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The resources I have selected for my lesson sequence are familiar to the students and highly practical. These resources include Google Docs, Krita, YouTube, and Solid Edge. Acknowledging the Australian Institute for Teaching and School Leadership (AITSL) 6.2 and 7.4 are recognisable within the lesson sequence as they engage in professional learning utilising digital tools and resources and engaging with Professional Teaching Networks and communities. Google Docs, a staple in the school's workspace, is a tool teachers and students are comfortable with. It seamlessly integrates with other Google-based apps, offering version history and revision tracking, easy sharing and distribution, real-time collaboration, and accessibility. Krita, a free cross-platform capability software, provides various tools and customisable user interfaces, supports high-quality artwork, and offers community support, fostering learning, collaboration, and creativity. YouTube in the classroom is a treasure trove of educational resources, enhancing teaching and learning experiences, promoting engagement, and understanding, fostering creativity and collaboration, and preparing students for the digital age. Students can access tutorial videos to support their learning. Solid Edge, a professional-grade 3D CAD (Computer-Aided Design) software developed by Siemens, provides students with valuable hands-on experience in 3D CAD design, assembly modelling, and engineering principles, preparing them for future careers in engineering, design, and related fields.

Students will embark on a real-world project over five lessons, designing an outdoor timber bench (before constructing) for the neighbouring retirement village. In the first lesson, students will access their project tasks via Google Docs, where they will find an article regarding community support, an outline of questions to guide their progress, and an upload of their findings. Students will use devices and online resources to enhance their learning process. Once students have completed the first task, they will utilise Krita to draw and co-construct their group's ideal outdoor bench design, adhering to the task requirements from lesson one. During lesson three, students will transfer their data onto Solid Edge. They will save their ISO Parts onto the shared drive and check that the components fit as intended by assembling their project and making adjustments as necessary. Over lesson four, students will continue working through the next stage of their task sheet, uploading their parts as a Working Drawing. They will also access YouTube videos for tutorials on new machinery they will utilise when machining their project, a refresher on previous machinery, and the intended Rebate Joint outlined in their task sheet. The students will develop a risk assessment for one hazardous process to assess their knowledge and understanding. Once completed, students will complete the construction sequence during lesson five and identify how they intend to build their project. They will check their measurements and where they have incorporated their Rebate joint before printing their working drawings on A3 and beginning their construction process. The lesson sequence effectively integrates digital tools and resources to create engaging and practical learning experiences for students while demonstrating engagement in ongoing professional learning and collaboration within the teaching community.

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Outdoor Furniture for Community Spaces:

Design and build benches or picnic tables for local parks.

Street Furniture: Create and install bike racks or public seating areas to improve urban infrastructure.

Community Garden Structures: Construct raised garden beds or compost bins for community gardens or urban farming initiatives.

Educational Furniture: Develop reading nooks for local schools, libraries, or community centres.

Playground Equipment: Design and build playground structures, such as swings or climbing frames, to enhance recreational opportunities for children in the community.

Homeless Shelter Furniture: Produce sturdy, weather-resistant furniture like beds or storage units for homeless shelters.

Pet Shelter Furniture: Design and build kennels or feeding stations for animal shelters.

Public Art Installations: Construct artistic benches, sculptures, or murals that beautify public spaces and foster community pride and identity.

Recycled Material Projects: Utilize reclaimed materials to craft eco-friendly furniture pieces, such as pallet benches, or plastic bottle planters, promoting sustainability and waste reduction.

Safety and Accessibility Enhancements: Build handrails or ramps for public spaces to ensure inclusivity for people with disabilities.

Emergency Response Equipment: Create storage cabinets, and equipment racks (Emergency services)

Why is this important?

Students can showcase their skills and creativity and make meaningful contributions to their community by addressing various needs and improving local spaces.

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Collage of park benches, timber cabinets, dog kennels

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Incorporating PBL within the group project

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Problem-based learning  (PBL) is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem. This problem is what drives the motivation and the learning.

Why Use Problem-Based Learning?

Nilson (2010) lists the following learning outcomes that are associated with PBL. A well-designed PBL project provides students with the opportunity to develop skills related to:

Working in teams.

Managing projects and holding leadership roles.

Oral and written communication.

Self-awareness and evaluation of group processes.

Working independently.

Critical thinking and analysis.

Explaining concepts.

Self-directed learning.

Applying course content to real-world examples.

Researching and information literacy.

Problem solving across disciplines.

Considerations for Using Problem-Based Learning

Rather than teaching relevant material and subsequently having students apply the knowledge to solve problems, the problem is presented first. PBL assignments can be short, or they can be more involved and take a whole semester. PBL is often group-oriented, so it is beneficial to set aside classroom time to prepare students to  work in groups  and to allow them to engage in their PBL project.

Students generally must:

Examine and define the problem.

Explore what they already know about underlying issues related to it.

Determine what they need to learn and where they can acquire the information and tools necessary to solve the problem.

Evaluate possible ways to solve the problem.

Solve the problem.

Report on their findings.

Getting Started with Problem-Based Learning

Articulate the learning outcomes of the project. What do you want students to know or be able to do as a result of participating in the assignment?

Create the problem. Ideally, this will be a real-world situation that resembles something students may encounter in their future careers or lives. Cases are often the basis of PBL activities. Previously developed PBL activities can be found online through the University of Delaware's PBL Clearinghouse of Activities.

Establish ground rules at the beginning to prepare students to work effectively in groups.

Introduce students to group processes and do some warm up exercises to allow them to practice assessing both their own work and that of their peers.

Consider having students take on different roles or divide up the work up amongst themselves. Alternatively, the project might require students to assume various perspectives, such as those of government officials, local business owners, etc.

Establish how you will evaluate and assess the assignment. Consider making the self and peer assessments a part of the assignment grade.

References

Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (2nd ed.).  San Francisco, CA: Jossey-Bass.

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Problem-Based Learning | Center for Teaching Innovation

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Problem-based learning (PBL) is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem. This problem is what drives the motivation and the learning.

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Year 12 Industrial Technology & Design Community Group

(Students are required to work together in a group - Students access personal laptops and write answers individually before collaborating as a group).

Complete questions 1-6

Group members:

1.

2.

3.

4.

1. Read https://www.linkedin.com/pulse/vital-importance-supporting-your-local-community-matt-east Article on the importance of supporting your local community. Briefly describe your belief in the importance of supporting our community.

2. Research ideal projects that support the local community:

3. Acknowledging our neighbouring Retirement Village, you are tasked to co-construct an outdoor timber bench. Provide ideas (pictures) of ideal outdoor bench designs that support elderly citizens.

*check out this video for some inspiration: https://padlet.com/hannahbauer11/industrial-tech-digital-pedagogies-55e5b2ykf813dhy1/wish/2990709458

4. What timber will you use? What other materials will you use?

5. Provide feature ideas for the bench that will create a personalised look. Ie. Wood lathed legs.

6. As a group, discuss your ideas and note the elements of your project everyone agrees on.

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Year 12 Industrial Technology & Design Community Group

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I found this resource on Taylor Biles Padlet

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UN Sustainable Development Goals Project

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​ Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct...

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Explore a hand-picked collection of Pins about Community Project on Pinterest.

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For the year 12 community project, students must collaborate in groups and are required to draft drawings and work procedures to manufacture a timber outdoor bench. The benches will be donated to our neighbouring retirement villages.

Students will spend the next two weeks developing their plans and ideas during class time.

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collage of different styled australian park benches 

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Let's talk about comfort!

What types of timbers will be most comfortable to sit on, so relaxed that you could stay there all day?

Will the design be purely timber-based or a combination of timber and metal?

What style of seat is relaxing yet functional?

Can I enjoy a family picnic or lunch with friends while feeling calm and carefree?

What about durability?

Which materials will last the best in our tropical climate?

How cold will the material feel in Winter when compared to the heat of Summer?

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collage of different materials park benches are made from

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A spacious design with a great tutorial.

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Simple Outdoor Bench // Beginner DIY // Weekend Project #outdoorfurniture #outdoorsofa #bench

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Industrial Design Technology and the Australian Curriculum

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Industrial Design Technology and the Australian Curriculum

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How does Industrial Design and Technology work in years 7-10?

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Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.

By the end of Year 8 students will have had the opportunity to create designed solutions at least once in the following four technologies contexts: Engineering principles and systems, Food and fibre production, Food specialisations and Materials and technologies specialisations. Students should have opportunities to design and produce products, services and environments.

In Year 7 and 8 students investigate and select from a range of technologies − materials, systems, components, tools and equipment. They consider the ways characteristics and properties of technologies can be combined to design and produce sustainable designed solutions to problems for individuals and the community, considering society and ethics, and economic, environmental and social sustainability factors. Students use creativity, innovation and enterprise skills with increasing independence and collaboration.

Students respond to feedback from others and evaluate design processes used and designed solutions for preferred futures. They investigate design and technology professions and the contributions that each makes to society locally, regionally and globally through creativity, innovation and enterprise. Students evaluate the advantages and disadvantages of design ideas and technologies.

Using a range of technologies including a variety of graphical representation techniques to communicate, students generate and clarify ideas through sketching, modelling, perspective and orthogonal drawings. They use a range of symbols and technical terms in a range of contexts to produce patterns, annotated concept sketches and drawings, using scale, pictorial and aerial views to draw environments.

With greater autonomy, students identify the sequences and steps involved in design tasks. They develop plans to manage design tasks, including safe and responsible use of materials and tools, and apply management plans to successfully complete design tasks. Students establish safety procedures that minimise risk and manage a project with safety and efficiency in mind when making designed solutions.

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Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed. By the end of Year 8 students will have had the opportunity to create designed solutions at least once in the following four technologies contexts: Engineering principles and systems, Food and fibre production, Food specialisations and Materials and technologies specialisations.

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industrial design australian curriculum - Google Search

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Introduction to the Australian Curriculum: Design and Technologies. Members of the Design and Technologies Advisory Group discuss the…

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Digital technology plays a vital role in developing digital literacy throughout the curriculum, seamlessly integrating Digital Technologies into the Australian Curriculum’s General Capabilities for Industrial Technology and Design to develop student’s learning experiences and prepare them for the challenges of a technology-centred world. When coupled with digital literacy, it equips students with the skills to navigate the digital landscape skilfully, enabling them to become established users, productive creators, critical analysts, and influential developers of digital solutions (ACARA). Digital literacy is contingent on context, requiring students to foster the knowledge and abilities necessary for effective learning in the digital realm. Through the development of digital literacy, students learn to operate and manage digital systems, prioritise digital safety and well-being, and engage in investigative, creative, and communicative activities. As students refine their digital literacy skills, they deepen their understanding of utilising digital tools in designing digital solutions (ACARA). While digital technologies explicitly address specific aspects of digital literacy, their concepts and skills are reinforced and expanded across all disciplines, including design and technology.

In Design and Technologies, students acquire proficiency in utilising specific digital tools to actualise their design concepts. This proficiency is evident during various stages of the design process, such as needs assessment, opportunity exploration, research, data analysis, idea generation, and communication. Students leverage digital tools to manifest their creative visions, from basic drawing and modelling programs to advanced computer-aided design and manufacturing, rapid prototyping, and simulation creation (ACARA), through applying digital technologies in developing plans, schedules, and processes and collaborating online to prepare innovative and industrial design solutions. By integrating digital technologies into the curriculum for Industrial Technology and Design, students can develop an inclusive skill set incorporating traditional design principles and modern digital tools and techniques, allowing them to tackle intricate design challenges in the digital age.

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Protocols for engaging First Nations Australians

When planning teaching activities involving engagement with First Nations Australians, teachers should follow protocols that describe principles, procedures and behaviours for recognising and respecting First Nations Australians and their intellectual property. Teachers should use approved resources such as those that may be provided by their state or territory school system, or First Nations Australian education consultative groups, or other protocols accredited by First Nations Australians.

While the Australian Curriculum uses the terms "First Nations Australians" and "Australian First Nations Peoples" there may be other terms that First Nations Australians of a particular area or location prefer. It is important to use the terms preferred in a particular area or location.

Meeting the needs of diverse learners

The Australian Curriculum values diversity by providing for multiple means of representation, action, expression and engagement and allows schools the flexibility to respond to the diversity of learners within their community.

All schools have a responsibility when implementing the Australian Curriculum to ensure that students' learning is inclusive, and relevant to their experiences, abilities and talents.

For some students with diverse languages, cultures, abilities and talents it may be necessary to provide a range of curriculum adjustments so they can access age-equivalent content in the Australian Curriculum and participate in learning on the same basis as their peers.

Depending on the ability and interests of each student, adjustments to the tools, equipment, processes, materials, systems and components used in Technologies may be necessary to provide equitable opportunities for students or to provide a safer learning experience.

The broad content and having high expectations for all learners allows for the creation of solutions through many modalities, with appropriate adjustment. Assistive technologies and augmentative and alternative communication devices should be made available as and where appropriate.

Adjustments to the delivery of Technologies could involve actions such as:

providing innovation opportunities and scaffolding of resources for students to access and engage in learning at their own pace as a review or extension activity

acknowledging the assistive technology continuum of no tech, low tech, mid tech or high tech when planning learning experiences

designing open-ended tasks that provide flexibility and can be completed at different levels of complexity

selecting Technologies content in keeping with the goals of the student, maintaining high expectations and considering safety, including adjusting the types of materials, equipment and digital tools used.

Identifying and managing risk in the Technologies learning area addresses the safe use of technologies as well as risks that can affect project timelines. It covers all necessary aspects of health, safety and injury prevention and, in any Technologies situation, the use of potentially dangerous materials, tools and equipment. It includes ergonomics, online safety, and ethical and legal considerations when communicating and collaborating online.

Technologies learning experiences may involve the use of potentially hazardous substances and hazardous equipment. It is the responsibility of the school to ensure that duty of care is exercised in relation to the health and safety of all students and that school practices meet the requirements of the Work Health and Safety Act 2011 and Work Health and Safety Regulations 2011 in addition to relevant state or territory health and safety guidelines.

In implementing projects with a focus on food, care also must be taken with regard to food safety and specific food allergies that may result in anaphylactic reactions. The Australasian Society of Clinical Immunology and Allergy has published guidelines for prevention of anaphylaxis in schools, preschools and childcare. Some states and territories have their own specific guidelines that should be followed.

When planning to incorporate immersive technologies - augmented reality, virtual reality, mixed reality or extended reality - in learning experiences, teachers should consider the manufacturer's guidelines as well as other issues including the physical, cognitive, linguistic, emotional, social and moral developmental stage of learners. See the eSafety Commissioner's explicit advice on the risks of immersive technologies use in its position statement: www.esafety.gov.au/about-us/tech-trends-and-challenges/immersive-tech

The use of drones (remotely piloted aircraft) or model aircraft for educational purposes at education institutions is considered "flying for fun" under Civil Aviation Safety Authority (CASA) guidelines; however, teachers should also consider their education jurisdiction's governance standards. CASA's Drones at school webpage www.casa.gov.au/drones/drones-at-school lists requirements and tips for teachers and educators on issues such as health, safety and privacy for any drone operation. State and territory school education authorities can give further and more detailed advice on drones in schools.

Privacy and security

Identifying and managing the implications of and concerns related to the collection and generation of data through automated and non-automated processes addresses the risks that can affect secure engagement with digital systems.

Privacy includes recognising the risks that are faced online and the mitigation strategies involved in managing them. In Australia, guidance on best practice for privacy is informed by the Australian Privacy Principles, the cornerstone of the privacy protection framework in the Privacy Act 1988. For more information visit: www.oaic.gov.au/privacy/australian-privacy-principles

Security covers the development of appropriate technical, social, cognitive, communicative and decision-making skills to address online and network security risks. It includes data security, and ethical and legal considerations when working with and designing digital systems. When engaging with and designing digital systems, identifying and managing security threats and mitigation in a data-intensive world is paramount.

In Australia, guidance on best practice for cyber security is informed by the cyber security principles. These principles provide strategic guidance on how individuals and organisations can protect their systems and data from cyber threats.

For more information visit: www.cyber.gov.au/acsc/view-all-content/guidance

Copyright

Identifying and managing the implications of copyright and intellectual property in the Technologies learning area addresses the ethical and legal responsibilities around ownership and repurposing of designs and digital content. It covers all necessary aspects of plagiarism, copyright, fair use and licensing and, in any Technologies situation, the respect of intellectual property rights.

In Australia, copyright law is contained in the Copyright Act 1968. For more copyright information and resources see:

Smartcopying: https://smartcopying.edu.au

Australian Copyright Council: https://www.copyright.org.au

Australian Digital Alliance: https://digital.org.au

Creative Commons Australia: https://creativecommons.org.au

Short Guide to Copyright: www.infrastructure.gov.au/media-centre/publications/short-guide-copyright

Intellectual property

Intellectual property laws include protection for registered designs, products and plant varieties and should be respected when students are designing solutions (including digital systems and repurposing computer code).

For more information and resources visit IP Australia: www.ipaustralia.gov.au

See Smartcopying https://smartcopying.edu.au/contact-us for relevant contact details.

For more information about relevant guidelines for safety, cyber security, copyright and intellectual property, teachers should contact their state or territory education authority.

Designing for safety and equity

There are opportunities in Technologies for students to apply Safety by Design principles and universal design principles when designing solutions.

Safety by Design focuses on the ways designers of digital solutions can minimise online threats by anticipating, detecting and eliminating online harms before they occur. This proactive and preventive approach focuses on embedding safety into the culture of the design process. It emphasises accountability and aims to foster more positive, civil and rewarding online experiences for everyone.

For more information go to the Office of the eSafety Commissioner. The Safety by Design Vision for Young People is available at: www.esafety.gov.au/about-us/safety-by-design/principles-and-background

The eSafety Commissioner also has specific advice for educators via its Toolkit for Schools resources: www.esafety.gov.au/educators/toolkit-schools

The 7 Principles of Universal Design were developed to guide the design of environments, products and communications. The universal design principles provide an opportunity to create solutions that respond to the changing circumstances of people and to changes in technologies. When students apply the principles, they create products that change and adapt for everyone. In Technologies, the 7 principles may be applied to evaluate existing designed and digital solutions, guide students through the design process and provide them with guidance on the characteristics which support products, services and environments so they are more accessible and usable by consumers.

For more information and to further explore these principles visit: https://universaldesignaustralia.net.au

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This page describes the rationale, aims, structure, key considerations, key connections and supporting resources for the Technologies learning area.

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Implementing the Australian Curriculum and Why it's Crucial to Students' Future.

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Implementing the Australian Curriculum and Why it's Crucial to Students' Future.

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Support for out State Schools to incorporate improvement strategies.

Creating meaningful connections with Industry and with Networking to discover expertise that exists.

Support differentiated teaching and learning in the classroom to enhance student engagement.

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why is it so important to incorporate digital technologies into the future AUS - Google Search

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Creating links between AITSL and ACARA to support teachers and student engagement.

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

The biggest obstacle to teaching online probably isn't the technology. Teachers seek out educational technology, in fact, because it "can have considerable positive impacts on student performance," according to a 2016 study -improving test scores and allowing teachers to assess student achievement more efficiently. The big problem is how to integrate it: Beyond the sheer number of tech tools available, the same researchers identified "inadequate professional development and training" as the primary obstacle to using technology productively in classrooms.

Understandably, the emergence of the coronavirus has dramatically accelerated the process of integrating edtech, as educators around the country race to get online as fast as they can. But as many of our teachers have noted, the current state of K-12 online learning is more like triage-a form of crisis management-and not at all like skillfully managed distance education.

What's missing from the conversation right now, which makes sense given the immediacy of the need, is a focus on the bigger question of what the highest quality technology integration actually looks like. That's an important conversation to have, because in a post-coronavirus world there's likely to be a greater emphasis on digital learning, even as we return to physical schools and take advantage of face-to-face opportunities.

A Hierarchy of Tech Uses

A powerful conceptual tool to think about technology integration-and edtech's best uses-is the SAMR model, developed in 2010 by education researcher Ruben Puentedura, who was the 1991 recipient of a Phi Beta Kappa teaching award.

The SAMR model lays out four tiers of online learning, presented roughly in order of their sophistication and transformative power: substitution, augmentation, modification, and r edefinition. When switching to an online format, teachers often focus on the first two levels, which involve replacing traditional materials with digital ones: converting lessons and worksheets into PDFs and posting them online, or recording lectures on video and making them available for asynchronous learning, for example.
Creative Commons
Those are important steps, especially when teaching online for the first time, but in classrooms where tech integration has moved to the mastery level, the last two levels of the SAMR model-modification and redefinition-should also be in the mix. Students in classes where this kind of mastery is embedded find more novel and immersive uses for technology. They are creators and publishers of their own work across multiple forms of media, for example, or they are inviting professionals to provide feedback on their work products, or participating in digital forums with other peers around the world.

It's tempting to think of SAMR as a mountain to be summited. But good technology integration isn't about living at the top of the SAMR model; it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

Here's a closer look at good classroom practices at each level in the model:

Substitution

"Substitution" means replacing traditional activities and materials-like in-class lectures or paper worksheets-with digital versions. There is no substantial change to the content, just the way that it is delivered.

The goal here is to keep things simple: there's no need to reinvent the wheel. Scan your lessons and worksheets, convert them into PDFs, and post them online using Microsoft OneDrive, Google Drive, or a similar file-sharing service. Think about the information you have on your walls, such as the classroom norms, the daily schedule, or vocabulary lists, and convert them into digital formats that students can easily reference.

It may also help to provide synchronous as well as asynchronous versions of your lectures. If you're holding class meetings over a videoconferencing service like Zoom or Skype, provide a recording for students who can't attend. You can also create your own instructional videos for students to view at their own pace.

Augmentation

This level involves incorporating interactive digital enhancements and elements like comments, hyperlinks, or multimedia. The content remains unchanged, but students can now take advantage of digital features to enhance the lesson.

For example, students can create digital portfolios to create multimedia presentations, giving them more options to demonstrate their understanding of a topic. And instead of handing out paper quizzes, you can gamify your quizzes with tools like Socrative and Kahoot.

Teachers can also create virtual bulletin boards-using an app like Padlet -where students can post questions, links, and pictures.

Modification

At this level, teachers can think about using a learning management system like Google Classroom, Moodle, Schoology, or Canvas to handle the logistical aspects of running a classroom, like tracking grades, messaging students, creating a calendar, and posting assignments.

Teaching online opens up new channels of communication, many of which can help students who have traditionally been marginalized. Research shows that girls may be less likely to speak up in class, for example, so they may benefit from backchannels -alternative conversations that can run alongside instruction-that encourage participation.

Zoom's text chat feature, meanwhile, gives students an opportunity to write their questions out, which can feel less intrusive if there are dozens of students participating in the call. Also, students who prefer to collect their thoughts may benefit from slower-paced, asynchronous discussions in an online forum or email threads.

Redefinition

Learning is fundamentally transformed at the "redefinition" level, enabling activities that were previously impossible in the classroom.

For example, virtual pen pals can connect students to other parts of the world, whether it's with other students or experts in a field. Virtual field trips enable students to visit locations like the Amazon rainforest, the Louvre, or the Egyptian pyramids. After reading a book in class, you can invite the author to chat about their work and answer questions.

Technology also provides an opportunity to bring authentic audiences into your virtual classroom, and can make publishers out of your students. Kids can write their own wikis or blogs for public consumption and feedback-and platforms like Quadblogging can connect distant classrooms together so students both write and respond. Students can tackle local problems-like investigating the water quality of a nearby river-and invite members of the community to assess their digital proposals.

Going Beyond SAMR

Finally, consider how technology can be used not just as a way to deliver content, but also to strengthen relationships with your students. For elementary school teacher John Thomas, Seesaw and Flipgrid allow him to share a daily greeting, which his students then respond to-or to each other-with a typed or voiced comment. It's a good way to provide some stability while they're isolated.

How can my lesson be improved using technology?

How can I engage and empower students through technology?

How can online learning more closely resemble authentic, real-world learning?

Remember, again, that SAMR is sometimes thought of as a mountain to summit, but it's really more like a toolbox. The goal isn't to use the most sophisticated tool, but to find the right one for the job. More importantly, however, it's a way to reflect on your technology integration by thinking about a few key questions:

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A Powerful Model for Understanding Good Tech Integration

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

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I found this resource on William Jack's Padlet.

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Where the future of Furnishing is headed...

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Where the future of Furnishing is headed...

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Let's look into the future and see where Furnishing is headed. The future of furnishing seems to be driven by a combination of sustainability, technology integration, customization, and adaptability to changing lifestyles and living spaces.

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Wood, one of the oldest building materials, has been continuously reinvented throughout history. As contemporary architecture becomes more and more concerned with sustainability and environmental responsibility, the popularity of the material has also increased. As trees absorb carbon dioxide during their growth, their wood stores that carbon, keeping it out of the atmosphere. The materials derived from wood are thus associated with less greenhouse gas emissions on the condition of trees being harvested from sustainably managed forests. But in order to capture the full potential of this material, a plethora of techniques and modifications have evolved with the purpose of adapting and customizing wood's characteristics to the demands of modern design and construction. From t hermal modification to engineered wood or versatile particle boards, these methods not only enhance wood's suitability for the rigors of contemporary architecture but also expand the usability of this sustainable material to an unprecedented scale.

Engineered Wood: Laminating and Gluing

Engineered wood is a large category describing construction materials created by binding together layers of particles of wood using adhesives and advanced manufacturing processes. The processes are used to optimize the strength, stability, and dimensional consistency of the material while also enabling the creation of large structural elements out of trees with relatively small sections. Some of the most common types of laminated panels, also commonly referred to as 'mass timber,' are Glued Laminated Timber (Glulam), Cross Laminated Timber (CLT), and Laminated veneer lumber (LVL).

The structural qualities of these materials depend on the manufacturing process. Glulam is created by bonding individual segments of wood with industrial adhesives. As the fibers of the wood are oriented in the same direction, this type of wood is best used for large-sized structural elements such as beams or columns. On the other hand, CLT consists of planks of sawn and glued wood, with each layer oriented perpendicular to the previous one. This creates structural stiffness in both directions, similar to plywood, but with thicker components. CLT panels can function as structural walls, floors, furniture, ceilings, and roofs, with their thickness and dimensions adapted during the prefabrication phase. LVL is built by combining thin layers of veneer with the grain running in the same direction, with uses similar to Glulam, but featuring a higher performance and allowing for smaller cross sections compared to softwood glulam.

Read more: The Meteoric Rise of Cross-Laminated Timber Construction: 50 Projects that Use Engineered-Wood Architecture

Pressure and Heat Treatments

Thermal modification is a wood treatment process involving exposure to high temperatures in kilns, reducing moisture content to nearly 0%. This eliminates bonding water and free water within wood cells, which reduces deformations and stabilizes the wood. Steam is then applied, bringing humidity to 4-7%, making it viable. Thermally Modified Timber (TMT) is more stable and moisture resistant compared to untreated wood, reducing the risk of cracking and warping while maintaining its natural appearance.

Pressure treatments are used to force wood preservatives or fire retardants into the internal structure of the wood. This can prolong the timber 's longevity by safeguarding it against wood-eating insects and fungal decay. Additionally, fire retardant treatments also increase the versatility of wood by minimizing the smoke and flames produced during a fire. The applications expand from interior framing to wood exposed to outside conditions, including utility poles, railroad ties, deck boards and fence pickets.

Read more: How Thermal Modification Can Make Wood in Architecture Last a Lifetime

Aggregating Wood Particles

Wood particle boards are one of the most versatile and widely used construction materials, often used as wall coverings, furniture, ceilings, and even flooring. To obtain them, wood fibers, particles, or fragments are bonded together with adhesives and resins, resulting in robust panels with various properties depending on the type of aggregates and adhesives.

Oriented Strand Board (OSB) is known for its strength and cost-effectiveness. While OSB panels are most commonly used as sheathing as one of the many invisible layers of a building, many designers have also explored their potential in interior design. Medium-Density Fiberboard (MDF) features smooth surfaces, becoming a preferred material for carpentry, while Medium-Density Particleboard (MDP) uses wood debris such as sawdust mixed with resin, offering a lower-cost solution. Plywood boards are processed similarly to CLT, but at a different scale, created by overlapping wood sheets glued perpendicularly and heat pressed.

Read more: Wooden Boards: Differences Between MDF, MDP, Plywood, and OSB

Surface Treatments

There are numerous surface treatments that can be applied to wood to enhance its appearance, durability, and protection. Some common types of surface treatments for wood include painting, staining, varnishing, lacquering, and oil and wax finishes. While some of these rely on modern materials, vernacular and traditional techniques also sought to prolong the longevity of wood. One such technique is the Japanese craft of carbonizing wood. The method, now over three hundred years old, involves burning the outer layer of the wood, creating a layer of charred material that protects the inner structure from termites, fungi, and other natural elements.

Read more: Carbonized Wood: A Traditional Japanese Technique That Has Conquered the World

Bending

Most wooden structures and applications of wood in architecture employ wood shaped into straight elements such as beams and flat panels. Wood, however, has its own elasticity, a property that can be explored and heightened through various techniques. Steam bending is one of the first ones used, as exemplified by German carpenter Michael Thonet who pioneered the method at the beginning of the 1800s, creating furniture designs that continue to be popular to this day. Glued Laminated Wood also allows for shape modifications by gluing pieces following a mold of the desired curvature while respecting the material restrictions of the type of wood used. This opens the possibility of creating larger pieces fit for architectural use. The Kerf Cut method, on the other hand, gives more flexibility but also weakens the structural qualities of the resulting element.
Tantimber ThermoWood brings the timeless warmth of wood to modern design. Natural, renewable, and non-toxic, they transform sustainably sourced wood species into dimensionally stable and durable wood products for use in residential and commercial building and design projects. Every month we explore a topic in-depth through articles, interviews, news, and architecture projects. We invite you to learn more about our ArchDaily Topics. And, as always, at ArchDaily we welcome the contributions of our readers; if you want to submit an article or project, . Find out more about how the enduring beauty of ThermoWood brings warmth to the built environment.
Read more: How to Bend Wood

Post-Tensioning

Post-tensioning, a form of prestressing, is a technique most commonly used for concrete structures to improve their structural performance and allow for thinner elements. When talking about wood, post-tensioning integrates structural elements made of engineered timber, like beams, walls, or columns, with steel bars or tendons. The steel elements are affixed to the timber components and are then tensioned using hydraulic jacks, introducing a force within the timber element to counterbalance the expected external loads. The resulting elements feature increased seismic resilience in addition to the added structural efficiency.

Read more: Learn About Seismic Design of Wooden Buildings With These Online Resources

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archdaily topic 2023 the future of wood in architecture

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From Tradition to Innovation: How Modern Technologies are Transforming the Potential of Wood

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Discover the versatility of wood in architecture with techniques like thermal modification, pressure treatments, and surface treatments.

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Safety First!

Guide and tips to using the Table Saw

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Table Saw Safety for Beginner Woodworking | Table saw safety, Wood working for beginners, Woodworking table saw

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Jul 30, 2022 - Whether you’re an experienced woodworker, a beginner or somewhere in between, knowing table saw safety is important.

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7 Miter Saw Tricks Every DIYer Should Know | Saws on Skates | Easy woodworking projects, Woodworking projects that sell, Miter saw

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Dec 28, 2020 - The miter saw is one of the tools we use the most to make DIY furniture projects. Here are 7 miter saw tricks and tips to make the most of your miter saw!

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Woodwork Tools Display

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These helpful posters can be displayed in your woodwork area to remind children and adults of the important safety precautions needed when working with tools and wood. The posters provide simple information that will prompt children to think about keeping themselves and others safe in the woodwork area.

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A quick-fire PowerPoint with photographs of common tools found in a workshop. Can pupils identify the equipment without seeing the full picture?

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Incorporate CAD programming into working drawing process

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Incorporate CAD programming into working drawing process

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Assembly relationships

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Sturdy structure joint.

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Rebate joint - still worth teaching to students?

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I found this resource on William Jacks Padlet. 

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Begin the design process.

Break into groups, refer to notes from previous class, review ideas and share any changes.

Using Krita, draw the design of your outdoor timber bench. Discuss the elements and sizes of your project with your peers.

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Krita is a professional FREE and open source painting program. It is made by artists that want to see affordable art tools for everyone.

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Transfer data:

Using the Solid Edge CAD program, within your group, discuss parts of the Bench each member can build.

Once each central part is digitally built, upload it to the Year 12 Google Drive (find your group's named folder) and download all the parts.

Assemble your parts and discuss necessary changes with your group.

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Portfolio Overview

Solid Edge is a portfolio of affordable, easy-to-use software tools that address all aspects of the product development process. Solid Edge combines the speed and simplicity of direct modeling with the flexibility and control of parametric design - made possible with synchronous technology.
Explore the portfolio

Explore Our Solutions

Solid Edge is easy-to-learn and easy-to-use.

Customer Highlight

How Hall Designs finishes first with Solid Edge

Trophy Truck racing is the highest level of the off-road sport, with some of the fastest vehicles out there. It is the unlimited class-pretty much anything goes. But Craig Hall knows that not just anything will get you over the finish line-good CAD design is a critical factor in whether you finish first, or don't finish at all. Craig, through his company Hall Designs, designs race car components and complete vehicles for many builders in the off-road industry. With trucks that can cost upwards of several hundred thousand dollars, the stakes are high, and with limited time between races, CAD design changes need to be made quickly.

The greatest thing is, with race car stuff, someone always wants better, faster, lighter. It allows me to be creative and come up with something new.
Craig Hall, Owner, Hall Designs

News & Events

Keep in touch to learn about the latest Solid Edge product news, in-person and virtual events, and more.

Webinar | On Demand | Anytime

Electromechanical Design for Today's Engineers
Learn the latest techniques in electromechanical design.

Webinar | On Demand | Anytime
Getting started with Technical Publications
Learn how to clearly communicate manufacturing, installation, assembly and maintenance procedures.

Webinar | On Demand | Anytime
Computational Fluid Dynamics (CFD) for Product Designers
Learn how to pull CFD upfront into the design process to examine trends.

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Solid Edge | Siemens | 3D Design, Simulation, Manufacturing

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Solid Edge from Siemens is a portfolio of product development software: design, simulation, manufacturing, technical publications, data management & more.

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn – any subject, in any language, on any device, for all ages!

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5 Free (and Really Good) Drawing & Painting Apps - 2023 EDITION

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The Best Teaching Resources Australia | ITC Thinkdrive

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Take help of the teaching resources Australia now so that as an educator you will save more time on making and creating practical assessments and can create them properly.

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Portfolio Overview

Solid Edge is a portfolio of affordable, easy-to-use software tools that address all aspects of the product development process. Solid Edge combines the speed and simplicity of direct modeling with the flexibility and control of parametric design - made possible with synchronous technology.
Explore the portfolio

Explore Our Solutions

Solid Edge is easy-to-learn and easy-to-use.

Customer Highlight

How Hall Designs finishes first with Solid Edge

Trophy Truck racing is the highest level of the off-road sport, with some of the fastest vehicles out there. It is the unlimited class-pretty much anything goes. But Craig Hall knows that not just anything will get you over the finish line-good CAD design is a critical factor in whether you finish first, or don't finish at all. Craig, through his company Hall Designs, designs race car components and complete vehicles for many builders in the off-road industry. With trucks that can cost upwards of several hundred thousand dollars, the stakes are high, and with limited time between races, CAD design changes need to be made quickly.

The greatest thing is, with race car stuff, someone always wants better, faster, lighter. It allows me to be creative and come up with something new.
Craig Hall, Owner, Hall Designs

News & Events

Keep in touch to learn about the latest Solid Edge product news, in-person and virtual events, and more.

Webinar | On Demand | Anytime

Electromechanical Design for Today's Engineers
Learn the latest techniques in electromechanical design.

Webinar | On Demand | Anytime
Getting started with Technical Publications
Learn how to clearly communicate manufacturing, installation, assembly and maintenance procedures.

Webinar | On Demand | Anytime
Computational Fluid Dynamics (CFD) for Product Designers
Learn how to pull CFD upfront into the design process to examine trends.

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Solid Edge | Siemens | 3D Design, Simulation, Manufacturing

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Solid Edge from Siemens is a portfolio of product development software: design, simulation, manufacturing, technical publications, data management & more.

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In your group, continue completing the Google Doc.

Focus area: Pages 2 and 3

Watch the videos attached:

Mitre Saw Tutorial

https://youtu.be/7fjHvYy5lkg

Mitre Saw Hacks

https://www.youtube.com/watch?v=slihLQgldEs

Table Saw

https://youtu.be/66bdGr01NCE?si=xLUQRkbRbWJ9lfUg

Rebate Joint

https://www.youtube.com/watch?v=Pi04Oa117f8

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Year 12 Industrial Technology & Design Community Group

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Review your construction sequence with the Solid Edge parts list. Check all measurements and ensure Rebate joints are incorporated.

Transfer the finalised ISO Metric Parts into working drawings and save them in your Google Doc.

*Print working drawings

Commence building process

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Compound Slide Mitre Saw Induction and Safety Test

Mitre Saw tutorial video:

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How to use a Miter Saw - A complete beginner's guide

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Mitre Saw tips and tricks video:

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5 Quick Mitre Saw Hacks - Woodworking Tips and Tricks

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Four Methods to cut a Rabbet / Rebate Joint

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I found this one, Imogen Bell's Padlet. I'm saving it for future reference, but I want to explore it a little further first.

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Important — Popplet.com service is ending July 1, 2026. Please read the official announcement here,and visit our new site Superstructures.io.

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I found this resource of Izaac Quinteri's Padlet. Although his teaching area is History, this website contains supporting documents for year levels 7-8 in Technology.

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7-8 Digital Technologies Lesson Plans Archives - Australian Curriculum Lessons

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The lesson sequence is designed to support an ICT-rich learning environment by aligning with the AITSL 6.2 and 7.4 descriptors related to differentiating learning. This is achieved by considering different learning needs and incorporating a variety of digital tools and resources that offer diverse modalities for demonstrating learning outcomes. Students are allowed to engage with the materials in a way that suits their individual learning styles through the pedagogically sound use of ICT. This includes integrating technology purposefully, such as using Google Docs for collaborative project planning, Krita for design work, YouTube for tutorial videos, and Solid Edge for 3D CAD modelling. The lesson sequence also incorporates differentiation through task type and scaffolding by varying in complexity and open-endedness. This provides students with opportunities to work at their own pace by incorporating research, design, modelling, and construction activities with their own set of scaffolded tasks and objectives. The sequence involves engagement with professional learning networks by integrating Google Docs and YouTube, leveraging these platforms for collaboration, resource sharing, and accessing educational content to support ongoing learning and development. This approach aligns with the AITSL 6.2 and 7.4 descriptors and demonstrates a pedagogically sound approach to integrating technology into teaching and learning.

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Research tool for students to navigate during lesson sequence

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Sketching program

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Krita is a professional FREE and open source painting program. It is made by artists that want to see affordable art tools for everyone.