Request for Qualification

REQUEST FOR QUALIFICATION

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Request for Qualification

Introduction

Our institution arrived at the decision to develop a feeder charter secondary education school that will primarily be linked to the post-secondary education institution. It is significant to establish that the primary purpose of this charter is to enhance graduation rates among high scholars within the community the facility serves. This can only be achieved through the development of effective frameworks that support the academically ready students in meeting their curriculum requirements without experiencing extensive remediation. On the other hand, there will be a need to comply with the current trend  in the education sector that inclusively embrace technological innovation such as the inclusion of iPads within the curriculum of the charter school as detailed in the Elementary and Secondary School Act, developed to improve kp-12 student learning and in developing critical thinking skills.

One of the primary problems experienced in this institution remains in the fact that the institutions current design for secondary school education is only efficient for a smaller percentage of students. Another challenge that has been inhibited by the learning institution remains in enhancing the process of learning among students from disadvantaged and low resourced backgrounds including those who face problems because of cultural and linguistic competencies.

On the other hand, the institution only employs traditional methods of teaching, thus ignoring the use of technological innovation in enhancing the process of learning. As a result of this, it is significant for the institution to develop an option that will enhance the learner’s capacity to meet their curriculum requirements (Hattie, 2009). The significance of this RFP will be driven towards motivating and increasing the rigor in the students and allowing them to participate in college courses through the inclusion of technological innovation.  These arrangements would be achieved by initiating dual enrollments, Tech Prep’s, Advance Placement Courses and middle and early college institutions.

Research Questions:

1. Is there evidence that the anticipated secondary education schools that will primarily be linked to the post-secondary education institution are efficient in increasing the academic performances of the students?
2. How will the charter process incorporate the use of technology in initiating rigor among the high school students as well as the regular college courses?
3. What are some of the existing evidences that this charter will achieve its goals in serving the specified target group and in solving the problem?

Literature Review

According to Hattie (2009), the use of technology remains efficient when the teachers incorporate the element of diversity in teaching, an aspect that would require the development of diversity teaching strategies (pp.15). Hattie’s approach is founded on the bases of ranking the influence of using different meta-analysis in understanding how efficient learning may be achieved in accordance to their effects sizes. In understanding some of the areas that contribute to an effective learning within an institution, the teachers and their teaching approaches that would include the use of iPads and the students remain relatively important for an institution.

On the other hand, it is significant that the teachers incorporate a pre-training approach when incorporating technology in teaching and learning, thus providing multiple opportunities in learning such as increasing the student’s time of tasks and deliberative practice (Arner & Bonds-Raacke, 2013). According to Hattie, this element enables the student to have control in the process of learning since technology, especially the use of iPads optimizes peer-to-peer learning by enhancing feedbacks.

Arner & Bonds-Raacke (2013) expunges on the essence of ensuring the quality of learning in initiating a feeder charter that can be achieved by taking advantage of technology such as the use of iPads in enhancing the process of teaching (pp.154). This provides evidence in increasing the academic performances of the students especially when experiences teachers instruct learners through the use of different teaching strategies. This depicts the advantage of using iPads as a supplement in learning (d=0.45) rather than substitutes (d=0.30) in enhancing the teachers instructions and the learners feedback.

Carter (2012) mentions that in this contemporary society have seen many teachers and students have engaged in the use of iPads for administrative and personal factors. This has resulted in the difficulty in understanding the need to use iPads and other related gadgets in enhancing the process of teaching (pp.868). This clearly supports the view of Hattie (2009) who establishes the need to include a pre-training program on the use of these gadgets to enhance learning, an aspect that has the effect of (d=0.53). An institution clearly needs to ensure the teachers and students are trained on the use of these gadgets, with the teachers taken through a 10 hour training which is considered as productive. Teachers who receive short-term learning are consequently likely to achieve a substantially less impact in incorporating the use of iPads in the process of learning. On the other hand, teachers who receive more than 10 hours of training are in a position to achieve 75% in initiating the use of technology within the institution.

It is additionally essential to establish that the use of iPads have multiple learning impacts in an institution, thus providing opportunities such as the use of these gadgets in enhancing peer-to-peer learning, simulations and problem-solving, and programming.  The teachers will be in a position to develop efficient tutorials that would be used in structuring learning experiences among the students (Carter, 2012). Several softwares may be used in enhancing instructional quality as compared to the traditional instructional methods. The initiation of this approach remains significant in helping the learners have control over the process of learning, thus enabling them not to lose sight of their curriculum goals.

Efficiency in increasing the academic performances of the students will also be noted in the effectiveness of using iPads to enable the learners to increase their learning pace, master time allocations and incorporate their choices into the process of learning. For instance, the learners may use their iPads in writing more as compared to writing on paper and in conducting more research as compared to the traditional system of doing researches in a library (Chen, Yun Dai, & Zhou, 2013). This clearly establishes the existing evidence that the use of iPads and gadgets would enable peers to caption the capacity in solving problems, suggesting new strategies into problems and working out different course contents efficiently. Through the use of iPads, the teachers will be in a position to modify feedbacks within a classroom setting with the aim of heightening the awareness of the students in addressing some of the areas they experience challenges. This will efficiently enhance rigor among the high school students as well as the regular college course.

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