The unit integrates the Australian Curriculum: Technologies strand with a strong emphasis on General Capabilities—particularly:

• ICT Capability

• Critical and Creative Thinking

• Personal and Social Capability

Learning is guided by SAMR’s Modification and Redefinition levels, promoting student agency, inclusivity, and authentic assessment. Ethical and responsible ICT use is modelled throughout, in alignment with AITSL Standards 2.6, 3.4, and 4.5.

This column outlines the rationale behind the unit and sets the stage for the artefacts that follow in this Padlet

TinkerCAD – Enables students to digitally prototype a foldable device stand using 3D design. Supports Redefinition by allowing testing, iteration, and sharing of models not possible with traditional tools.

Padlet – Used for collaborative brainstorming, peer feedback, and curating digital artefacts. Encourages student voice and shared ownership of learning.

🎞 Flip (Flipgrid) – Facilitates peer-to-peer video feedback and student reflection. Fosters critical thinking and digital communication.

Canva – Allows students to visually present their design process. Supports creativity and multimodal literacy in final presentations.

Google Docs – Used for collaborative planning, design documentation, and research notes. Encourages formative peer feedback and visible thinking.

These tools were curated based on accessibility, curriculum alignment, and their capacity to promote equity, differentiation, and authentic learning. Together, they support the development of students’ ICT Capability, Critical Thinking, and Personal and Social skills.

The tool is also highly compatible with the TPACK framework (Mishra & Koehler, 2006), as it supports:

• Content Knowledge (engineering design)

• Pedagogical Knowledge (challenge-based learning)

• Technological Knowledge (browser-based 3D modelling)

In the classroom, TinkerCAD empowers learners to:

• Visualise technical ideas using CAD tools

• Create prototypes for authentic audiences

• Iterate based on peer/teacher feedback using Flip

• Build confidence through visible learning progress

The accessibility of TinkerCAD—requiring no downloads or advanced IT skills—ensures that all students, including those with additional learning needs, can participate meaningfully. Its use promotes student agency, inclusive practice, and fosters deep engagement in design thinking.

Ultimately, TinkerCAD is not just a digital tool—it’s a gateway to professional-level thinking and real-world problem solving. This aligns with AC9TDE10P02–P04 and supports AITSL Standards 2.6 and 3.4 through the meaningful application of ICT in curriculum learning.

Lesson Sequence:

Lesson 1: Understand the Brief & Brainstorm (Padlet)
Students explore the design context, identify user needs, and generate initial ideas collaboratively on Padlet.

Lesson 2: Research & Plan (Google Docs & YouTube)
Students engage with curated tutorials and co-construct planning templates to develop initial design sketches and identify constraints.

Lesson 3: Digital Prototyping (TinkerCAD)
Students begin creating 3D models of their device stand in TinkerCAD, applying principles of design thinking and engineering.

Lesson 4: Feedback & Revision (Flip)
Students record short Flip videos explaining their designs and receive constructive peer and teacher feedback to refine their prototypes.

Lesson 5: Final Showcase (Canva Presentation)
Students use Canva to create a visual presentation of their final design, explaining their process, revisions, and user-centred solutions.

Focus Capabilities:

• ICT Capability

• Critical & Creative Thinking

• Personal and Social Capability

Assessment Opportunities:

• Padlet brainstorm (formative)

• Flip feedback reflections (peer and self-assessment)

• TinkerCAD prototype and Canva showcase (summative)

This learning sequence reflects inclusive planning, formative assessment, and authentic, real-world learning. Digital tools enhance student voice, differentiate tasks, and create opportunities for multimodal expression.

In our first lesson, we used Padlet to brainstorm ideas. It was cool seeing what others came up with and made me feel more confident about my own design. I wrote down that I wanted my stand to work for both phones and tablets, and someone commented on how that was a good idea.

Then we used Google Docs to plan and research. I watched some YouTube clips Miss shared and wrote notes about different types of joints and materials. It helped me sketch out what I thought would work best.

When we started using TinkerCAD, that’s when it got really fun. I spent a lot of time rotating parts, adjusting angles, and learning how to fix mistakes. I even managed to group and align pieces properly by the third try. I felt like I was really building something, not just doing schoolwork.

After making our prototypes, we shared them on Flip. I was nervous, but it helped getting feedback from my classmates. Jayden suggested I make the base wider, so I did—and it worked way better!

For our final lesson, I used Canva to make a presentation. I added screenshots of my TinkerCAD model and explained my design process. Miss said it looked really professional.

I’ve never used so many tools in one project before, but it made the learning more real. I felt proud, creative, and more confident by the end of it. I think I’d like to do more design work like this in the future.

I explored numerous digital platforms—TinkerCAD, Flip, Canva, and Padlet—through a critical lens, evaluating their capacity to support student engagement and deepen learning. Participating in peer feedback cycles enhanced my understanding of authentic learning and reinforced the value of collaborative reflection.

These insights align with AITSL Standard 6.2, as I engaged with digital professional learning to improve my practice, and with Standard 7.4, through meaningful interaction with teaching communities. This process not only improved my technical proficiency but also my confidence in implementing inclusive, student-centred pedagogy.

The digital curation aspect of this task further highlighted the importance of intentional selection and annotation of tools. I now better understand that curating content is not just about gathering resources—but about building context, connecting learning to real-world outcomes, and articulating the “why” behind each instructional choice.

Moving forward, I plan to grow my PLN by staying active in educator forums, attending webinars, and contributing to shared resource hubs like TES and CQU’s eLearning network. I also aim to share classroom experiences and reflect on student outcomes to continuously evolve my digital pedagogy.

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