Week 8

Programming a Model Foundation - Year 2

During last weeks reflection I was considering how digital technologies could be included in the classroom and the pedagogy that could be used to promote understanding. I struggled to find concepts in last weeks material that could be used to support Foundation to year 2 curriculum. 

After reading this weeks activity of creating a set of instructions for a visually impaired students or making toast, I have realised I was thinking about the curriculum to literally. I think this task is a great way for students to engage with algorithmic thinking and it is definitely something I would use in my classroom. The pedagogical approaches to teaching this would include; allowing students time to complete the activity, providing support when required, prior knowledge of the concept of forwards, backwards, left and right, support in finding alternative pathways and supporting experimenting. This is a great activity to encourage students to develop social skills as the will need to communicate with their peers to assess whether their instructions are correct or not. Lastly, I love that this activity encourages problem solving skills which will enhance their ability to problem solve in other areas of curriculum - such as mathematics. 

Programming a Robot Year 3-4

I think the most appealing thing about the Angry Birds programming is that it is a game that has already built a large following with children and they will be more engage because of it (and you get a neat certificate when you are finished). I believe that curriculum can be interpreted many ways and it is dependent on the individual as to how they see it and how it is implemented. Personally, I interpret the Hour of Code activities as way of engaging students in digital solutions and algorithms as well as extending problem solving abilities. For activities such as these, I would provide a set of instructions for the students to access the website, begin programming and allow them to explore the activity at their own pace. This will allow the student as much time as they need to understand the activity and progress with the class. 

Scratch

During our class this week we watched the video about Scratch and this ignited my excitement for the program and digital technologies curriculum. As a class we discussed the pedagogy that was used throughout the video. Some of these things  include (Holmes, 2015):

• Having conversations
• Developing processes
• Use think-aloud techniques 
• Use visioning questions
• Support sharing 
• Encourage multiple pathways

Using scratch covers many aspects of the curriculum from year 4-6, however this is a program that will take a long time for the children to get their heads around and would be something that was completed over the term or the year. I began created a game below. 

Week 7

This video solidifies my belief that as a human race we should be proud of how far we have come and the technology that has been created. I often argue with my grandma who thinks that the world should still be in the dark and have no access to the information the world can provide us. My grandma would never have dreamed that from a device no bigger than your wallet you can access information from anywhere in the world at the tap of your finger, that medical technology would be so advance we can save a babies life from inside the womb and that thanks to these things, one day there may even be a cure for cancer. The future of these technological advances are the children we teach and therefore, I believe that computational thinking is a fundamental part of what we as teachers should be doing.

Computational Thinking
Computational thinking is a skill involving problem solving and techniques used to write computer programs and applications. Some specific techniques used include; decomposition, pattern recognition, pattern generalization and abstraction, and algorithm design (Google). 

Barr and Stephenson (2011) pose the questions:

• What would computational thinking look like in the classroom? 
• What are the skills the students would demonstrate?
• What would a teacher need in order to put computational thinking into practice? 
• What are teachers already doing that can be modified and extended? 

For my reflection I am going to explore these questions in relation to The Australian Curriculum and complete a series of digital challenges to extend my knowledge of computational thinking and how to implement this in the classroom. 

International Society for Technology in Education (2015) describes computational thinking as the following: 

• The ability to formulate problems enabling the use of computers and other tools.
• The ability to logically organise data. 
• The ability to represent data through abstractions such as models and simulations. 
• The ability to find solutions through algorithmic thinking (a series of ordered steps) and;
• The ability to identify, analyse and implement possible solutions using the most effective steps. 

Although these characteristics may not be definitive, it provides an overview of the things that might already be happening in the classroom to adapt computational thinking. For example; the ability to logically organise data would be a skill students have already developed through science experiments where they are asked to completed an experiment and organise that data into a scientific report. The ability to find solutions through algorithmic thinking can be developed through writing instructions in a literacy lesson. So as you can see - computational thinking is a skill being developed through everyday experiences in the classroom.

The challenges below provide ideas of how computational thinking can be incorporated into the classroom and considerations for curriculum will be discussed. 

Digital Learning Challenge - Codes 

I completed the Khan Academy Introduction into Java Script, which I thought would be extremely useful in a year 3-4 classroom. I chose this activity for a year 3 or 4 classroom as it is a tutorial providing all students with in depth instructions for the activity and introduces the students to new and unfamiliar vocabulary in a way they will understand. To adapt this activity the students will be asked to create a landscape picture as the final product. 

I began an example of the task above, it was very time consuming so I did not finish it. But I think it provides an indication of what will be expected. 

I believe time will be the biggest factor when implementing an activity such as the one above. I spent 45mins on the above picture and that is as far as I had gotten. For the students to successfully complete the task clear instruction and teacher assistance will be required. Some students may find this concept difficult, especially if they are not confident with coordinates as this requires you to think about where the shapes will be on the coordinates. For students who are struggling with this concept it may help to complete the activity on graph paper before moving onto the online activity as it will provide them with a visual representation of the pixels (eg. 0-400 pixels). 

Digital Learning Challenge - Algorithms 

I began this challenge by creating the tuckshop survey. Unfortunately, I did not consult with a tuckshop for the challenge however I created general questions and was able to show my ability to create an Abstraction in Microsoft Word. 

I loved this activity and I believe it is something that could be used in the classroom to promote computational thinking as it requires students to gather data and present it in a word document. Through careful instruction I believe this is an activity most students will be able to complete and is an activity that could be used in many subject areas. 

The second activity I completed was the ThinkingMyself website. This is a great introduction into the focuses for this course - abstraction, patterns, decomposition and algorithms. 

Digital Pedagogy 
I have explored the use of flow charts or hierarchy to represent information. After completing a google search of this concept there were many example presented. These flow charts are a great way to incorporate discussion into the classroom and we have also explored other digital formats such as bubbl.us and mindomo.  

Lastly, a short not on the difference between digital and media literacy based on a discussion by Media Smart. 

Digital Literacy: Skills needed to live in a digital world; eg. personal, technological and intellectual. Encompasses practical competencies from playing, learning and working in a knowledge economy which is separate from media literacy. 

Media Literacy: Engagement with mass media using a variety of skills such as critical thinking, communication and information management skills. 

Theses two concepts are skills that are taught within the Australian Curriculum: Technologies and some of these ideas have been explored throughout this reflection. 


References

ACARA. (2014). Digital Technologies. Retrieved from http://www.australiancurriculum.edu.au/technologies/digital-technologies/curriculum/f-10?layout=1 

Barr, V. & Stephenson, C. (2011). Computational thinking to K-12: What is involved and what is the role of the computer science education community.  ACM Intoads, 2(1), 48-54. From https://www.iste.org/docs/nets-refresh-toolkit/bringing-ct-to-k-12.pdf?sfvrsn=2

Media Smarts. (n.d). The intersection of digital and media literacy. Retrieved from http://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals/intersection-digital-media-literacy

Thinking Myself. Retrieved from http://games.thinkingmyself.com/

Week 6

Using the Binary Code

Learning the binary code has been a very big challenge for me. I found the information I was trying to process very confusing so it took me a very long time to begin to grasp this concept. I have learned that the binary code is what is used for digital circuits and to begin to understand this you must understand how the binary code works. This concept is something I am sure most people will not use in their lifetime but as it is part of the curriculum, it must be taught. 

The word Binary means 'two' and therefore only uses two numbers - 1 and 0. 

The image below helped me to understand the concept of Binary numbers, however, I am still trying to get my head around it. 

The Australian Curriculum: Technologies outlines binary numbers as a year 5-6 concept under the content descriptor:

• Investigate how digital systems use whole numbers as a basis for representing all types of data (ACTDIK015)

My little understanding of this concept means that at this stage my pedagogy surrounding this topic is very limited. Through research on the topic I have seen it taught in games such as the dot game, memory, true or false and puzzles. Until I can completely grasp the concept I haven't felt comfortable creating a game to teach it. Other factors that might influence teaching this concept in the classroom could be student diversity and community values. The diversity of the classroom will affect the effectiveness of teaching this topic as we are faced with many different types of learners, some who may grasp this concept easily and some (like me) who struggle to gain an understanding. Another example is that Indigenous students require tasks to be related to real world concepts and this is something most students will not use in their adult lives (Dhinawun Consltancy, 2011). To add to this, the values of the community (including parents) will be another consideration as some parents may not see this topic as an important concept in relation to numeracy and literacy. For me, I struggled to see the real life relevance for the students and that almost deems this irrelevant at this age. 

Dhinawun Consultancy. (2011). 101 Effective Teaching Strategies for Aboriginal and Torres Strait Islander Students. Retrieved from www.dhinawun.com.au.

Maths is Fun. (2014). Binary Digits. Retrieved from http://www.mathsisfun.com/binary-digits.html

Info-graphics

This task was more my style. I am very creative so this task was fun and and gave me an opportunity to continue to expand my knowledge on the binary code. Infographics are used to encourage visual literacy and are described by Chiara Ojeda to do the following: 

1) to grab an audience’s attention (students as we know have short attention spans).
2) to pare down ideas, theories, and content so students can not only understand the information more easily but retain information longer.
3) to challenge students to think critically about course concepts and create a non-traditional mode of composition/communication.

I believe that the infographics could be used in the classroom to promote creativity and digital thinking if they were used as an activity to describe a topic. I found the website easel.ly extremely easy to navigate and this would be a website students could use as well. Of course, resources are a consideration for this activity as the school may not have the technology to support the students (for example, computers). And once again, student diversity is another consideration as some students will require further assistance to be able to complete the activity. 

Below is an example of an infographic I created on easel.ly outlining the binary code. This is information aimed at educators and would need to be adapted to suit the needs of the students if it was going to be used in the classroom.  

Infographics fit into the technology curriculum under the following year 3-4 content descriptor: 

• Work with others to plan the creation and communication of ideas and information safely, applying agreed ethical and social protocols ACTDIP013

Final Reflection

Final Reflection for Assignment Task 1 Part A

As the design challenge comes to a close I have began to reflect on the design process and look at the process through a different lens to develop deeper thinking and understanding (Ayoubi, 2013). This process has been a time consuming task that has definitely pushed me to my limits and at times has been very frustrating. However, I can see the benefit for using this process in the classroom as it is very engaging and student led. 

I began with the investigation which assisted me in developing ideas for my design and deciding on a topic using a needs analysis. I think this process would be successful in the classroom to allow students to think of the design from a 'real-life' perspective however, this analysis would have to be modified to suit the year level. For example, in a year one class this may be a class discussion where students use their prior knowledge of a product to decide which needs are to be met with their design. For older students, a more complex process could be put in place as the students will be more autonomous. 

The ideation phase changed my attitude towards the design process as I had the opportunity to begin thinking about my design from a different perspective. Creating alternative designs ensured that my design met all of the needs for the design and in the classroom, this will encourage students to reflect on stage one of the design cycle and develop their design specifically to these needs. This phase would be particularly useful to younger students in a group discussion as well, as the students will be able to deepen their understanding of their design using ideas from their peers. The decision making process which led me to my final design was a concept that took me quite some time to get my head around and thus, for students will require quite a lot of modelling. As this is a maths concept, it could be incorporated into the mathematics curriculum. 


The production phase is the most hands on phase and I expect the most anticipated. I was very much looking forward to building my garden as my newest feature in the backyard, but unfortunately I was unable to sources a pallet and I was unable to consume the copious amounts of softdrink to have enough bottles. However, in the classroom with much more preparation (and around 24 more people to drink the softdrink) the resources for this design would be readily available. 

The last phase is the evaluation phase. I found this phase difficult to complete for my peer as I only had the information on the wiki to go from. I believe that for this stage to be successful there needs to be a discussion between the peers for this to be successful as there may be questions that have not been answered through the process - for example 'how the product will be marketed'. The product analysis prompt cards would be a successful way to implement this phase in the classroom as the students could pair up and have 1 minute per person to answer each slide. 

I have made the following considerations as to how the design process could be implemented in the classroom:

Ayoubi, J. (2013). The importance of reflection. Retrieved from http://www.trainingzone.co.uk/topic/coaching/importance-reflection/182144 

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Week 5

Futures Thinking 

Futures thinking promotes knowledge, skills and understanding that are needed to think creatively and critically about the future and this approach is important for educators. Students will begin to link their own lives in the present to the past and the future, understand social, political and cultural influences shaping perceptions of the future on a personal, local and global level, think about probable and preferable futures and work towards achieving a sustainable future where people and the planet are equally important. 

Preferred futures encourages students to learn skills in: 

Considerations for pedagogies

- Planning to serve needs not wants

- Ethic in goals - does this create a better world?

- Local and global design solutions for inclusivity 

- Look at traditional ways and innovate 

- Provide lesson designs enabling students to make links between their own lives and the past/future

- Increase understanding of economic, social, political and cultural influences

References 

Hicks, W. (n.d). A futures perspective. Retrived from http://www.teaching4abetterworld.co.uk/futures.html

http://mlab.uiah.fi/polut/Yhteiskunnalliset/lisatieto_ethics_primer.html

Week 4

The Production Phase

The last phase of the design challenge is the production phase. Here the final product/solution/prototype/design is presented with the following considerations: 

How did your thinking change with each step?

Each step in the design phase challenged my thinking towards my final product and this is evident in the ideation phase. 

What were the challenges?

My original idea for a sustainable garden to provide the tuckshop with fresh produce was challenged by my peer as the rate of fresh produce would not meet demands of the tuckshop. Space in the school then became an issue and it was necessary to adapt my design to suit a smaller space in the school. The last challenge I faced was in this current phase as I was unable to source a pallet to create my garden at such short notice. Instead of creating my whole garden I have experimented in my own garden at home with different types of plants that will grow enough in the timeline specified and whether they will be suitable for the small pots they will be placed in.  

Here is an idea of what my final product would have looked like if I could have obtained the pallet. 

Here is my step by step plan to build my prototype: 

Step 1: Assess the pallet for nails poking out etc and sand back until smooth.

Step 2: Paint the pallet

Step 3: Cut all of the softdrink/milk bottles in half and paint

Step 4: With the help of maintenance/parents each child will nail or screw each bottle onto the pallet

Step 5: Each child will plant their seeds/seedlings and fertilize appropriatelyStep 6: Maintenance will then help us to assemble our garden to a wall nearby the classroom

What are the take home lessons for your own classroom?

Souring the pallet for this design challenge will need to start as soon as possible. Hopefully the students may know someone who can provide one to the class. This is also a challenge that will take a lot of work after the design is completed. The students will need to foster a drive to complete the task and take care of their plants as required. 

How do the course materials on the design cycle relate to what I have learned?

The course readings provided me with guidance through this design process which was much appreciated. This course thus far has been a challenge in itself, however having useful readings has assisted the completion of my design challenge and provided me with new knowledge and pedagogies I will carry with me through to my classroom. 

How did my practical exploration contribute to my knowledge of the technology design cycle in place through my reading? 

How did the peer feedback assist my learning? 

The peer feedback provided was extremely valuable to my design challenge. The ideas presented from my peers encouraged me to think about my design in different ways and I believe my design is better from their input. 

Considerations for the classroom: 

- Keeping a journal/log throughout the design process 

- The design needs to be something the students are interested in 

- A design challenge is very time consuming and this must fit in with other curriculum

- Recyclable items will keep the costs down 

Sustainability

Sustainability was a great focus throughout my design challenge and encouraged the students to think in terms of how to create the design with minimal cost and the least amount of damage to our environment. This weeks readings explore sustainability and it's growing popularity among consumers. Sustainability as a cross-curricular begins to develop students knowledge, skills, values and world views that impact on their contribution to sustainable patterns of living and is future orientated. During my design challenge I will encourage the students to consider the future of their project and the impact this will have on the environment. For example, how will this design project positively effect the environment? What considerations will you need to make to ensure this project is sustainable? Once you are gone, who will continue to look after the plants? If they die, what impact will this have on the environment?. These considerations will encourage design thinking in terms of econmic, environmental and social impacts (ACARA).  

Sustainable Practice

Life cycle analysis:

- This is used to identify inputs (extraction, growth and processing of raw materials) to and outputs (consumer products - waste, landfill, heat and energy loss and emissions) from a product or process

- Information gathered assists in reducing carbon footprints 

- Analysis can be specific to what you need and the depth can also vary, however it must calculate both direct and indirect impacts

- Some applications align broadly to 'cradle-grave' and 'cradle-cradle' concepts 

Cradle to grave

- Assumes a product is made used and disposed of 

Below looks at how the Life cycle analysis looks in a scenario. It emphasises the process as a linear nature and significant potential for wasted resources, emissions and waste to landfill. 

Cradle to cradle

- Assumes that products are used but not disposed of and used in other ways

Reuse – using a product without change or remodeling, whether for the original or a different application 

Recovery – capturing or extracting elements of a product or process, for example, chemicals from computer parts or heat from a production process 

Recycle – processing a product or components into a changed form, usually for a different application Remanufacture –rebuilding a product to its original (or better) specifications; this goes beyond reconditioning or repairing to an acceptable working state.

Sustainability Product Features 

- Reduced carbon footprint

- improved energy efficiency 

- Lower running costs 

- Longevity of a product

Breakthrough sustainability innovations

- Low energy low carbon materials and products 

- New sources or better production of renewable energy 

- New applications for existing and recycled materials 

- Processes for decontaminating, remediating and rehabilitating water and soil 

- Energy recovery or cogeneration systems 

- Tools for measuring and calculating emissions 

- Production technologies that use less energy and generate less waste.

Clean vs Cleanup

This refers to the use of green products and cleaner production. Clean technologies such as waste prevention and source reduction are included in the clean technologies. Cleanup technologies include reuse, recycle, treatment and disposal. 

Eco Designer

This website provides links to unique and engaging resources on sustainability, innovation and design. I downloaded the Eco Innovators Sustainability Quiz which is a great way to incorporate technology into education on sustainability as it provides the students with new and old information relevant to them in a fun way. 

References 

ACARA. (2014). Cross Curricular priorities. Retrieved from http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability 

ACARA. (2014). Design and Digital technologies - Overview. Retrieved from http://www.australiancurriculum.edu.au/technologies/content-structure 

EcoDesigner. (2013). Sustainability Resources. Retreived from http://www.ecodesigner.com.au/#!resources/cmkm 

Manufacturing skills Australia. (2015). Sustainability in practice. Retrieved from http://sustainabilityskills.net.au/what-is-sustainability/sustainability-practice/design-and-technology/product-life-cycle/

Technological Choice. (n.d). Hierarchy of waste management strategies. Retrieved from http://www.uow.edu.au/~sharonb/STS300/technology/clean/cleanup.html

Week 3

Design Challenge 
This week was the ideation phase of my design. This phase includes generating, communicating, planning and designing and has seen me adapting my design three times to find the most suitable for the needs of my brief. 

The designs I have adapted can be seen in this document and I have also completed a decision making matrix to determine which design suits the brief for my design challenge the best. The final decision for my design challenge is design 4.

Pedagogical Approaches to the Ideation phase of a design challenge

in this phase of the design cycle support and encouragement are fundamental. The concept of recreating my design was hard to grasp as I was already set on my original idea. Once I began to think about adapting my idea and considered feedback from my group this process became an easy one. In the classroom, peer feedback as well as teacher support will encourage the students to better their ideas and in turn create a product specified to the design brief. 

Need to discuss pedagogy 

Week 2

This weeks readings have begun to provide and insight on technology education and pedagogical approaches to learning and teaching in this field. Four articles have been explored and a reflection is provided presenting pedagogical notions for teaching technology education.

Technology Education

Jones, Buntting and de Vries (2011) provide an explanation of how they believe equal importance in technology education can be achieved alongside the basics of education such as literacy and numeracy. They present ideas to coincide with this notion such as recognizing the history and the philosophy of technology education. They state (p. 192-194, 2011) that through the four interrelated categories of interest (technology as artefacts, as knowledge, as activities and as an aspect of humanity) the philosophy of technology provides a inspiration which can guide the development of technology education. 

The article also outlines the importance of pedagogical content knowledge (or PDK) and maintain that educators should not only understand the content and purpose but have the ability to teach it in a way that is pedagogically engaging. This notion of PDK is believed to be a key factor in the development of technology education (p. 202, 207). In addition to this, authentic assessment is fundamental in the process of technology education as it is believed that the interactive process of thinking and decision making in of more importance than the final product they produce (p. 201). 

Finally, it has been pointed out that there is an increase in research on technology education that is aiming to enhance our understanding of technology in the classroom and the quality of pre-service education for educators and effective curriculum development (p. 204). This research primarily focuses on how the students learn in technology, what facilitates effective learning and what knowledge is required by the educator to enchanted student learning (p. 207). 

Creativity and technology education

• Creativity is an important goal for technology education
• Pedagogy can include:
  - metaphorical thinking activities
  - Analogical thinking
  - Combinatorial activities
  - Divergent thinking in the form of brainstorming
  - Productive thinking through restating or reconstructing problems 
• Create an environment facilitating risk taking, problem posing, individual learning and thinking styles and intrinsic and extrinsic motivation 
• Provide problem finding opportunities 
• Use humour as a marker for creativity 
• Be tolerant of failure 

The Technology Design Cycle

The Technology Design Cycle has been recreated using Bubbl Us which is an online mind mapping tool. This tool poses many benefits, including the ability to use this as a class discussion tool, students can use this tool in small groups and it is a creative tool which encourages design thinking. 

Design Challenge 
This week's focus was the Investigation phase. This phase involves examining, analysing, gathering and researching where the design begins to take place and information is gathered to begin the cycle. 

The topic I was considering for my design challenge is "Build a sustainable garden for the school" and this sustainable garden will become a source of food for the Tuckshop. Throughout the investigation phase a range of analysis tools have been used including; design specification,a needs analysis and a risk analysis. Members of my group have provided feedback on my information for my design challenge and in the coming week I will adapt my design based on this feedback.

Curriculum Links

Below is the link to the curriculum links for my design challenge.

ACARA Curriculum Links to Design and Technology

References

Jones, A., Buntting, C., & Vries, M. (2013). The developing field of technology education: a review to look forward. International Journal Of Technology & Design Education, 23(2), 191-212. doi:10.1007/s10798-011-9174-4

Lewis, T. (2005). Creativity- a framework for the design/problem solving discourse in technology education. Journal of technology education, 17(1). 

Lewis. T. (2009). Creativity in technology education: providing children with glimpses of their inventive potential. International Journal of Technology Design Education, 19, 255-268. DOI 10.1007/s10798-008-9051-y. 

Week 1

Design and Digital Technologies 
Week 1 To Do List

The two components of the Technology curriculum are distinct yet closely related. ACARA (2015) describes the difference between the two as;

Design and Technologies: The use of design thinking to generate and produce design solutions for authentic use.

Digital Technologies: Computational thinking and information systems to define, design and implement digital solutions.

An example of design and technologies in my Professional Practice was a PowerPoint presentation where the students grew, maintained, sewed and cooked a fruit or vegetable. Their PowerPoints included graphs, headings, photographs and text and were accompanied with an oral presentation

In the same class, the students used digital technologies to collect information on a topic which informed a poster about water. The students used internet explorer and were guided by the educator with steps to follow and websites to visit. 

Verb	Associated Pedagogy
Identify	Students should be able to identify purposeful software to suit a task. For example, a suitable program for creating a word document
Collect	Students will collect relevant information using websites
Sort/Present	Students will sort the information from the websites and present their findings in a PowerPoint presentation
Design	Students are expected to design a task. This task is supported by the educator through task sheets, class time and emails to parents to assist students in completing task at home
Communicate/plan	Students will communicate as a group and devise a plan. This will be supported by the teacher by providing a guide to the students
Select	Students will select relevant information
Plan/sequence	Students will plan a sequence of steps to access a Microsoft Word document and save a blank page
Investigate/explain	Investigate and explain how digital systems are used around the world. Teacher support will be provided through exploration of this topic in class, at the library and in computer time. The students are encouraged to think about how they use technology in their everyday lives.

The below Tagxedo/word cloud was created using www.tagxedo.com. This tool was a very creative tool and I believe it would be very useful in the classroom. As the mouse runs over the words they enlarge and the program allows the cloud to morph into multiple shapes and colours. This would be a great tool to help students learn their sight words. Creating the word cloud could be performed as a class and the final product be printed and attached to each students desk. In addition, this could be used as a tool to assist in learning weekly spelling words. 

Setting Up Blogger and Wikispaces 
This week asked us to form groups and begin to set up our wiki and blog. I have used Blogger in the past and I find it a tool that is easy to get your head around and can be used in many different ways. Wikispaces are a concept I am yet to grasp but have been set up by another group member and I have successfully logged in and located my personal page to begin my design challenge. 


References
ACARA. (2015). Design and technologies. Retrieved from http://www.australiancurriculum.edu.au/technologies/design-and-technologies/curriculum/f-10?layout=1 
ACARA. (2015). Digital technologies. Retrieved from http://www.australiancurriculum.edu.au/technologies/digital-technologies/curriculum/f-10?layout=1 
ACARA. (2015). Technologies Overview. Retrieved from http://www.australiancurriculum.edu.au/technologies/rationale