May 13th, 2023

Griffin Forberg

Teaching and Learning with Technology

Langenhorst

8.2 Technology Action Plan

Context for Learning

Stevenson High School is a large high school in an affluent area of the northwest suburbs of

Chicago. The vast majority of students pursue higher education at universities. Our population

continues to demand more technology and career-oriented courses. I generally have 3-5 students

with IEPS or 504s, some of which will include English language learners and students with

one-on-one aides. The specific technology I plan on incorporating, GitHub, will be introduced

near the end of a semester course after schools have already familiarized themselves with all of

the other technologies that will be used in tandem with GitHub.

Technology Integration #1: GitHub

Teaching and Learning Goals Rationale

Teaching and Learning Goals

● You will be able to display a collection of your work using GitHub, an industry-standard
repository for housing digital portfolios

● You will be able to update and modify your digital portfolio

Technology Selection and Rational

GitHub is THE place for programmers and developers to display and share their work. It has

plenty of storage, ease-of-access tools, and many networking features that will be useful for

years to come. GitHub can be complex and use a particular vocabulary that students wouldn’t be

exposed to outside of the web application. For both of these reasons, it is important for a

student’s continued success in the tech industry to engage in the practices and community found

on GitHub.

Implementation

https://github.com/topics/portfolio
Here is a community board displaying existing portfolios

https://pages.github.com/
Here is the set-by-stey guide for deploying a GitHub Page

https://docs.github.com/en/pages
Here are the FAQs and troubleshooting guides

Example Repo:
 Example Output:

Assessment
EXPECTATIONS & GRADING CRITERIA
SKILL 1 - JavaScript
STANDARD 2 - Students will write JavaScript programs to create functional applications on a website
Exceeds Meets Approaching Beginning
I write HTML to structure web I write HTML to structure web I write HTML to structure web

1
content and CSS that targets HTML
elements to alter their visual
appearance and placement,
beyond the requirements.
content and CSS that targets HTML
elements to alter their visual
appearance and placement,
meeting all requirements.
I attempt to write HTML to structure
content and CSS that targets HTML
web content and CSS that targets
elements to alter their visual
HTML elements to alter their visual
appearance and placement,
appearance and placement.
meeting most requirements.

GENERAL HTML + CSS SUCCESS CRITERIA:

Demonstrate writing proper HTML: Document Structure, Comments, Headings, Paragraphs,
Images, Lists and Links.
Demonstrate writing proper CSS: Color, Fonts, Box Model (Margins, Padding, Height),
Alignment, IDs, Classes, Divs, Display, Positioning, Navigation, Focus States, Flex Box, Grid,
Responsive Grid, and Media Queries.
Demonstrate writing advanced CSS Properties: transitions, transformations, background
images, animations, forms, pseudo-elements, and pseudo-classes
GENERAL JavaScript SUCCESS CRITERIA:
Elements are selected using proper JavaScript syntax, methods, and properties
Effective use of dot notation and bracket notation when selecting, modifying, creating, or
removing elements
 Functions are broken up into logical segments and complete only necessary sets, allowing
code to be malleable and incremental
Event Listeners are attached to the proper elements
Programs execute properly and without bugs
WEBSITE MUST CONTAIN 5 OF THE FOLLOWING:
A Dark Mode (Can be toggled on and off)
Live Time + Date Display
To-Do List Application
Hex Color Generator Application
Focus Timer Application
Tip Calculator Application
Random Inspirational Quote Generator
EXCEEDS MASTERY REQUIREMENTS:
Create a Unique and Functional App Not Covered in Class (Must Be Useful)
OR
Add Local Storage to One of Your Applications
GITHHUB PORTFOLIO REQUIREMENTS
Website is functioning and displayed on your GitHub Portfolio
Commits illustrate meaningful documentation of the revisions and updates of your portfolio

While this rubric appears to be a lot. This is the rubric for the final project which students are
given 5-6 weeks to complete. It is a third of their semester.

Technology Integration #2: MDSolids

Teaching and Learning Goals Rationale

Teaching and Learning Goals

● You will be able to utilize a simulator to self-assess mathematical problems from the
course’s Calculations Skill

● You will be able to utilize a simulator to identify applied and reactionary forces applied to
your builds in the course's Physical Solutions Skill

Technology Selection and Rational

In my Engineering Physics course, being able to apply our understanding of mathematics to the

physical products we create is an essential skill. With the use of MDSolids, students can have a

checkpoint in their learning that I otherwise would have had to serve. And while I could post a
key to the problems, I believe creating your own key can be a benefit because it shows that the

student knows what the problem is asking. For example, we create truss bridges and put them

through stress tests. Students are to calculate the known applied forces and determine the yield

strength of the bridge. In order to do this, students must identify where the force is being applied

and where our 3 reactionary forces must be placed. This is more of a visual and logical skill that

an answer key can’t convey, but a simulator can. When using MDSolids, students must be able to

place the forces in the right location, with the right magnitude, and the right direction for the

simulation to run properly. It captures an understanding that I otherwise wouldn’t be able to

capture on a traditional assessment.

Implementation

https://web.mst.edu/mdsolids/
Free download for MDSolids

https://web.mst.edu/mdsolids/featuresSet.html
Explanation of the truss simulations, the main feature we’d incorporate

https://www.youtube.com/watch?v=3SQxhrmhBU8
Tutorial on using the truss simulator

Example Paired Math Problem:

Link to PDF of Required Calculations Problem, to be checked/simulated in MDSolids

Example Simulator Input:

Example Simulator Output:
Assessment
Skill 1 - Calculations is included as a reference, but would not be where the student’s score is assigned. That is Skill
2 - Engineering Solutions.
SKILL 1 - Calculations

1.1 Calculations
I can identify, characterize, and calculate values in various devices, mechanisms and systems.

Exceeds Meets Approaching Still Developing

I accurately identify and apply formulas to I accurately identify I accurately identify I attempt to identify
accurately calculate all values in a physical or and apply formulas to formulas to calculate and apply formulas to
theoretical system and meet all criteria. accurately calculate all all values in a physical calculate values in a
values in a physical or or theoretical system
theoretical system and and meet some of the physical or theoretical
meet all criteria. criteria. system.

SKILL 2 - Engineering Solutions

Engineering Solutions
2.1 I can use engineering-related software and materials to create mockups, prototypes and visual
representations of data.

Exceeds Meets Approaching Still Developing

I can consistently use software and materials to I can consistently use I can use software and I attempt to use
create mockups and prototypes that meet the software and materials materials to create software and materials
requirements of a given problem and make to create programs, programs, mockups, or to create mockups and
changes to existing mockups/prototypes to mockups, and prototypes that meet prototypes.
improve a design and solve an engineering prototypes that meet some criteria and solve
problem. all criteria and solve an an engineering
engineering problem. problem.

Success Criteria:
● Student can place members, supports, and loads inside of the MDSolids software
● Student can recognize errors in simulation and troubleshoot possible solutions
● Student can use the simulation result to make modifications to
○ Their physical designs
○ Their theoretical calculations

Technology Integration #3: Concepts

Teaching and Learning Goals Rationale

Teaching and Learning Goals

● You will be able to document the engineering design process, noting the defined problem
and supporting your ideas through detailed and thorough brainstormed sketches and other
techniques
Technology Selection and Rational

The largest expected takeaway from my ENgineering Design course is a thorough understanding

of the engineering design process. Our goal isn’t to teach students how to design one solution,

but rather to be able to find a solution to any design problem. It is all about the approach and the

process. It is difficult to evaluate how well the student understands the engineering design

process without capturing their journey through it, that’s where Concepts comes in. Concepts is

an app available on a lot of devices and is essentially an infinite whiteboard. This allows students

to discover their own flow through the engineering design process. Previously, I have had

students keep engineering notebooks and while those have been effective for documentation

purposes in the past, as I encourage students to solve problems in a more modern way, they have

occasionally hit ceilings. Problems can now be solved with software, hardware, and societal and

legislative solutions, and notebooks can’t capture that. Concepts allows students to do everything

a notebook does, but also incorporates features to capture other forms of brainstorming, like

allowing students to type code or link sources. This creates a more complete and clearer solution

to the problem.

Implementation

https://concepts.app/en/
Concepts App Download Link

https://tophatch.helpshift.com/hc/en/3-concepts/faq/144-concepts-tutorials-for-ios/?s=getting-star
ted&f=concepts-tutorials-for-ios&l=en&p=ios
Concepts Tutorials

https://www.youtube.com/conceptsapp
Community Youtube Page

Example Concepts Design Prompt:

Design a device that can automate plant watering for a specific type of plant

Example Concepts Mechanical Design Documentation:

Link to screen capture

Assessment
Attached is a modified version of the current engineering notebook target. When integrating
Concepts. I would still give students the choice to use physical notebooks because of some of the
benefits I have seen particular students get from removing themselves from their iPads for a
period.

STANDARD SCALE
EXCEEDS EXPECTATIONS MEETS EXPECTATIONS APPROACHING EXPECTATIONS STILL DEVELOPING

Implements supplementary
components that add deeper
insights into the design
effectiveness or design
preparations in addition to
meeting all criteria
Engineering notebook
establishes the design
challenge through its
background components and
communicates the design’s
effectiveness in the
supporting components while
demonstrating the best
technical practices
Engineering notebook begins
to establish the design
challenge through its
background components and
communicates the some of
the design’s effectiveness in
the supporting components
while demonstrating some
technical practices
Engineering notebook does
not establish the design
challenge through its
background components and
does not communicate the
design’s effectiveness in the
supporting components
without demonstrating the
proper technical practices

SUCCESS CRITERIA
Background Components (Definition of Problem, Materials & Constraints)

CRITERIA COMMENTS

1. Definition of the problem…

a. Properly identifies the end goal of the design
b. Explains how you will know that your design is successful (How you are testing
and what data is being collected?)
c. Includes any background information relevant to research and designing

2. Lists all materials and constraints used in the challenge

Supporting Components (Brainstorming, Sketches, Final Design, Models, Reflection, Data & Analysis)

CRITERIA COMMENTS

3. The notebook includes all components as required by the design brief*

*Design brief is given at the beginning of each engineering design challenge. Each design brief may require different
components based on product design, testing practices, or teacher requirements

4. Brainstorms are supported with annotations describing materials and functions.

Sketches are large enough to properly convey the design.

5. The final design is justified through thoughtful evaluation and comparison to design
needs
 6. The analysis clarifies the effectiveness of the design through data & written explanation
of the data

7. Summary & Conclusion Questions reflect an understanding of the effectiveness of my

design and connect my growth to the content covered in class and to real-world
applications

Technical Practices (Formatting, Mistakes, Inserted Documentation, and Neatness)

CRITERIA COMMENTS

8. Technical Practices are followed to ensure a legible and professional-looking notebook

a. Notebook is written in blue or black ink
b. Inserted items have a signature extending across the document, tape in
four corners, and a title
i. If using Concepts, links are properly placed and are not
broken
c. Pages have titles and dates, including a start date
d. Blank spaces are removed with a single, angular line with a full signature along it
e. Mistakes are properly removed by a single line and initials
9. Notebook is in chronological order
10. Submitted within the submission window

Stakeholder Communication

Technology #1: GitHub

While students are always going to be the primary stakeholders in any incorporated classroom

technology, GitHub reaches the community of learners that students will be engrossed in across

the entire discipline of programming and development. Once students have created their GitHub

portfolio it can be published and at the comfort of the student and their parents, it can be made

public or shared with individuals with the provided link. From here, students can use that link to

submit to college programs and job applications. That’s why it is important to teach this

technology with industry practices in mind. It should read like a professional portfolio and not a

high school project. That means it features passion projects and not just classroom projects and it

features their education but also experiences outside of the classroom.

Technology #2: MDSolids

Again, the student is the primary stakeholder with this technology. And truly, they are the only

stakeholder. This is a tool that is being implemented in such a way that it acts as a

self-assessment resource. It will hopefully help them develop an independent route to

troubleshooting their calculations and physical builds in the classroom. It is an additional check

that can be a substitute for an answer key or a teacher’s approval. Which allows students to move

forward at their own pace and reach a level of confidence previously sealed off.

Technology #3: Concepts

I always tell my students that engineering design is just as much about communication as it is

about designing something new. In engineering, we have designers, engineers, manufacturers,

technicians, and drafters. All of these roles have to be able to communicate with each other.

Learning to complete an engineering notebook, 3D model, build prototypes, and write code —

these are just different ways of communicating our designs. So the stakeholders are the next in

line. If my student is acting as the designer, when they complete their sketches in Concepts and

share it with a partner, the partner should have no problem recreating that design inside of

Inventor. And this is a skill that we practice frequently in class. Assigning roles and passing our

designs along will assist students in seeing the big picture.

Additionally, students with reduced motor functions may benefit from using Concepts over

traditional notebooks. Concepts has features like smooth writing that reduces vibrations in

writing to make more legible penmanship. It also has magnification to help students with

reduced vision. It can open the doors to engineering from home and sharing their digital

notebooks with peers in the classroom if they are sick and away from school.