Running head: TECHNOLOGY PLANNING PAPER 1

Technology Planning Paper

Stacy Kozub

Loyola University Maryland

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Technology Planning Paper

Introduction

Broad Vision for Technology Usage

In my broad vision, in the next couple of years I see teachers incorporating technology

into the classroom a lot more than they do now. Technology will be used to promote the 4 C’s-

collaboration, communication, creativity and critical thinking. Students will be using technology

for a lot more than just programs such as Dreambox and I-Ready. “Asking students to think

critically, to collaborate, to communicate, and to be creative can provide them with ways to drive

and have ownership over their work” (Wolf, Bobst & Mangum, 2017, p. 31). Once teachers

begin using technology effectively it will allow for deeper learning to take place in the

classroom.

Narrow Vision for Technology Usage

An innovative teaching idea that I would like to implement at my school is STEAM. I

think a good start to this would be to start within my grade level and have STEAM Fridays.

Every Friday we could do a STEAM lesson/activity with our students. Eventually this could end

up being a whole school routine. STEAM would promote the 4C’s and deeper learning in the

classroom. When students are participating in STEAM activities there are using critical thinking,

creativity, collaborating and communicating their ideas with one another.

Science Technology Engineering Art Math (STEAM)

STEAM is a teaching approach that combines aspects of science, technology,

engineering, arts, and math into lessons. Rhode Island School of Design describes the goal of

STEAM is “to foster the true innovation that comes with combining the mind of a scientist or
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technologist with that of an artist or designer” (Pdesaracho@sandiego.edu, 2019). STEAM

education allows students to incorporate skills needed for the 21st century workforce. These

skills include collaboration, problem solving, critical thinking, and communication skills. When

students are participating in STEAM student engagement increases, lessons are student centered,

and inquiry based (Christie, n.d).

Analysis of Current Situation

Perceived Attributes

The innovation that I would like to bring to my school is STEAM: Science, Technology,

Engineering, Arts, and Mathematics. The perceived attributes allows me to see how well my

innovation of STEAM Friday’s will be implemented into my school.

Relative Advantage. ​STEAM has a relative advantage of being hands on and engaging

for students that are participating. STEAM also allows for students to use their creativity as well

as critical thinking to solve higher level problems. The biggest relative advantage that is

associated with STEAM is that it combines science, technology, and math. Currently at my

school the main focus is on reading and math, which means we do not have a lot of time for

science. Since STEAM combines both math and science students are now able to participate in

more science related activities.

Compatibility. ​STEAM is compatible with existing practices because these activities are

rigorous and promote higher level thinking. This year at my school the main focus was on rigor,

which makes this innovation the perfect fit. STEAM allows for students to think “outside of the

box” and do a lot more than just recall information from a lesson. The only concern with the

compatibility of STEAM is with the teachers who are afraid to try new things in the classroom.
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Since these teachers are the ones who include limited amount of technology in their room it may

not be compatible with their current teaching practices.

Complexibility. ​When it comes to the complexity of STEAM there are different types of

activities that can be integrated. Some activities require more planning and technology use than

others. Teachers can start off with easier activities at first and then as they feel more comfortable

start implementing more advanced ones.

Trialability. ​There is a high trialability with STEAM. My first grade team will be the

first team to try out the innovation. This will allow us to experiment in different ways to

incorporate STEAM into the classroom before sharing with other grade levels.

Observability. ​When it comes to observibility there are so many resources available that

relate to STEAM. Teachers will be able to observe how STEAM is implemented in the

classroom and watch example lessons through videos and blogs. Once the first grade team has

been implementing STEAM for a couple of weeks other grade levels will be given opportunities

to come and watch STEAM in action.

Ely’s Conditions of Change

After looking at Ely’s conditions of change in comparison to my school, I can see that some

conditions are met and some conditions still need to be worked on.

Dissatisfaction of the Status Quo. ​At my school there is dissatisfaction with the status

quo. Teachers are currently not satisfied with student progress when it comes to test scores;

especially in math. Also the technology that is available to be used is not being used to the fullest

potential. By incorporating STEAM on Friday’s students are able to use technology in more

appropriate ways as well as use their math skills to problem solve.

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Knowledge and Skills Exist. ​Right now there is a wide range of knowledge and skills

that teachers have when it comes to technology. All teachers received training for schoology this

past year and know how to use programs such as Dreambox and I-Ready. Many teachers lack the

skills needed to take technology a step further from these programs. Part of the reason for the

lack of skills is because no time is given for teachers to explore technology and learn how to

teach effectively with it. There is also limited professional development given associated with

technology. In order to address this issue for my innovation, I will hold training sessions for

teachers to learn what STEAM is and how to incorporate it into instruction.

Resources are available. ​When it comes to resources my school currently has 1:1

devices for students to use. Next year primary grades will only be getting 6 devices per class

instead of the 1:1. Even though this is a bit of a setback the innovation is still possible by having

students pair up or use the computers in small groups. Many resources needed for STEAM is

found already in the classroom however there may be additional materials needed. In order to get

the missing materials a letter will be sent out to parents asking for donated items to be used for

STEAM activities.

Time is available. ​ Currently there is no time set aside for teachers to explore or learn

about technology. If teachers were given time to plan and explore technology I believe there

would be more teachers willing to use technology in the classroom. Part of the lack of

professional development and training is because there is no person trained or qualified enough

at my school to hold these meetings.

Rewards or Incentives Exist for participants. ​At my school there are no rewards or

incentives for using technology in the classroom. If administration sees you do something with
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technology that is more than just Dreambox and I-Ready at most you will get “Great Job”. As an

incentive for teachers to participate in training sessions light snacks and drinks will be provided.

Participation is expected and encouraged. ​ Participation is currently not expected or

encouraged at my school. The only expectations set is that you use the devices to complete

testing or for Dreambox. The lack of expectations is the main reason behind teachers not feeling

the need to implement technology as a part of instruction. In order to encourage participation for

STEAM Friday, I would like the principal to also attend initial training sessions as well as check

in during planning times and implementation times.

Commitment by those who are involved. ​Those who are willing to try new things with

technology are committed. Those who have no interest in using technology in the classroom are

far from being committed and rarely want to try anything new. The main reason for these

teachers not being committed is because they feel like it does not matter if they use technology

or not. By showing them meaningful ways to incorporate technology with STEAM and the

benefits behind it, I am hoping it will change their mind.

Leadership is evident. ​There is a lack of technology leadership at my school. Our

technology liaison only offers support with broken computers and sending out emails relating to

technology. In previous years our S.T.A.T. teacher has been someone we can go to when

wanting to try something new in the classroom. This year we did not have one which has made it

tough. Next year we will be getting a new S.T.A.T teacher, so hopefully she will give us the

same support as before.

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ACOT Model

When reflecting where my school ranked on the ACOT model I noticed that many

teachers fell in the second or third level. The first level is entry, many teachers were past this

stage. Everyone understands how the devices work and are able to incorporate it into instruction

in some way. This will be the beginning stage for when STEAM is introduced. At this stage

teachers will be learning what STEAM is and be participating in training on how to get started.

The second stage of the ACOT model is adoption. This is where I feel like half of the

teachers in my school are. These teachers are mostly primary and tend to use devices only for the

required programs of Dreambox and I-Ready. They hardly use the devices for anything else. For

example, my one first grade team mate hardly wants to use the devices and makes it known that

she does not like using them with her students. When she does have her students use the devices

it is a very basic level. Her students are mostly on ABCya, Dreambox, I-Ready and PebbleGo.

At this stage for my innovation teachers will be planning with me and the STAT teacher. At

these planning sessions we will be looking at appropriate grade level activities and find the best

ways to effectively use STEAM in the classroom. At this stage, teachers will have the necessary

background knowledge needed to implement a basic activity with STEAM.

The third stage is adaptation, and this is the highest I would rank any teacher at my

school. It is mostly intermediate teachers at this stage besides me and one of my first grade

teammates. These teachers are creating digital stories with their classes, using microsoft word to

publish writing, and using highly engaging material such as Kahoot. For example, a fourth grade

teacher at my school uses schoology to allow her students to discuss the novels they are reading

in class on an online platform. She also has students use Kahoot to review material for any tests,
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which allows her to quickly get data on how her students are doing on a particular topic. At this

stage teachers will already have the background needed to successfully start implementing more

advanced activities with STEAM.

I do not see any teachers at the appropriation stage of the ACOT model. Some teachers

are approaching this stage but are not quite there yet. In order to have teachers move to this stage

I think it would be important to observe other teachers that are currently at this stage and see how

they use technology in their classroom. After observing teachers can reflect and see how they

could incorporate what they saw into their own classrooms. The last stage of the ACOT model is

invention and is the most difficult to get to. In order to get teachers to move to this stage they

would need more professional development on more advanced technologies such as coding,

breakout EDU, hyperdocs, etc.

Stakeholders

In order to be successful with the implementation of STEAM a variety of stakeholders

will need to be involved in the process. The stakeholders that I would invite in the planning

process would be administration, the STAT teacher, my first grade team, and parents/ other

community members as well as any other staff members who would like to participate.

Administration will be an essential stakeholder to get the innovation started. They will be

needed to approve the idea as well as to help encourage participation of staff. Without them

many teachers may not be willing to participate. The STAT teacher is another key stakeholder

for this innovation. As a STAT teacher she attends collaborative planning sessions, plans faculty

meeting as well as data meetings, and also works closely with administration. She will be needed
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to help me with planning and implementing the training sessions as well as the collaborative

planning sessions for STEAM.

My first grade team was the first chosen grade level to be apart of this innovation. I

picked my team because I know they would be the most willing to give STEAM a try and see

how it works. We already plan together daily so having to collaboratively plan STEAM activities

will be nothing new. After the first grade team incorporates STEAM for a couple of weeks other

grade levels can come visit during a STEAM activity to see how it goes. Eventually I am hoping

to have one teacher per participating grade level to be a part of the process. This grade level

person can come to monthly meetings to see what is working and what is not and also to provide

input on student progress with STEAM. The parents and community will also be an important

stakeholder. They will also be essential to help provide resources needed for the activities. A

letter will be sent out to all parents asking for donations of materials needed.

In order to get stakeholders involved I will show the benefits of using STEAM and how it

will impact our students in a positive way. By seeing the positives of STEAM it will hopefully

encourage their participation in the process. I can also show stakeholders example lessons to

show exactly what it would look like in a classroom. To keep their involvement I will constantly

be communicating with all stakeholders to keep them updated on the process as well as hearing

any concerns that they may have.

These stakeholders will help address some of Ely’s Conditions because there will be

leadership available. By having a leadership team staff members will have a clear direction on

what is expected of them when using technology. They will also help encourage participation
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from those who may not like to use technology in the classroom. The stakeholders will help

provide any materials that are also lacking so that this innovation can be successful.

Plan of Action

Vision and Mission

A potential vision statement for my innovation is to strengthen student learning by

focusing on science, technology, engineering, arts, and mathematics, while having students

participate in activities that allow for critical thinking, problem solving, and creativity.

A potential mission statement for my innovation would be: Our mission is to empower

students to be lifelong learners through engaging, rigorous, and hands on learning experiences.

Purpose

The purpose of starting STEAM at my school is to incorporate technology into

instruction in a more meaningful way than what is currently being done. Currently at my school

math scores are at an all time low, and science is hardly being taught. By incorporating STEAM

into instruction at least once a week, it will hopefully alleviate some of these problems.

Technology can begin to be implemented more meaningfully, and science will again be a part of

instruction. Through STEAM students will develop critical thinking and problem solving skills

that will help with complex math problems and will hopefully boost math scores back up.

Students will be participating in rigorous, engaging lessons that will prepare them for the 21st

century world around them.

Timeline, Action Steps, and Assessment Steps

A timeline of steps will need to be followed in order to have STEAM be successfully

implemented on Fridays. The first step is to gain approval from administration. To get their
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approval I plan to present background information on what STEAM is and how it will be

beneficial to the students. I will show administration skills students will develop and how other

schools have implemented STEAM and the results they have found.

Once I gain approval from administration I will begin working with the new S.T.A.T.

teacher to create a professional development that builds background on what exactly STEAM is

and how other schools are integrating it in their classroom. The professional development will

hopefully be created in the first quarter of the new school year. We will then present the

information to my first grade team who will be the first team to implement STEAM Fridays at

my school.

Once my first grade team has shown interest in STEAM I hope to plan a school visit at a

nearby school that integrates STEAM into instruction so that we are able to see it in action. After

the school visit we will begin planning with the S.T.A.T teacher to create our own lessons.

During this time we will begin with easier activities to start out with and gradually begin

planning more complex STEAM activities. Planning sessions will be held once a week during

our regular planning time. At this time we will discuss how we would like to implement the

lesson and what materials we may need. If there are materials needed that we do not already have

a letter will be sent out to parents asking for donations for materials and what materials will be

used for.

By the middle of the second quarter, the goal is to begin implementing STEAM into

instruction on Fridays. After each week we will debrief together and talk about things that went

well and things we might want to change for next time. After my first grade team is comfortable

implementing the innovation we will invite other teachers from different grades into our
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classroom to build interest. Once other teachers have shown interest in STEAM, first grade team,

S.T.A.T teacher, and I will provide background information on STEAM and show the results we

have seen in our own classroom. After the professional development the S.T.A.T teacher and I

will hold planning sessions for other teachers that are interested in participating in the

innovation. By the end of the third quarter/ beginning of the fourth, the goal is to have teachers in

other grades also implementing STEAM on Fridays. We will continue to debrief after lessons

and share ideas and tips with one another.

After the school year is over the teachers that have willingly implemented STEAM and

administration will continue to go to professional developments on this topic. During the

professional development days at the beginning of the next school year we will give all teachers

training on STEAM and examples on how to integrate it weekly into instruction. After

professional development and training teachers will begin to implement STEAM on Fridays. We

will have monthly STEAM meetings where one teacher from each grade level, the S.T.A.T.

teacher, and administration will talk about data, and what is going well, and what we need to do

to make this innovation even stronger.

At the end of one whole school year where the whole school has implemented STEAM

we will review data from each grade level and see if STEAM was effective in meeting our goals.

Based on the data, and teacher interest we will determine whether or not to continue with

STEAM Fridays.

Resources Needed

To make this innovation possible students will need access to technology. In the next

school year grades K-2 will have 5:1 devices and grades 3-5 have 1:1 devices. A letter will also
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be sent out to parents of participating classes asking for donations of materials such as boxes,

popsicle sticks, fabric, foam, pipe cleaners, etc. These donations will be extremely helpful when

students are participating in lessons that allow for makerspace.

Expected Outcomes

The expected outcomes of this innovation is that teachers will begin to use technology in

more innovative ways. Students will be learning based on inquiry and are up out of their seats to

participate in hands on activities. Through STEAM students will learn that it is okay to be

curious and they will develop critical thinking skills that they can apply to all subject areas.

Another expected outcome from this innovation is that science will again be a part of instruction.

Conclusion

I believe that the implementation of STEAM into instruction will be beneficial to both

students and staff. Teachers are developing more technological skills that they can use across all

subject areas. By participating in STEAM students are developing skills that they will need to be

successful in the future. With this innovation we are helping students become lifelong learners in

the 21st century world.

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References

Christie, A. A. (n.d.). Enhancing STEAM Learning in Your Elementary Classroom [PPT].

Arizona State University.

Dwyer, D. Ringstaff, C., Sandholtz, J. (n.d.). Integrating technology into classroom instruction:

an assessment of the impact of the ACOT teacher development center project.

Ely, D. (1990). Conditions that facilitate the implementation of educational technology

innovations. Journal of Research on Computing in Education, 23(2), 298-306.

Maslyk, J. (2016). STEAM makers: Fostering creativity and innovation in the elementary

classroom. Thousand Oaks, CA: Corwin/A SAGE Company.

Pdesaracho@sandiego.edu. (2019, May 15). The Movement Towards a STEAM Education in

Schools. Retrieved from ​https://onlinedegrees.sandiego.edu/steam-education-in-schools/

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Wolf, M. A., Bobst, E., & Mangum, N. (2017). Leading personalized and digital learning: A

framework for implementing school change. Cambridge, MA: Harvard Education Press.