MARIAN UNIVERSITY
SCHOOL OF EDUCATION
Department of Educational Technology
EDT 655- Developing Grant Proposals Integrating Technology
Action Assignment 6 – The Grant Proposal
Name: Brian Kurth
School & Grade Level: University Lake School, Middle School
Grant Title: IPads in the Classroom
Grantor: Waukesha Foundation
Grantor’s url: http://waukeshafoundation.org/
Requirement
Grantor’s Information
Cover Letter
Action
Assignment 5
Abstract
Action
Assignment 5
Statement of Need
Action
Assignment 1
Goals & Objectives
Action Assignment 1
Methodology w/
Technology Integration
Action
Assignment 1
Budget & Sustainability
Action
Assignment 2
Organization
Information
Action
Assignment 4
Evaluation Plan
Action
Assignment 3
Dissemination and
Report Forms
Action
Assignment 3
Overall and Other
Considerations
TOTAL
Criteria
Rating Scale: 2= strong 1= average 0= weak
Max
Points
Self
Rating
Contains grantors guidelines, criteria and exclusions with the correct link (url)
1
1
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
1
1
20
20
Attention-grabbing, pointed out project’s uniqueness, irrefutably linked proposed
project with grantor’s interests showing good fit with the funder’s priorities and
parameters; correctly and consistently followed grantor’s format and guidelines;
scholarly, no spelling or grammatical errors
Coherent, concise and complete description of the project, addressed all of the
required elements; showed overall value of the project (the relationship of benefits to
costs); unique and innovative; correctly and consistently followed grantor’s format
and guidelines; scholarly, no spelling or grammatical errors
Expressed urgency and timeliness of the need supported by recent data, case studies,
interviews, survey results, media attention, etc.; cited sources in the text and
provided a list of references following APA format, followed grantor’s guidelines; no
spelling or grammatical errors
Specific, measurable, achievable, relevant and time-bound goals and objectives; with
corresponding clear and tangible expected outcomes; scholarly writing, correctly and
consistently followed grantor’s format and guidelines; no spelling or grammatical
errors
Activities, procedures and strategies are realistic, reasonable, effective, outcomeoriented - drawing on best practice and research; includes who will what, how and
when, with innovative use of emerging technologies; correctly and consistently
followed grantor’s format and guidelines; no spelling or grammatical errors
Included practical budget and other sources of funding being pursued, both cash and
in-kind contribution; attached digital photos of tech gadget; included convincing
narrative that explains how the project will continue after the grant has run out;
correctly and consistently followed grantor’s format and guidelines; no spelling or
grammatical errors
Showed that school mission and vision is aligned with grantor’s; provided url; school’s
history, leadership and programs relate to the proposed project; convincingly
established capacity to undertake the grant (resume) and evidence of institutional
support (letters of assurances)
Solid formative and summative evaluation to determine whether goals and objectives
are met; included WI curriculum standards met; purposefully triangulated data
sources; correctly and consistently followed grantor’s format and guidelines; no
spelling or grammatical errors
Realistic plan for sharing results of the project as well as lessons learned (i.e.
publication, replication, blogs; mailings; presentations); provided grantor’s required
report forms and guidelines; no spelling or grammatical errors
Complete, accurate and relevant References and Appendix; cited current sources
(within the last 5 years) following APA format; submitted clean final copy in one Word
document on or before due date, professional and scholarly writing throughout, easy
to understand, well-organized, flows logically, included graphics/charts/tables,
(pursuant to funder preferences); correctly and consistently followed grantor’s format
and guidelines, as well as course requirements
16-20= Strong 5-10= Ave Less than 10= Weak
Peer
Rating
Prof
Rating
Grantor’s Guidelines
GENERAL INSTRUCTIONS






The application has three parts. Be sure to complete each part.
Type all proposals (minimum 10 point).
Provide all of the information in the order listed.
All questions relative to the request must be completed fully.
Submit only one copy with numbered pages; do not bind or staple.
Do not include materials other than those specifically requested at this time.
GRANT PROPOSAL NARRATIVE
Please provide the following information in the order presented below. Note that some sections are
not required for general operating support. Refer to the glossary of terms (last page) as needed
when preparing the narrative. Use no more than five pages; excluding attachments.
Organization Information and Background
 Provide a brief summary of the organization’s mission, goals, history, programs, and major
accomplishments, success stories and qualifications.
 Show evidence of client & community support.
Project/Program Description (NOT required for general operating requests)
 Abstract: Briefly describe the proposed program, how it relates to the organization’s mission,
capacity to carry out the program and who will benefit from the program.
 Explain the significance of the program and why the organization is qualified to carry it out.
 Describe the expected outcomes and the indicators of those outcomes.
 Document the size and characteristics of the population to be served by the program.
 Outline the strategy/methodology and timeline to be used in the development and implementation
of the program.
 What is the plan to involve the population you intend to serve in the design?
 How does this program enhance the existing services in the community?
Evaluation




Briefly describe the evaluation process and how the results will be used.
Explain how the organization will measure the effectiveness of the program.
Describe the criteria for success.
Describe the results expected to be achieved by the end of the funding period.
Funding Considerations
 Describe plans for obtaining other funding needed to carry out the project/program or
organizational goals, including amounts requested of other funders.
 If the project/program is expected to continue beyond the grant period, describe plans for ensuring
continued funding after the grant period.
 List the top five funders of this project (if applying for a program grant) or organization (if
applying for general operating support) in the previous fiscal year, the current year, and those
pending for the next fiscal year.
Cover Letter
Monday July 30, 2012
Brian Kurth
University Lake School
4024 Nagawicka Road
Hartland, WI. 53029
Dear Waukesha Community Foundation,
I, Brian Kurth, on behalf of the University Lake School am applying for a grant of four iPads. The grant
application for this great educational technological tool will help aid the University Lake School in its
vision and mission. The University Lake School believes each student possesses an inherent and unique
capacity for learning and self development. The school’s priorities, practices, and innovative approach to
learning fosters success, independence and achievement.
For the “IPads in the Classroom” program I am requesting 2,248.00 which will cover the purchase of four
Ipads with 2-year Applecare protection plans, covers, and four application purchasing cards. The iPads
will be a key tool in our program to bring a constructivist project based approach to learning. Specifically,
the iPads will be used to document their work and create digital portfolios, develop podcasts about
community issues, create an e-book, and help teachers communicate and collaborate. My personal goal is
to engage my students with their community, allow them to learn in creative and innovative ways, and
enhance their 21st century skills. The iPads will also greatly aid in our goals as a middle school staff to
communicate and collaborative effectively with special attention paid to creating cross-curricular units.
Thank you Waukesha Community Foundation for your consideration of funding the “IPads in the
Classroom” proposal. This program fits well with your mission of helping fund educational programs in
the Waukesha County community.
Sincerely,
Brian Kurth
Project Abstract
Applicant: Brian Kurth
Project Title: IPads in the Classroom
Funding Requested: $2,248.00
Project Description: The iPads in the classroom program gives four iPads to core teachers in the middle
school to carry out several tasks including class projects, community projects, and aid in the development
of the student’s digital portfolios. The program will also increase communication and collaboration
amongst staff that will help in the development of cross-curricular investigative units.
With the iPad’s cutting edge technology, versatility, and collaborative aspects it will be a key tool in the
University Lake School’s mission of providing a constructivist project based education. The ever
increasing availability of new applications guarantees an investment in iPads will be a sustainable piece of
technology for years to come. The University Lake School has the infrastructure and its teachers have the
ability to fully utilize the iPads.
Project Length: 2012-2013 school year and beyond
Grant Proposal Narrative
Organization Information and Background
Organization’s name: University Lake School
Organization’s mission, goals and objectives: We believe each student possesses an inherent and unique capacity
for learning and self development. The school’s priorities, practices, and innovative approach to learning fosters
success, independence and achievement.
Organization’s History: University Lake School was founded in 1956 by a group of men and women devoted to
the cause of better education. With the establishment of the nursery school to their credit, the early ULS parents
moved on to active involvement in their local public school districts. Their experiences in education laid the
framework for the founding of a co-ed, college-preparatory, independent middle and high school. On September 15,
1958, the new school opened in temporary quarters with forty-five students in grades seven through ten. At the end
of the first school year, the move began to the present, permanent home of the school.
The legacy of University Lake School and its rich traditions continues to be celebrated by our community. The new
families who join our school community each year stand side by side with our founding families in continuing the
mission of the school.
Organization’s programs: The University Lake School has a constructivist based approach and curriculum for our
pre-kindergarten to 12th grade program. This type of approach strives to engage the students with hands-on learning
and inquiry based projects. The upper school offers many honors and advanced placement courses. Along with
regular education classes the University Lake School has many academic and service based student organizations
and athletic teams.
Organization’s major accomplishments and success stories: Being a college preparatory school our major
accomplishments are guiding children toward an understanding of the world they live in, and acceptance into
Universities. University Lake School students have been accepted into well-known prestigious universities like
Harvard, Dartmouth, Duke, Notre Dame, Oxford and many others.
Client and community support: The University Lake School receives great support from its students and the
community. The rising costs of education make it increasing difficult to continue funding high quality programs, and
currently the gap between educating students and the tuition is about $6000. It is filled by our community through
philanthropy to the school. The University Lake School also receives support through its annual “Barn Sale”, where
anyone can donate items to sell and auction off at the weekend event. Finally, the University Lake School receives
support through its sports boosters which raises money through memberships and concession sales at sporting
events. (University Lake School Website, 2011)
Project/Program Description
Significance of the program The iPad is revolutionizing education because of its versatility, collaborative, and
innovative properties. It is a proven tool that has shown to increase test scores through digitally enhanced learning
and interaction for students. (Bonnington, 2012). More and more schools across America are investing in iPads and
“over 1.5 million iPads had been adopted into schools, with 1,000 of them utilized in one-to-one programs” (Ion
2012). In a study done by Notre Dame “a statistically significant proportion of students felt the iPad, 1) makes class
more interesting, 2) encourages exploration of additional topics, 3) provides functions/tools not possible with a
textbook, and 4) helps students more effectively manage their time.” (Angst and Malinowski 2010). IPads are also a
great benefit for teachers and administration. At a previous school district I was employed at the iPad greatly
increased communication and collaboration amongst teachers. The University Lake School is in need of integrating
iPads into student learning and as a tool for staff communication and collaboration.
Why the organization is qualified to carry it out: Being an institution of learning and a college preparatory
school, the University Lake School has a history of bringing in new technologies and training its staff on how to use
and integrate the new equipment. Throughout the past several years ULS has brought in Smart boards and trained all
of its teachers to use them. The school maintains computer labs including a Mac lab. ULS has hi speed internet with
Wi-Fi throughout its campus, which is a key for using the iPads. Attached in Appendix 5 I have included my
curriculum vitae that will outline my extensive experience with educational technology and implementing projects in
the classroom.
Describe the expected outcomes and indicators of those outcomes: I will be in charge of a new program at
University Lake School of leading students in creating e-portfolios that will document their growth as students in all
subjects throughout their academic career at University Lake School. The other main objective of the portfolio is to
help them attain acceptance into Universities. The iPad will allow students to be able to easily document their
projects, papers, tests etc. With the iPad students can snap images and upload them onto their e-portfolios easily.
As a service learning and public awareness activity my 8th grade civics class using the Garage Band app on the iPad
will create podcasts that highlight an important local issue. The podcasts will be uploaded onto the class webpage for
parents and community members to listen to what the student’s research results. The topics will be about a variety of
local issues.
My 7th grade history class will create an e-book about a historical topic. Using the book creator app on the iPad they
will be able to create a stunning multimedia e-book which includes video, audio, images, and text.
Finally, middle school teachers will use the iPads to collaborate to create two interdisciplinary projects. The projects
will revolve around a theme (water, energy, innovation etc.) and will result in a culminating event where we will
invite parents and community members for student presentations.
Document the size and characteristics of the population to be served by the program: University Lake School
is a private, nonsectarian pk-12 school with about 300 students serving the Hartland, Wisconsin area. The main part
of the population will be the middle school estimated around 60 students, along with secondary populations
including upper and lower school students (estimated around 300 students). The four iPads will be given to the four
core teachers of the middle school (science, language arts, social studies, and math) with the knowledge of the
program outcomes and strategy/methodology listed below.
Outline the strategy/methodology and timeline to be used in the development and implementation of the
program:
Activities
Timeline
Assessment/Outcome
Students Document their work from all


classes and develop an e-portfolio of
Four times throughout the school
year in the final week of each quarter
Checklist and Rubric (See Appendix
1 in full grant application)
their academic career
8th Grade Podcast project- discussion of

October 2012

their research involving local issues
7th Grade History e-book project
Rubric (See Appendix 2 in full grant
application)

December 2012

Rubric (See Appendix 3 in full grant
application)
Middle School Interdisciplinary Projects

January 2013 and May 2013
Middle school teachers will develop at
least two culminating interdisciplinary
projects. Assessment of the projects will
be developed collaboratively with aid
from the IPads
What is the plan to involve the population you intend to serve? The population we serve will be fully involved
throughout the program. Direct involvement with the iPads will include all of the projects listed above. Included
with the involvement are measurements to determine growth of the students academically with checklists and rubrics
shown in the appendices.
How does this program enhance the existing services in the community? The community issue podcast project
and the middle school interdisciplinary projects are based upon community engagements. The podcast will look at
how to improve a community problem through a new solution possibly using existing services. The development of
interdisciplinary units will look at a driving question of inquiry for the students and existing services in the
community will be needed by the students to complete their presentations.
Evaluation Plan
There will be several different formative and summative assessments to look at the impact of the iPads on both the
teacher and student level. Below are descriptions of the evaluations and in the appendices you can find the rubrics,
checklists, and surveys. The criteria for success will be at least 80% of students fully completed their e-portfolios,
completion of podcasts that highlight important local issues, and completion of the historical e-book.
Formative Evaluations

Quarterly checklists for the student’s e-portfolios (Appendix 1)

Mid-point teacher survey of the four teacher core teacher’s classroom who receive an iPad (Appendix 2)

8th grade completion of the podcasts that highlight an important local issues (Appendix 3)

7th grade completion of the e-book (Appendix 4)
Summative Evaluations

At least 80% of students fully completed their e-portfolio by May 31st 2013 (see quarterly checklists
Appendix 1)

End of the year teacher survey (see teacher survey Appendix 2)
Dissemination Plan
Formative dissemination will take throughout the 2012-2013 school year. The 8th grade podcasts that focus on
important local community issues will be posted on the class website and sent to local leaders. Results of the midyear and end of the year teacher iPad survey will be disseminated and discussed with staff and school officials.
The principle final dissemination is the student’s e-portfolio. The e-portfolio will work as a way for the students to
show their progress to their teachers, parents, school community, and to Universities they hope to be accepted to.
The e-portfolios will be analyzed by teachers and school officials; they will also always be public on the internet.
Budget
Price List of Items
Item
Quantity
Price per Unit
Cost
iPad 2
4
399
1,596.00
AppleCare+ for iPad (2- year protection plan)
4
99
396.00
iPad Smart Cover
4
39
156.00
Four gift cards to be used on purchasing education
4
25
100.00
apps
Total Cost
2,248.00
Budget Explanation
The add-on Applecare+ is Apple’s 2-year protection plan that will fix or replace the iPad for any type of issue
including up to two times if the user mishandles the equipment. The iPad smart covers will help protect the iPad and
keep it in great condition for many years. Without the cover the iPad is very exposed to environmental factors and
injury from accidental drops. The four gift cards will be used to purchase education applications that are essential to
complete several of the projects. Applications are the software to the iPad and there are hundreds of thousands of
them. With the gift card we will be able to add the garage band application which is essential for making podcasts,
and the book creator application for the e-book project. Teachers with the iPad will download other education
applications to enhance their lessons, projects, and collaborative ability so they can fully utilize their iPad.
Funding Considerations and Sustainability
With the purchase of the protection plan the iPads will be fully covered by Apple for any issues for two years. Apple
products are of the highest quality in digital technology and with proper care can last for several years. The iPad is at
the cutting edge of technology, and with new apps always being developed the iPad will be able to stay current for
many years to come.
The podcast, e-book, interdisciplinary, and e-portfolio projects will continue into future school years. The e-portfolio
is going to be a center-piece in their demonstration of progress and excellence in the academic careers at the
University Lake School. The projects started with the assistance of the iPads will continue on for many years and
will not need additional funding from outside sources. If teachers want to add on additional educational applications
past the $25 gift certificates that will either aid their ability teach or help in designing and implementing a student
project they can apply it to their University Lake School department budgets per review from the Headmaster.
With the aid of the iPad teacher collaboration will continue to grow and help them collaborate with each other,
students, and the community. There will be many opportunities in the future for additional uses of the iPad. On the
8th grade field trip to Washington D.C., extra-curricular sports, community service clubs, and school projects the
iPads will be able to serve as a key device in documentation, communication, and collaboration for teachers and
students.
Appendix 1- Quarterly Checklist for Student’s e-Portfolios
Documentation
Website
Has the ULS logo and a design
Provided at least 1 piece of evidence from every
class
Main tabs for grade levels
1-2 paragraph description about each piece
Sub tabs for your quarters and classes
Field trips (if applicable) descriptions and
Tabs for your extracurricular activities
images
Extracurricular activities documentation
Appendix 2- Mid-Year and End of the Year Survey. Will be Completed on Google Forms
https://docs.google.com/spreadsheet/viewform?formkey=dDU3WWNMMkZ0cHZJRC1nZHpXb1lNTGc
6MQ
Appendix 3Multimedia Project : Local Issue Podcast
Teacher Name: Mr. Kurth
Student Name:
CATEGORY
Requirements
________________________________________
4
All requirements are All requirements are
met and exceeded.
Content
3
met.
2
1
One requirement
More than one
was not completely
requirement was not
met.
completely met.
Covers topic in-
Includes essential
Includes essential
Content is minimal
depth with details
knowledge about the
information about
OR there are several
and examples.
topic. Subject
the topic but there
factual errors.
Subject knowledge is knowledge appears
excellent.
to be good.
are 1-2 factual
errors.
Organization
Content is well
organized
Overall organization Content is logically There was no clear or
of topics is good,
organized for the
logical
possibly detracts
most part.
organizational
once twice
structure, just lots of
facts.
Oral Presentation
Interesting, well-
Relatively
rehearsed with
interesting, rehearsed
smooth delivery that with a fairly smooth
holds audience
delivery that usually
attention.
holds audience
Delivery not smooth, Delivery not smooth
but able to hold
and audience
audience attention
attention lost.
most of the time.
attention.
Workload
The workload is
The workload is
The workload was
The workload was
divided and shared
divided and shared
divided, but one
not divided OR
equally by all team
fairly by all team
person in the group
several people in the
members.
members, though
is viewed as not
group are viewed as
workloads may vary
doing his/her fair
not doing their fair
from person to
share of the work.
share of the work.
person.
Appendix 4
Digital Storytelling : Historical e-Book Project
Teacher Name: Mr. Kurth
Student Name:
________________________________________
CATEGORY
4
3
2
1
Point of View -
Establishes a
Establishes a
There are a few
It is difficult to figure
Purpose
purpose early on and purpose early on and
lapses in focus, but out the purpose of the
maintains a clear
maintains focus for
the purpose is fairly
focus throughout.
most of the
clear.
presentation.
presentation.
Grammar
Grammar and usage Grammar and usage Grammar and usage
Repeated errors in
were correct (for the
were typically
were typically correct grammar and usage
dialect chosen) and
correct (for the
but errors detracted
distracted greatly
contributed to
dialect chosen) and
from story.
from the story.
clarity, style and
errors did not detract
character
from the story.
development.
Images
Voice - Pacing
Images create a
Images create an
distinct atmosphere
atmosphere or tone
to use images to
use images to create
or tone that matches
that matches some
create an
an appropriate
different parts of the
parts of the story.
atmosphere/tone but
atmosphere/tone.
story. The images
The images may
it needed more work.
may communicate
communicate
Image choice is
symbolism and/or
symbolism and/or
logical.
metaphors.
metaphors.
The pace (rhythm
Occasionally speaks
Tries to use pacing
No attempt to match
and voice
too fast or too slowly
(rhythm and voice
the pace of the
punctuation) fits the
for the story line.
punctuation), but it is
storytelling to the
story line and helps
Economy
An attempt was made Little or no attempt to
The pacing (rhythm often noticeable that
story line or the
the audience really
and voice
the pacing does not
\"get into\" the story.
punctuation) is
fit the story line.
relatively engaging
Audience is not
for the audience.
consistently engaged.
The story is told
The story
The story seems to
The story needs
with exactly the
composition is
need more editing. It
extensive editing. It
right amount of
typically good,
is noticeably too long
is too long or too
detail throughout. It
though it seems to
or too short in more
short to be
does not seem too
drag somewhat OR
than one section.
interesting.
short nor does it
need slightly more
seem too long.
detail in one or two
sections.
audience.
Appendix 5
Curriculum Vitae
Brian J. Kurth
267 Grand Ct. Apt 110A
Fond du Lac, WI. 54935
e-mail: Brianjkurth@gmail.com
Website: www.briankurth.webnode.com
Phone: 920-716-2469
Education
Master Degree in Educational Technology- Will be finished in spring 2013
Marian University- Fond du Lac, WI.
Current GPA- 4.0
Bachelor of Science in Education- Graduated Cum Laude in June
of 2006
University of Wisconsin-Oshkosh, Oshkosh, WI
Major- Broad Field Social Sciences
Minor- History
Certifications- Social Studies, History, Geography and Sociology
Overall GPA- 3.5 Major GPA- 3.6
Minor GPA- 3.7
Licensure
Professional Educator- Early Adolescent to Adolescent
715 Geography
725 History
745 Sociology
University Lake School, Middle School- Hartland, WI, 2012-2013 School Year
7th/8th Grades Social Studies

Design and implement a constructivist based approach

Design interdisciplinary units

Instructional technology specialist

5th/6th girls basketball coach
Teaching
North Fond du Lac School District, Horace Mann High School
North Fond du Lac, WI- September 2011 to July 2012
9th Grade U.S. History, and Ancient Greece and Rome
Student Council Advisor
th
Grade Girls Basketball Coach
modifications to adapt
with the full inclusion model of the school district
American School of Bangkok- Bangkok, Thailand July 2009 to July 2011
6th, 7th, 8th, 11th, and 12th Grades Social Studies Teacher (Variety of
Topics) Head of the Middle School Department
Coordinated the Middle School department
- All Middle School activities
- Student and teacher issues (academic and disciplinary)
Developed and delivered a school wide professional development on a
multiple intelligences approach to classroom learning
High School basketball coach
Advisor to the Middle School Student Council
Colegio Interamericano- Guatemala City, Guatemala August 2007 to June 2009
7th and 8th Grade World History Teacher
Developed the Middle School and High School History/Social Studies Curriculum
Student body was completely diverse and all ELL learners
Led several different after school sports and clubs
Focused extensively on refining my classroom skills and multiple intelligences
learning (differentiation)
Minneapolis Public Schools- Minneapolis, MN November 2006 to June 2007
Short and Long Term Substitute Teacher
Worked with highly diverse and low income student populations
Worked at a variety of different schools in all grades and subjects
Focused extensively on classroom management skills
Introduced to and implemented a myriad of lesson plans
Appleton West High School- Appleton, WI. March 2006 to June 2006
Student Teacher of Civics and History
Taught four 9th grade Civics course and one 12th grade 1945- Present U.S. History
course
Designed and taught several full units
Supervised and provided tutoring help for at-risk students
Involved in developing course plans with a team of social studies teachers
Einstein Middle School- Appleton, WI January 2006 to March 2006
Student Teacher of 8th Grade American History
Designed and taught two major units and several mini units using a variety of
traditional and authentic assessment
information
Perry Tipler Middle School- Oshkosh, WI February 2005 to May 2005
Clinician 8th Grade Social Studies/American History
authentic assessment
-risk students
Carl Traegar Middle School- Oshkosh, WI February 2004 to May 2005
After Hours Program Grades 6-8; Variety of Subjects
Related
Experiences
Yellowstone National Park- Wyoming Glacier National Park- Montana
Yosemite National Park- California
over the country and the
world
Co-curricular
Very willing to coach/advise/supervise; experienced in
Tennis, Soccer, Cross Country, Basketball, Baseball, and Student Council
Honors
University Deans List
Five times
Collegiate Student Athlete Awards
Conference
State
Graduated Cum Laude
Charles F. Kliefoth History Scholarship 2003
Life Interests
Marathon Runner
Collegiate Level Tennis Player
Accomplished Rock Climber and Mountaineer
City Appleton Junior Chess Champion of 1995
Bibiliography
1. (2011). In University Lake School. Retrieved July 7, 2012, from http://www.universitylake.org/
2. Bonnington, C. (2012, January 23). iPad a Solid Education Tool, Study Reports. In Wired. Retrieved June 30,
2012, from http://www.cnn.com/2012/01/23/tech/innovation/ipad-solid-education-tool/index.html
3. Florence, I. (2012, April 18). iPads in the Classroom are Changing the Face of Education. In Mac Life. Retrieved
June 30, 2012, from http://www.maclife.com/article/features/ipads_classroom_are_changing_face_education
4. Angst, C. and E. Malinowski (2010). “Findings from eReader Project, Phase 1: Use of iPads in MGT40700,
Project Management,” University of Notre Dame Working Paper Series. Mendoza College of Business, University
of Notre Dame, http://www.nd.edu/~cangst/NotreDame_iPad_Report_01-06-11.pdf, pp. 1-17.