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Technology Implementation Plan EDUC 629

Imaginary Creations STEAM Education Institute Dona Thanushi N S Hettipathirana

Imaginary Creations STEAM


Education Institute
Educational Technology Plan 2016-2019

Dona Thanushi N S Hettipathirana

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Technology Implementation Plan EDUC 629
Imaginary Creations STEAM Education Institute Dona Thanushi N S Hettipathirana

Table of Contents
Vision, Mission, Goals and Strategies 1

Needs Assessment... 3

The Planning Process.... 4

State Goals and Objectives with Local Strategies and Measures . 7

Environment .. 7

Engagement . 8

Application .. 10

Tools . 11

Results .. 12

Implementation: Timetable and Budget for Goals, Objectives and Strategies.. 13

Executive Summary.... 15

References..... 16

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Technology Implementation Plan EDUC 629
Imaginary Creations STEAM Education Institute Dona Thanushi N S Hettipathirana

Vision, Mission, Goals and Strategies of Imaginary Creations


STEAM Education Institute

Mission

The mission of Imaginary Creations STEAM Education Institute is to provide knowledge seekers
from diverse backgrounds with state of the art interdisciplinary educational and research
opportunities in Science, Technology, Engineering, Art, and Math (STEAM), utilizing cutting
edge technology and student-centered learning approaches based on constructionism, to equip
and inspire the next generation of STEAM leaders and pioneers with knowledge, skills and
attitude to attain research, academic and innovative excellence, through engagement in
exploration and experimentation, unleashing the potentials of imagination and creativity.

Vision

The vision of Imaginary Creations STEAM Education Institute is to become a leading provider of
state of the art interdisciplinary educational opportunities in Science, Technology, Engineering,
Art, and Math (STEAM), and a pioneering center of excellence in the development of cutting
edge research and practices in STEAM education, meeting the ever changing needs, demands
and challenges of the diverse global community.

Goals and Strategies

Goal 1: Development of interest and engagement among the diverse learners for STEAM and
STEAM learning activities, STEAM investigation of content and practices, and life-long learning.

Strategy: Students will engage in computer guided project-based learning, seeking hands-on
knowledge, information and practical skills on STEAM contents and practices.

Goal 2: Development of analytical, critical thinking and problem solving skills among the diverse
learners as they pertain to the application of STEAM content and practices in real-life situations.

Strategy: Students will develop software solutions for problems using visual coding and
programming techniques and apply STEAM content and practices in building Lego based
designs and robotics.

Goal 3: Raise awareness among diverse learners, on the value and relevance of STEAM
education in terms of day-to-day life and vocational prospects of diverse learners, in meeting

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Technology Implementation Plan EDUC 629
Imaginary Creations STEAM Education Institute Dona Thanushi N S Hettipathirana

the demands of career readiness and STEAM literacy, in a STEAM-capable workforce of the
diverse global society.

Strategy: Students will engage in active online learning, and hands-on and project based
learning, using laptops and iPads, Lego and robotics, on the STEAM related career prospects,
STEAM fields of study and STEAM research opportunities in advancing the quality of life for all.

Goal 4: Assurance of socially-just STEAM education, providing STEAM literacy opportunities, for
diverse learners, minimizing access barriers and closing achievement gaps, optimizing learning
outcomes for all learners regardless of ability, disability and learning differences.

Strategy: Students with special-needs will be facilitated with technology based modifications
and accommodations, differentiated instruction and personalized learning, minimizing access
barriers, striving for universal access. STEAM educators will be provided with training on how to
expand STEAM learning to diverse learners and the availability of novel technological and
pedagogical means and strategies to facilitate diverse learners.

Goal 5: Training and development for STEAM educators on how to expand STEAM learning to
diverse learners and the availability of novel technological and pedagogical means and
strategies to facilitate diverse learners.

Strategy 5: Provision of training and development for STEAM educators on how to expand
STEAM learning to diverse learners and the availability of novel technological and pedagogical
means and strategies to facilitate diverse learners.

Needs Assessment
Internal Factors

Strengths - What are the current strengths?

A dynamic business model based on semi-absentee franchise in a market driven, recession


proof, high-demand education service industry, Science, Technology, Engineering, Art, Math
STEAM education

Proactive partnerships with USA Science and engineering festival, World Robot Olympiad
(WRO), and local public and private school systems

A dedicated and expert staff of well-trained, STEAM knowledgeable and experienced


professionals from diverse backgrounds

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Technology Implementation Plan EDUC 629
Imaginary Creations STEAM Education Institute Dona Thanushi N S Hettipathirana

A diverse student body of motivated, enthusiastic and quite computer savvy learners

Small class size and Low student-instructor ratio 8:1

Personalized online learning via Learning Management System (LMS): enhanced student
progress tracking, student profiles, and ease of access

STEAM based enrichment programs and services for Home Schooled and afterschool students

Opportunities for students and parents to choose from a vast range of STEAM learning programs
such as software coding, Lego construction, STEM education, math, language arts, music and
art, and the ability to adapt and modify STEAM programs and software to facilitate students
with special needs

A student centered, self-paced and progressive program structure based in constructionist


learning philosophy for students 4-14 years of age, encouraging experiential, experimental and
discovery learning, using differentiated instruction, hands-on learning and visual, auditory and
kinesthetic - VAK learning modalities

The geographical location of the institute - a prime commercial location with easy commute

Assets: 20 laptops, 5 iPads, 3 printers, 5 introductory Lego kits, 5 intermediate Lego kits, 10-
robotics kits, Abacuses (as needed), high-speed Internet connection, computer and laptop
accessories, rent shared office building

Weaknesses - What are the current weaknesses?

Fiscal limitations Constraints in budgetary flexibility due to all financial support and funding
being solely depended on the owner

The constant need for updating, maintenance, and replacement of technology equipment such
as computers, iPad, Lego kits, robotic gadgets at a higher than normal rate due to ever changing
trends, developments and advances in the field of technology and STEAM fields

Part-time faculty high work load and moderate attrition rate

Limited avenues and resources for further training and development of faculty in STEAM related
fields (other than the initial training)

Administrative inefficiencies to do with lack of clarity and articulation on policies and


procedures and roles and responsibilities

Limited number of class sessions per day due to small class size

Lack of marketing and advertising expertise

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Technology Implementation Plan EDUC 629
Imaginary Creations STEAM Education Institute Dona Thanushi N S Hettipathirana

External Factors

Opportunities: What are the future opportunities?

Franchise expansion possibilities into neighboring cities, counties and states

Potential growth in demand for expansion of STEAM education programs due to ever changing
trends, developments and advances in the fields of STEAM

Potential for establishing new partnerships with STEAM institutes, societies, public and private
schools, special education and minority advocacy groups etc.

Increase in demand for STEAM promotional events in special education and minority
communities, STEAM workshops and camp events

Potential for expansion of STEAM programs into the students with special needs and minority
communities

STEAM education training and development opportunities for faculty

Potential for creative and low cost marketing and advertising such as local community websites,
face book pages, parent groups, special education programs, STEAN education promotional
event, STEAM fairs, book fairs etc.

Threats - What threatens those future opportunities?

New competitors in the field of STEAM education

Competition in tuition rates, instructor payments and types of STEAM programs

Challenges to do with responding to STEAM education expansion and staff training and
development opportunities due to budgetary constraints

Challenges in adapting to ever changing advances and developments in technology and STEAM
related fields

Challenges in student retention due to loss of interest, complexity of STEAM learning content,
moving out of the local area etc.

Difficulties in hiring experienced STEAM expert staff

Environmental effects Class cancellations and make-up classes due to inclement weather,
illness, other emergencies etc.

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Technology Implementation Plan EDUC 629
Imaginary Creations STEAM Education Institute Dona Thanushi N S Hettipathirana

The Planning Process

State Goals and Objectives with Local Strategies and Measures

Goals and Objectives Strategies and Measures

Goal 1: Development of interest and Strategy: Students will engage in computer guided project-
engagement among the diverse based learning, solving problems, and seeking hands-on
learners for STEAM and STEAM knowledge, information and practical skills on STEAM
learning activities, STEAM contents and practices.
investigation of content and practices,
and life-long learning. At every lesson unit the students will focus on mastering
STEAM concepts, principles and theories, incorporating the
newly learnt material with prior knowledge and
understanding.

Students will explore the scientific method through


engagement in scientific investigation, observing, inquiring,
hypothesizing, predicting, testing, analyzing and drawing
conclusions.

The instructor will explicate the STEAM ideas and principles


behind the lesson/learning contents and question the
students at the end of the lesson in order to assess and
evaluate quality and level of their knowledge and
understanding.
Goal 2: Development of analytical, Strategy: Students will develop software solutions for
critical thinking and problem solving problems using visual coding and programming techniques,
skills among the diverse learners as applying STEAM content and practices in building Lego
they pertain to the application of based designs and robotics.
STEAM content and practices in real-
life situations. At every lesson unit, the students will engage in building and
working on a Lego project or develop a computer coding
program to master a STEAM concept, incorporating existing
knowledge and skills in understanding the theories in
practice.

The students will find Lego-based solutions for problems


based on real-life scenarios, incorporating new and prior
knowledge and skills.

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Technology Implementation Plan EDUC 629
Imaginary Creations STEAM Education Institute Dona Thanushi N S Hettipathirana

The instructors will facilitate the students in understanding


the applications and the importance of STEAM concepts in
the real-life situations through designing, building, testing
and evaluating model solutions to meet actual needs.
Goal 3: Raise awareness among Strategy: Students will engage in active online learning, and
diverse learners, on the value and hands-on problem and project based learning, using laptops
relevance of STEAM education in and iPads, Lego and robotics, on the STEAM related career
terms of day-to-day life as well as prospects, STEAM fields of study and STEAM research
vocational prospects of diverse opportunities in advancing the quality of life for all.
learners, in meeting the demands of
career readiness and STEAM literacy, The learning process at every lesson unit will include
in a STEAM-capable workforce of the students actively building, exploring, examining,
diverse global society. experimenting, communicating and collaborating together
acquiring STEAM knowledge and developing STEAM skills
which will be of value in everyday life as well as in future
career and vocational prospects:

Science: Explore the Scientific method, application of


scientific concepts and principles to Lego-based projects
simulating real situations.

Engineering: engineering process, application of concepts


and knowledge of science, technology and mathematics in
designing and building Lego- based machines and structures.

Technology: computer navigation and trouble-shooting


techniques, understanding two-dimensional instructions to
identify material, equipment and tools needed in the design
and construction of three-dimensional models.

Art: Digital art creation through using digital tools such as


Adobe Photoshop, Adobe Flash, Picasa etc.

Mathematics: Use of mathematics across STEAM related


fields for measuring distance, time, weight etc. calculate
speed, ratios etc. use word processors and spreadsheets to
represent and interpret data using graphs and tables, charts
etc.
Goal 4: Assurance of socially-just Strategy: Students with special-needs will be facilitated with
STEAM education, providing STEAM technology based modifications and accommodations,
literacy opportunities, for diverse

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Technology Implementation Plan EDUC 629
Imaginary Creations STEAM Education Institute Dona Thanushi N S Hettipathirana

learners, minimizing access barriers differentiated instruction and personalized learning,


and closing achievement gaps, minimizing access barriers, striving for universal access.
optimizing learning outcomes for all
learners regardless of ability, disability Students with IEP (individualized education plans) will be
and learning differences. facilitated with personalized, mastery-based learning, with
one-on-one guidance; modifications and accommodations to
presentation, response, timing, scheduling, setting,
assignments and curriculum; and assistive technology
devices such as audio-visual and speech and communication
support devices.

Students will be provided with instruction based on multiple


modalities of learning VARK (Visual, Auditory, Read/write
and Kinesthetic) to engage in project-based, discovery and
experiential learning.

Instructors will assess and evaluate the students, on the


Lego-based projects, computer programs and robotics
projects at every level of development and completion;
during each phase of project development design,
building, testing and evaluation, - by multiple means.

Students will demonstrate their knowledge and skills to


instructors as well as parents at the end of every project, in
the form of random questioning and inquiry on the learning
contents, demonstrations to peers during class,
demonstrations to parents after class and through online
testing based on the learning management system (LMS)
providing immediate evaluations and instantaneous results.

Every student will have their own personal profile providing


access to the LMS, which keeps course contents, learning
material and information of progress, assessment and
evaluation, all in one online location. Parents will be
provided with instructor feedback and opportunities for
active involvement through in-class observation and the
ability to keep track of progress through student profiles and
portfolios throughout the course of learning.
Goal 5: Training and development for Strategy 5: Provision of training and development for STEAM
STEAM educators on how to expand educators on how to expand STEAM learning to diverse
STEAM learning to diverse learners learners and the availability of novel technological and

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Technology Implementation Plan EDUC 629
Imaginary Creations STEAM Education Institute Dona Thanushi N S Hettipathirana

and the availability of novel pedagogical means and strategies to facilitate diverse
technological and pedagogical means learners.
and strategies to facilitate diverse
learners. All STEAM educators will be provided with mandatory
training sessions on identifying specific needs of learners in
the forms of student evaluation, conversation with parents,
studying IEPs, collaboration among peer learners,
collaboration among colleagues and means of reaching out
to special education experts in the field.

Special online training sessions will be conducted on making


necessary adaptations to lesson plans to suit the needs of
individual learners, such as cognitive and physical challenges
and limitations, or making extensions to existing lessons
such as free building exercises, additional experimentation
scenarios in order to address the needs of gifted or
advanced learners.

Workshops will be conducted to provide hand-on training to


all STEAM educators in handling special devices, equipment
and accessories such as AAC devices, switches, speech
converters, etc. that are required in providing
accommodations and modifications for students with special
needs.

All educators will be encouraged to share journal articles,


information on seminars, webinars etc. on research and
development in the field of Education, through the staff
portal, especially in the areas of educational technology,
diverse learners, special education, cultural diversity,
universal education, inclusion in STEAM education,
instructional strategies and technologies etc.

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Technology Implementation Plan EDUC 629
Imaginary Creations STEAM Education Institute Dona Thanushi N S Hettipathirana

Environment

The ideal learning environment for STEAM education will be a Blended learning environment
based on blended learning model. The blended learning model is an amalgamation of both
behaviorist and constructivist learning theories (Hamilton, 2015). Imaginary Creations STEAM
Education Institute, will be following the blended learning model, incorporating interactive
learning by means of face-to-face teaching/learning and online learning approaches. Classes
will include students from multiple age groups, belonging to multiple types of programs and
levels. Each student will have access to the Learning Management System (LMS) through their
personal profiles.

The education framework of Imaginary Creations STEAM Education Institute will be established
on Lego Educations 4C framework, encouraging the students to engage in independent and
collaborative experimentation, exploration, and discovery in the process of gaining knowledge
through project-based learning, collaborating with peers, along with guidance and facilitation
by the educator (Lego Education, 2016).

Connect: students will be presented with new topics or tasks, allowing them to
engage in inquiry, connecting new learning experiences with existing knowledge
(Lego Education, 2016).
Construct: Students will engage in experimentation and collaboration trough a
building activity during every task (Lego Education, 2016).
Contemplate: Students will engage in deep thinking, collaborating with peers
deliberating and discussing about their tasks and experimentations (Lego Education,
2016).
Continue: Students will progress transitioning from one task to another task with
motivation and curiosity, building on the acquired knowledge through extension,
continuation and advancement (Lego Education, 2016).

Imaginary Creations STEAM Education Institute will be striving for universal access, minimizing
access barriers, solidifying its commitment to facilitate diverse learners of varied abilities,
disabilities and learning differences by incorporating blended learning theories with technology
based modifications and accommodations, differentiated instruction, personalized learning,
and multiple learning modalities and multiple assessment and evaluation tools, techniques, and
methodologies.

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Technology Implementation Plan EDUC 629
Imaginary Creations STEAM Education Institute Dona Thanushi N S Hettipathirana

Engagement

All students will engage in the development of critical thinking, problem solving, creativity,
communication and collaboration skills in the process of mastering STEAM concepts introduced
through project-based design and constructions.

At the beginning of the learning program, all students will be provided with hands on training
on computer literacy and navigational skills, in order to make students engage in learning with
confidence using the learning management system for logging in and out of the personal
profile, browsing and navigating between screens, tasks and modules.

Teacher direction and other behaviorist learning/teaching approaches will be kept to a


minimum while encouraging self-direction and peer learning through engagement in
constructivist learning approaches such as inquiry, exploration, experimentation and discovery
based learning, building and developing structures and coding programs, following project-
specific instructions on the LMS.

Diverse learners with varied abilities, disabilities and learning differences will be engaged
through providing accommodations and modifications and one-on-one guidance.

Staff will be engaged through providing periodic training on novel changes in STEAM education,
diversity awareness, accommodations and modifications for diverse learners and avenues and
incentives for engagement in further development and education.

Parents will be engaged through providing constant feedback, opportunities for class-
observation and ability for tracking of student progress through online access to personal
student profiles from home.

Application Tools

Hardware, software and other application tools needed for STEAM education include the
following:

Hardware: 20 laptops, 5 iPads, 3 printers, 5 introductory Lego kits, 5 intermediate Lego


kits, 10- robotics kits, Abacuses (as needed), high-speed Internet connection, other
computer accessories such as headphones, keyboards, mice, USB flash drives, network
cables, routers and backup and recovery software/hardware, etc. Assistive technology
(AT) devices needed to facilitate accommodation and modification for diverse learners
such as augmented communications devices (ACC).
Software: Windows 10 operating system, Adobe Photoshop, Flash, Acrobat Reader etc.
Microsoft Office, iPad apps

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Technology Implementation Plan EDUC 629
Imaginary Creations STEAM Education Institute Dona Thanushi N S Hettipathirana

Online STEAM learning and education course sites form STEAM education providers
such as Lego Education, Growth engineering, Tynker Coding for kids, Connection
Learnings by Pearson, etc.
Online Learning Management Systems (LMS) such as CANVAS, TalentLMS, Schoology,
HostedLMS, etc.
Cloud-based class management software such as ASAP asapconnected.com,
proclassonline.com, Jackrabbitclass.com, etc.

Results

All learners at Imaginary Creations STEAM Education Institute, including diverse learners
will be provided with state of the art interdisciplinary educational and research
opportunities in Science, Technology, Engineering, Art, and Math (STEAM), utilizing cutting
edge technology and student-centered learning approaches based on constructionism. The
learners will attain academic, research and innovative excellence, through project-based
learning, engaging in exploration, experimentation, discovery, creativity and collaboration,
mastering knowledge, skills and attitudes, that will be of value in everyday life as well as in
future career and vocational prospects.

Implementation

Budget

The funds required will include the costs involved with professional development and training
of new and existing academic staff with the pedagogical knowledge and skills required in
adapting the existing curricular to suit the needs of diverse learners.

No additional funds will be required for technological assets as all existing computer hardware,
software and educational technological assets owned by Imaginary creations STEAM Education
Institute will be utilized in implementing this technology plan to adapt the curricular and
training development practices to better address the needs of diverse learners.

Professional development costs:

Existing academic staff training cost per individual per hour - $ 50


New academic staff training cost per individual per hour - $ 50
Training cost for 10 existing academic staff for 5 hours - $ 50 x 10 x 5 = $2,500
Training cost for 5 new academic staff for 10 hours- $ 50 x 10 x 5 = $2,500

Total estimated cost: $ 5,000

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Technology Implementation Plan EDUC 629
Imaginary Creations STEAM Education Institute Dona Thanushi N S Hettipathirana

Continuation of existing technological assets owned by Imaginary Creations STEAM Education


Institute will include the following:

Existing Computer Hardware:

20 laptops,
5 iPads,
3 printers,
other computer accessories such as headphones, keyboards and mice, USB flash
drives,
high-speed Internet connection,
network cables, routers
backup and recovery software/hardware,

Existing Computer Software:


General computer software: Windows 10 operating system, Adobe Photoshop,
Flash, Acrobat Reader etc. Microsoft Office, iPad apps
Licensure from Online Learning Management Systems (LMS) such as CANVAS,
TalentLMS, Schoology, HostedLMS, etc.
Licensure from cloud-based class management software such as ASAP
asapconnected.com, proclassonline.com, Jackrabbitclass.com, etc.

Existing STEAM education technological assets:

5 introductory Lego kits,


5 intermediate Lego kits,
10- robotics kits,
Abacuses (as needed),
Licensure memberships and product registration at online STEAM learning and
education course sites from STEAM education providers

Continuation of AT and other learner specific devices used by learners:

Assistive technology (AT):

Devices and equipment already owned by individual students will be utilized as needed
to facilitate accommodation and modification for diverse learners such as augmented
communications devices (ACC).

Communication switches
iPad apps
Mobility, visual and auditory equipment and devices

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Technology Implementation Plan EDUC 629
Imaginary Creations STEAM Education Institute Dona Thanushi N S Hettipathirana

Timetable for Goals, Objectives, Strategies, and Measures

The strategies and measures for the four goals and objectives mentioned in the planning
process will be implemented, adapting curriculum and instruction to suit the needs of diverse
learners at every project and problem based lesson.

Goal 1: Development of interest and engagement among all learners including diverse
learners for STEAM and STEAM learning activities, STEAM investigation of content and
practices, and life-long learning.
Goal 2: Development of analytical, critical thinking and problem solving skills among the
all learners including diverse learners as they pertain to the application of STEAM
content and practices in real-life situations.
Goal 3: Raise awareness among all learners including diverse learners, on the value and
relevance of STEAM education in terms of day-to-day life as well as vocational prospects
of diverse learners, in meeting the demands of career readiness and STEAM literacy, in a
STEAM-capable workforce of the diverse global society.
Goal 4: Assurance of socially-just STEAM education, providing STEAM literacy
opportunities, for diverse learners, minimizing access barriers and closing achievement
gaps, optimizing learning outcomes for all learners regardless of ability, disability and
learning differences.
Goal 5: Training and development for STEAM educators on how to expand STEAM
learning to diverse learners and the availability of novel technological and pedagogical
means and strategies to facilitate diverse learners.

The STEAM programs will be structured into multiple levels based on age groups, enabling
students advance progressively through the course of learning mastering the STEAM concepts
at every level, meeting the four goals and objectives at every project based lesson.

o Level 1 Early STEAM Education: 4 6 year olds


o Level 2 Beginner STEAM Education: 7 10 year olds
o Level 3 Intermediate STEAM Education: 11 14 year olds

All STEAM education programs at Imaginary Creations STEAM Education Institute will be
implemented as fully computer guided projects where students will engage in problem and
discovery based learning, experiencing and seeking hands-on knowledge, information and
practical skills on STEAM contents and practices.

New students will be provided with technical training on individual basis as required following
an initial technical skills assessment for computer based online learning at the beginning of the
programs. Students will also be educated on the ethics and netiquette issues related to online
learning.

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Technology Implementation Plan EDUC 629
Imaginary Creations STEAM Education Institute Dona Thanushi N S Hettipathirana

Professional Development Plan

New academic staff will be provided with professional development and training in three core
areas for 10 hours on an individual basis as required prior to commencing in-class teaching.

LMS and CMS navigational skills 1 Hour


Course structure and STEAM learning contents 6 hours
Lesson development and implementation 3 Hours

All academic staff will be provided with training and development on curriculum and learning
system changes as required in an ongoing basis.

Lesson Plans

The education framework of Imaginary Creations STEAM Education Institute will be established
on Lego Educations 4C framework: Connect; Construct; Contemplate; Continue; where
students will be encouraged to experiment and explore in the process of gaining new
knowledge, collaborating with peers, while being guided and facilitated at all times by the
teacher/instructor.

All lessons will be conducted in a blended learning environment combining computer- based
online guidance through the LMS along with facilitation by the instructor/educator as and when
necessary.

Lesson Plan 1 Early STEAM Education

Level Early STEAM Education Ages 4 through 6

Topic Spinning Tops

Lego Education Curriculum Science Investigating gearing, investigating


Standards rotation, predicting and estimating the
performance of simple machines, careful
observation, describing and presenting results
Design and Technology - Designing mechanical
toys, structures and stability, evaluating products
against technical criteria; developing design skills,
team work skills
Mathematics Standard and nonstandard
measuring of distance and time, reading scales,
counting, calculating, shapes, problem solving

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Technology Implementation Plan EDUC 629
Imaginary Creations STEAM Education Institute Dona Thanushi N S Hettipathirana

Goals and Objectives Investigation: gearing and rotation, fair testing,


Real life experience: designing mechanical toys
and structures, game design
Prediction and estimation: measuring,
movement, stability of structures
Vocabulary: gearing up, spin, speed, stable,
unstable

Materials 9656 Lego Education early simple machines set


for Spinning Top, Laptop, Pencil, markers, paper,
scissors, activity/work sheets, timer/clock,
smooth and flat floor space

Duration 1 Hour

Instructional/learning Problem-based learning, discovery learning,


strategies experimental learning, face-to-face instruction

Activities and procedures Introduction: Teacher will introduce the lesson


topic Spinning tops ask questions and
introduce the problem to be solved
Main Activity: Students will follow the Lego
Education lesson instructions based on 4C
framework for Spinning Tops at
https://le-www-live-
s.legocdn.com/sc/media/files/curriculum-
previews/machines-and-mechanisms/9656-
curriculum-preview-enus-
daed5a3f8a25a100421b150eccd1abe1.pdf?la=en-
us
Closure: Ask questions to get feedback from the
students on the names and functions of individual
building elements used such as gears, bricks, etc.,
make photographic and video evidence for
portfolio/record keeping/ documentation

Assessment and Evaluation Teacher-led assessments to test students


knowledge and understanding on gears, speed,
rotation, stability and vocabulary, ability to follow
and interpret 2D instructions to build 3D
structures and trouble shoot

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Technology Implementation Plan EDUC 629
Imaginary Creations STEAM Education Institute Dona Thanushi N S Hettipathirana

Student-led assessments summarizing what they


learnt through the project, naming Lego building
elements,

References Lego Education. (2016). Retrieved from


http://education.lego.com/en-
us/elementary/explore/stem
Spinning Top. (2016). Retrieved from
https://le-www-live-
s.legocdn.com/sc/media/files/curriculum-
previews/machines-and-mechanisms/9656-
curriculum-preview-enus-
daed5a3f8a25a100421b150eccd1abe1.pdf?la=en-
us

Lesson Plan 2 Beginner STEAM Education

Level Beginner STEAM Education Ages 7 through 10

Topic Merry-Go-Round

Lego Education Curriculum Science identify gears, gearing up and increased


Standards speed of rotation, gearing down and decreased
speed of rotation, arrange gears in the same
direction, opposite direction, at 90-degree angle,
relationship between gear size, gear position and
rotation speed, predicting and estimating the
performance of simple machines, careful
observation, describing and presenting results
Design and Technology build 3-dimensional
models, follow steps of the engineering process,
developing design skills and teamwork skills
Mathematics predict outcomes of various trials,
count teeth on gears, count rotations, draw
geometric shapes, measure with standard units of
measure

Goals and Objectives Investigation: gearing angle, speed of rotation, fair


testing, drive gear, driven gear, meshing, gear ratio

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Technology Implementation Plan EDUC 629
Imaginary Creations STEAM Education Institute Dona Thanushi N S Hettipathirana

Real life experience: increase and decrease of


rotation speed, designing structures model
Merry-go-Round,
Prediction and estimation: measuring speed of
rotation, gearing angle
Vocabulary: gearing up, gearing down, increasing
speed of rotation, decreasing speed of rotation,
gearing at an angle, meshing, gear ratio, drive
gear, driven gear

Materials 9689 Lego Education simple machines set, Laptop,


Pencil, markers, paper, activity/work sheets,
timer/clock,

Duration 1 Hour

Instructional/learning Problem-based learning, discovery learning,


strategies experimental learning, face-to-face instruction

Activities and procedures Introduction: Teacher will introduce the lesson


topic Merry-go-round ask questions testing
prior knowledge on technical vocabulary, gear
overview and introduce the problem to be solved
Main Activity: Students will follow the Lego
Education lesson instructions based on 4C
framework for Merry-go-Round at
https://le-www-live-
s.legocdn.com/sc/media/files/curriculum-
previews/machines-and-mechanisms/9689-
curriculum-preview-enus-
d7064dc438d9eb4661a7db23e57c189d.pdf?la=en-
us
Closure: Ask questions to get feedback from the
students on the rotation speed, meshing, drive,
driven gears, gearing angle, gear ratio, etc. make
photographic and video evidence for
portfolio/record keeping

Assessment and Evaluation Teacher-led assessments to test students


knowledge and understanding on gears, speed
rotation, meshing, gear ratio, drive driven gears,
types of gears etc., ability to follow and interpret

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2D instructions to build 3D structures and trouble


shoot
Student-led assessments summarizing what they
learnt through the project, complete work sheet
answering questions on-line simple machines gear
types, ratios, gear up and gear down, naming Lego
building elements

References Lego Education. (2016). Retrieved from


http://education.lego.com/en-
us/elementary/explore/stem
Merry-go-Round. (2016). Retrieved from
https://le-www-live-
s.legocdn.com/sc/media/files/curriculum-
previews/machines-and-mechanisms/9689-
curriculum-preview-enus-
d7064dc438d9eb4661a7db23e57c189d.pdf?la=en-
us

Lesson Plan 3 Intermediate STEAM Education

Level Intermediate STEAM Education Ages 11


through 14

Topic Freewheeling

Lego Education Curriculum Science measuring distances, reading and


Standards calibrating scales, forces, moving energy,
energy of position, friction and air resistance,
scientific investigation
Design and Technology investigating the
effects of different wheel sizes and tire
materials on vehicle efficiency, wheels and
axles to move loads, designing and making a
downhill runner vehicle
Mathematics reading and calibrating scales,
measuring distance and mass, exploring
limits to accuracy, calculating averages, work
with negative numbers,

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Goals and Objectives Investigation: investigating the effects of


different wheel sizes and tire materials on
vehicle efficiency, wheels and axles to move
loads
Real life experience: using mechanism axles
and wheels, working characteristics of
materials, reading calibrating scales
Prediction and estimation: measuring
distances and mass, calculate averages
Vocabulary: mass, position, friction,
efficiency

Materials 9686 Lego Education building set, Laptop,


Pencil, markers, paper, scissors, activity/work
sheets, timer/clock, measuring tape, masking
tape, smooth floor, plank of wood or shelf
1m long, spare Lago bricks, pile of books or
boxes to elevate the plank,

Duration 1 Hour

Instructional/learning Problem-based learning, discovery learning,


strategies experimental learning, face-to-face
instruction

Activities and procedures Introduction: Teacher will introduce the


lesson topic Freewheeling ask questions
testing prior knowledge on technical
vocabulary on simple machines and
introduce the problem to be solved
Main Activity: Students will follow the Lego
Education lesson instructions based on 4C
framework for Freewheeling at
https://le-www-live-
s.legocdn.com/sc/media/files/curriculum-
previews/machines-and-mechanisms/9686-
curriculum-preview-enus-
d50bceb50a7202de6dd4df79b4da7836.pdf
Closure: Ask questions to get feedback from
the students on the effects of different wheel
sizes and tire materials on vehicle efficiency,

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Technology Implementation Plan EDUC 629
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wheels and axles to move loads, friction and


efficiency, make photographic and video
evidence for portfolio/record keeping

Assessment and Evaluation Teacher-led assessments to test students


knowledge and understanding on simple
machines gears and axle and wheel, speed
of rotation, friction, efficiency, loads etc.,
making predictions and measuring and
estimating, ability to follow and interpret 2D
instructions to build 3D structures and
trouble shoot
Student-led assessments summarizing what
they learnt through the project, complete
work sheet answering questions on-line on
simple machines gears, axle and wheel and
inclined planes

References Lego Education. (2016). Retrieved from


http://education.lego.com/en-us/middle-
school/explore/stem
Freewheeling. (2016). Retrieved from
https://le-www-live-
s.legocdn.com/sc/media/files/curriculum-
previews/machines-and-mechanisms/9686-
curriculum-preview-enus-
d50bceb50a7202de6dd4df79b4da7836.pdf

Executive Summary

The educational technology plan of Imaginary Creations STEAM Education Institute for 2016-
2019 academic years are aligned to the National Educational Technology Plan of United States
of America and Educational Technology Plan of the State of Virginia.

This Educational Technology plan reflects the vision, mission and goals and objectives of the
Imaginary Creations STEAM Education Institute, specifically focusing on interdisciplinary
educational and research opportunities in Science, Technology, Engineering, Art, and Math
(STEAM). While this technology plan focuses on all learners, the primary purpose is to adapt the
curricular and training development practices to better address the STEAM education needs of

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diverse learners with varied abilities, disabilities and learning needs, coming from wide-ranging
socio economic and cultural backgrounds.

The four goals and the respective strategies are intended to serve the purpose of constructing a
barrier free learning environment, providing optimum accessibility to diverse learners,
facilitating active engagement in a state of the art STEAM education utilizing cutting edge
STEAM education research and practices, in order to meet the ever changing needs, demands
and challenges of the diverse global community.

Crosswalk of Goals
A goal comparison of the National Educational Technology Plan of United States of America, the
Educational Technology Plan for the State of Virginia, and the Imaginary Creations STEAM
Education Institute Strategic Plan.

National Educational Imaginary Creations STEAM


Educational Technology
Technology Plan / ISTE - Education Institutes
Plan for (Virginia)
NETS Strategic Plan

Learning: Engaging and Provide a safe, Development of


empowering learning flexible, and effective interest and
through technology - learning environment engagement among the
All learners will have for all students diverse learners for
engaging and Objective 1: Deliver STEAM and STEAM
empowering learning appropriate and learning activities,
experiences in both challenging curricula STEAM investigation of
formal and informal through face-to-face, content and practices,
settings that prepare blended, and life-long learning.
them to be active, and virtual learning Development of
creative, environments. analytical, critical
knowledgeable, and Objective 2: Provide thinking and problem
ethical participants in the technical and solving skills among the
our globally connected human infrastructure diverse learners as they
society (USDOE & necessary to support pertain to the
OET, 2016). real, application of STEAM
blended, and virtual content and practices in
learning environments. real-life situations.
Objective 3: Provide Students will engage in
high-quality active online learning,
professional and hands-on problem
development to help and project based
educators create, learning, using laptops
and iPads, Lego and

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maintain, and work in robotics, on the STEAM


a variety of learner- related career
centered prospects, STEAM fields
environments (VDOE, of study and STEAM
2010-2015). research opportunities
in advancing the quality
of life for all.
Students will engage in
computer guided
project-based learning,
solving problems, and
seeking hands-on
knowledge, information
and practical skills on
STEAM contents and
practices.
At every lesson unit the
students will focus on
mastering STEAM
concepts, principles and
theories, incorporating
the newly learnt
material with prior
knowledge and
understanding.

Assessment: Measuring for Afford students with Students will be


learning - At all levels, opportunities to apply provided with
our education system technology effectively opportunities to
will leverage the to gain knowledge, explore the scientific
power of technology develop method through
to measure what skills, and create and engagement in
matters and use distribute artifacts that scientific investigation,
assessment data to reflect their observing, inquiring,
improve learning understandings. hypothesizing,
(USDOE & OET, 2016). Objective 1: Provide predicting, testing,
and support analyzing and drawing
professional conclusions.
development that Instructors will assess
increases the capacity and evaluate the
of students, on the Lego-
teachers to design and based projects,
facilitate meaningful computer programs and

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learning experiences, robotics projects at


thereby encouraging every level of
students development and
to create, problem- completion; during
solve, communicate, each phase of project
collaborate, and use development design,
real-world skills by building, testing and
applying evaluation, - by
technology multiple means.
purposefully. Students will
Objective 2: Ensure demonstrate their
that students, knowledge and skills to
teachers, and instructors as well as
administrators are ICT parents at the end of
literate. every project, in the
Objective 3: form of random
Implement technology- questioning and inquiry
based formative on the learning
assessments that contents,
produce further demonstrations to
growth peers during class,
in content knowledge demonstrations to
and skills parents after class and
development (VDOE, through online testing
2010-2015). based on the learning
management system
(LMS) providing
immediate evaluations
and instantaneous
results.

Teaching: Teaching with Engage students in


technology -Educators meaningful curricular The teaching/ learning
will be supported by content through the process at every lesson
technology that purposeful and unit will include
connects them to effective use of students actively
people, data, content, technology. building, exploring,
resources, expertise, Objective 1: Support examining,
and learning innovative professional experimenting,
experiences that can development practices communicating and
empower and inspire that promote strategic collaborating together
them to provide more growth for all acquiring STEAM
effective teaching for educators and knowledge and

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all learners (USDOE & collaboration with developing STEAM


OET, 2016). other educators, skills.
content experts, and The instructor will
students. explicate the STEAM
Objective 2: Actualize ideas and principles
the ability of behind the
technology to lesson/learning
individualize learning contents and question
and provide equitable the students at the end
opportunities for all of the lesson in order to
learners. assess and evaluate
Objective 3: Facilitate quality and level of
the implementation of their knowledge and
high-quality Internet understanding.
safety programs in STEAM educators will
schools (VDOE, 2010- be provided with
2015). training on how to
expand STEAM learning
to diverse learners and
the availability of novel
technological and
pedagogical means and
strategies to facilitate
diverse learners.
Students will be
provided with
instruction based on
multiple modalities of
learning VARK (Visual,
Auditory, Read/write
and Kinesthetic) to
engage in project-
based, discovery and
experiential learning.

Infrastructure: Enabling access and Provide students with All students will be
effective use - All access to authentic provided with their own
students and and appropriate tools personal computer and
educators will have to gain knowledge, online student profile
access to a robust and develop providing access to the
comprehensive skills, extend LMS, which keeps
infrastructure when capabilities, and create course contents,
and where they need it and disseminate learning material and

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for learning (USDOE & artifacts that information of


OET, 2016). demonstrate their progress, assessment
understandings. and evaluation, all in
Objective 1: Provide one online location.
resources and support Students with special-
to ensure that every needs will be facilitated
student has access to a with technology based
personal computing modifications and
device. accommodations,
Objective 2: Provide differentiated
technical and instruction and
pedagogical support to personalized learning,
ensure that students, minimizing access
teachers, barriers, striving for
and administrators can universal access.
effectively access and Students with IEP
use technology tools. (individualized
Objective 3: Identify education plans) will be
and disseminate facilitated with
information and personalized, mastery-
resources that assist based learning, with
educators in selecting one-on-one guidance;
authentic and modifications and
appropriate tools for accommodations to
all grade levels and presentation, response,
curricular areas timing, scheduling,
(VDOE, 2010-2015). setting, assignments
and curriculum; and
assistive technology
devices such as audio-
visual and speech and
communication support
devices.

Productivity: Creating a culture and Use technology to Raise awareness among


conditions for support a culture of diverse learners, on the
innovation and change data-driven decision value and relevance of
- Embed an making that relies STEAM education in
understanding of upon data to terms of day-to-day life
technology-enabled evaluate and improve as well as vocational
education within the teaching and learning - prospects of diverse
roles and Objective 5.1: Use data learners, in meeting the
responsibilities of to inform and adjust demands of career

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education leaders at technical, pedagogical, readiness and STEAM


all levels and set state, and financial support. literacy, in a STEAM-
regional, and local Objective 5.2: Provide capable workforce of
visions for technology support to help the diverse global
in learning (USDOE & teachers disaggregate, society.
OET, 2016). interpret, and use data Assurance of socially-
to plan, just STEAM education,
improve, and providing STEAM
differentiate literacy opportunities,
instruction. for diverse learners,
Objective 5.3: Promote minimizing access
the use of technology barriers and closing
to inform the design achievement gaps,
and implementation of optimizing learning
next-generation outcomes for all
standardized learners regardless of
assessments (VDOE, ability, disability and
2010-2015). learning differences.

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References

Freewheeling. (2016). Retrieved from https://le-www-live-s.legocdn.com/sc/media/files/curriculum-


previews/machines-and-mechanisms/9686-curriculum-preview-enus-
d50bceb50a7202de6dd4df79b4da7836.pdf

Hamilton, B. (2015). Integrating technology in the classroom: Tools to meet the needs of every student.
Arlington, VA: Integrated Society for Technology in Education.

Lego Education. (2016). Retrieved from http://education.lego.com/en-us/about-us

Lego Education. (2016). Retrieved from http://education.lego.com/en-us/elementary/explore/stem

Lego Education. (2016). Retrieved from http://education.lego.com/en-us/middle-school/explore/stem

Merry-go-Round. (2016). Retrieved from https://le-www-live-


s.legocdn.com/sc/media/files/curriculum-previews/machines-and-mechanisms/9689-
curriculum-preview-enus-d7064dc438d9eb4661a7db23e57c189d.pdf?la=en-us

Spinning Top. (2016). Retrieved from https://le-www-live-s.legocdn.com/sc/media/files/curriculum-


previews/machines-and-mechanisms/9656-curriculum-preview-enus-
daed5a3f8a25a100421b150eccd1abe1.pdf?la=en-us

U.S. Department of Education (USDOE) & Office of Educational Technology (OET). (2016). National
educational technology plan. Retrieved August 20, 2016, from http://tech.ed.gov/netp/

Virginia Department of Education (VDOE). (2010-2015). Educational technology plan for Virginia 2010
2015. Richmond, VA. Retrieved August 20, 2016, from,
http://www.doe.virginia.gov/support/technology/edtech_plan/executive_summary.pdf

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Appendix A

Technology Focused Interview


This interview was conducted with a technology trainer, with experience in integrating tools and
instructional strategies into professional development sessions at a Software development company
identified by the pseudonym RR.

What is your field of expertise and what sort of professionals do you train?

Answer: My primary expertise is in software development, using customer relations management(CRM)


and business process management (BPM). I train IT professionals and software developers, some
experienced and some newcomers.

What factors should an instructional technologist be taking into consideration when introducing
novel technology?

Answer: First of all, nobody likes change, not even the software developers. Two important factors, the
expertise and familiarity of the trainees on the existing technology and the significance of the change
that is to take place.

What tools and strategies did you integrate in technology training?

Answer: First of all, you have to know the goal and significance of the training session. If the training is
to focused simply on periodical technology updating, you dont need much preparation and analysis. But
if it is a total software overhaul you need extensive preparation. The best tool would be a presentation
highlighting major changes and how to adapt to the changes as quickly as possible.

What accommodations and modifications, if any, do you consider for diverse individuals with
varied abilities, disabilities and learning and cultural differences?

Answer: Software engineers come from all backgrounds and diversities, but since the subject matter is-
technology - something they all share in common, cultural factors dont matter much. However, if
someone needs enhanced audio, headphones, or seating etc., I always make necessary special
accommodations and modifications, to ensure the comfortability of the individual as well as the
productivity and effectiveness of the training session.

What evaluation or assessment techniques did you use in ensuring the successful completion of
training sessions?

Answer: I always use an online questionnaire covering key discussion points, followed by simple
execution of some important coding segments incorporating the novel changes to the system.
Everybodys always welcome to forward questions during as well as after the sessions.

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