Design and development process
The design process involves recognising a need, generating and planning design solutions and evaluating these solutions against a set criteria (ACARA, n.d.-a). The development of my digital solution was achieved following the design process outlined by Engineering is Elementary (2013). In this process, it is important to first consider, identify and understand the problem or design need (Engineering is Elementary, 2013). In this instance, the problem referred to a teacher, who required a digital solution that would allow for the storing, retrieving and presenting of information, ideas and resources relevant to the ACT. Once an understanding of the problem was established, the second phase involved imagining and brainstorming solutions (Engineering is Elementary, 2013). During this phase, I spent time researching different storage facilities. This was achieved through reading forums, viewing a variety of digital solutions created by students in previous years, whilst collaborating with peers and practicing teachers. Through conducting this research I was able to explore and compare a wide range of recommended solutions that would suitably meet the identified need. Having compared a range of different solutions, I was then able to start visualising, planning and generating my solution. I made a list of the types of features I wanted to include in my digital solution, as well as design an annotated diagram of my web template, outlining and specifying the purpose of each feature. This template was then used to assist in developing my personal digital solution. Once the solution was completed, I sought feedback from fellow teaching professionals, who assisted in analysing my solution, providing me with feedback that was relevant to the set criteria. This feedback was then used to modify my solution.

The chosen storage platform, Padlet, offers multiple accessibility options for its users, including private, public and password accessible content, depending on individual user requirements. This allows me to share my resources effectively with colleagues, parents and students, within classroom and home contexts. Padlet has an extensive storage capacity, supporting hundreds of file types suitable for the growing needs of a practicing teacher. Whilst the purpose of this task, was to store resources pertaining to the ACT, I have created folders for each subject and year level within the Australian Curriculum, demonstrating the extent of Padlet’s storage capacity. This al-encompassing solution to storage is necessary for the implementation of the Australian Curriculum, as multiple file types and sizes are utilised for teaching and assessing students work throughout the school year. The solution also allows me to embed weblinks, which store up-to-date resources and information pertaining to the ACT, ensuring content does not become irrelevant in the learning context. The management of resources provided in the solution are well structured and identifiable in their presentation, which further enhances the accessibility of the content. Specifically, the layout of the homepage was designed to replicate a familiar, simplistic and user friendly document filing system that does not overcomplicate the management and retrieval of resources. Padlet also facilitates functional features beyond the essentials including the ability to leave comments and feedback, assisting me in improving my professional teaching knowledge and practice, as I engage in collegial discussion relevant to the implementation of the Australian Curriculum (AITSL, 2011).

Through designing a digital solution of my own, I was able to recognise the value of the ACT in the everyday life of my students, and how the task catered to achieving the learning aims of the curriculum, in a structured yet creative fashion. Specifically, the task enabled me to investigate, generate, manage and create a design solution that was relevant and sustainable within present and future contexts (ACARA, n.d.-a, n.d.-b). The task provided evaluative capacities to ensure I demonstrated critiquing and reflective skills, enabling me to understand the responsibility behind the processes of designing a solution. In addition to this, designing a digital solution allowed me to meet the requirements of the AITSL (2011) teaching standards, by selecting and engaging with multiple resources during the design process (standard 3.4), whilst seeking and reflecting upon colleague feedback, to evaluate and improve knowledge of strategies used to develop learning (standard 6.3). Furthermore, the project-based learning pedagogy of the digital solution, provided me with a hands on, meaningful, relevant and real world context of the teaching profession (Larmer and Mergendoller, 2012, as cited in Week 6 activities, n.d.). This showed me the relevance of this pedagogical approach, and its role in empowering students to engage in the curriculum requirements with a personal interest or purpose in mind. 

Through professional engagement, I was able to interact with, and receive feedback from colleagues to improve project outcomes. Specifically, during the stage of peer feedback, one person critiqued my digital solution as ‘over-crowded’, referring to the storage and management of the entire curriculum being presented solely on the homepage for access. I had viewed this element of design as ‘structured’, as opposed to ‘crowded’, so I sought further consultation with professional teachers, in response to this critique. I was advised they prefer the current layout, as the direct accessibility limited the need to search through multiple tabs to find resources. However, this discussion of crowdedness, prompted me to streamline the information from a P-10 Curriculum to a P-6. This change made my solution more relevant and accessible to my future teaching context and current needs. One of my peers also noted the need to specifically request in my solution the want for critical feedback, so that the comment component of my design would be regularly utilised. I recognised the benefit of reflection, evaluation and critical feedback here, and added this to my solution, as this change would encourage future development of my resources.

Australian Curriculum Assessment and Reporting. (n.d.-a.). Design and Technologies: Aims. Retrieved September 20, 2017 from https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/design-and-technologies/aims/

 Australian Curriculum Assessment and Reporting. (n.d.-b.). Digital Technologies: Aims. Retrieved September 20, 2017 from https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/digital-technologies/aims/

 Australian Curriculum Assessment and Reporting. (n.d.-c.). Technologies: Digital Technologies. Retrieved August 27, 2017 from https://www.australiancurriculum.edu.au/f-10curriculum/technologies/digital-technologies/?year=12983&strand=Digital+Technologies+Knowledge+and+Understanding&strand=Digital+Technologies+Processes+and+Production+Skills&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false

Australian Curriculum Assessment and Reporting. (n.d.-d.). Technologies: Key ideas. Retrieved September 14, 2017, from https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/key-ideas/

Australian Institute for Teaching and School Leadership. (2011). Australian Professional Standards for Teachers. Retrieved from https://www.aitsl.edu.au/docs/default-source/apst-resources/australian_professional_standard_for_teachers_final.pdf~

Engineering is Elementary. (2013). The Engineering Design Process. Retrieved September 19, 2017 from http://www.eie.org/content/engineering-design-process

Week 6 activities. (n.d). Retrieved September 25, 2017 from https://usqstudydesk.usq.edu.au/m2/mod/book/view.php?id=701401&chapterid=52706