Case Study – Emerging technologies

Assessment Task Date issued Due date Task weighting

Case Study – Written Report Term 1, Week 1 Term 1, Week 6 20%

Submission mile stones and task progression

Week Mile Stone
What you have to do How you will do it When you will do it by
Description
Task hand out Sign that you have received the Sign the sign off sheet. When you receive the
1 task. notices.
Decide on Submit a 100 word description of a By submitting a word or Week 2, 3pm Friday.
2 designs emerging design that could replace PDF document in google
an existing one. classroom.

3
Presentation 3-5 min oral presentation, to By giving a presenting Present in class during
introduce your two design to the your case study to the the week. (you will be
class and give information on how class, and using given a time during
4 and why your design will replace appropriate media to week 3).
the old one. make an engaging
presentation.
Draft Submit a draft of your work to By submitting a word or Any time before 3pm
5 submission google classroom to receive some PDF document in google Friday.
initial feedback. classroom.
Final Submit your final case study By submitting a word or Due 11:59pm Friday of
6 submission report. PDF document in google week 6.
classroom.

Purpose of task

Throughout the last few decades technology has been evolving at a rapid rate and technologies that were
once common place are getting replaced with newer ones. For example, DVD’s started to replace VHS in the
late 1990’s and only ten years later they too are starting to be replace by Blu-ray disks. In turn Blu-ray disks are
starting to be replaced by streaming services, so the question sands what will replace streaming services in the
future?
The purpose of this task is to compare emerging technologies with old technologies that are currently common
place within our everyday environment and make a evaluation as to its suitability and likely hood of replace
the current technology.

Scaffolds and useful resources

Part A scaffold Part B scaffold Part C scaffold

P.E.E.L Scaffold A.L.A.R.M Scaffold Word Limit
HSC Verb Scaffold
Outcomes

H2.1 explains the influence of trends in society on design and production

H2.2 evaluates the impact of design and innovation on society and the environment
H3.1 analyses the factors that influence innovation and the success of innovation
H5.2 selects and uses appropriate research methods and communication techniques
H6.2 critically assesses the emergence and impact of new technologies, and the factors affecting their
development.

Task details
Part A – Identify
Identify and describe an emerging technology that may replace a current technology. This technology needs to
meet the following:
 New to market with in the last 5 years or not commercially available yet;
 Be set to replace an existing technology;
Examples:
 Driverless cars;
 Reusable rockets;
 Flying wing aircraft;
 Coles and Woolworths automated picking systems;
 VR technology;
 3D printing;
 Serverless computing.
How to complete this task: use the scaffold provided to assist you in selecting a new technology.
What to submit: you need to Identify an emerging technology that will replace an existing and write a 100
word description of your selection, using pitchers and other visual aids.
Part B - Presentation
In this section you will give a presentation on your emerging and existing technologies to the class. In your
presentation you will:
 Describe the emerging and current technologies;
 Analysis the need for the new technology to replace the existing technology;
 Explain factors that lead to the innovation.
How to complete this task: use the scaffold provided to assist you in creating your presentation. Additionally
use technology to help present your ideas, for example PowerPoint, Prezi and other visual means.
What to submit: complete a 5 minute (± ½ minute) presentation on your topic addressing the statements
above.
Task details (continued)
Part C – Research
Conduct research into both the new and old technologies. In order to determine why, when, how the new
technology will replace the existing one. Conduct your research to address the following areas:
 Describe the new and old technologies;
 Analysis the need for the new technology to replace the existing technology;
 Identify and explain any factors that lead, or may lead to, the replacement of the old technology or the
success of the new and emerging technology;
 Identify and critically analyse any ethical, environmental, social, legal and sustainability issues that the
emerging technology addresses or creates;
 Evaluate the potential effects of the emerging technology on society.
How to complete this task: use the scaffold provided to assist you in conducting the research into the two
technologies. Additionally use the A.L.A.R.M scaffold to break down the Verbs used.
Note: the scaffold is used as a guide and starting point you are encouraged to go wherever your research takes
you.
Part D - Report
This section is your final report that will be handed in to mark. This report is the presentation of the research
conducted in part B and should address the. Additionally the report will be marked based on:
 How well the five points are addressed in part C,
 You grammar, punctuation and spelling,
 Paragraph structure;
 Referencing correctly and clearly using an appropriate method (your choice).
How to complete this task: use the scaffold provided for part B, the A.L.A.R.M Scaffold, P.E.E.L Scaffold,
Grammar and punctuation guide and referencing guides.
Note: Links to these are found in the scaffolds and resource section.
What to submit: you need to submit a 1500 word report addressing the research question outlined in part B.
the report must be fully referenced and uploaded to google classroom no later 11:59pm Friday of week 6.

Late Submissions/Extension requests

Late submissions/extension requests will be handled according to the schools assessment policy. For
clarification on any issue please speak with your teacher. If you require an extension please contact you
teacher by email and submit a misadventure form ASAP.

Statement of Authenticity
By submitting this task to be marked I acknowledge that:

 I have submitted an assignment of my own creation and have acknowledgement of sources have been made,
 I will retain a copy of my assignment,
Student name: Signature: Date: Class:

Teachers Signature
 Task submitted on time.
 Task submitted ____days late.
Marking
Part A (10%) Part B (20%) Part C & D (70%) Total
Mark

Teacher feedback
 Task Rubric
Task descriptor
Outcome Criteria Non- E D C B A
attempt Elementary Basic Sound Thorough Extensive
H5.2 selects and Identify and Lists the emerging and Provides a basic Provides a sound Provides a detailed Provides a
uses appropriate describe an current technologies. description of the description of the description of the comprehensive
research emerging emerging and current emerging and current emerging and current description of the
Part A - Identify

methods and technology that technologies. technologies. technologies. emerging and current
communication may replace a Is below the word Within the word count. Provides pitchers or technologies.
techniques current count. (± 10%) (± 10%) other media of Provides pitchers or
technology within technologies. other media of
the word count Within the word count. technologies to aid in
(± 10%) description.
Within the word count.
(± 10%)
0 2 4 6 8 10
 Task Rubric
Task descriptor
Outcome Criteria Non- E D C B A
attempt Elementary Basic Sound Thorough Extensive
H5.2 selects and Describe the States what the Provides a basic Provides a sound Provides a detailed Provides a
uses appropriate emerging and emerging and existing description of the description of the description of the comprehensive
research existing technology is. emerging and existing. emerging and existing. emerging and existing, description of the
methods and technologies; giving examples and emerging and existing
communication uses. technologies, giving
techniques multiple examples and
uses.
0 1 2 3 4 5
Analysis the States that the Provides a basic Provides an analysis Provides a detailed Provides a detailed
need for the emerging technology analysis between the between the emerging analysis the emerging analysis the emerging
new will replace the existing emerging and current and current and current and current
Part B - Presentation

technology to technology. technologies. technologies. technologies. technologies

replace the Outlines one Outlines one Outlining multiple
existing components or components or components or
technology; implication of replacing implication of replacing implications replacing
the technology. the technology. the technology.
0 1 2 3 4 5
Explain factors States a factor leading States two factors that States multiple (3 or States and explains States and explains in
that lead to to the innovation. lead to the innovation more) factors that lead multiple factors that detail multiple factors
the innovation on the emerging to the innovation on lead to the innovation that lead to the
of the technology. the emerging on the emerging innovation on the
emerging technology. technology. emerging technology.
technology.
0 1 2 3 4 5
Presentation Within the time limit (± Uses a clear voice Made eye contact with Appropriate use of Speaking with
Skills ½ minute) audience visuals. expression and fluency.
(one mark for
each Yes / No
attribute) Yes / No Yes / No Yes / No Yes / No
0 1 2 3 4 5
 Task Rubric
Task descriptor
Outcome Criteria Non- E D C B A
attempt Elementary Basic Sound Thorough Extensive
H3.1 analyses Lists factor a factor Lists factor 2 – 4 factors Lists factor 1 – 2 factors Lists factor 2 – 3 factors Lists factor 4 or more
Identify and
the factors that leading to the leading to the leading to the leading to the factors leading to the
explain any
influence replacement of the old replacement of the old replacement of the old replacement of the old replacement of the old
factors that
innovation and technology or success technology or success technology or success technology or success technology or success
lead, or may
the success of of the new and of the new and of the new and of the new and of the new and
lead to, the
innovation emerging technology. emerging technology. emerging technology. emerging technology. emerging technology.
replacement
Explains these factors Explains these factors Explains these factors
of the old
outlining the cause and outlining the cause and outlining the cause and
technology or
effect in. effect in great detail. effect in great detail.
success of the
new and
emerging
technology;
Part C & D – Research & Report

0 2 4 6 8 10
States the need Provides a basic Provides an analysis of Provides a detailed Provides a detailed
Analysis the
emerging technology to analysis of the need for the need for the analysis of the need for analysis of the need for
need for the
replace the existing the emerging to replace emerging to replace the the emerging to replace the emerging to replace
emerging
technology. the current technology. current technology. the current technology. the current technology.
technology to
Outlines one Outlines one Outlining multiple
replace the
components or components or components or
existing
implication of replacing implication of replacing implications replacing
technology;
the technology. the technology. the technology.
0 3 6 9 12 15
H2.2 evaluates Identify and Identifies 1 - 3 ethical, Identifies multiple Identifies and describes Identifies, describes the Identifies, describes the
the impact of critically analyse environmental, social, ethical, environmental, the characteristics of characteristics and characteristics, details
design and any ethical, legal and sustainability social, legal and multiple ethical, details the effect of the effect and impact
innovation on environmental, issues that the new and sustainability issues environmental, social, multiple ethical, of multiple ethical,
society and the social, legal and emerging technology that the new and legal and sustainability environmental, social, environmental, social,
environment sustainability addresses or creates. emerging technology issues that the new and legal and sustainability legal and sustainability
issues that the addresses or creates. emerging technology issues that the new and issues that the new and
new and addresses or creates emerging technology emerging technology
emerging addresses or creates; addresses or creates;
technology
addresses or
creates;
0 4 8 12 16 20
 Task Rubric
Task descriptor
Outcome Criteria Non- E D C B A
attempt Elementary Basic Sound Thorough Extensive
H6.2 critically Identifies at least one Identifies the effects of Identifies and describes Identifies, describes the Identifies, describes the
Evaluate the
assesses the effect of the new and the new and emerging the characteristics of characteristics and characteristics, details
effects of the
emergence and emerging technology technology on society. the new and emerging details the effect of the the effect and impact
new and
impact of new on society. technology on society new and emerging of the new and
Part C & D – Research & Report

emerging
technologies, technology on society. emerging technology
technology on
and the factors on society.
society.
affecting their
development
0 4 8 12 16 20
H5.2 selects and Presents report in Well structures report Well-formed P.E.E.L An appropriate Report is within the Grammar and
uses appropriate a clear and well- with appropriate paragraphs used referencing style is used word limit (± 10%). punctuation used
research structured heading. throughout the report. throughout the report. correctly throughout
methods and manner within the report.
communication the word limit.
techniques With appropriate
use of references.
(one mark for Yes / No Yes / No
each attribute) Yes / No Yes / No Yes / No
0 1 2 3 4 5
 Resource 1 – Part A Scaffold
Identify and describe an emerging technology that may replace a current technology. This technology needs to
meet the following:
 New to market with in the last 5 years or not commercially available yet;
 Be set to replace an existing technology;

Step 1 – Identify possible topics

A. Identify key Search words. E.g. Emerging, technologies

_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________

B. Google Search

C. Write down different emerging technologies D. Find the current technology it replaces.

1. _______________________ _______________________
2. _______________________ _______________________
3. _______________________ _______________________
4. _______________________ _______________________
Part 2 – Select one emerging technology

Emerging technology – _______________________ Current Technology – _______________________

Part 3 – Research

Write down the features and characteristics of the emerging and current technology

Emerging Technology Current Technology

Part 4 – Writing submission

What emerging technology will replace a current technology? (One sentence)

Why will the emerging technology replace the current technology? (1 reason)

How will the emerging technology replace the current technology? (link to the why)

Link the points made to next point or to the original heading.

Repeat P.E.E.L Paragraph for 1 to 3 more points.

 Resource 2 – Part C Scaffold
Use this scaffold to help create the content for your presentation. Use each section as many times as you require to
address your points.

Describe the emerging and current technologies;

Identify the emerging and current technologies

Write down the features and characteristics of the emerging and current technology

Emerging Technology Current Technology

Analysis the need for the emerging technology to replace the existing technology

Identify the need/s for the new technology (identify 1-2).

First identified need:

What are the features and characteristics of the identified need for the new technology?

What is the effect this need had on the emerging technology?

Second identified need:

What are the features and characteristics of the identified need for the new technology?

What is the effect this need had on the emerging technology?

Explain factors that lead to the innovation.

Identify the factors that will lead innovation (identify 1-2).

First identified factor

What are the features and characteristics of the identified factors that contributed to the innovation?

What is the effect the identified factor had on the emerging technology?

Second identified factor

What are the features and characteristics of the identified factors that contributed to the innovation?

What is the effect the identified factor had on the emerging technology?
 Resource 3 - Tips for effective presentation.

1. To many slide transitions and sound effects. This

interrupts the flow of your presentation and takes
away valuable time for you to get your point
across. It is also a distraction.

2. Text heavy slides. Slides are there to be a visual aid to your topic, the
idea of a presentation of for the audience to listen to what you have to
say rather than reading about the topic. Too much text can distract the
audience for what you are talking about leading to confusion.

3. Reading text. A presentation focuses on the interaction between

listening and speaking not reading to the audience. The way we
speak is largely different from written language. In short reading
the text on your slides ruins your presentation.

4. Poor quality images/ images with text. There is nothing

worse than trying to make sense of a blurry or small image
for an audience member. It distract from what the presenter
is trying to talk about.

5. Dark backgrounds & dark text. If you do need to have text on your slides it
needs to be readable by the audience. If you have a dark background and
dark text it is really hard or impossible for the audience to read it creating a
distraction instead of a presentation aid. Additionally, if the audience
cannot read the text it is much more of a distraction than an aid.

6. Too much on a slide. If there is too much on a slide

it become overbearing for the audience to fully
take in what is on the slide and what you are
talking about.

7. Too many slides. If you have to many slides

you tent to get distracted in switching slides
and the audience may not have had enough
time to comprehend what is on the slides.
 Resource 4 – Part C & D Scaffold
How to use this scaffold:
This scaffold breaks down each question and identifies the main parts to the question. Use this scaffold to answer
each part of a question, and then use the P.E.E.L paragraph scaffold to write your answers. Additionally an
approximate word count is given.

Describe the new and old technologies;

Identify the emerging and current technologies:

What are the features and characteristics of the emerging and current technologies:

Note: this question is similar

to part A. So use any feedback
given and improve your
responce

Analysis the need for the new technology to replace the existing technology;

Identify the need/s for the new technology (identify 2-3).

First identified need:

What are the features and characteristics of the identified need for the new technology?

What is the effect this need had on the emerging technology?

Second identified need:

What are the features and characteristics of the identified need for the new technology?

What is the effect this need had on the emerging technology?

Third identified need:

What are the features and characteristics of the identified need for the new technology?

What is the effect this need had on the emerging technology?

Identify and explain any factors that lead, or may lead to, the replacement of the old technology or the success of
the new and emerging technology;

Identify the factors that will lead to the replacement for the current technology (identify 2-3).

First identified factor

What are the features and characteristics of the identified factors that contributed to the change?

What is the effect the identified factor had on the emerging technology?

Second identified factor

What are the features and characteristics of the identified factors that contributed to the change?

What is the effect the identified factor had on the emerging technology?
Third identified factor

What are the features and characteristics of the identified factors that contributed to the change?

What is the effect the identified factor had on the emerging technology?
Identify and critically analyse any ethical, environmental, social, legal and sustainability issues that the emerging
technology addresses or creates;

Identify ethical, environmental, social, legal and sustainability issues that the emerging technology addresses
or creates (identify 2 to 3).

First identifies issue

What are the features and characteristics of the identified issue?

What is the effect the identified issues will have on the world?

What Impact will the identified issue have on the world and how does it affect society?
Second identifies issue

What are the features and characteristics of the identified issue?

What is the effect the identified issues will have on the world?

What Impact will the identified issue have on the world and how does it affect society?
Third identifies issue

What are the features and characteristics of the identified issue?

What is the effect the identified issues will have on the world?

What Impact will the identified issue have on the world and how does it affect society?
Evaluate the potential effects of the emerging technology on society.

Identify the potential effects the emerging technology may have on society (list 3 to 4).

First identified effect

What are the features and characteristics of the identified effect on society?

What is the consequence the identified effect will have on society?

What to what extent will the identified effect Impact todays society?
Second identified effect

What are the features and characteristics of the identified effect on society?

What is the consequence the identified effect will have on society?

What to what extent will the identified effect Impact todays society?
First identified effect

What are the features and characteristics of the identified effect on society?

What is the consequence the identified effect will have on society?

What to what extent will the identified effect Impact todays society?
First identified effect

What are the features and characteristics of the identified effect on society?

What is the consequence the identified effect will have on society?

What to what extent will the identified effect Impact todays society?
 Critical reflection

This paper explores the purpose and benefits of authentic assessment tasks on the teaching and learning cycles. First
the paper will highlight the need for meaningful assessments and the benefits that students and teachers can gain
through quality feedback. Secondly, the paper examines what a meaning full assessment looks like and how using
tools like ALARM, PEEL to create assessments can make them very meaningful to the students. Additionally, it is
explained that by using these types of scaffolds assessment tasks can be differentiated for to suit students of varying
ability levels as well as students with English is an Additional Language or Dialect (EAL/D) considerations.

Purpose and benefits of assessment

According to the NSW Education Standards Authority (NESA) (2017) assessment is the collection and evaluation of
skills and knowledge learned by students over a given time period to provide quality feedback to enhance students
learning and understanding. For an assessment task to be part of a meaningful and effective learning activity it
motivation needs to fit within one of these three categories comparison among students, improving the
teaching/learning cycle and evaluation of instruction (Popham, 2016). With the purpose of the assessment task
fitting within one of the three categories, a meaningful assessment task can be created with a clear purpose.

Assessment has an important place in the teaching and learning cycle that all teachers and students go through on a
regular basis and its importance cannot be understated. Assessments that are meaningful, coherent, sustainable and
align to suitable outcomes have the greatest potential to produce meaning results for students and teachers
(Rockman, 2002). Using quality assessments produces evidence of quality learning and can drive and guide both the
teachers and students teaching and learning cycles to produce ever improving results.

There is a large database of evidence pointing to the benefits of quality assessment tasks for the teaching and
learning cycle. For example, ‘formative assessment’ or ‘assessment for learning’ give teachers the opportunity to
give formal and informal feedback to student. This feedback has numerus benefits including, creating performance
benchmarks allowing students and teacher to better understand how well a student is achieving the desired
outcomes (Black & Wiliam, 2010). Additionally, quality feedback forms a critical aspect of the teaching and learning
cycle and significantly affects the students learning (Hattie, 2004) additionally this has been shown to noticeably
improve students outcomes (Hattie, 2009). (Hattie, Visible Learning: A synthesis of over 800 Meta-Analysis Relating to Acheviment, 2009)
In stage 6 assessment is conducted differently as compared to lower stages, this is due to the importance placed on
HSC results for acceptance into universities. For this reason NEAS has produced an assessment guide that must be
used by teachers to create assessments with a clear purpose that engages and motivates students and that does not
overwhelm students (NSW Education Standards Authority [NESA], 2017c). To create the presented assessment task
the outcome were used to assist in developing it, by creating the task from the outcomes a meaningful task was
created. Additionally, by allowing students to select their own focal point the task is engaging to the individual
students.

Design and implementation of sample assessment.

The sample assessment task is designed in a way that scaffolds and differentiates the task for students, this is
beneficial as both teaching pedagogies are important to the teaching and learning cycle (Department of Education
and Training, 2017). A key feature of the sample assessment task is the use of a scaffold know as ALARM (A Learning
and Responding Matrix), this scaffold aligns with Bloom’s Taxonomy and is a method of presenting a hierarchy of
thinking to students. The purpose of this scaffold is to guide students through this hierarchy and allow them to break
down key NESA Verbs in order to better answer the questions asked of them. Additionally, the ALARM scaffold can
be used as a learning process that guides students through different levels of understanding (Blaxland High, 2019).
The ALARM Scaffold has five levels of Verbs; Identify, Describe, Explain/Analyse, Critically Analyse and Evaluate,
listed from lowest order to highest order. Each verb build on the previous verb in complexity and allow students to
develop deeper understanding as then move through the verbs, as seen in Figure 1, for example in order to describe
a car first it must be identified that you re describing a car. The ALARM scaffold is used throughout the presented
assessment task as a means of structuring the questions, differentiating the task and in the marking matrix.
 Figure 1, ALARM Scaffold sourced from https://www.virtuallibrary.info/alarm.html

The assessment task is broken up into four sections, Identify, Presentation, Research and Report. Each section of the
assessment task is designed, like the ALARM scaffold, to build on the previous section increasing the level of
difficulty and allowing the task to be differentiated for students. Additionally by allowing each section to build on the
previous the cognitive load placed on the student is reduced and makes the task less overwhelming for the student.
An example of how the assessment task builds is in part A and B, part A asks students to Identify and Describe a
emerging and current technology it is set to replace. While in part B students are asked to further their
understanding by explaining and analysing the emerging technology. Additionally, students are further supported
with the use of scaffolds that get students to worth through the ALARM hierarchy with the use of scaffolds
supporting the questions. These scaffolds allow students to have the information required to create P.E.E.L
paragraphs for their reports.

By using the ALARM, PEEL and task specific scaffolds the assessment is also well suited for EAL/D students.
Scaffolding is an important strategy for teachers to use when making adjustments for students with EAL/D as it
allows teachers to remove or reduce the language barrier that hinders students (Gibbons, 2009). The sample
assessment helps to remove the language barrier by first breaking down the tasks into manageable sections, second
breaking down the questions and the verbs used and finally by utilising the PEEL scaffold to assist students in writing
well-structured paragraphs.

To help support students through the assessment task and allow student to improve their performance, the sample
assessment task is designed in such a way that feedback can be provided to students throughout the course of the
assessment. The assessment task achieves this by breaking the tasks down in to different deliverable contents that
the teacher is able to give meaningful feedback to students. By setting the assessment task up in this manner
students can interoperate their performance benchmarks, gain meaningful feedback that can be use to increase
their performance allowing students to reach desired outcomes (Black & Wiliam, 2010).

References
Black, P., & Wiliam, D. (2010). Inside the Black Box: Raising Standards through Classroom Assessment. Phi Delta
Kappan Magazine, 92(1),, 81-90.

Blaxland High. (2019, Sep 20). ALARM = A Learning And Responding Matrix. Retrieved from Virtual Library:
https://www.virtuallibrary.info/alarm.html

Department of Education and Training. (2017). High Impact Teaching Strategies. Retrieved from
https://www.education.vic.gov.au

Gibbons, P. (2009). English Learners Academic Literacy and Thinking: Learning in the Challenge Zone. Portsmouth,
New Hampshire: Heinemann.

Hattie, J. (2004). It's Official: Teachers Make a Difference. . Educare News: The National Newspaper for All Non-
government Schools, (144), 24-31.

Hattie, J. (2009). Visible Learning: A synthesis of over 800 Meta-Analysis Relating to Acheviment. London: Routledge.

NSW Education Standards Authority. (2017). Principles of Assessment for Stage 6. Retrieved from
https://syllabus.nesa.nsw.edu.au/assets/global/files/years-11-12-

Popham, W. (2016). STANDARDIZED TESTS Purpose Is the Point. Educational Leadership, 73(7), 44-49.

Rockman, I. (2002). The Importance of Assessment. Reference Services Review, 30(3), 181-182.