Stage 1: Empathize

Audience: My target audience is the Brookside administration and staff.

Build Empathy: Through my current STEM masters courses, articles on reusable energy and
limited resources, has raised my personal interest and awareness of an issue at my school site.
Prioritize Urgency: This issue is not extremely urgent; however, I would like to reduce
consumption as quickly as possible. The depletion of trees is a growing issue.

Stage 2: Define
Issue we are trying to resolve: I am trying to reduce the amount of paper consumption at my
school site. I am providing teachers with awareness of reducing paper usage and teaching
strategies/resources to push more technology in the classroom. This act will resonate with
students and parents.
Determine Success: This project will be successful if teachers are willing to listen. I would need
total participation from the entire faculty. If staff members were willing to attend professional
developments, implement a list of suggested resources/applications, or view classroom website
tutorials, then I would definitely find success with this implementation. Additionally, if there was
a cost analysis or data on paper consumption and how it impacts the environment, I believe
teachers would be more willing to reduce their paper consumption.
Glossary:
Global warming: A gradual increase in the overall temperature of Earths atmosphere generally
attributed to the greenhouse effect by increased levels of carbon dioxide and other pollutants.
Consumption: The using up of a resource.
Paperless: Relating to or involving the storage or communication of its information in electronic
form, rather than on paper.

Stage 3: Ideation
Issue: The issue I would like to tackle at my school site is helping teachers consume less paper.
Many staff members prefer to have a paper document instead of looking at the same document
online. Consequently, we are wasting reams of unnecessary paper.
HOW to generate howmightwe questions?
Begin with your Point of View (POV), insights, or problem statement. Create small actionable
questions that retain your unique and specific perspective. Write these questions beginning with

the phrase, How might we...

Challenge: Solve the problem of teachers consuming less paper because trees are a limited
resource.
Point of View: Since starting my Masters program last August, it has been brought to my
attention that people consume a lot of paper. Every professor did their best to reduce paper. It
was not until Lori Greens class (Intro to STEM) and Jeannine/ Kamrans Class (STEM 1) that I
really thought about my own personal consumption of paper. In those classes, I was encouraged
to reflect on my personal carbon consumption, draw awareness of our worlds limiting resources,
and change the way I live my life.
Amp up the good:
HMW hold teachers accountable for the amount of paper they consume?
HMW provide incentives to teachers to use less paper?
HMW provide teachers with resources needed to be successful with consuming less paper?
Remove the bad:
HMW decrease the amount paper teachers use?
HMW show teachers we do not need to use paper for everything?
HMW update our technology systems, equipment, and devices?
Explore the opposite:
HMW reduce consumption instead of increasing it?
HMW promote simple solutions that aid teachers with using more technology?
HMW provide teachers with the necessary tools to be successful in the classroom without using
paper?
Question an assumption:
HMW (teachers) be more efficient in reducing paper consumption?
HMW (teachers) be more pro-active with using technology?
HMW help others to see the need for reducing paper consumption?
HMW promote teachers to effectively recycle/reuse all paper consumed?
Go after adjectives:
HMW help teachers become more tech-savvy?
HMW promote the importance of using less paper?

HMW ease the transition to use less paper?

ID unexpected resources:
HMW utilize our principal as a resource and reference?
HMW utilize our director of information technology?
HMW get the district involved with this quest?
HMW raise awareness with our government? (local and national)
Create an analogy from need or context:
HMW communicate and teach more school are consuming less paper?
HMW help families at home use technology?
HMW reduce the need for consumption?
Play against the challenge:
HMW educate students about the reducing paper consumption?
HMW educate more teachers (at other sites, in other districts, around the state, nationally) about
reducing paper consumption?
HMW recycle paper more than we already do?
Change a status quo:
HMW implement a class/ program that provides teachers with strategies for incorporating more
technology (and less paper) into the classroom?
HMW make using less paper a fad
HMW help teachers self-initiate using less paper?
HMW fund for more up-to-date, current technology?
Break POV into pieces:
HMW address concerns and hesitations about consuming less paper?
HMW address concerns and hesitations about having an online learning platform?
HMW support teachers who are willing to learn and change?

Stage 4: Prototype Design

1. Please describe what classroom, school wide or community project you will create for the
design of your prototype.
a. I will be creating a school wide project for the design of my prototype. My goal is
to provide teachers with resources and strategies, which include, consuming less
paper, incorporating more technology into their classroom, and communicating
with parents more efficiently.
2. Identify who will be involved with this project?
a. Personally, I would mostly be involved with this project. It would also require
assistance from my principal and eager teachers willing to learn and participate.
Additionally, all parents and students who utilize these strategies and applications
will be affected.
3. Describe a general timeline needed for completion of this prototype and what data might be
collected while the prototype is being tested?
a. Ideally, this would be an on-going project. I would like to hold 3-4 professional
development sessions each targeting a different area of technology.
b. I would like teachers to share their personal experiences at each session.
c. With each session, feedback, suggestions and critiques will be required.
d. I could also have a bi-monthly blog teachers could comment on. Comments
would include new applications, technology tools and resources and experiences
that were beneficial/not beneficial to them.
e. Personal reflection would also be a component of this prototype.
4. Identify materials/supplies needed for the completion of this prototype?
a. Laptop/desktop computers
b. Chrome books
c. Working email address
d. ipad
5. How does the design process of your prototype connect to your local and global needs?
a. Globally, we have to reduce our paper consumption. We need to protect our
natural resources. At this rate, we will not have enough resources for the future.
b. Our school sites are gradually purchasing more items of technology, and teachers
need to be educated on how to use them. Unfortunately we have a slight
disconnect; teachers are not digital natives, and their students are. I would like to
see teachers sharing technology strategies.

Stage 5: Test and Learn

Data as a method for evaluating prototype
-

Short answer- constructive feed back

Short answer- Areas of success
Reflective blog
Opportunity for technology tool preference

Collection, organization, interpretation, presentation

-

Individual responses will be recorded after every session

Personal responses will dictate topics for the following session.
Participation is voluntary- only teachers willing to learn will attend

Learn
Collect data & analyze product
-

These classes/sessions will revolve around participant demand. I want to give teachers
general ideas and technology strategies as well as have teachers present needs in their
classroom- and try to find solutions to their demands.

Gather feedback from the consumer.

-

Daily response form required

Bi-monthly blog posts on goals/progress of completing goals.

Determine if the solution met its goals.

-

Goals will be met if:

o Teachers consume less paper
o Teachers utilize online tools and strategies
o Personally feel more comfortable using technology
o Learned a tool/technique they use regularly

Discuss what could be improved

-

Technology techniques can be adjusted

Sessions could be added or subtracted based on teacher need
To ensure usefulness, helpful feedback is mandatory

Measure success
-

Teachers sharing personal experiences (Wanting to share techniques with others)

Personally feel more comfortable using technology
Utilize a tool/technique regularly

Engineering Practice Standards

1. Defining problems
a. I identified a problem with my staff where we consume mass amounts of paper,
annually. There are always lines at the copier, teachers are taking paper for their
personal printing uses, and we are forced to reorder more paper through out the year.
My goal is to help my staff familiarize themselves with technology. Through
professional development, they will learn strategies for incorporating technology in
their lessons, and ways to communicate effectively with parents.
2. Planning and carrying out investigations
a. I will guide teachers to evaluate their personal teaching practices, identify strengths
and areas of growth in regards to technology and incorporating technology tool(s) in
and out of the classroom. They will plan and carry out technology lessons as it
pertains to their curriculum.
3. Analyzing and interpreting data
a. I will be asking teachers to complete bi-monthly surveys to ensure success of the
program. Additionally, a blog will be available to teachers as collaboration or a
resource. Analyzing data will be an-ongoing investigation to ensure effectiveness.
4. Designing solutions
a. Teachers will be designing their own solutions for their personally identified
problems. Teachers will self-reflect and design solutions to overcome their personal
technology obstacles.

21st Century Skills

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Collaboration
Communication
Critical thinking
Creativity
Technology