In the Industrial Design and Technology (ITD) space, digital tools can help students better understand concepts by visualising finished products and exploring designs before starting production. This can make learning clearer and more accessible.

That said, I do have some concerns around students having constant access to devices, as it can be easy for them to become distracted. This reinforces the importance of using technology in a structured and purposeful way.

Overall, I see strong potential for technology to enhance learning when it adds value rather than replaces traditional methods. My mindset going into this unit is open and practical. I am hoping to develop useful skills and build confidence so that using technology feels less overwhelming and more natural in my teaching practice.

Since beginning my Permission to Teach role at Bribie Island State High School, I have started to see the value of using technology in the classroom when it is applied with clear purpose. Rather than simply replacing traditional methods, technology has the potential to enhance how students understand and engage with their learning.

The SAMR model (Substitution, Augmentation, Modification, Redefinition) provides a useful framework for understanding how technology can be used to enhance learning, moving from basic substitution through to transformational practice. It encourages teachers to think more critically about how digital tools can improve student learning rather than simply replacing traditional methods.

A clear example of this can be seen in the planning and designing stage of an ITD project. From my own experience in the workshop, students often struggle to visualise how their design will come together, which is where these tools become particularly useful.

At a basic level, students would normally complete this task by hand, through sketching on paper and reading technical drawings (plans). While this approach is effective, it can be limiting when students cannot visualise the finished product.

At the substitution level, technology replaces traditional methods without significantly changing the task. For example, students may design or view technical drawings on a laptop instead of paper. This allows for clearer visuals and the inclusion of more detailed drawings or 3D models.

At the augmentation level, technology improves the task. Using a program such as Autodesk Inventor, students can create a 3D model of their design before building it. This supports deeper understanding by allowing students to visualise how components fit together and identify potential issues early. This aligns with research suggesting that visual and interactive tools can support how students process and retain information (Willis, 2005).

At the modification level, technology allows for significant task redesign. Students can create multiple versions of their design digitally and test or refine them before producing a physical model. This reduces wasted materials and allows for more refined outcomes, supporting problem-solving and the ability to refine their design over time.

At the redefinition level, technology enables learning experiences that would not be possible otherwise. Students can share their designs digitally, receive feedback via email, and continue working on their projects outside of class time. This reflects broader shifts toward more flexible, connected, and technology-rich learning environments associated with Education 4.0 (Kumar, 2025).

Technology in this context also supports differentiation by allowing students to engage with the design process in different ways. Visual learners benefit from 3D modelling, which helps them better understand how a finished product will look and function. Students who require more support can take their time refining designs digitally without the pressure of immediately producing a physical outcome, while more advanced students can extend their learning by experimenting with more complex features and multiple design iterations. This supports student agency and engagement, which are key features of effective ICT integration (Goriss-Hunter et al., 2022).

Digital pedagogy highlights how technology can enhance interaction, support creativity, and improve learning outcomes when used effectively (Sadiku et al., 2019). However, it is important that technology is used with clear purpose, as simply adding digital tools does not automatically improve learning.

Overall, the SAMR model highlights how technology can move beyond simply replacing traditional methods to genuinely transforming learning. In an ITD context, the use of digital tools such as 3D modelling allows students to better understand concepts, refine their designs, and produce higher-quality outcomes. When used with clear purpose, technology can enhance both the learning process and the final product, making it a valuable part of effective teaching practice.

Reference List

Goriss-Hunter, A., Sellings, P., & Echter, A. (2022). Information communication technology in schools: Students exercise digital agency to engage with learning. Technology, Knowledge and Learning, 27, 785–800. https://doi.org/10.1007/s10758-021-09509-2

Kumar, S. (2025). Education 4.0: Transforming learning for the fourth industrial revolution. Higher Education for the Future.

Sadiku, M. N. O., Omotoso, A. O., & Musa, S. M. (2019). Digital pedagogy. International Journal of Trend in Scientific Research and Development, 3(2), 801–802.

Willis, J. (2005). Adding the science of learning to the art of teaching. Voices from the Middle, 13(2).

Using a digital tool like Onshape provides a more effective way to approach this stage of learning. Onshape is a cloud-based CAD program that allows students to design, edit and assemble 3D models online. I have used it during my university studies to design a CO₂ race car, where we created individual components and assembled them into a complete model. This experience highlighted how digital tools can support student understanding by making abstract ideas more visible and easier to work with.

One of the key technical features of Onshape is its ability to create detailed 3D models that can be viewed from multiple angles. This allows students to better understand how their design will look and function before they build it. The platform also includes precise measurement tools, which improve accuracy and reduce errors. These features support learning by making concepts more interactive and easier to process, which is a key benefit of digital pedagogy (Sadiku et al., 2019; Willis, 2005).

Another important feature is its cloud-based functionality. Onshape does not require installation and can be accessed from any device with internet access. This allows students to continue their work both in the classroom and at home, extending learning beyond scheduled lesson time. Designs can also be shared easily with teachers for feedback, supporting ongoing improvement. Digital technologies that allow this kind of flexibility are known to increase engagement and access to learning (Education Services Australia, n.d.).

Onshape also supports real-time collaboration, which is one of its strongest features. Multiple students can work on the same design at the same time, making it a true multi-authoring tool. It also includes version history, allowing students to track changes, revisit earlier designs, and learn from mistakes. Teachers can manage privacy and permissions, meaning projects can be shared or kept private depending on the task. These features support teamwork, accountability, and more transparent learning processes (Onshape, n.d).

From a usability perspective, Onshape is relatively easy to learn at a basic level, especially with guided instruction. From my own experience, students can quickly pick up the core features, while more advanced tools require practice and teacher support. This highlights the importance of professional learning to ensure teachers can confidently integrate the tool into their teaching.

Using Onshape also supports the development of skills aligned with Education 4.0, including problem-solving, collaboration, and the use of digital technologies in authentic contexts (Kumar, 2025). The platform is also designed to support STEM (science, technology, engineering and mathematics) education, giving students opportunities to develop real-world design and engineering skills in a collaborative digital environment (Shields, 2024). These features reflect broader shifts towards more connected, student-centred learning, where students take greater ownership of their work and learning process.

When applied through the SAMR model, the potential of Onshape becomes clear. At the substitution level, students replace hand-drawn sketches with digital models. At the augmentation level, features such as accurate measurements and 3D visualisation improve the task. At the modification level, students can redesign their work by creating full assemblies and refining their designs through multiple versions. At the redefinition level, students can collaborate in real time, work from different locations, and receive ongoing feedback, which would not be possible using traditional methods. This demonstrates how Onshape can move beyond simply replacing traditional approaches and instead transform how students design and learn.

Overall, Onshape has strong potential as a teaching tool in an Industrial Technology and Design classroom. It improves visualisation, supports collaboration, and allows students to refine their ideas before building. When combined with hands-on workshop skills, it enhances both the learning process and the final product. It also prepares students for real-world contexts where digital design and collaboration are essential, making it a valuable addition to modern teaching practice.

References

Baker, R. (n.d.). Pedagogies and digital content in the Australian school sector. Education Services Austra. https://webarchive.nla.gov.au/awa/20120321091648/http://www.ndlrn.edu.au/verve/_resources/ESA_Pedagogies_and_Digital_Content_in_the_Australian_School_Sector.pdf

Kumar, S. (2025). Education 4.0: Transforming learning for the fourth industrial revolution. Higher Education for the Future.

Onshape. (n.d). Collaboration. https://www.onshape.com/en/features/collaboration

Sadiku, M. N. O., Omotoso, A., & Musa, S. M. (2019). Digital pedagogy. International Journal of Trend in Scientific Research and Development, 3(2), 801–802.

Shields, M. (2024, January 31). The Onshape Educator Plan is a game changer for STEM teachers. Onshape. https://www.onshape.com/en/blog/educator-plan-stem-learning

Willis, J. (2005). Adding the science of learning to the art of teaching. Voices from the Middle, 13(2).

Using a tool like Canva provides a more effective and engaging way for students to present their work. Canva is an online design platform that allows users to create visual content such as presentations, posters, portfolios and videos. I have used Canva extensively for creating posters, T-shirt designs, social media content, slideshows, lesson plans, and videos, which has shown me how easy it is to produce high-quality and visually appealing work. This makes it highly suitable for classroom use, particularly in a subject like ITD where visual communication is important.

One of the main strengths of Canva is its ease of use. The platform uses a drag-and-drop interface, allowing students to quickly add text, images and design elements without needing advanced technical skills. It also provides a wide range of templates, which can help guide students in structuring their work. This is especially useful for students who may struggle with organisation or written expression, as it gives them a clear starting point and reduces the cognitive load of formatting their work (Sadiku et al., 2019).

Canva also supports multimodal learning. Students can include images of their projects, screenshots of CAD designs, videos of their build process, and written explanations all in one place. This allows them to communicate their understanding in different ways, rather than relying only on written text. Research shows that combining different forms of media can improve understanding by helping students process information more effectively, reduce cognitive overload, and make stronger connections between ideas (SERC, 2020; Willis, 2005). This is particularly relevant in ITD, where students often learn best through visual and practical experiences.

Another key feature is collaboration and sharing. Canva allows students to work together on the same document, making it a multi-authoring tool. Projects can be shared easily with teachers for feedback, and students can continue working on them outside of class time. This supports more flexible and connected learning environments, which are important features of modern digital pedagogy (Education Services Australia, n.d.). Canva also includes privacy settings and controlled sharing, allowing teachers to manage how student work is accessed. It has also been identified as a practical classroom tool that supports student creativity, collaboration and engagement when used effectively (Ask a Tech Teacher, n.d.).

From a technical perspective, Canva is accessible across multiple devices and does not require advanced experience to get started. However, like any digital tool, it still requires some guidance to ensure students use it effectively and stay focused on the learning goals. This highlights the importance of teachers developing their own confidence and understanding of the platform as part of their professional learning.

Canva includes emerging Web 4.0 features such as AI-assisted design tools, including text generation and image creation. These tools can support students in generating ideas and improving the quality of their work, but they also require careful guidance to ensure they are used appropriately. When used effectively, these features can enhance creativity and allow students to produce more polished and professional work.

When applying the SAMR model, Canva has clear potential to transform learning. At the substitution level, students replace handwritten or Word-based portfolios with a digital format. At the augmentation level, templates and design tools improve the organisation and visual quality of their work. At the modification level, students redesign their portfolios by incorporating images, videos and structured layouts that better communicate their ideas. At the redefinition level, students can create high-quality portfolios that can be shared beyond the classroom, giving their work a real-world application.

Canva is a highly effective tool for improving how students present their work in an ITD classroom. It makes portfolios more engaging, supports different learning styles, and encourages students to take more pride in their work. When combined with tools like Onshape, which support the design process, Canva allows students to clearly communicate and present their ideas. This combination strengthens both the practical and theoretical aspects of learning, making it a valuable addition to modern teaching practice.

References

Ask a Tech Teacher. (n.d.). Canva in your classroom. https://askatechteacher.com/canva-in-your-classroom/

Baker, R. (n.d.). Pedagogies and digital content in the Australian school sector. Education Services Austra. https://webarchive.nla.gov.au/awa/20120321091648/http://www.ndlrn.edu.au/verve/_resources/ESA_Pedagogies_and_Digital_Content_in_the_Australian_School_Sector.pdf

Sadiku, M. N. O., Omotoso, A., & Musa, S. M. (2019). Digital pedagogy. International Journal of Trend in Scientific Research and Development, 3(2), 801–802.

SERC. (2020). Using media to enhance teaching and learning. Carleton College. https://serc.carleton.edu/econ/media/index.html

Willis, J. (2005). Adding the science of learning to the art of teaching. Voices from the Middle, 13(2).

As I’ve worked through this unit, it’s become clear that using technology effectively is not just about functionality. It’s also about making sure students are using it safely, ethically, and responsibly. This is a key part of teaching in a modern classroom, where learning is becoming more connected and increasingly digital.

Research shows that digital learning environments are designed to support collaboration, communication, and knowledge creation (Baker, 2010). While this creates strong opportunities for learning, it also introduces new risks. Students are no longer just completing work on their own. They are sharing ideas, working together, and interacting in online spaces. Because of this, teachers need to be more deliberate in how these environments are set up and managed.

One of the main concerns is online safety. Students can be exposed to risks such as cyberbullying, harassment, or the misuse of personal information if these spaces are not managed properly. Online abuse can include behaviours such as intimidation, threats, or sharing content without consent, all of which can have a serious impact on student wellbeing (eSafety Commissioner, n.d.-a). This highlights the need for clear expectations and active supervision when students are working online.

Privacy is another important issue. Many digital tools require students to create accounts or share work digitally. If this is not managed properly, it can lead to personal information being shared more widely than intended (eSafety Commissioner, n.d.-c). This is particularly relevant when using tools such as Onshape and Canva, where students can share and collaborate on their work online. As a teacher, this means making informed decisions about which tools are used and ensuring that privacy settings are understood and applied. It also means helping students understand why protecting their personal information is important, not just at school but in their everyday lives.

Digital literacy also plays a big role in ethical technology use. Students need to be able to question the information they find online and make informed decisions about what they use. The idea of “crap detection” highlights the importance of being able to recognise unreliable or misleading information (Wineburg & McGrew, 2017). This also includes understanding copyright and giving appropriate credit when using online images or design elements. In an ITD context, this is especially relevant when students are researching designs, materials, or processes. Being able to evaluate information is just as important as being able to create something.

Another factor to consider is digital wellbeing. Spending long periods online can impact focus, health, and overall engagement if it is not managed properly. Research suggests that excessive screen time can affect concentration, sleep, and performance (eSafety Commissioner, n.d.-b). This reinforces the need to use technology with purpose. In a subject like ITD, where hands-on work is important, it is essential to maintain a balance between digital and practical learning.

All of this highlights the role of the teacher. Including work on a laptop does not mean the lesson will be better. In ITD, I still need to be really clear about expectations and why we are using laptops otherwise students can drift off task quickly. Without structure and guidance, it can easily become a distraction or create new challenges. Effective use of digital tools requires clear expectations, active monitoring, and purposeful lesson design. It also requires ongoing professional learning. Teachers need to build their confidence and understanding so they can use technology in ways that genuinely support student learning (Baker, 2010).

In the future, this will become even more important as education continues to change. Approaches such as Education 4.0 focus on personalised learning, collaboration, and the use of advanced technologies to support student outcomes (Kumar, 2025). While these developments create new opportunities, they also increase the need for strong ethical practices and digital literacy. Students are being prepared for a world where technology is part of everyday life, and schools play an important role in shaping how they engage with it.

In my own teaching, I’m starting to see that the job is not just picking a digital tool because it looks useful. I also need to show students how to use it properly, what not to share, and how to work online appropriately. This means setting clear expectations, modelling appropriate behaviour, and creating a classroom environment where students feel safe to engage with technology. It also means continuing to build my own understanding so I can keep up with changes in digital learning.

These tools allow students to move beyond simply consuming information and instead create, share, and refine their own work.

Overall, safe, ethical, and responsible use of technology is not something separate from teaching. It is a core part of it. If digital tools are going to improve learning, they need to be supported by strong teaching practices that prioritise student wellbeing, critical thinking, and responsible participation in online environments.

References (APA 7)

Baker, R. (2010). Pedagogies and digital content in the Australian school sector. Education Services Australia.

eSafety Commissioner. (n.d.-a). Guide for students: Dealing with online abuse. https://www.esafety.gov.au

eSafety Commissioner. (n.d.-b). Guide to managing time online. https://www.esafety.gov.au

eSafety Commissioner. (n.d.-c). Adapting to the online world for students. https://www.esafety.gov.au

Kumar, S. (2025). Education 4.0: Transforming learning for the fourth industrial revolution. Higher Education for the Future, 12(2), 144–162. https://doi.org/10.1177/23476311251326140

Wineburg, S., & McGrew, S. (2017, September). Lateral reading and the nature of expertise: Reading less and learning more when evaluating digital information (Working Paper No. 2017.A1). Stanford History Education Group. https://stacks.stanford.edu/file/druid:yk133ht8603/Wineburg%20McGrew_Lateral%20Reading%20and%20the%20Nature%20of%20Expertise.pdf

The SAMR model has helped me better understand this. Before starting this unit, I was using technology at a basic level without really thinking about its impact. Now, I have a clearer sense of how it can change the way students learn, particularly in an ITD setting where students are designing and creating (APST 2.6).

Using tools like Onshape and Canva has been a big part of that shift. I can see how they go beyond just making tasks easier. For example, CAD allows students to visualise and test ideas before building anything, which supports problem solving and helps them understand how their designs work. Canva allows students to present their ideas clearly and in a way they can be proud of. It feels more engaging, and students are more likely to take ownership of their work when it looks good and communicates their thinking properly (APST 3.3, APST 3.4).

Another area that has stood out to me is the responsibility that comes with using technology. It is easy to focus on engagement, but safety is just as important. Students need to be shown how to use these tools properly, not just expected to figure it out. That includes understanding what not to share, how to behave online, and how to use digital platforms in a safe and respectful way (eSafety Commissioner, n.d.). This is now something I see as a core part of my role as a teacher (APST 4.5).

As I progress, I can see that my development as a teacher will involve continuing to build confidence with technology while staying focused on student learning outcomes. I do not need to use every new tool, but I do need to be able to evaluate which tools improve learning. Part of that will be continuing to develop my own skills over time (APST 6.2). It also includes helping students build good habits when working online, such as managing their time and staying focused (eSafety Commissioner, n.d.).

Reading other students’ blog posts has been very insightful throughout this unit. It helped me see different ways technology can be used in the classroom and reassured me that I was on the right track with my own ideas. Feedback from others encouraged me to think more deeply about the topic and consider perspectives I had not thought about before. It also introduced me to tools I was not familiar with, which could be useful in my own teaching. This experience showed me the value of engaging in professional learning communities and learning from others.

This unit has shifted how I think about technology in teaching. I no longer see it as something extra that I have to include. Instead, I see it as a tool that, when used well, can improve how students understand, create and engage with their learning.

Reference List

Baker, R. (2010). Pedagogies and digital content in the Australian school sector. Education Services Australia.

eSafety Commissioner. (n.d.). Adapting to the online world for students. https://www.esafety.gov.au/