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AI Paragraph Generator - Free Paragraph Writer

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AI paragraph generator is the best online tool that generates random and informative paragraphs. This paragraph writer is 100% free.

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Great video for introducing aerodynamics for F1 in School students.

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Aerodynamics in Formula 1 | F1 Explained

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This site was referred by QCAA.

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Great resource on design briefs - easy to undertsand

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Deciding on a design problem - Creating a design brief - AQA - GCSE Art and Design Revision - AQA - BBC Bitesize

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Learn how to create an effective design brief for GCSE Art and Design.

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These YouTube videos are from previous years students with significant experience including world campions. Great resources for the serious students who want to compete in the professional class.

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Off The Track is an F1 in Schools podcast exploring the latest happenings in the competition, by team members from award winning world finalists from Evolve UK, Infinitude, Ascension, Fusion, Nebula and Precision Racing.

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Great step by step, simple to follow tutorials to develop a basic F1 in Schools car. Also looks at the next level development cars.

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I'm a Design Technology Teacher in Queensland, Australia. Have a strong passion for the F1 in Schools STEM Challenge program and have been lucky enough to have taken a team to the World Finals in 2019.

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Where we are heading in the educational future- aspirational government plan

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We are committed to equity and excellence in everything we do

Our purpose: Delivering for Queenslanders and their communities responsive services focused on equity and excellence.

Acknowledgement of Country

The Department of Education acknowledges the Traditional Owners of the lands, seas, skies and waterways from across Queensland.

We pay our respect to the Elders, past, present and emerging, for they hold the memories, traditions, the culture and the hopes of Aboriginal peoples and Torres Strait Islander peoples across the state.

For more information, see our Commitment Statement.

Our commitment to human rights

We promote equity and excellence by our commitment to respect, protect and promote human rights.

Our Strategic Plan 2023-27 (2024 update) outlines how we will achieve our vision for equity and excellence through our 3 strategic objectives.

Set critical foundations for children's futures through quality early childhood services.

Embed equity and excellence in education to prepare all children and young people for a positive future.

Invest in our people, services and infrastructure to deliver for Queenslanders.

​​

Interpreter services

The Department of Education is committed to providing accessible services to Queenslanders from all culturally and linguistically diverse backgrounds.

If you have difficulty understanding the strategic plan, you can contact the Queensland Government (QGov) on 13 74 68 and we will arrange an interpreter to effectively communicate the strategic plan to you.

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strategic plan; strategy; department of education; principles;

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Using quality digital tools that are innovative and current is essential for creating transformative learning opportunities in Design and Technology. Onshape with its cloud-based platform, availability across any web-accessible device and its collaborative nature provides an effective tool that can be used to enhance and transform traditional methods of design. This cloud-based ubiquitous tool allows student access without the confines of the classroom giving students more control in their learning. The digital platform lends itself well to the F1 in Schools program currently able to be used in the year seven design and technologies curriculum. It is easy for students to navigate with intuitive functionality and caters for users of all skill levels. There is also an abundance of self-help tutorials online to assist most users develop proficiency in the use of Onshape.

Onshape gives students the ability to design, model, iterate and then create products through 3D printing or using CAD machinery to produce prototypes. Through the navigation of Onshape’s sophisticated toolset students develop proficiency in digital design, data management, and problem-solving in a digital environment. The educator plan allows the teacher to create digital classrooms that can be monitored and scaffolded, whilst enabling collaboration in real-time. This tool supports problem-based learning opportunities across a range of design and technology subjects that require a design component, encouraging creativity, collaboration, student engagement, and critical thinking.

This tool will be used in the year 7 design and technologies class to enable students to transform their F1 car design sketches into digital prototypes. Students will then provide feedback to each other using the collaborative tools available in the platform to encourage design iteration and enhancement. Using the technical regulations as a guide students can modify their designs to meet set specifications and produce technical drawings to support their compliance. These designs can then be 3D printed using the availability of the platform software to produce files in an acceptable digital format. Students can easily produce and replicate prototypes of their design at a high quality not traditionally available.

Onshape provides this ability to transform student learning seamlessly from ideation through to production in an affordable and accessible cloud-based platform.

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Sign up for Onshape's free Education Plan. Students can be set up in minutes, log in from school or at home, and model using real CAD.

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Great base level resource for any ITD teachers toolkit.

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Good comparison resource for SAMR and Bloom's taxonomy.

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For teachers just starting out with educational technology, the task at hand can sometimes seem daunting. Even though tools such as the SAMR model can help, the plethora of choices available can prove paralyzing, frequently resulting in ongoing substitutive uses of the technology that block, rather than enable, more ambitious transformative goals.

The approach below is designed to help overcome this barrier, and is inspired in its form by Alexander's notion of Design Patterns -- a clearly structured solution to a recurring design problem -- which has been applied to education scenarios by Bergin et al. While it is not laid out exactly as a design pattern would be, it nonetheless provides a framework that a teacher could use in similar fashion.

The goal for the teacher is to construct a simple SAMR ladder that is coupled to Bloom's Revised Taxonomy -- i.e., as the task moves from lower to upper levels of the taxonomy, it also moves from lower to upper levels of SAMR. The two Enhancement levels of SAMR (Substitution, Augmentation) are associated with the three lower levels of Bloom (Remember, Understand, Apply), while the two Transformation levels of SAMR (Modification, Redefinition) are associated with the upper levels of Bloom (Analyze, Evaluate, Create). In turn, within each grouping a similar ordering occurs -- e.g., Remember-type tasks are primarily associated with S-level uses of the technology, Understand-type tasks are associated with either S- or A-level uses of the technology, and so on. The following diagram illustrates this association.

This coupling of the SAMR model and Bloom's Taxonomy has several desirable outcomes:

The already-familiar drive to reach the upper levels of Bloom's Taxonomy now also acts as a drive to reach the upper levels of SAMR;

The approach outlines a clear set of steps that help guide the introduction of technology in the classroom;

Finally, the approach helps avoid pitfalls of self deception -- i.e., assuming that a particular task is at a higher level in either the Bloom or SAMR sense than it actually is.

Avoid epic fails and get the most out of technology.

It is important to realize that this association between SAMR and Bloom's Taxonomy is not a necessary -- or even habitual -- coupling. Thus, it is possible to use extremely powerful redefinition-level approaches to make certain types of memorization tasks possible; conversely, it is also possible to undertake novel create-type tasks that only make basic substitution/augmentation use of the technology. Additionally, far more complex couplings between SAMR and Bloom are possible, involving convergent/divergent branchings, oscillations between levels, skipping of some SAMR levels, etc. Nonetheless, the simple structure described above is well suited to beginning practitioners' needs, and even retains usefulness for more experienced faculty.

In addition to the integration of SAMR and Bloom described above, two more ingredients are necessary for the best results:

a clear motivation for the change -- the best results are obtained when a teacher has a strong reason for changing existing practice that is independent of the introduction of technology.

a clean app flow, designed to move through the tasks, that is as simple as possible, avoiding needless complexity -- e.g., in transferring work products from one app to the next.

Finally, let's look at an example of this approach in practice. In this example, we will set up a general pattern for math activities, where the motivating factor is to take math instruction from a mode where -- to use Richard Skemp's words -- instrumental understanding dominates (how) to a mode where relational understanding is primary (how and why). This shift in math instruction can be seen in changes in curricula worldwide, and is crucial to students' capacity to use -- and enjoy -- the math they have learned in the world outside the classroom. In the interest of making the example more tangible, the context will be a course in introductory statistics, although the general pattern is readily applicable to other math courses.

1. Substitution/Remember: Students use ebooks and other Open Education Resources to acquire basic knowledge about statistical tools and procedures.

2. Substitution/Understand: At the same time, they begin a process of gathering information online describing applications of these statistical tools to an area of interest to them, using simple bookmark aggregation services (e.g., Diigo, Delicious) to collect and tag these resources, relating them to the knowledge gained in 1.

3. Augmentation/Apply: Using a simple yet powerful tool for visualization like GeoGebra, students explore the concepts covered in the resources described in 1., and solve related standard problems. The scope and number of the problems is not governed by what is available in the "back of the book," but rather driven by the evolution of student understanding, as measured by suitable formative assessment processes.

4. Modification/Analyze: The students also apply similar problem-solving approaches to questions raised in the materials they found in 2. In doing so, they will reconstruct the reasoning of the original authors, and verify -- or disprove -- their conclusions.

5. Modification/Evaluate: Students now select a subset of the materials studied in 4. for further critique and/or development, using GeoGebra as their primary analysis tool. Via a blog, they explain this work to fellow students, and invite their feedback to refine both the clarity of their explanations and the focus of their work.

6. Redefinition/Create: Students refine their blog post into a short digital video project, with the goal that it will be used as part of instructional materials in subsequent years.

Photo " sky puzzle" by Jared Tarbell. Used under a CC BY 2.0 license.

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SAMR and Bloom's Taxonomy: Assembling the Puzzle | Common Sense Education

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Find out how you can use technology to engage students in rich learning experiences.

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This program gives students free access if in F1 in Schools to CFD software. Can use produced CFD analysis on car designs to include in engineering portfolios.

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F1 in Schools + Ansys | Ansys CFD Partnership

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Ansys is proud to be the exclusive global CFD simulation partner to the F1 in Schools competition.

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An amazing project based learning area that incorporates STEM subjects well and engages students to go above and beyond expectations.

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LATEST NEWS: OUR 2020 STATE FINALS ARE GOING VIRTUAL. FOR MORE INFORMATION REFER TO OUR SUPPLEMENTARY REGULATIONS WITHIN THE RESOURCES TAB.

One of the largest STEM programs in the world

The F1 in Schools STEM Challenge™ is the world's foremost student competition for Science, Technology, Engineering and Mathematics.

Each year more than 17,000 schools in 51 nations take on the challenge of developing the world's fastest miniature F1 car. Here in Australia approximately 22,000 students are involved each year with over ten times that being exposed to the program and having access to the same classroom technology used by the students to design and build their cars.

Established in Australia in 2003, the F1 in Schools STEM Challenge is multi-faceted and multi-disciplined. It is about much more than cars, although the idea of being involved in car design has proved to be a powerful means of attracting even the most uninitiated students to discovering more about STEM.

Mimicking the world of a Formula One team, groups of students have to follow a pathway of engineering and manufacturing disciplines: design, analyse, test, make and race. They are provided with access to real-world technology such as 3D CAD/CAM/CAE engineering design software and soon become proficient in areas such as Coding, Computational Fluid Dynamics, Finite Element Analysis.

This program also aims to develop skills in problem solving, project management, communication, presentation, teamwork, innovation, self-promotion, collaboration, marketing and entrepreneurialism - which are clearly identified as aiding in the transition through high school... in demand by industries the world over... and not impacted by disruptive technologies.

F1 in Schools STEM Challenge is the most holistic STEM program in the nation.

The stories we can tell about the success of our students are remarkable. Many students engaged in F1 in Schools are offered employment by industry before completing their studies. We have had students head hunted by the Airbus Design Centre in UK and others taking up roles in Formula One teams. To say that having F1 in Schools in your resume is an advantage to attracting a highly rewarding vocation is an understatement.

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LATEST NEWS: OUR 2020 STATE FINALS ARE GOING VIRTUAL. FOR MORE INFORMATION REFER TO OUR SUPPLEMENTARY REGULATIONS WITHIN THE RESOURCES TAB. The F1 in Schools STEM Challenge™ is the world's foremost student competition for Science, Technology, Engineering and Mathematics. Each year more than 17,000 schools in 51 nations take on the challenge of developing the world's fastest miniature F1 car.

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Like its other branch(F1 in Schools) Subs in schools looks at the underwater exploration and development side of things. Also immensely engaging of students and project based. Can be incorporated into curriculum and aligns with STEM.

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Exploring New Depths In STEM

explore the complex challenges of maritime engineering and hydrodynamics using coding and electronics as you design and build operational submarines and ROV's.

SUBS in Schools Technology Challenge™ is the result of collaboration between REA, the Department of Defence and industry stakeholders including the Australian Submarine Corporation and Saab Australia.

It was conceived in response to the Australian Government's announcement of the $50 billion Future Submarine Program. It is the world's first in-class submarine design competition.

REA took the proven framework of our F1 in Schools program - in which industry-standard technology is made available in the classroom. Students develop a wide range of skills from design, engineering and manufacturing to the 'soft skills' sought after by industry (project management, teamwork, collaboration, problem solving, communication). We then added the complexities of underwater design, coding and electronics.

Students design either a Remotely Operated Underwater Vehicle (ROV) or a submarine which they must operate. Alternatively they can build a three-dimensional virtual scale model of living quarters in a futuristic submarine.

The fundamentals of SUBS in Schools are equipping young people to take part in the new set of industries being developed as part of the Future Submarine Program.

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explore the complex challenges of maritime engineering and hydrodynamics using coding and electronics as you design and build operational submarines and ROV's. SUBS in Schools Technology Challenge™ is the result of collaboration between REA, the Department of Defence and industry stakeholders including the Australian Submarine Corporation and Saab Australia.

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Free version for teachers and students. Powerful 3d digital drawing package.

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The latest release of Inventor® 3D CAD software is packed with user-requested updates and enhancements to help manage your design process, speed your connected engineering workflows and reduce repetitive tasks.

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Inventor Features | 2024, 2023, 2022 Features | Autodesk AU

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Inventor is a 3D CAD modelling software for product and mechanical designers. Learn about Inventor modelling, design, simulation and rendering features.

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Great tool for diagram construction with more colour and design options.

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Excalidraw, the virtual whiteboard app for sketching hand-drawn like diagrams, has come a long way. With the remote work becoming the status quo, Excalidraw was able to show its true potential and we've come to a point where over 100K people have used it just the last month!

While it has been extremely successful as a free open source project, the biggest source of complaints nowadays is around adoption within companies: How do you share diagrams with your co-workers easily? Can your company depend on the service for live collaboration? Is your data secure?

We've thought long and hard about how to make it happen in a volunteer-based open source model but haven't found a great solution. So we decided to build a company around Excalidraw with the first product being Excalidraw+.

Going beyond Excalidraw

In Excalidraw+, whether you're a company or an individual, you can create a workspace where you can manage and organize all the drawings you have created. The drawings are easily accessible to your workspace co-workers, and securely saved to the cloud. The live collaboration is enabled by default with no extra steps necessary.

With account-based access you can rest assured only the right people will have access to your data, while still retain the ability to share specific drawings with outside collaborators or interviewees lest the need arise.

In the coming weeks we'll focus on making collaboration more robust, especially when collaborating in multiple continents.

We didn't want to keep you waiting any longer, but we are hard at work to bring many more awesome features to Excalidraw+.

Try Excalidraw+ for free, and then for $7/month.

Going forward

One of our goals is to get Excalidraw to as many people as possible, and our commitment to the open source project remains strong. Excalidraw+ is built on the same platform that you can build on yourself using our npm package, and you have, from HackerRank⁠, Replit⁠, RoamResearch⁠, to Facebook and others.

In fact, one of the reasons for creating Excalidraw+ is to ensure that the Excalidraw ecosystem not only survives, but thrives going forward. We will be able to invest more time and resources into it, which will benefit all, no matter what app you use Excalidraw to draw in.

As for the excalidraw.com website, it will of course continue to be free and actively developed.

We believe that this is going to be a win-win situation. People that want to use Excalidraw in a work environment will finally have a solution that works well for them and the open source project will be properly funded so that it can stand the test of time.

We're just beginning

Think big, start small. Excalidraw has a bright future ahead, and we extend an invitation for you to come and shape that future with us!

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Introducing Excalidraw+ | Excalidraw Blog

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Excalidraw has had tremendous success as a tool for drawing up your ideas, but it hasn't put teamwork on the center stage. Read on to find out what we've been up to for the past several months!

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Another very simple 3d design software package. An advantage is that you can access a large number of resources for free.

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Tinkercad | From mind to design in minutes

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Tinkercad is a free, easy-to-use app for 3D design, electronics, and coding.

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An awesome free 3d creation program that allows you to create your own images. Allows for rendering, modelling, sculpting, animation, story art, VFX, simulation, pipeline, video editing, and scripting.

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Mission

Get the world's best 3D CG technology in the hands of artists as free/open source software.

Vision

Everyone should be free to create 3D CG content, with free technical and creative production means and free access to markets.

The Blender Foundation (2002) is an independent public benefit organization. Its spin-off corporation Blender Institute (2007) hosts the foundation's offices and currently employs 24 people who work on the Blender software and creative projects to validate and test Blender in production environments.

In 2020 the Institute split in two companies; Blender Institute now solely functions as working company for the Blender Foundation, and the new Blender Studio will contribute to the Blender mission producing content and testing production pipelines.

These organizations support the community of contributors on blender.org. That is where Blender is being made.

The Software

Blender is the free and open source 3D creation suite. It supports the entirety of the 3D pipeline-modeling, rigging, animation, simulation, rendering, compositing and motion tracking, even video editing and game creation. Advanced users employ Blender's API for Python scripting to customize the application and write specialized tools; often these are included in Blender's future releases. Blender is well suited to individuals and small studios who benefit from its unified pipeline and responsive development process. Examples from many Blender-based projects are available in the showcase.

Blender is cross-platform and runs equally well on Linux, Windows, and Macintosh computers. Its interface uses OpenGL to provide a consistent experience. To confirm specific compatibility, the list of supported platforms indicates those regularly tested by the development team.

As a community-driven project under the GNU General Public License (GPL), the public is empowered to make small and large changes to the code base, which leads to new features, responsive bug fixes, and better usability. Blender has no price tag, but you can invest, participate, and help to advance a powerful collaborative tool: Blender is your own 3D software.

More help is always welcome! From developing and improving Blender to writing documentation, etc, there are a number of different things you can do to get involved.

Affiliations

Blender Foundation is a member of Open Invention Network, Khronos, Linux Foundation and the Academy Software Foundation.

Blender is Free Software. You are free to use Blender for any purpose, including commercially or for education. This freedom is being defined by Blender's GNU General Public License (GPL).

Read more about the license.

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Home of the Blender project - Free and Open 3D Creation Software

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ICT Capability Hub on the learning place provides learning activities and teaching strategies for ICTs.

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Internet Explorer 11 will soon be retired by Microsoft and go out of support.

For optimal experience accessing this online resource, we recommend using Microsoft Edge or one of the latest versions of an alternative browser.

Please copy the course URL (found in the address bar) and paste it into an alternative browser address bar.

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Worth a watch not only for the incredible chainsaw skills but the amazing creativity and ability to forward plan a design.

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AMAZING CHAINSAW wood carving, Native American girl with horse and eagle

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QCAA Info surrounding assessment construction for K-12

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Queensland Curriculum and Assessment Authority

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The following information outlines the K-12 assessment position of the Queensland Curriculum and Assessment Authority (QCAA) and provides a foundation for building and clarifying knowledge and understanding of assessment literacy. It is intended to support and guide the processes integral to quality teaching, learning, assessment and reporting.

Teachers continually observe and monitor students' learning and assessment will vary depending on the phase of learning.

Background

All Queensland students deserve to benefit from high-quality assessment.

High-quality assessment provides timely and informative feedback about students' learning progress. Effective feedback encourages self-reflection, allowing students to actively monitor and evaluate their own learning. Together, assessment and feedback support continuous, collaborative, active and self-directed learning.

Assessment:

improves teaching by providing information on what students know and can do

helps students progress in their learning

provides meaningful information on students' strengths, learning needs and achievements.

Assessment

Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed judgments about the achievement or capabilities of individuals and cohorts.

Purpose of assessment

Assessment plays an integral role in improving learning and informing teaching. Its fundamental purpose is to establish where learners are in an aspect of their learning at the time of assessment (Masters 2014).

Uses of assessment

Assessment information has multiple uses, including:

provision of feedback to teachers, such as

diagnostic evidence of students' strengths, ways of learning, areas of development, the depth of their knowledge, and their conceptual understandings, which informs the teacher, so they know what students can do, and what subsequent teaching is required to progress student learning

identification of students' learning needs across a range and balance of assessments that enhances teachers' ability to establish where students are in their learning and to help them attain higher levels of performance

provision of feedback to students and parents/carers that gives

clear, specific, meaningful and timely feedback, allowing reflection on the learning process and collaboration to support future learning and development

evidence of student learning and advice for further progress, underpinning the provision of meaningful reports/statements to parents/carers and others

development of lifelong learners by enabling students to identify and reflect on the progress they are making, which is crucial to building self-evaluation, self-efficacy and self-responsibility for in-depth and long-term learning

refinement of quality teaching, by supporting teacher reflection and professional learning

provision of information for certification

measurement and evaluation of policies, programs, interventions and teaching strategies to provide better understanding of student achievement and growth.

Principles of quality assessment

Principles of quality assessment (QCAA 2017a) should be:

aligned with curriculum and pedagogy

equitable for all students

evidence-based, using established standards/continua to make defensible and comparable judgments about students' learning

ongoing, with a range and balance of evidence compiled over time to reflect the depth and breadth of students' learning

transparent, to enhance professional and public confidence in the processes used, the information obtained and the decisions made

informative of where students are in their learning.

Attributes of quality assessment

High-quality assessment (QCAA, 2017b) is characterised by:

validity, through alignment with what is taught, learnt and assessed

accessibility, so that each student is given opportunities to demonstrate what they know and can do

reliability, so that assessment results are consistent, dependable or repeatable.

Assessment literacy

What is assessment literacy?

Assessment literacy is defined as the skills and knowledge teachers require to measure and support student learning through assessment (DeLuca et al. 2016).

Teachers who are assessment literate:

produce quality assessment

demonstrate the required knowledge and skills to validly and reliably assess students' learning

consistently apply standards/descriptions to and make judgments about students' learning/work

interpret and apply the feedback and data from assessment to improve teaching and learning.

Students who are assessment literate are able to:

understand the purpose of what they are doing

understand the basis on which judgments will be made

demonstrate this understanding through their engagement with assessment

reflect on feedback and apply it in the future.

Quality assurance

Assessment-literate teachers use quality assurance processes to develop a shared understanding of the expected quality of learning performance (Willis & Adie 2016). This assists teachers to improve teaching and inform assessment processes.

Quality assurance processes involve teachers:

engaging in in-depth conversations prior to teaching about what standards will look like in practice

collaborating to design assessment tasks aligned with the principles and attributes of quality assessment

sharing standards/marking criteria with students

engaging in feedback, moderation and professional conversations and activities.

Moderation

Moderation of assessment is a process in which teachers engage in focused dialogue to share their observations and judgments in order to:

improve the consistency of their decisions

ensure their judgments are as valid, reliable and fair as possible.

Conversations should occur before judgments about the quality of work are given to learners. This provides students and parents/carers with confidence that the decisions made are an accurate judgment of achievement.

Feedback

Purpose of feedback

The purpose of feedback is to provide meaningful information about a student's strengths and areas for improvement to support them to progress their learning.

How teachers and students make use of qualitative and quantitative assessment information is vital to understanding and improving learning. Effective feedback encourages self-reflection, allows students to actively monitor and evaluate their own learning, and facilitates self-direction and motivation. Together assessment and feedback support continuous, collaborative, active and self-directed learning.

Characteristics of effective feedback

To support evaluation, self-reflection and improved understanding, feedback should be:

ongoing

individualised

specific to the teaching, learning and assessment related to the standards/descriptions

clear, and in language that is readily interpreted by the intended audiences

timely, so that students can act on it and adjust their learning

collaborative, so that students, teachers and parents/carers all support and participate in the students' learning

delivered in a way to support the learner to reflect, act on the feedback and build their capacity for self-assessment.

Reporting

Purpose of reporting

The purpose of reporting is to communicate assessment information, formally or informally, to help students, parents/carers, teachers and education authorities make decisions about what students know and can do, including recommendations for their future learning.

Reports/statements may provide:

information about progress and achievement to parents/carers and students

summaries of the school's achievements and progress for school communities

statewide and national statistical information and analyses to broader educational communities.

Characteristics of effective reporting

To support the effective communication of achievement, areas for improvement, and actions that the student, school and parents/carers might take, reports/statements should be:

aligned with the curriculum and assessment

defensible, comparable and based on clearly defined achievement standards

accurate

individualised

meaningful

in plain English so they are easy to interpret and understand.

The National Education Agreement (Australian Government 2015) underpins the legal obligations of schools and teachers in relation to reporting.

References

Australian Government 2015, National Education Agreement, www.federalfinancialrelations.gov.au/content/national_agreements.aspx

DeLuca, C, LA Pointe-McEwan, D & Luhanga, U 2016, 'Approaches to classroom assessment inventory: A new instrument to support teacher assessment literacy', Educational Assessment, vol. 21, issue 2, www.tandfonline.com/doi/abs/10.1080/10627197.2016.1236677?journalCode=heda20&

Masters, G 2014, 'Assessment: Getting to the essence', Designing the Future, issue 1, Centre for Assessment Reform and Innovation (CARI), www.acer.org/cari/articles/assessment-getting-to-the-essence

QCAA 2017a, Principles of quality assessment, www.qcaa.qld.edu.au/k-12-policies/student-assessment/understanding-assessment/principles-quality-assessment

QCAA 2017b, Attributes of quality assessment, www.qcaa.qld.edu.au/k-12-policies/student-assessment/understanding-assessment/attributes-quality-assessment

Willis, J & Adie, L 2016, ' Developing teacher formative assessment practices through professional dialogue: Case studies of practice from Queensland, Australia', paper presented at the 2016 Annual Meeting of the American Educational Research Association, Washington DC, 8-12 April, https://eprints.qut.edu.au/98412

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The following information outlines the K-12 assessment position of the Queensland Curriculum and Assessment Authority (QCAA) and provides a foundation for building and clarifying knowledge and understanding of assessment literacy. It is intended to support and guide the processes integral to quality teaching, learning, assessment and reporting.

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Amazing how thin they can get their shavings and all planes are adjusted by hand.

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Samurai's First Time In Japan! Kezuroukai Planing Competition!

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These Guys are AWESOME. Chainsaw pros showing different techniques on how to operate chainsaws and fell large trees to fall exactly where they are supposed to.

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WORLD'S BEST TREE FELLING TUTORIAL! Way more information than you ever wanted on how to fell a tree!

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An AI tool designed to specifically assist teachers.

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Jackson Best explains the SAMR model with practical examples.

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What is the SAMR model?

The SAMR model is a framework that orders strategies for classroom technology implementation into four stages:

In each stage of the SAMR model, the use of educational technology (EdTech) becomes increasingly sophisticated.

Substitution and augmentation strategies use EdTech to enhance learning and add value, whereas modification and redefinition stages harness EdTech to transform learning and make new things possible.
The effectiveness of any of these four strategies depends on when and how it is used.
Here's how you can harness each stage for more powerful classroom learning:

Substitution

This is the simplest stage, where EdTech is used as a direct substitute for traditional practices.

Substitution strategies can save you time and space by cutting back on laborious pen and paper tasks. Instead of printing out twenty-plus paper resources that clog the cupboard, you can use technology to manage resources with just a few clicks.

Substitution also provides a much more accessible introduction to technological soft skills than modification and redefinition. It's the perfect opportunity for students to get comfortable with new technology before you start to transform their learning.

Examples of substitution

having students type their work instead of handwriting it

using online quizzes and programs instead of pen and paper

uploading a worksheet in PDF for student access, as opposed to photocopying

using a digital interactive whiteboard as opposed to a traditional whiteboard and saving the results as a document.

Remember: Substitution strategies do not change the learning process or outcome. Ask yourself what you and your students will gain from the technology before implementing it. If it adds nothing but hassle, stick to pen and paper.

Augmentation

At the augmentation stage, technology adds something to the learning process beyond just convenience. It might give your students a clearer understanding of a complex topic or making it engaging in a way that traditional methods can't.

It also allows for the introduction of more independent and student-centric learning. By using technology as a source of information, students can start actively learning without requiring constant teacher-led instruction.

Examples of augmentation

Students give more informative and engaging oral presentations accompanied by a PowerPoint or Prezi containing multimedia elements.

Students use the internet to independently research a topic, as opposed to relying on teacher input.

Students use an EdTech program that gamifies curriculum content for student engagement and allows students to track progress in an accessible way.

Teacher instruction is supplemented with a video that clarifies a particularly hard to explain concept.

Modification

At the modification stage, technology is used to design interactive and dynamic tasks that go beyond the limitations of a traditional classroom.

For example, students can collaborate on shared documents, or work in large groups, allowing for seamless collaboration and knowledge sharing. This peer-to-peer work nurtures a more cooperative and dynamic class culture.

Technologically modified tasks also allow students to generate inspired and innovative work that isn't confined to paper. Some students will jump at the opportunity to get in front of a camera, while others will do anything to make it onto the global Mathletics leaderboard.

Examples of modification

Students produce podcasts summarising a topic, which can then be accessed by other students as a revision resource.

Students create an informative video presentation in place of a standard oral presentation. They can use their voice alongside a broader variety of creative multimodal components.

Students use a technological tool that makes an abstract concept visible in a hands-on, responsive way (e.g. voyaging on Google Earth to better understand measurement and geography).

Redefinition

The most sophisticated stage of SAMR, redefinition sees you using technology to make entirely new learning opportunities possible.

Redefining learning has the potential to connect learning with the real world and produce authentic outcomes. It also gives students strong technological soft skills such as digital collaboration, communication, technological literacy, and the ability to adapt to new systems and processes.

Most importantly, using technology to redefine learning in your classroom translates to vibrant and engaged students who embrace a growth mindset.

Examples of redefinition

connecting your students with other people around the world as part of the learning journey

having students publish their work online where it can be viewed by peers and the broader community

recording students as they deliver a presentation or practice a physical skill, then using this recording to prompt student reflection

experimenting with tasks that use extensive multimodal elements (e.g. producing documentaries or short films, webpages, print documents with creative layouts).

Remember, redefinition isn't the same as 'high tech'. A learning experience is redefined when it integrates technology seamlessly and meaningfully to open new doors for student learning - regardless of how sophisticated that technology might be.

In an English classroom, this might involve learning how to critically assess online media during web-based research. In mathematics, students might look at data represented through amazing visuals and get inspired to create their own.

Find your purpose

Starting with a purpose avoids the 'technology for technology's sake' that sometimes infiltrates the classroom.

Ask yourself:

What am I hoping to achieve by using this technology?

How will it make a difference to my students' learning?

Why is it preferable to not using technology?

How equipped are my students and I to use this technology?

How much time do I have to invest in making it work?

These simple questions can make it simpler to determine which stage of the SAMR model suits your needs. Remember that you don't always have to redefine your students' learning. A few simple technological additions to an already effective teaching strategy might be all you need to make a difference.

Using technology in the classroom sends a clear message to students. It shows them that you're connecting learning to the rapidly changing world outside the classroom walls, and you aren't afraid to adapt to a new challenge. Get creative with technology and you'll inspire as well as teach.

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The SAMR Model Explained (With 15 Practical Examples)

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What is the SAMR model and how does it apply to learning? Here's how you can harness each stage for more powerful classroom learning.

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Padlet is an awesome information organisational tool that can be used in the classroom to interact with students curated content.

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Awesome tool for creating collaborative blogs.

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Blogger.com - Create a unique and beautiful blog easily.

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Publish your passions your way. Whether you’d like to share your knowledge, experiences or the latest news, create a unique and beautiful blog.

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Australian Professional Standards for Teachers

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Australian Professional Standards for Teachers

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Australian Professional Standards for Teachers

The Australian Professional Standards for Teachers help you understand and develop your teaching practice and expertise across 4 career stages. By demonstrating the Standards you can have maximum impact on all learners.

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australian professional standards for teachers

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Australian Professional Standards for Teachers

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Queensland Curriculum and Assessment Authority

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Australian Curriculum Version 9.0 in Queensland (ACiQ)

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Australian Curriculum Version 9.0 in Queensland (ACiQ)

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The Australian Curriculum, Version 9.0 sets the expectations for what all young Australians should be taught, regardless of their background or where they live.

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Chat GTP just got smarter

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Custom design pictures /images using AI without the issues of copyright.

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DALL-E 3 is an AI image generation tool that can create remarkably accurate and detailed images from simple text prompts. It builds on previous DALL-E models like DALL-E 2 to better understand nuance…

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Great videos for a number of woodworking skills. Engaging style and knowledgeable easy to follow instructions.

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woodworking carpentry diy handmade woodcraft furniture tools techniques workshop joinery woodturning "woodworking plans" "woodworking projects" finishing "wo...

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I produce woodworking videos that push my skills to the limits, while also drawing as many lessons and entertainment from the process as possible. I have a full back catalogue of tutorials should you wish to get into woodworking yourself, as well as FREE step by step projects that you can follow on my Free Online Woodworking School Channel.

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Tool for finding peer reviewed articles by subject matter.

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Consensus: AI Search Engine for Research

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Consensus: AI Search Engine for Research

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ChatGPT for Research. Consensus is an AI-powered search engine that finds and summarizes scientific research papers. Just ask a question!

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Exploring Onshape For Transformative Design

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Exploring Onshape For Transformative Design

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Legal, Safe and Ethical Digital Engagement

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Legal, Safe and Ethical Digital Engagement

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Site that contains a plethora of information on all things technology and education related.

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Educational Technology and Mobile Learning (ETML) is a blog owned and operated by Med Kharbach. Dr. Kharbach holds a PhD in educational studies from Mount Saint Vincent University in Halifax, Canada. He was also a K-12 teacher with over 12 years of classroom teaching experience.

I launched ETML in 2010 with the purpose of helping my fellow EFL (English as Foreign Language) teachers integrate technology in English language teaching. Fast forward to 2022, ETML became among the top EdTech blogs with over 7000 published blog posts. ETML has been referenced in a wide variety of academic research journals, books, and news outlets including the New York Times, Huffpost.com, Hubspot.com... [continue reading].

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Educational Technology and Mobile Learning (ETML) is a blog owned and operated by Med Kharbach. Dr. Kharbach holds a PhD in educational studies from Mount Saint Vincent University in Halifax, Canada. He was also a K-12 teacher with over 12 years of classroom teaching experience.