survey to students, staff, and parents.
Compile pre-survey responses to discover the perception of technology and learning.
Teachers will perform STAR assessment to give baseline data for the school year on
Reading and Math.

January 2017:

Revisit expectations for students use of Chromebooks at school.

Give mid-year surveys to students, staff, and parents.
Compile the mid-year surveys to discover the perception of how the technology and
learning has been going to this point.
Teachers will perform the mid-year STAR assessment to give data on student progress in
Reading and Math.

May 2017:

Review expectations for students use of Chromebooks at school and survey teachers on
the expectations and suggestions for next school year.
Give end of year surveys to students, staff and parents
Compile end of year surveys to learn the perception of the first year of the 1:1 initiative
by all parties involved.
Teachers will perform the end of year STAR assessment to measure the progress of the
student learning in Reading and Math throughout the school year.
Evaluate the STAR progress of student learning during the first year of the 1:1 initiative.
Collect any Chromebooks that need to be checked for maintenance issues.

June-August 2017:

Have the technology team reconvene and review the first year of the initiative.
Make any changes necessary to the plan that they feel needed. Was the 1:1 initiative a
success in the 6th grade? What steps need to happened before implementing the plan with
the next set of 6th graders.
Order 125 Google Chromebooks for the 6th graders.
Give the current 7th grade cart to the 12th grade high school to allow them to use. They
will now have 3 sets of 30 Chromebooks to use for the 12th graders.
Schedule time with district technology team to set up the new Chromebooks and perform
testing of the system as well as other logistical matters such as wireless connection to
check bandwidth.
Create the evaluations and surveys to be completed throughout the year by teachers,
students and parents for the 6th grade.
Notify parents of laptop initiative goals, applications, expectations, and program
evaluations

August 2017: Beginning of school

Implement the expectations for students use of Chromebooks at school for everyone.
Have the current 6th grade students checkout the Chromebooks and sign expectation
form.
Give pre-survey to students, staff, and parents to 6th grade.
Compile pre-survey responses to discover the perception of technology and learning for
6th grade.
Teachers will perform STAR assessment to give baseline data for the school year on
Reading and Math.

January 2018:

Revisit expectations for students use of Chromebooks at school for everyone.

Give mid-year surveys to students, staff, and parents to 6th grade.
Compile the mid-year surveys to discover the perception of how the technology and
learning has been going to this point.
Teachers will perform the mid-year STAR assessment to give data on student progress in
Reading and Math.

May 2018:

Review expectations for students use of Chromebooks at school and survey teachers on
the expectations and suggestions for next school year.
Give end of year surveys to students, staff and parents to everyone.
Compile end of year surveys to learn the perception of the first year of the 1:1 initiative
by all parties involved.
Teachers will perform the end of year STAR assessment to measure the progress of the
student learning in Reading and Math throughout the school year.
Evaluate the STAR progress of student learning. Compare last year data of students to
this year data. How did the students grow from year to year?
Collect the Chromebooks from the students for maintenance of the students computers
over the summer.

June-August 2018:

Have the technology team reconvene and review the second year of the initiative.
Make any changes necessary to the plan that they feel needed.
Order 125 Google Chromebooks for the 6th graders.
Give the current 8th grade cart to the 12th grade high school to allow them to use. They
will now have 4 sets of 30 Chromebooks to use for the 12th graders. This will allow the
12th grade to be full 1:1.
Schedule time with district technology team to set up the new Chromebooks and perform
testing of the system as well as other logistical matters such as wireless connection to
check bandwidth.
Create the evaluations and surveys to be completed throughout the year by teachers,
students and parents for the 6th and 12th grade.
Notify parents of laptop initiative goals, applications, expectations, and program
evaluations

August 2018: Beginning of school

Implement the expectations for students use of Chromebooks at school for everyone
involved.
Have the current 6th/12th grade students checkout the Chromebooks and sign expectation
form.
Give pre-survey to students, staff, and parents to 6th/12th grade.
Compile pre-survey responses to discover the perception of technology and learning for
6th and 12th grade.
Teachers will perform STAR assessment to give baseline data for the school year on
Reading and Math.

January 2019:

Revisit expectations for students use of Chromebooks at school for everyone.

Give mid-year surveys to students, staff, and parents to 6th /12th grade.
Compile the mid-year surveys to discover the perception of how the technology and
learning has been going to this point.
Teachers will perform the mid-year STAR assessment to give data on student progress in
Reading and Math.

May 2019:

Review expectations for students use of Chromebooks at school and survey teachers on
the expectations and suggestions for next school year.
Give end of year surveys to students, staff and parents to everyone involved.
Compile end of year surveys to learn the perception of the first year of the 1:1 initiative
by all parties involved.
Teachers will perform the end of year STAR assessment to measure the progress of the
student learning in Reading and Math throughout the school year.
Evaluate the STAR progress of student learning. Compare last year data of students to
this year data. How did the students grow from year to year?
Collect the Chromebooks from the students for maintenance of the students computers
over the summer. Since the seniors are graduating they will turn in their Chromebooks
and we will recycle them as needed and keep them for future student use.

June-August 2019:

Have the technology team reconvene and review the second year of the initiative.
Make any changes necessary to the plan that they feel needed.
Order 125 Google Chromebooks for the 6th graders.
Give the current 9th grade cart to the 11th grade high school to allow them to use. They
will now have 2 sets of 30 Chromebooks to use for the 11th graders.
Schedule time with district technology team to set up the new Chromebooks and perform
testing of the system as well as other logistical matters such as wireless connection to
check bandwidth.
Create the evaluations and surveys to be completed throughout the year by teachers,
students and parents for the 6th grade.
Notify parents of laptop initiative goals, applications, expectations, and program
evaluations

August 2019: Beginning of school

Implement the expectations for students use of Chromebooks at school for everyone
involved.
Have the current 6th grade students checkout the Chromebooks and sign expectation
form.
Give pre-survey to students, staff, and parents to 6th grade.
Compile pre-survey responses to discover the perception of technology and learning for
6th and 12th grade.
Teachers will perform STAR assessment to give baseline data for the school year on
Reading and Math.
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January 2020:

Revisit expectations for students use of Chromebooks at school for everyone.

Give mid-year surveys to students, staff, and parents to 6th grade.
Compile the mid-year surveys to discover the perception of how the technology and
learning has been going to this point.
Teachers will perform the mid-year STAR assessment to give data on student progress in
Reading and Math.

May 2020:

Review expectations for students use of Chromebooks at school and survey teachers on
the expectations and suggestions for next school year.
Give end of year surveys to students, staff and parents to everyone involved.
Compile end of year surveys to learn the perception of the first year of the 1:1 initiative
by all parties involved.
Teachers will perform the end of year STAR assessment to measure the progress of the
student learning in Reading and Math throughout the school year.
Evaluate the STAR progress of student learning. Compare last year data of students to
this year data. How did the students grow from year to year?
Collect the Chromebooks from the students for mantienence of the students computers
over the summer. Collect the senior Chromebooks to recycle for student use.

June-August 2020:

Have the technology team reconvene and review the second year of the initiative.
Make any changes necessary to the plan that they feel needed.
Order 125 Google Chromebooks for the 6th graders.
Give the current 10th grade cart to the 11th grade high school to allow them to use. They
will now have 3 sets of 30 Chromebooks to use for the 11th graders. Therefore we will
need to order 30 more Chromebooks this year to allow the 11th grade to be 1:1 as well.
The whole school district will now be 1:1.
Schedule time with district technology team to set up the new Chromebooks and perform
testing of the system as well as other logistical matters such as wireless connection to
check bandwidth.
Create the evaluations and surveys to be completed throughout the year by teachers,
students and parents for the 6th grade.
Notify parents of laptop initiative goals, applications, expectations, and program
evaluations

August 2020: Beginning of school

Implement the expectations for students use of Chromebooks at school for everyone
involved.
Have the current 6th, 10th, 11th grade students checkout the Chromebooks and sign
expectation form.
Give pre-survey to students, staff, and parents to 6th, 10th, 11th grade.
Compile pre-survey responses to discover the perception of technology and learning for
6th and 12th grade.
Teachers will perform STAR assessment to give baseline data for the school year on
Reading and Math.

January 2021:

Revisit expectations for students use of Chromebooks at school for everyone.

Give mid-year surveys to students, staff, and parents to 6th, 10th, 11th grade.
Compile the mid-year surveys to discover the perception of how the technology and
learning has been going to this point.
Teachers will perform the mid-year STAR assessment to give data on student progress in
Reading and Math.

May 2021:

Review expectations for students use of Chromebooks at school and survey teachers on
the expectations and suggestions for next school year since we will be a full time 1:1
building.
Give end of year surveys to students, staff and parents to everyone involved.
Compile end of year surveys to learn the perception of the first year of the 1:1 initiative
by all parties involved.
Teachers will perform the end of year STAR assessment to measure the progress of the
student learning in Reading and Math throughout the school year.
Evaluate the STAR progress of student learning. Compare last year data of students to
this year data. How did the students grow from year to year?
Collect Chromebooks for maintenance. Collect the senior Chromebook and recycle for
next year 6th grade students.

June-August 2021:

Have the technology team review the overall 1:1 initiative plan. Review the data and the
effectiveness of the 1:1 Chromebook. Should the program continue?
Look at the condition of the recycled Chromebooks. Does there need to be a new order
of Chromebooks for next year 6th grade class.
Look to apply for other grants to help implement 1:1 with next year 6th graders if needed

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2. Vision and Alignment

This proposal supports the expansion of technology and technology training for students
and staff at Sandy Valley Middle School and High School. The mission of the grant is to
promote the appropriate use of technology to assist all students and staff so students can become
more independent, self-confident, and productive learners. The commitment to use technology
for learning is shared by administrators, teachers, parents, and students. Everyone has a stake in
student understanding and use of technology.
The accessibility of computers for all students is limited at the middle school and high
school. The increase of state testing going fully on-line has led to teachers increasing
technology in their classroom. These constraints limit the access of technology and
participation of everyone. The addition of Chrome book computers for everyone would
enhance student learning, and reduce congestion in the existing computer lab and laptop carts.
Ohio Improvement process: As a school district we are currently under school
improvement. In order to improve as a school district we must close the gap of the Annual
Measure Objectives. Our district is in continuous improvement due to the low gap closing.
Incorporate technology for everyone will allow us to close the gap of those learners who do not
have the opportunities to learn from technology, also help grow the students who are high
achieving.

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3.

Activities
The following activity was done to determine whether or not to implement a 1:1 initiative in

the Sandy Valley Local Schools Middle and High School. For this activity there was a survey
sent out to parents, students, staff, and administration team. This survey was sent out using the
on-line program survey monkey. The questions that were asked were as follows:
1. Would you be interested in every student having a Chrome book in the classroom
through a 1:1 initiative?
A. Yes
B. No
2. Do you believe that by a student having their own Chrome book that it would increase
their learning?
A. Yes
B. No
3. Would each student having a Chrome book in the classroom be a distraction for students?
A. Yes
B. No
4. Please leave any comments in regarding to a 1:1 Chrome book initiative in the
classroom?
Results of this survey:
62 total response
37 staff members
1. 27/37 (72%) Yes

2. 30/37 (81%) Yes

3. 20/37 (54%) Yes

Comments:
I would love to incorporate more technology in my classroom through Chrome books
Can we get the computers tomorrow?
How much will this cost?
I could tailor my lessons to my students with a 1:1.
3 administrators
1. 2/3 (67%) Yes 2. 3/3 (100%) Yes

3. 3/3 (100%) Yes

Comments:
I would love to have 1:1 but the money would be the biggest road block.
Does our district have the support to put in place? I would have to look into it.

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It could be a good thing for our students and increasing their ability to learn.
10 parents
1. 9/10 (90%) Yes

2. 8/10 (80%) Yes

3. 3/10 (30%) No

Comments:
Would be a good thing for my child.
Yes I would want this.
How much would it cost me?
My students would learn better from a computer.
12 students
1. 10/10 (100%) Yes

2. 8/10 (80%) Yes

3. 2/10 (20%) No

Comments:
Yes
I would love to have my own computer.
Give me a computer.
How much?
Is it going to be free?
I want to learn from a computer.
Based on the results of this activity it was determined that the Sandy Valley High School and
Middle school would welcome a 1:1 Chrome book initiative.

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4. Research and Supporting Data

Laptop initiatives have been launched in school districts all over the country, and have been
one of the fastest growing technologies in education (Warschauer, 2005). The benefit of a laptop
initiative includes re-energizing teachers, curriculum, and learners. The enhanced educational
experience for students increases confidence, capability with technology, and preparation of
skills needed for the 21st century. Manchester, Muir, and Moulton (2004) state that there are
several benefits those schools have seen through 1:1 laptop initiative. One benefit is that the
focus is not on learning to use the technology, but rather using the technology to learn. Instead
of teaching the students how to use the device before a lesson involving technology, students can
now get on their device to learn.
Technology and digital media continue to represent a powerful pathway for advancing
the goals of education, including raising academic achievement and preparing students for
college and career, according to a new study released by the Center for Promise, the research arm
of Americas Promice (MacArthur Foundation, 2009). Their research findings illustrate how
carefully planned and implemented digital learning initiates can powerfully impact how students
learn said Johnathan Zaff, executive director, Center for Promise (MacArthur Foundation, 2012.
Identifying innovative, yet practical ways to involve students in meaningful teaching plans that
meet their individual needs and strengths is critical for creating positive pathways toward
graduation (MacArthur Foundation, 2009).
Research demonstrates that a digital learning environment increases student engagement
(National Research Council, 2004). Additionally, classes involving higher order thinking, active
participation, variety, collaboration and meaning connection to students lives bolster their
interest and enjoyment in learning (National Research Council, 2004). In a study of high school
students, connective instruction, defined by teacher-student relationships that are caring,
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understanding, affirming, and use humor, as well as teaching that promotes self-expression and
relevance, was more than seven times as significant for student engagement (Cooper, 2014).
There is also evidence that individuals learn differently. By personalizing learning
through the use of electronic devices in a classroom, educators can develop stronger relationships
with students and tailor curriculum, instruction, and assessments according to individual learning
styles, strengths, interests, and motivations (Yonezawa, S., McClure, L., & Jones, M., 2012).
An example would be a dyslexic student in the classroom. Through the use of Chrome books in
the classroom, the teacher would be able to allow that student o listen to the audio version
through a podcast, while an English Language Learner could use online software to translate
digital text into Spanish.
Digital media has the capacity to differentiate learning beyond what traditional
instruction could. By using digital media a teacher could scaffold lessons and regulate supports
or challenges of students according to their strengths and allowing them to progress at their own
pace. The technology tools such as Chrome books can model abstract process and explanations
through simulations and animations (Rose Gravel et al., 2012). For example, students in a math
class increase their knowledge about concepts through an interactive computer program that
visually depicted the material.
Reviews of K-12 1:1 initiatives have shown positive effects. The positive effects of 1:1
natives have been found to be higher student engagement, higher academic achievement, reduced
absentee rates and reduced behavioral issues (Holcomb, 2009).

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References
Cooper, K. S. (2014). Eliciting engagement in the high school classroom: A mixed-methods
examination of teaching practices. American Educational Research Journal, 51(2), 363402.
Holcomb, L. B. (2009). Results & lessons learned from 1:1 laptop initiatives: A collective
review.
TechTrends, 53(6), 49-55.
Manchester, B., Muir M., & Moulton, J. (2004). Maine learns: The four keys to success of the
first statewide learning with laptop initive, The Journal; Jul 2004, 31 (12), 14-16.
MacArthur Foundation. (2009). New center at UC Irvine to seed research and collaboration on
digital media & learning. Retrieved on October 16, 2015, from
http://www.macfound.org/press/press-releases/new-center-at-uc-irvine-to-seed-researchand-collaboration-on-digital-media-learning/
MacArthur Foundation. (2012). Digital media & learning. Retrieved on October 16, 2015, from
http://www.macfound.org/programs/learning/strategy/
National Research Council. (2004). Engaging schools: Fostering high school students
motivation to learn. Washington, DC: The National Academies

Rose, D. H., & Gravel, J. W. (2012). Curricular opportunities in the digital age. The Students at
the Center Series. Teaching and learning in the era of the common core. A Jobs for the
Future Project.
Warschauer, Mark. (2005). Going One-to-One. Educational leadership; Dec 2005/Jan 2006, 63
(4), 34-38.
Yonezawa, S., McClure, L., & Jones, M. (2012). Personalization in schools. The Students at the
Center Series. Teaching and learning in the era of the common core. A Jobs for the
Future Project.

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5.

Best Practices and Standards

Best Practices:
Based on research and exploring districts that have incorporated 1:1 initiatives into their
districts here is a list of things that should be considered when implementing our program.
1. Plan and Expand: Does our district have enough bandwidth and wireless connectivity to
power a 1:1 program.
2. Provide training in technology. Importance of ongoing professional development
opportunities to equip educators.
3. Restructure roles and rooms. Digital learning transforms traditional learning
environment by altering both pedagogy and physical layout of the classroom. Foster a
more dynamic learning and teaching environment.
4. Visit other schools that have incorporated 1:1 initiatives before fully implementing ours.
These visits can lead to building strategic relationships to bring different points of view
and type of expertise which can stimulate thinking and support.
5. Use data to measure the effectiveness of our program.
The Common Core Standards focus on math and English language arts. However, they also
emphasize technology as a way to learn. Throughout the Common Core State Standards,
technology provides a way for students to gain the knowledge and skills that the standards
emphasize in math and English language arts (Roscorla, 2010). Basic technology skills will
allow students to succeed in college and careers says Chris Minnich, director of standards and
assessments for the Council of Chief State School Officers, which coordinated the standards
initiative along with the National Governors Association Center for Best Practices.
Minnich believes that technology should be integrated into academics (Roscorla, 2010). In
the big picture he believes that the standards call for students to use technology to help them
learn instead of just having technology. Whether it is with using tools to solve math problems
or using manipulatives in the writing process, we think technology is part of the solution. He
believes that technology needs to be viewed that way rather than a crutch that students rely on.
The Standards:
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The college and career readiness standards that anchor the K-12 standards call for
students to learn through technology and multimedia. In Math, proficient students should know
which tools to help them perform different tasks, according to the standards. In a traditional
classroom these tools include pencil, paper, rulers, protractors and calculators. Technology can
be used to help enhance the students understandings of concepts with the help of tech tools
(Roscorla, 2010). These tools can help students visualize the results of varying assumptions,
explore consequences and compare predictions with data.
In Language arts, the standards call for students to use technology, including the internet
t, to produce and publish writing, as well as to interact and collaborate with others. Students are
also asked to evaluate information presented in different media and formats, according to the
standards. Along with evaluation information, they should be able to produce presentations with
digital media, which include web based tools (Roscorla, 2010).
Reference
Roscorla, Tanya (2010). Technology permeates common core standards. Center for Digital
Education. Retrieved on November 3rd, 2015 from
http://www.centerdigitaled.com/policy/Technology-Permeates-Common-CoreStandards.html

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6. Budget
I.
Personnel
Stipend for building technology leaders to help with any technology issues the students or
teacher may be having with the Google Chromebooks.
Quantity and Cost: 2 x $500
Budget Requested: $1,000
II.

Equipment

a. Google Chromebooks over 7 year period

Quantity and Cost: 630 x $149
Budget Requested: $93, 870
b. Chromebook carts and charging station/
Quantity and Cost: 4 x $500
Budget Requested: $2,000
c. Increase the district broadband over the 7 year period
Budget Requested: $3,000
III.

Total Budget Requested: $99,870

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7. Evaluation Plan
For this grant, the Sandy Valley School district will use different types of assessments to
measure the effectiveness of the 1:1 initiative. The assessments will be both formative and
summative assessments.
The formative assessments will be used to measure to make sure the process is working
and meeting the goals of the district. The evaluation will be done three times a year throughout
the five year plan. By having three different check points throughout the year will allow us as a
school district to reflect on the program and make changes to the program as the year progresses.
Surveys will be used to gather information from the student and parents involved in the
1:1 initiative. These surveys will be given at the beginning, middle and the end of each year the
1:1 is incorporated with a new grade level. Results will be compared to evaluate if there has
been a change in student learning and technological perception from the implementation of the
1:1 project. Results will be evaluated throughout the project and shared with the faculty,
technology team and participants at the middle of the year and when the school year is complete.
Having three data points should provide a better understanding as to the effectiveness of the
program.
Results of the evaluations will be shared with the District Leadership Team,
District Technology Team of Sandy Valley Local Schools at the end of the first year. The
faculty and staff will be updated on the process through a presentation at building meetings and a
link on the district webpage. In addition, parents and the community will be informed of the
results of the program through announcements on the district website and in a newsletter. A
news article will be published in the Press News on how the 1:1 initiative is going. There will
also be a presentation made to the school board at the end of the first year.

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Summative assessments will also be done three times a year for five years to measure the
progress of the students learning. One of the reasons for the 1:1 unitive is to increase the student
learning and to close the gap of student learning. The way that we will measure if the students
are making gains in their learning is through the diagnostic test that the district has in place
called STAR. We will use the STAR program to measure the students knowledge in Math and
Reading. This will be used at the beginning, middle and end of the school year. The results will
be reviewed by the Administration team and the District Technology team. The results will also
be shared with the staff through a presentation at a staff meeting. At the end of the first year the
results will be reviewed to check the student progress throughout the year. These results will be
used to check for any significant gains and for evaluating the program.

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Student Survey Evaluation Form

Answer all of the following questions about your learning experience this semester.
Only mark one answer for each question.
1. Using the Internet and technology increased my class participation
Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

2. The use of hands on learning allows the opportunity for better understanding of
classroom material and concepts.
Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

3. Daily use of Chrome books makes learning material easier

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

4. Daily use of Chrome books helps complete the requirements of my classes

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

5. Using Chrome books has helped prepare me for the challenges I will face in the
classroom
Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

6. I take responsibility for my learning and feel comfortable with working on my

own.
Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

7. I feel comfortable with my educational future and my ability to adapt and

change to meet new challenges.
Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

8. I feel better prepared for the challenges that I face at school due to the use of
Chrome books in the classroom.
Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

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Parent Survey Evaluation Form

Answer all of the following questions about your childs learning experience this
semester. Only mark one answer for each question.
1.
Using the Internet and technology increased my childs enthusiasm for
learning
Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

2.
The use of hands on learning allows the opportunity for better understanding
of classroom material and concepts.
Strongly Agree
3.

Agree

Neutral

Disagree

Strongly Disagree

Daily use of Chrome books makes learning material easier for my child

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

4.
Daily use of Chrome books helped my child complete the requirements for
their classes
Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

5.
Using Chrome books has helped my child prepare for the challenges they will
face in the classroom
Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

6.
My child takes responsibility for my learning and feels comfortable with
working on my own.
Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

7.
My child feels comfortable with their educational future and ability to adapt
and change to meet new challenges.
Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

8.
My child feels better prepared for the challenges that they will face at school
due to the use of Chrome books in the classroom.
Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

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