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ICT in STEAM Education: Enabling Discovery
ICT in STEAM Education: Enabling Discovery
"Technology does not replace the teacher. It empowers the human connection."
Welcome to my digital portfolio for the ICT in STEAM Education course (based on my experience at Kathmandu University School of Education, under mentorship of Sushil Upreti sir). Here, I explore how digital tools, AI, and pedagogical frameworks can transform engineering education from "Chalk and Talk" to "Inquiry and Innovation."
For Nepal, integrating ICT into education is not merely about modernization; it is a critical strategy to democratize access and bridge the significant geographical and resource divides that exist across our diverse terrain. While traditional 'chalk and talk' methods still dominate many classrooms, the rapid expansion of digital connectivity offers a unique opportunity to leapfrog directly into inquiry-based learning, allowing a student in a remote municipality to access the same simulations and global resources as one in an urban center. In this context, ICT acts as the great equalizer, transforming our education system from one of passive memorization into a dynamic, globally connected environment where Nepalese students are empowered to solve local problems with world-class tools.
"As a STEAM scholar, engineer, and educator, I view Science, Technology, Engineering, and Mathematics as the essential scaffolding of our modern world. However, it is ICT that breathes life into these disciplines, transforming them from isolated subjects into a dynamic, transdisciplinary ecosystem. Grounded in the principles of Social Constructivism, I believe technology serves as the vital bridge that connects learners not just to information, but to one another and their communities—turning abstract technical knowledge into meaningful, socially relevant solutions." Let's explore ICT long with my own learning experience in this page.
Some of the materials are taken from proprietary Kathmandu University School of Education Class Notes, and accessible only with KU accounts.
Engineering is not engineering unless it does any good for society!
Beyond the Acronym: What is STEAM Education?
Beyond the Acronym: What is STEAM Education?
When people hear the word STEAM, they often think of a list of subjects: Science, Technology, Engineering, Arts, and Mathematics. But in my journey as an educator at Cosmos College, I’ve realized that STEAM is not just a "list"—it is a philosophy. It is about breaking down the walls between classrooms and looking at the world as one big, interconnected puzzle.
The Breakdown of STEAM
The Breakdown of STEAM
To understand STEAM, we have to look at how each piece fits together:
Science: Asking "Why?" and "How?" about the natural world.
Technology: Using tools to solve problems and communicate.
Engineering: Designing solutions and building structures (like the bridges we study!).
Arts: Bringing in creativity, ethics, design, and humanity (The "Bold A").
Mathematics: The language of logic and patterns that holds everything together.
Why the "A" Matters
Why the "A" Matters
For a long time, we focused only on STEM. But without the Arts, we have "cold" science. The "A" in STEAM represents Applied Humanity. It’s the difference between building a bridge that just "stands" (STEM) and building a bridge that is beautiful, environmentally friendly, and serves the specific needs of a local community (STEAM).
From STEM to eSTEAM+
From STEM to eSTEAM+
In our current KUSOED framework, we have taken it a step further to eSTEAM+:
The 'e' (EdTech): We don't just use computers; we infuse technology to empower learners.
The '+' (AI Empowerment): We use Artificial Intelligence as a co-pilot for research and creativity, helping us handle complex data so we can focus on human-led decisions.
The STEAM Mindset: Learning by Doing
The STEAM Mindset: Learning by Doing
In a STEAM classroom, you won't find students just memorizing formulas from a whiteboard. Instead, you will see:
Inquiry: Students asking deep questions.
Collaboration: Working in teams (like my students did in their Redesign Challenge!).
Trial and Error: Understanding that "failure" is just the first step of a successful design.
Final Thought
Final Thought
As I move forward with this blog, STEAM and ICT: Enabling Discovery Through Technology, my goal is to document how we can move away from "Chalk and Talk" teaching and move toward a future where every student feels like an innovator.
Whether we are analyzing the Stress and Strain of a steel bolt or designing a sustainable city, we are using STEAM to prepare for a world that hasn't been built yet.
What does STEAM mean to you? Leave a comment below!
A. The eSTEAM+ Framework
A. The eSTEAM+ Framework
Why eSTEAM+?
Why eSTEAM+?
Our new teaching practice need to be guided by the eSTEAM+ Pedagogy Framework, which redefines the role of technology in education. It is not just about using computers; it is about using them to empower human connection and creativity.
1. The Core Philosophy
1. The Core Philosophy
The 'e' (EdTech Driver): We use technology as an engine for inquiry, shifting students from passive consumers to active creators.
The 'A' (Applied Humanity): In every lesson, we integrate Arts and Social Emotional Learning (SEL) to ensure our engineering solutions are ethical and empathetic.
The '+' (AI Empowerment): Artificial Intelligence acts as a co-pilot, handling data processing so students can focus on higher-order critical thinking.
The detailed framework is available here (require KUSOED account).
2. Guiding Models
2. Guiding Models
To ensure technology adds true value, we need to filter every lesson plan through two globally recognized frameworks:
A. TPACK (The Sweet Spot)
Teaching effectively requires balancing three types of knowledge:
Content (CK): Knowing the subject (e.g., Civil Engineering).
Pedagogy (PK): Knowing how to teach (e.g., Inquiry-Based Learning).
Technology (TK): Knowing the tools (e.g., PhET Simulations).
Goal: To hit the center—TPACK—where technology is used to teach specific content in a way that wouldn't be possible without it.
B. SAMR (The Ladder of Innovation)
I use this model to check the depth of my technology integration:
S - Substitution: Digitizing old tasks (e.g., typing notes).
A - Augmentation: Adding functional improvement (e.g., spell check).
M - Modification: Redesigning tasks (e.g., collaborative real-time writing).
R - Redefinition: Creating new tasks previously impossible (e.g., interacting with AI atoms).
Goal: To move our classroom from Substitution to Redefinition.
B. The transformation in practice
B. The transformation in practice
Case Study: The "Breaking Point" Redesign
Case Study: The "Breaking Point" Redesign
Topic: Civil Engineering - Stress and Strain Analysis
To demonstrate the power of eSTEAM+, I took one of the most fundamental (and often driest) topics in engineering and completely reimagined it.
1. The Challenge (The Old Way)
1. The Challenge (The Old Way)
Traditionally, "Stress and Strain" is taught through:
Static diagrams on a whiteboard.
Memorizing formulas like sigma = P/A.
Abstract calculations with no real-world emotional connection.
Result: Students learn the math, but miss the meaning.
2. The Solution (The eSTEAM+ Way)
2. The Solution (The eSTEAM+ Way)
I redesigned the lesson using the 7E Instructional Model, transforming students from passive listeners into Forensic Engineers.
Phase 1: Engage (The Hook)
Instead of a formula, I started with a real-world tragedy—a bridge collapse.
The Task: "You are the lead investigator. Why did this happen?"
The Shift: We activated Empathy before Engineering. The question wasn't "What is the math?" but "How do we keep people safe?"
Phase 2: Explore (The Simulation)
We used the PhET "Masses and Springs" & Tensile Testing Simulations.
The Action: Students pulled virtual steel rods until they snapped. They visualized the "atomic tug-of-war."
The Tech: This visualizes the invisible. Students saw the Yield Point happen in real-time, generating their own data instead of reading it from a textbook.
Phase 3: Explain (AI as Co-Pilot)
For students struggling with complex terms like "Modulus of Elasticity," we used Generative AI (ChatGPT/Gemini).
The Prompt: "Explain 'Proportional Limit' using a rubber band analogy for a 12-year-old."
The Outcome: Personalized, instant tutoring that democratized understanding for every student in the room.
Phase 4: Empower (Applied Humanity)
Finally, students used Canva to create "Material Safety Biographies."
The Creation: They didn't just solve a problem; they communicated a safety warning to a fictional construction crew.
The Result: They became ethical engineers who understand that a calculation error can cost lives.
C. Portfolio of Innovation.
C. Portfolio of Innovation.
During the ICT in STEAM course, I moved beyond theory to create tangible digital resources. Below are four key artifacts that demonstrate the integration of technology into the curriculum.
The Future Classroom Blueprint
The Future Classroom Blueprint
The Vision: A short video exploring how AI and hybrid models will reshape Nepalese classrooms by 2030.
Tools Used: NotebookLM (Scripting & Audio Synthesis) & Google Vids (Visuals).
Why it Matters: It demonstrates how AI can help educators articulate complex visions quickly.
The Interactive Lesson (HyperDoc)
The Interactive Lesson (HyperDoc)
Title: "The Strength of Materials Challenge"
Format: A Google Doc designed for self-paced student inquiry.
The Strategy: Based on the 7E Model, this document guides students from a "Hook" (Bridge failure) to "Creation" (Safety Poster).
Multimodal E-Book
Multimodal E-Book
Title: [Insert your E-Book Title, e.g., "STEAM Innovations"]
Format: Created in Book Creator.
The Strategy: A digital book combining text, audio, and video to make STEAM concepts accessible to students with different learning styles.
Online Course Design
Online Course Design
Title: "Digital Detectives: Inquiry-Based Learning through ICT"
Platform: Google Classroom.
The Strategy: A fully designed self-paced module for teachers, teaching them how to implement IBL using tools like PhET and Google Earth (Free Enrollment).
D. Critical Reflection: The Teacher as a Learner
D. Critical Reflection: The Teacher as a Learner
True innovation requires reflection. Throughout this course, I have documented my transition from a traditional engineer to a STEAM educator. My blog serves as a living record of this journey—capturing the doubts, the breakthroughs, and the pedagogical shifts.
Featured Reflection: "The Magic of New Learning" In my capstone reflection paper, I explore how the eSTEAM+ framework challenged my previous assumptions about teaching. I discuss the move from "delivering content" to "designing discovery" and the ethical responsibility of using AI in the classroom.
[Read my full Critical-Creative Reflection] (URL: https://steam-and-ict.blogspot.com/2026/01/steam-and-ict.html)
Professional Certifications
Professional Certifications
To ensure my teaching practice meets global standards, I have completed the following specialized training during this semester:
Google for Education Fundamentals – Certified Educator Level
AI Literacy for K-12 Educators – Google
AI in STEAM Education – FarmBeats for Students
Cybersecurity Fundamentals – The World Bank
Access to Information Learning Certificate – The World Bank
E. Our Digital Toolkit
E. Our Digital Toolkit
"From Consumer to Creator"
Throughout this M.Ed program, I have revisited and mastered a suite of digital tools to enhance teaching efficiency and student engagement. Below is a curation of these tools. This portfolio represents my commitment to lifelong learning. As technology evolves, so will my teaching. But the core goal remains the same: using these tools to light the spark of discovery in every student.
1. Content Creation & Design (The 'A' in STEAM)
1. Content Creation & Design (The 'A' in STEAM)
Tools that bring creativity and visual communication to engineering.
Book Creator
Use: Creating multimodal E-books that combine text, audio, and video for accessible learning.
https://app.bookcreator.com
Canva
Use: Visual design for educational posters, certificates, and presentation decks.
https://www.canva.com/
Google Vids
Use: AI-assisted video creation for instructional content.
https://vids.google.com/
2. Inquiry & Simulation (The 'e' in EdTech)
2. Inquiry & Simulation (The 'e' in EdTech)
Tools that drive active discovery and student-led research.
PhET Interactive Simulations
Use: Virtual labs that allow students to visualize invisible forces (like atomic tension).
https://phet.colorado.edu/
Google HyperDocs
Use: Interactive, self-paced lesson plans that guide students through the 7E learning cycle.
https://docs.google.com/
Google Earth
Use: immersive geography and scale visualization for engineering projects.
https://earth.google.com/
3. AI & Productivity (The '+' in Empowerment)
3. AI & Productivity (The '+' in Empowerment)
Tools that act as co-pilots for research and workflow automation.
Google NotebookLM
Use: AI research assistant that synthesizes complex PDFs into summaries and Audio Overviews.
https://notebooklm.google.com/
Autocrat (Google Sheets Add-on)
Use: Automating administrative tasks, such as sending personalized certificates after a quiz.
https://workspace.google.com/marketplace/app/autocrat/539341275670
Gemini / ChatGPT
Use: Generative AI for role-playing scientific concepts and personalizing complex text.
4. Learning Management & Reflection
4. Learning Management & Reflection
Platforms that house the learning journey.
Google Classroom
Use: Organizing curriculum, assignments, and grading for self-paced learning.
https://classroom.google.com/
Blogger
Use: Documenting the pedagogical journey and "Learning Visibility."
https://www.blogger.com/
Also see these 400 free tools & resources - For Educators (ISTE) , curated by Sushil Sir.
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