1.Write a critical-creative paper on "STEAM and ICT" reflecting your experience and post in your own created blog (Minimum 2000 words).

(Suggested Tool: Google Blogger) 

Answer-

Kathmandu University 1 Year MED in STEAM Education, Hattiban, Lalitpur

Subject- ICT in STEAM

Endline Assignment

Prepared by- Rachna Basnet

Submitted to- DR. Sushil Upreti.

Date- January 9, 2025.

Introduction:

During my one-year M.Ed. STEAM journey, I was introduced to the world of Information and Communication Technologies (ICTs) in STEAM education. When I first started exploring ICT, I was amazed to realize how many simple yet powerful tools I had been missing out on — tools that can make tasks easier, faster, and more efficient.

I discovered a variety of resources that can be used not just in the teaching-learning process but also for personal growth and development. Learning about Google tools, in particular, made me feel like I had the entire world at my fingertips. It was eye-opening to realize how much I was missing, even though I was already using some ICT tools in my daily life.

From Modules 1 to 5, I had the opportunity to explore and learn about different tools and resources. In the following sections, I will share my reflections on each module.

1)      Module-1, Productivity tools and STEAM Educator

 In Module 1, I learned how to create certificates using Google tools, which was a new experience for me. Although the process was simple, I was amazed at how easy and efficient it made the task. I also explored other useful tools like Google Docs, Slides, Sheets, and Forms, along with Chrome extensions for enhancing productivity. Additionally, I learned how to create videos using Screen castify and design engaging presentations, certificates, and visuals with Canva for both PowerPoint presentations and videos.

One of the most impactful tools for me was Canva, which I had never used before. It’s a powerful platform that makes presentations and designs more appealing. I was genuinely overwhelmed when I used Canva for the first time—it helped me realize how much creative potential I had been missing. I also became more aware of how the tools we use can directly impact the quality of our learning and work.

We were also introduced to AI tools, which are becoming essential for developing creativity, critical thinking, and independence in learning. Tools like Google Docs, Slides, Forms, and Autocrat were especially useful in creating presentations, designing visually appealing content on Canva, and even generating certificates automatically. These Google tools made my learning experience in Module 1 much more engaging and productive.

2) Module-2, Digital tools and resource for STEAM Educator 

In this module, I discovered over 400 free web tools and resources that can be integrated into STEAM education. It gave me a broad overview of various web-based teaching and learning materials that are easily accessible online. I explored a wide range of subject-specific resources and gained hands-on practice with several web applications that support our daily teaching and learning activities.

I also had the chance to critically review some of these resources. For example, I searched for and explored various learning materials available in different digital formats. I came across tools for image editing, virtual tours, and many other useful applications that make teaching more interactive and engaging.

One of the key takeaways from this module was learning how to search for age-appropriate tools and resources that help make lessons more meaningful and enjoyable for learners. The variety of tools I explored showed me how technology can transform traditional teaching into a more creative and engaging experience.

3)Module-3, Role of technology and fostering online learning environment in steam education 

Through this module, I gained a deeper understanding of two essential frameworks for integrating technology into teaching: TPACK (Technological Pedagogical Content Knowledge) and SAMR (Substitution, Augmentation, Modification, Redefinition). These frameworks offered valuable insights into how technology can enhance and even transform classroom learning when used thoughtfully.

The SAMR model, developed by Ruben Puentedura, breaks down the different ways technology can be applied in teaching into four stages. At the basic level, technology acts as a direct substitute for traditional tools (Substitution). As you progress, it can offer functional improvements (Augmentation), enable significant changes in learning tasks (Modification), and finally, allow for entirely new tasks that were previously unimaginable (Redefinition). I found this model helpful because it shows a clear pathway for moving from simply adding technology to truly transforming the learning process.

On the other hand, the TPACK framework, created by Mishra and Koehler, highlights the importance of combining three key elements in teaching: content knowledge (what to teach), pedagogical knowledge (how to teach), and technological knowledge (what tools to use). I liked the way this framework emphasizes blending these components—like a chef combining different ingredients to create a well-balanced dish. In the same way, teachers need to blend their knowledge of subject matter, teaching methods, and technology to design lessons that are not only effective but also engaging and interactive. What really stood out to me was how these frameworks align with the needs of 21st-century learners. Today’s students need more than just information; they need skills like creativity, collaboration, and communication. The structured approach provided by these models helped me focus on integrating technology in a way that nurtures these critical skills. This understanding fits perfectly with the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach to education, where different subjects come together to solve real-world problems.

By learning about the relationship between ICT (Information and Communication Technology) and STEAM, I realized how important it is to create learning experiences that are interdisciplinary. Instead of teaching subjects in isolation, I can now design lessons where students explore connections between different fields, making the learning process more holistic and meaningful. Overall, this module helped me reflect on my role as a teacher in a technology-driven world. It inspired me to think more critically about how I use digital tools in the classroom—not just for the sake of using technology, but to create richer, more engaging learning experiences that truly benefit students.

4) Module-4 STEAM Pedagogy Insights from STEAM Pedagogy:

Module 4 introduced me to various aspects of STEAM pedagogy, with a special focus on Artificial Intelligence (AI), ICT integration in STEAM education, digital storytelling, and tools for online assessment, E-portfolio management, and digital citizenship. I also explored platforms like Google Sites, Blogger, Wakelet, and learned about information literacy.

One of the most impactful experiences was learning how to create my own Google Site. I had never made a personal website before, but after understanding its use, I was able to develop both personal portfolios and professional sites. It felt amazing to realize that these tools, which once seemed complex, are within my reach. I used to wonder how others became so tech-savvy, but this module showed me that by learning these tools, I too can become a smart technology user.

I also learned how to set up Google Classroom, which makes it easy to assign tasks, share resources, and communicate with students using a class code. This platform streamlines classroom management and encourages engagement. Additionally, I discovered the usefulness of hyperlinks, which allow me to share reading materials and assignments efficiently.

Another interesting tool was Blogger, where I can post personal reflections and important writings, preserving them for future reference. It’s a great way to maintain a digital record of my thoughts and work.

The module also emphasized digital citizenship, teaching me how to guide students in navigating the online world responsibly. It helped me understand the importance of maintaining a safe and ethical digital presence, both personally and professionally.

I explored various apps and websites that adapt to my learning pace, making the process enjoyable and personalized. For instance, AI-embedded tools allow me to synthesize information quickly, generate fast responses, and come up with creative ideas.

This module made me realize how essential it is to embrace digital tools in today’s AI-driven world. Everything is becoming more digitalized, and understanding how to use these tools effectively will help me stay competitive. The use of AI not only makes tasks faster but also empowers educators and learners to enhance their skills in a more efficient way.

Overall, Module 4 was a game-changer. It taught me that by leveraging these digital tools and AI applications, I can become more productive, creative, and confident in navigating the digital landscape.

Module -5 Blended Learning 

The blended learning model is a more student-centered approach that gives learners greater control over their education by combining traditional classroom methods with online resources and tools. This module introduced me to this approach and gave me the opportunity to design online courses and assessment strategies specifically for STEAM education.

Blended learning has been a transformative experience for me. It allowed me to balance in-person teaching with digital tools, creating flexible and personalized learning experiences. I learned to incorporate tools like Google Classroom, HyperDocs, Google Blogger, and many more into the teaching process, making learning more interactive and self-paced. These tools empower both educators and students to use technology effectively, promoting engagement, creativity, and critical thinking.

One of the key takeaways from this module was understanding how to design and develop online courses that cater to diverse learning styles. By crafting these courses, I was able to integrate virtual experiments, interactive simulations, and engaging visuals to make STEAM concepts more dynamic and relatable. These digital tools allowed me to address the different paces of learning among students, ensuring that everyone could grasp and apply concepts at their own speed.

Another essential aspect of blended learning that I explored was assessment design. I learned to create formative assessments, which provide continuous feedback to students, fostering an interactive and supportive learning environment. At the same time, I developed summative assessments to measure students' overall understanding and application of STEAM concepts. This balance between ongoing feedback and final evaluations made my teaching more effective and helped me track students’ progress better. One of the most impactful experiences was developing online courses tailored for STEAM education. Using various digital tools, I created courses that provided accessible, flexible, and engaging learning experiences. I could integrate self-paced activities, online discussions, and creative assignments that helped students become active participants in their own learning journey.

In summary, embracing the blended learning model has helped me become a more effective educator. This approach ensures that both in-person and online learning complement each other to create a comprehensive learning environment that supports all types of learners. It has empowered me to leverage technology in education, making learning more inclusive, personalized, and future-ready.

Conclusion:

Through this journey of exploring various modules, I’ve gained valuable insights into integrating technology into STEAM education. From learning productivity tools like Google Docs, Slides, Forms, and Canva, to understanding AI tools and digital storytelling, each module has helped me grow as a more confident, tech-savvy educator.

The blended learning model stood out as a transformative approach, allowing me to combine traditional teaching with online tools like Google Classroom, HyperDocs, and Blogger. This balance ensures flexible, self-paced learning experiences that cater to diverse student needs while fostering creativity, collaboration, and critical thinking.

Creating online courses and assessments for STEAM education further developed my skills in designing interactive content, such as virtual experiments and simulations, making learning more engaging and relevant. I also learned the importance of digital citizenship, ensuring both educators and students navigate the digital world responsibly.

Overall, this experience has taught me that technology is not just a tool but a way to empower learners. Embracing digital tools and AI-driven solutions has made me more prepared to create inclusive, meaningful, and future-ready learning environments, helping students take ownership of their education in a rapidly evolving digital world.

Citation 

  Barrett, T., & Harte, C. (2023). Towards a digitally enabled learning ecosystem. Centre for Strategic Education. ISBN 978-0-6457476-7-6.

  Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

  Puentedura, R. R. (n.d.). SAMR and TPCK: Intro to advanced practice. Retrieved from http://hippasus.com/resources/tte/