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21521499 Given Name: Louise
Surname: Moroney

Inquiry Process using ICT


EDUC5464 Diploma of Education (Secondary)

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Signed: Date:___8___/___5___/___2017___

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Faculty of Education
Teaching & Learning Program
Year: 9 Subject: Health Topic: Driver safety

Week/ Curriculum Links To Objectives Teaching Experiences/Content Learning and Resources Assessment
Wk 1, Explore techniques for General -Understand Lesson 1: Projector, Formative:
Lesson acquiring, storing and Capability: that the use of Introducing the issue. Eyes on the Could students
1 validating quantitative and Literacy, ICT, mobile phones is (Design thinking stages: Empathise and Road understand why
qualitative data (ACTDIP036). Critical and now one of the Define) advertisement mobile phone
creative leading causes of Introduction https://www.y use while driving
Create and use interactive thinking, vehicular related - Engaging: Show students the Eyes on is so dangerous?
solutions for sharing ideas and Ethical death. the Road advertisement. Ask atch?v=9zBkU (Observation)
information online, taking into Understanding, students why they think using a nomPJk
account social contexts Numeracy, -Use a social mobile phone while driving is so Did every
(ACTDIP043) Personal and media website dangerous. (Expected answers: Link to student
social (Edmodo) to Distracted and your eyes are not on Edmodo page participate by
Creating Solutions by: capability. share and store the road.) https://www.e uploading a
-Apply design thinking, quantitative and - Ask students if they have ever been in statistic or video
creativity and enterprise skills. qualitative a car where the driver was using a ome#/group?i to the Edmodo
mobile phone phone. If someone says yes, ask them d=24301412&s page? (viewed
related crash if they felt safe and if they said ub_view=mem on Edmodo)
data anything to the driver about it. bers
- Ask student why they think people Random name
-Engage with the use their mobile phones while they generator
design thinking drive. Leave as an open ended http://andrew.
process of discussion amongst students.
empathy and Activity: experiments/r
define - Students are to research mobile andom/pickon
phone use while driving. To narrow e.html
the scope, they are to find statistics or
short videos that they think the class
will find useful. Any useful
information that is found is to be
posted to the class Edmodo.

Class discussion
Choose students to answer by
randomly, using a random name
generator found at
- Why is it dangerous to use a mobile
phone while driving?
- What are some risks of using a mobile
phone while driving?
- Do you think it is an issue in Australia?
- What demographic of people do you
think are the most likely to use a
mobile phone while driving?

Wk 1, Create and use interactive General -Collaboratively Lesson 2 Link to Formative:

Lesson solutions for sharing ideas and Capability: brainstorm and Planning the survey Edmodo page Could students
2 information online, taking into Literacy, share ideas for (Design thinking stage: Define) https://www.e identify
account social contexts Numeracy, ICT, questions Introduction questions that
(ACTDIP043) Critical and assessing why - Show the best anti mobile phone use ome#/group?i would be useful
creative people use adverts that the students posted to d=24301412&s for addressing
Creating Solutions by: thinking, mobile phones the Edmodo page from the previous ub_view=mem this issue?
-Apply design thinking, Personal and while driving. lesson. Ask the students which ones bers (observation)
creativity and enterprise skills social where their favourites. Tell the Padlet with a
capability, -Engage with the student that we have identified the few key
Ethical define stage of problem, but in order to create a questions
understanding. design thinking. solution we need to know why people already done
use their phones if we are to create https://padlet.
an effective solution. com/21521499
Activity: /mobile_questi
- Inform student that they will be ons
making a survey in the following
lesson to collect data regarding
mobile phone use while driving. They
are to brainstorm as a group using
padlet potential questions they could
ask people for the survey.
- Go through the padlet with the class
and ask them which five questions
they think are the most important
and why. Once they have decided tell
them that these are the questions
which they will be basing their
surveys off for next lesson.
Wk 2, Design the user experience of a General -Understand the Lesson 3: Favourite Formative:
Lesson digital system (ACTDIP039). Capability: basics of survey Creating the survey. things survey Do the students
1 ICT, Literacy, creation. (Design thinking stage: Define) https://www.s understand how
Creating Solutions by: Critical and Introduction: urveymonkey.c the different
-Apply design thinking, creative -Create a survey - To give students an idea of how om/r/RQYZ389 survey questions
creativity and enterprise skills thinking. assessing mobile surveys and SurveyMonkey works, get Survey are able to
phone related students to complete the Favourite creation obtain different
Cross driving habits. things survey. Discuss the results of website, types of data?
Curricular: the survey and talk about the form of SurveryMonke (Observe their
Sustainability the questions in the survey y surveys)
- Tell the students that in the past, https://www.s
surveys where done on paper and urveymonkey.c Were the two
created a lot of waste. This was om/ stars and a wish
because each participant used at least Random name actually valuable
one piece of paper and if you are generator for the students
surveying people into the hundreds http://andrew. they gave them
then that is a lot of paper. By doing to?
the surveys through an electronic experiments/r (Observation).
medium we are reducing the amount andom/pickon
of waste we produce and the e.html Students will
environmental impact we leave provide a link to
(Sustainability). their survey
- Ask the students which question allowing a
forms would work the best for the determination
questions they came up with in the on whether it is
previous lesson. (Use the random ready for use.
name generator if no one volunteers
- Students will design and create a
survey using SurveryMonkey to
collect data about mobile phone use
while driving. For differentiation
purposes, students are free to work in
groups or individually. With teacher
help, all surveys will be ready by the
end of the lesson. Each survey will
contain the same key questions that
where produced from the previous
lesson, but students can add
additional questions that they feel are
- Students are to now complete the
other groups surveys and provide
two stars and a wish (two things they
liked and one piece of constructive
criticism) to each group.
- Inform students that they are to get
as many people to complete their
surveys as possible by the next lesson.

Wk 2, Analyse and visualise data to General -Analyse and Lesson 4: Google sheet Formative:
Lesson create information and address Capability: ICT, present the Identifying the problem https://tinyu Were students
2 complex problems (ACTDIP037) Literacy, collected survey Analysing the collected data and defining the able to identify
Numeracy, data in an problem the major reason
Create and use interactive Critical and appropriate (Design thinking stage: Define) Answer for people using
solutions for sharing ideas and creative form. Introduction: gardens their mobile
information online, taking into thinking - Get all the students to stand up. https://answer phones while
account social contexts -Work Inform them that you are going to driving?
(ACTDIP043) collaboratively count upwards and that you want 811 (observe the
to determine the them to sit down when you reach the https://answer answergarden)
Creating Solutions by: major reasons number of people they got to respond
-Apply design thinking, why people use to their survey. Keep going until only 816 Were the
creativity and enterprise skills their mobile one person/group remains. Get the students able to
phones while class to give them a round of identify the
driving applause. biggest
- Ask students if they had any deterrent for
interesting results from their using mobile
individual questions in their surveys. phones while
Activity 1 (observe
- Students are to place the questions answergarden
and the averages for the responses
into a shared google sheet from which
the overall average for shared
questions can be found.
- Analyse the responses to the surveys
with the students and discuss any key
results. See if one reason for why
people use their mobile phones while
driving stands out, or what is the
biggest deterrent to doing so.
Activity 2
- To achieve this, students are to use
the provided AnswerGarden to enter
in word responses to the common
questions what is the biggest
deterrent to using your mobile
phone? and what is the main
reason for using your mobile phone
while driving? Before they begin
inform student that they are to use
their intuition to simplify answers into
main reasons of Police, Injury/Death,
and Money (cost of crashing)
- Once completed students should be
able to see what factor has the most
effect on deterring people from using
their mobile phones.
- With the major reasons identified,
inform students that in the next
lesson they will be designing a
solution using these as a basis

Wk 3, Create and use interactive General -Brainstorm Lesson 5: Link to Formative:

Lesson solutions for sharing ideas and Capability: ICT, potential Creating and testing solutions SpiderScribe Did the students
1 information online, taking into Literacy, solutions to stop (Design thinking stage: Ideate, Prototype and https://www.s come up with
account social contexts Numeracy, people using Test) their own
(ACTDIP043) Critical and mobile phones Introduction: / original ideas?
creative while they drive. - Students will brainstorm any ideas for Link to (Check their
Creating solutions by: thinking, a solution using the collaborative Edmodo page SpiderScibes).
-Evaluate design processes and Personal and -Create a set of brainstorming software SpiderScribe https://www.e
solutions against student social criteria for what (putting their name next to any ideas Did the students
developed criteria. capability, makes a good they contribute). ome#/group?i incorporate
Ethical solution. Activity 1 d=24301412&s sustainability
-Apply design thinking, understanding. - Once this is done, the class will come ub_view=mem into their
creativity and enterprise skills -Engage with the up with a series of criteria on what bers solutions?
design thinking they believe will make a good solution Link to google (assess when
-Work independently, and Cross stages of Ideate, (Encourage ideas such as cost and forms they hand in
collaboratively to manage Curricular: Prototype and time). Using this created criteria they https://www.g prototype
projects, using digital Sustainability Test. must assess which solutions they solution).
technology and an iterative and think will be the most feasible and orms/about/
collaborative approach. choose their top 5. From these, they
Considers time, cost, risk and must decide which solution they want The students
safety. to focus on in groups (or individually), must run their
ensure students provide valid solutions past
reasoning for their decision. (If me before they
students struggle to think of their are allowed to
own solution, encourage the idea of be implemented.
creating anti-mobile phone use videos Students will
or infographics using the statistics receive a mark
they found in lesson one, targeting for submitting
the major reasons for using mobiles the assignment.
while driving found through their The content will
surveys). not be assessed
- Inform the students that to as of yet, but
encourage sustainability, their instead it will be
solution must also contribute as little a participation
waste as possible. To help them mark
understand what you mean, give constituting a
them the example that if they make a small percentage
sign or poster, then they should make of the final grade
it digitally and distribute it (approximately
electronically instead of making it on 10 percent). This
paper. Tell the students that is to encourage
sustainability will be part of the students to keep
marking key so they must aim for on schedule.
environmentally friendly solutions
Activity 2
- Give students time to create and
refine their chosen solution.
Encourage them to consider how it
will be implemented in addition to
how it will be funded and maintained
(if hypothetically implemented on a
large scale)
Activity 3
- To assess the effectiveness of their
solution, as a class students will
create another survey with Google
Forms. They are to design their own
questions, but encourage them to
include ones such as How likely are
you to use your mobile phone while
driving after (being exposed to the
students solution). Tell the students
that when they give the form to
someone to complete, that they must
enter their group name, so that we
can obtain data specific to each group
as well.
- Now that a prototype solution has
been made, inform the students that
it will be tested in between now and
the next lesson if possible. If the
students are able to implement it
independently allow them to do so. If
their ideas require approval or
permission, inform them that you as
the teacher will complete this for
them and notify them via the Edmodo
page if it has been approved.
Wk 3, Analyse and visualise data to General -Understand any Lesson 6 Kahoot quiz Summative:
Lesson create information and address Capability: ICT, flaws that Perfecting the solutions link The students will
2 complex problems (ACTDIP037) Literacy, appear with (Design thinking stage: Prototype and Test) https://kahoot formally submit
Numeracy, their solutions Introduction: .it/#/ their solutions
Creating solutions by: Critical and -Adjust their To assess how effective the students and reports
-Work independently, and creative solutions based solutions where, get them to analyse the answering the
collaboratively to manage thinking, off how they responses to the survey (which were entered additional
projects, using digital Personal and performed in with their group name). Get them to questions to me
technology and an iterative and social capability between this calculate the average response values for for marking (one
collaborative approach. lesson and the these as well. Allow students time to analyse week from
Considers time, cost, risk and Cross last how their groups responses related to the today).
safety. Curricular: overall average. Key marking
Sustainability Activity 1: areas
-Apply design thinking, Class Discussion Ask the students -Sustainability
creativity and enterprise skills. - How did your solutions perform? -Originality
- Did they perform better or worse -Feasibility (have
than the average for this class? they addressed
- Did they perform how you expected? issues such as
- If not, how was it different? cost and time)
- Was your solution environmentally -Engagement
friendly? (Sustainability)? with the design
- How could you adjust your solutions thinking process
to make them more effective? -Resources (is
Activity 2 the solution
- After discussing these questions give backed up by
students time to adjust their solutions statistics)
in response to their feedback. (This
can range from adding or removing
parts of videos they made, to
changing who the target audience of
their solutions will be.
Activity 3
Students are to write a few a paragraphs
addressing the following questions (to be
handed in for formal assessment with their
solutions in a weeks time)
- What are the five stages of the Design
thinking process and how have you
developed your solution over each
stage (put each stage as a heading)?
- How have you altered you solution to
increase its effectiveness?
- How has your solution incorporated
- Overall how effective do you think
your solution will be?
- To informally assess if students have
understood the design thinking
process, they are to complete a
Kahoot quiz. The quiz will involve
multi-choice questions concerning
different aspects of the design
thinking process. Students just need
to go to the Kahoot link found in the
resources for this week and enter the
game code

Teacher Reflection: Identify what are the most and least effective changes you would make in future.
Did the students need more time to complete the project?
Did students need more practice with the ICT tools before using them independently?
Did the students need more instruction on how to create a set of assessment criteria?
Did the written aspect of the final submission need more questions in order to effectively gauge if the students
understood the Design Thinking Process?
Would brining in a guest speaker be more effective for introducing the topic? Could we have done this with an ICT too like
Student Evaluation:
Were the students able to understand all the elements of the Design Thinking Process?
Could the students develop original solutions? (promoting Divergent Thinking)?
Were the ICT tools the students used appropriate for their chosen solution?
Did the students consider sustainability when producing their solutions?
Were the students able to develop their own set of criteria for assessing the effectiveness of a solution?
Could the students provide useful feedback for the other groups solutions? Could they accept the feedback they