Weeks Eight & Nine
Digital Curation
It wasn't until we were tasked with using Scoop.It in this assessment piece that I remembered I used it once before, during my Bachelor of Paramedic Science. I stumbled across my 'Lights and Sirens' Scoop.It topic and rediscovered scoops addressing occupational health and safety surrounding emergency medicine. Re-reading my scoops from years ago, and my insights to the topics I found of interest back then, made me realise just how valuable the program is as a digital curation tool. The topics I scooped are still important to me, relevant to the issues emergency service workers face on a daily basis, however my insights and opinions of certain aspects have changed dramatically now that I have been exposed to some of those harrowing experiences myself. A fabulous realisation and self-reflection.
I would have bookmarked those articles years ago (with dozens of others for different subjects no doubt) however I have never since revisited items placed into the unorganised chaos that is my favourites bar . Unlike Scoop.It, artefacts and resources get lost amongst the plethora of information, I never go back and maintain or categorise them, and struggle to access them unless I'm on the P.C I originally used to bookmark them in the first place (there's probably a way - I'm just not that tech savvy). Scoop.It as a digital curation tool allows for better organisation of artefacts, into groups or topics, which are easily accessible from any location at any give time. A topic per subject being studied can be created, maintained and reflected on which would be an asset to students of the 21st century.
Online platforms such as Scoop.It can be a beneficial addition to bookmarking and referencing for students. Students can create their own Scoop.It pages, a portfolio of their learning and reflection. They can reference the link to their page for educators, fellow students and external stakeholders to visit, reflect upon, follow and re-scoop if of interest. The collaboration, following and communication surrounding classroom topics supports a variety of learning needs, process and outcomes of which will be explored further during this assessment piece.
For access to my Scoop.It page, please visit this link.
Digital Curation
It wasn't until we were tasked with using Scoop.It in this assessment piece that I remembered I used it once before, during my Bachelor of Paramedic Science. I stumbled across my 'Lights and Sirens' Scoop.It topic and rediscovered scoops addressing occupational health and safety surrounding emergency medicine. Re-reading my scoops from years ago, and my insights to the topics I found of interest back then, made me realise just how valuable the program is as a digital curation tool. The topics I scooped are still important to me, relevant to the issues emergency service workers face on a daily basis, however my insights and opinions of certain aspects have changed dramatically now that I have been exposed to some of those harrowing experiences myself. A fabulous realisation and self-reflection.
I would have bookmarked those articles years ago (with dozens of others for different subjects no doubt) however I have never since revisited items placed into the unorganised chaos that is my favourites bar . Unlike Scoop.It, artefacts and resources get lost amongst the plethora of information, I never go back and maintain or categorise them, and struggle to access them unless I'm on the P.C I originally used to bookmark them in the first place (there's probably a way - I'm just not that tech savvy). Scoop.It as a digital curation tool allows for better organisation of artefacts, into groups or topics, which are easily accessible from any location at any give time. A topic per subject being studied can be created, maintained and reflected on which would be an asset to students of the 21st century.
Online platforms such as Scoop.It can be a beneficial addition to bookmarking and referencing for students. Students can create their own Scoop.It pages, a portfolio of their learning and reflection. They can reference the link to their page for educators, fellow students and external stakeholders to visit, reflect upon, follow and re-scoop if of interest. The collaboration, following and communication surrounding classroom topics supports a variety of learning needs, process and outcomes of which will be explored further during this assessment piece.
For access to my Scoop.It page, please visit this link.
Professional Learning Networks
What are they?
The week 8 and 9 course material for this unit describes personal learning networks as an 'informal learning network that consists of the people a learner interacts with and derives knowledge in a personal learning environment'. In the development of high end pedagogy, it is vital that educators are involved in learning networks in a professional capacity, termed Professional Learning Networks (PLNs)
PLNs connect teachers to other educators and stakeholders on a worldwide level providing opportunity to receive and provide support, advice, feedback and collaboration opportunities from like minded professionals. By continually learning through collaboration, professional development and the involvement in discussion surrounding fellow educators' pedagogical practices, teachers extend their learning through exposure to differing perspectives and techniques, further developing their own pedagogy.
Online collaboration through PLNs go beyond the school environment, beyond faculty networks and Department of Education Queensland shared resources. PLN involvement provides educators with opportunities to collect and share information from various online mediums and organise it in shared online spaces like those listed in this edition of Education Weekly. Educators and external stakeholders (anybody for that matter!), can chose to follow or subscribe to topics of interest, or join content specific groups, where they can stay up-to-date with the latest teaching techniques, pedagogies and changes in the field of education.
What are they?
The week 8 and 9 course material for this unit describes personal learning networks as an 'informal learning network that consists of the people a learner interacts with and derives knowledge in a personal learning environment'. In the development of high end pedagogy, it is vital that educators are involved in learning networks in a professional capacity, termed Professional Learning Networks (PLNs)
PLNs connect teachers to other educators and stakeholders on a worldwide level providing opportunity to receive and provide support, advice, feedback and collaboration opportunities from like minded professionals. By continually learning through collaboration, professional development and the involvement in discussion surrounding fellow educators' pedagogical practices, teachers extend their learning through exposure to differing perspectives and techniques, further developing their own pedagogy.
Online collaboration through PLNs go beyond the school environment, beyond faculty networks and Department of Education Queensland shared resources. PLN involvement provides educators with opportunities to collect and share information from various online mediums and organise it in shared online spaces like those listed in this edition of Education Weekly. Educators and external stakeholders (anybody for that matter!), can chose to follow or subscribe to topics of interest, or join content specific groups, where they can stay up-to-date with the latest teaching techniques, pedagogies and changes in the field of education.
What do they mean to me?
I touched on the benefits of online collaboration and networking in my Reflective Synopsis and have summarised why I value PLN's in diagram 1.0. The connections I have made with fellow science and health pre-services teachers through WikiSpace, Facebook and Scoop.it during this course has been beneficial to my learning. At times I have been overwhelmed throughout the course, and the ability to reflect on my own work by observing and interacting with my peers has set me back on track. I was particularly drawn to the professionalism of Jan's blog posts (see below). Jan's style of writing is completely opposite to mine, although we both address the assessment criteria. Jan utilised (and nailed!) ICT when presenting her assessment piece, whereas I chose to document my thought in a 'journal style' format, both suffice. I was drawn to Jan's Scoop.It page, and that of others, and was able to gain ideas and re-scoop artefacts my peers had presented.
I touched on the benefits of online collaboration and networking in my Reflective Synopsis and have summarised why I value PLN's in diagram 1.0. The connections I have made with fellow science and health pre-services teachers through WikiSpace, Facebook and Scoop.it during this course has been beneficial to my learning. At times I have been overwhelmed throughout the course, and the ability to reflect on my own work by observing and interacting with my peers has set me back on track. I was particularly drawn to the professionalism of Jan's blog posts (see below). Jan's style of writing is completely opposite to mine, although we both address the assessment criteria. Jan utilised (and nailed!) ICT when presenting her assessment piece, whereas I chose to document my thought in a 'journal style' format, both suffice. I was drawn to Jan's Scoop.It page, and that of others, and was able to gain ideas and re-scoop artefacts my peers had presented.
Scoop.it
An extended insight
The artefact I have chosen to further explore, and implement in the development of my learning sequence is one I scooped from the Kahn Academy, embedded below. I introduced the Khan Academy and the array of benefits this digital tool can have on learning in an earlier blog post.
An extended insight
The artefact I have chosen to further explore, and implement in the development of my learning sequence is one I scooped from the Kahn Academy, embedded below. I introduced the Khan Academy and the array of benefits this digital tool can have on learning in an earlier blog post.
The Khan Academy allow educators to set up their own virtual classrooms within their website, and invite students to join using a password protected system. Taking away from traditional 'in front of the classroom teaching styles', educators have access to an abundance of interactive lectures, classes, instructional videos and diagrams, that correlate directly with online quizzes, projects, exams and discussions boards directed at student interaction. This means, teachers can be free to move around the classroom, supporting their students on a one on one basis. The collaboration and feedback functions of the site, allow educators to select pre-existing projects, or create their own, where students can engage, communicate and share ideas to come up with solutions to the problems. This is an asset in time saving for busy teachers, and in conjunction with their standard lesson plans, can give students differing perspectives around specific topics.
Functions of the site allow administrators, educators in this case, to log student learning. Tallies are kept at login per student, attempts of quizzes, and running records of where students may have got stumped on particular questions or ideas. It also tracks how many times a student watches a presentation or video, indicating where a student may be struggling. On the flip side, the site give instant feedback to students with regards to their answers, allowing them to further explore the resources, or move onto the next topic.
There are basic lessons, in chemistry for example, introducing students to topics like electron configuration and the periodic table, and more advanced demonstrations involving chemical compounds, gases and molecular theory with advanced practical simulations attached. This array of resources means students can take the reins of their own learning and caters for the diverse levels of comprehension in classrooms. The more advanced students can explore beyond the regular coursework if interested, and the students who require additional foundation work are also catered for.
Below is a sample of the features of the Kahn Academy classroom I have set up for my nine science class.
Functions of the site allow administrators, educators in this case, to log student learning. Tallies are kept at login per student, attempts of quizzes, and running records of where students may have got stumped on particular questions or ideas. It also tracks how many times a student watches a presentation or video, indicating where a student may be struggling. On the flip side, the site give instant feedback to students with regards to their answers, allowing them to further explore the resources, or move onto the next topic.
There are basic lessons, in chemistry for example, introducing students to topics like electron configuration and the periodic table, and more advanced demonstrations involving chemical compounds, gases and molecular theory with advanced practical simulations attached. This array of resources means students can take the reins of their own learning and caters for the diverse levels of comprehension in classrooms. The more advanced students can explore beyond the regular coursework if interested, and the students who require additional foundation work are also catered for.
Below is a sample of the features of the Kahn Academy classroom I have set up for my nine science class.
Week Ten
Learning Sequence Design
This learning sequence has been designed in accordance with the Content Descriptions outlined by the Australian Curriculum unit ACSSU177, Chemical Sciences for year nine (ACARA, 2016). The learning sequence is aimed at revising content surrounding the modelling of atoms, in preparation for the end of term exam for the unit.
Prior knowledge of learners includes basic knowledge of physical and chemical changes using the particle model to explain and predict the properties and behaviours of substances (ACARA, 2016). Students have been introduced to the notion of atoms as a system of protons, electrons and neutrons and how rearranging this system play a vital role in many other systems (ACARA, 2016).
The lesson objectives include the identification of types of matter and definitions of subatomic particles. The students will revise, analyse and collaboratively define common scientific terms including elements, atoms, protons, neutrons and electrons. The students will be successful when the class as a unit, work together to provided a comprehensive definition of the outlined scientific terms. Students will be required complete online quizzes at the conclusion of the lesson to gauge success of learning.
The aim of this unit is to facilitate self-driven learning for revision, while developing high-order critical thinking skills to solve problems as a class. Through facilitated collaborative learning, support and direction, students can engage in problem-based personal and group learning.
The Australian Curriculum general capabilities of literacy, numeracy, information and communication technology, critical and creative thinking, personal and social capability will be considered by students as they research, explore, define and analyse scientific concepts during the lesson.
Phase One - Introduction & Expected Outcomes
Students will be given a task sheet outlining the task requirements, instructions, expectations and links to online resources as well as the lesson intentions and success criteria for the unit.
A full science lesson will be dedicated to introduce the Khan Academy virtual classroom to students and the facilitator will provide explicit instruction and demonstrations to students concerning the login process and functionalities of the online classroom. Students will be given access to a PC during the lesson, and access to the classroom password for subscription.
The facilitator will advise students that login to the virtual classroom can be done externally and at any given time. Students will be encouraged to visit their learning place as required, revisiting areas of concern. It will be encouraged that students utilise the full functions of the resource, and proceed with extra revision and exploration of the topics available.
The legal, ethical and safety considerations surrounding the use of online resources will be reiterated and discussed with students. Students will be reminded of the school policies surrounding cyberbullying, privacy of other students and copyright issues. Students will be informed that the facilitator will monitor interactions and collaborations between students and content is to remain relevant and constructive.
Phase Two - Define & Decide, Communicate & Collaborate
In alignment with the numeracy and literacy standards outlined by the Australian Curriculum, students will build on their research, analytical and high-order thinking skills to explore a variety of resources surrounding common scientific terms. Students will demonstrate a deep understanding of terms such as protons, nucleus, neutrons and electrons, and through online collaboration, problem solve as a group to determine the best possible definition of each term.
While collaborating, sharing, communicating and reasoning with other students, the personal and social capability, ethical understanding and intercultural understanding as outlined by the Australian Curriculum's general capabilities will be considered by students.
Phase Three - Outcomes, Troubleshooting & Revision
This phase of learning sees students develop their own definitions of common scientific terms through the self-directed exploration of the online resources provided in the virtual classroom. Students will have shared and communicated as a class in the discussion tab, negotiating and troubleshooting differing opinions. The students will gain insight to the thought processes of other students and will need to re-evaluate and potentially conduct further research to select a definition, agreeable by all students.
At conclusion of this unit, the facilitator will lead a discussion concerning the outcome of the task. Conversation surrounding the positive and negative aspects of the task will be addressed. Discussion surrounding modification or improvement will be had, with recommendations by students considered to make alterations to the learning design in the future.
Learning Sequence Design
This learning sequence has been designed in accordance with the Content Descriptions outlined by the Australian Curriculum unit ACSSU177, Chemical Sciences for year nine (ACARA, 2016). The learning sequence is aimed at revising content surrounding the modelling of atoms, in preparation for the end of term exam for the unit.
Prior knowledge of learners includes basic knowledge of physical and chemical changes using the particle model to explain and predict the properties and behaviours of substances (ACARA, 2016). Students have been introduced to the notion of atoms as a system of protons, electrons and neutrons and how rearranging this system play a vital role in many other systems (ACARA, 2016).
The lesson objectives include the identification of types of matter and definitions of subatomic particles. The students will revise, analyse and collaboratively define common scientific terms including elements, atoms, protons, neutrons and electrons. The students will be successful when the class as a unit, work together to provided a comprehensive definition of the outlined scientific terms. Students will be required complete online quizzes at the conclusion of the lesson to gauge success of learning.
The aim of this unit is to facilitate self-driven learning for revision, while developing high-order critical thinking skills to solve problems as a class. Through facilitated collaborative learning, support and direction, students can engage in problem-based personal and group learning.
The Australian Curriculum general capabilities of literacy, numeracy, information and communication technology, critical and creative thinking, personal and social capability will be considered by students as they research, explore, define and analyse scientific concepts during the lesson.
Phase One - Introduction & Expected Outcomes
Students will be given a task sheet outlining the task requirements, instructions, expectations and links to online resources as well as the lesson intentions and success criteria for the unit.
A full science lesson will be dedicated to introduce the Khan Academy virtual classroom to students and the facilitator will provide explicit instruction and demonstrations to students concerning the login process and functionalities of the online classroom. Students will be given access to a PC during the lesson, and access to the classroom password for subscription.
The facilitator will advise students that login to the virtual classroom can be done externally and at any given time. Students will be encouraged to visit their learning place as required, revisiting areas of concern. It will be encouraged that students utilise the full functions of the resource, and proceed with extra revision and exploration of the topics available.
The legal, ethical and safety considerations surrounding the use of online resources will be reiterated and discussed with students. Students will be reminded of the school policies surrounding cyberbullying, privacy of other students and copyright issues. Students will be informed that the facilitator will monitor interactions and collaborations between students and content is to remain relevant and constructive.
Phase Two - Define & Decide, Communicate & Collaborate
In alignment with the numeracy and literacy standards outlined by the Australian Curriculum, students will build on their research, analytical and high-order thinking skills to explore a variety of resources surrounding common scientific terms. Students will demonstrate a deep understanding of terms such as protons, nucleus, neutrons and electrons, and through online collaboration, problem solve as a group to determine the best possible definition of each term.
While collaborating, sharing, communicating and reasoning with other students, the personal and social capability, ethical understanding and intercultural understanding as outlined by the Australian Curriculum's general capabilities will be considered by students.
Phase Three - Outcomes, Troubleshooting & Revision
This phase of learning sees students develop their own definitions of common scientific terms through the self-directed exploration of the online resources provided in the virtual classroom. Students will have shared and communicated as a class in the discussion tab, negotiating and troubleshooting differing opinions. The students will gain insight to the thought processes of other students and will need to re-evaluate and potentially conduct further research to select a definition, agreeable by all students.
At conclusion of this unit, the facilitator will lead a discussion concerning the outcome of the task. Conversation surrounding the positive and negative aspects of the task will be addressed. Discussion surrounding modification or improvement will be had, with recommendations by students considered to make alterations to the learning design in the future.
Week Ten
My ICT Plan
Despite selecting the Khan Academy for my learning sequence, there are a variety of ICTs I would utilise in the classroom. My ICT plan can be found by clicking here.
The corresponding key for the underpinning high-end pedagogies is displayed below.
My ICT Plan
Despite selecting the Khan Academy for my learning sequence, there are a variety of ICTs I would utilise in the classroom. My ICT plan can be found by clicking here.
The corresponding key for the underpinning high-end pedagogies is displayed below.
Week Eleven
Learning Narrative
My name is Faith, and I just left my year nine science lesson with Miss Ebs. I like science, but I hate that we need to do chemistry as part of it. I don't mind the maths, it's just all the other stuff, electrons and protons and their charges that get me confused. Miss Ebs mentioned that she used chemistry heaps during her Paramedic degree, and I'm hoping to go into nursing so best I listen and try to keep up I suppose. We have an exam coming up in week 10 so I'm glad we have started revision, I'm getting a little worried because we also have an English assignment due in exam week.
The revision today was a little different to what we usually do. We usually go through PowerPoint slides, have to take down notes in our books and then do a worksheet at the end of the class, to practise what we've learnt. I don't mind doing that, it just gets a little boring sometimes and it's hard to listen when Lennox keeps yelling out. I wish he'd move classes. Our sheets are collected at the end of the class but we don't usually get them back marked so I'm not sure I'm even doing it right.
Miss Ebs has a new program she's getting us to use. The Khan Academy I think it was called, she used it for her university and got so excited when she started telling us all about it. She gave us step by step instructions on how to log on and we had to write down our password to join her class, not that I really needed them. I was able to help Brendan when he got stuck. There's also an app we can download, but I don't have any data left. She's created a classroom and said all our revision lessons and worksheets can now be found in there. They aren't her power points though, the Khan Academy have their own. Today we wrote down our lesson intention and success criteria, we all got a laptop and headphones and watched two short videos on molecules, protons, neutrons, electrons and how they all work together to make up an atom. Some of the smart group finished before we did and started watching the chemical compound videos. Miss Ebs was walking around heaps to make sure we were watching the right things. It's already starting to make sense. I liked how the man in the video described and drew what each part of the atom was and explained how these atoms make up real life things, like earth. I could pause when I wanted to, and rewind if I missed something because of Lennox. I can't rewind or pause Miss Ebs when she's teaching, and I don't like asking dumb questions in front of the group. I copied down this diagram in my book, it made more sense to me - I like pictures better, I don't like reading all that much.
The next step on our handout sheet said we had to come up with our own definition of what a proton, neutron, electron and element were and enter into the discussion board in the website. I noticed another video on the website, I'll have to make sure I look at that one too later. I came up with a pretty good definition for a proton and copied and pasted it onto the website. The whole class can see what we write and we can comment and compare what other people have come up with. I liked my version better than some, but Jade's definition was the best. Of course Lennox didn't like mine. After a few comments back and forward, we as a class decided that Jade's was best, we just added a bit of Thomas's to the end of hers. When we decided, we told Miss Ebs and she put our class definition in the resource tab of the website, so we can re-read it when we need to. We then had to define the rest of the terms on the handout sheet. It was fun reading what other people had, it made me realise that I wasn't as far behind as I thought I was and that it was okay not to understand everything.
After all our definitions were transferred across by Miss Ebs, we had to complete a short quiz on what we had learnt. I got a few wrong but the program told me right away and let me have another go. Links also popped up for the periodic table and other videos so if I'm still stuck after I practise some more, I can always go back and try again. I didn't realise the bell was about to go, I was busy following links. I found that the Khan Academy have lessons on maths too, and Miss Ebs said we could create our own tab in our page, and add whatever lessons we wanted in there. I might do that before the maths exam next term.
As we were packing up Miss Ebs asked us what we liked and didn't like about using the Khan Academy for revision. Most of us agreed that it was awesome, and easy to understand. Some people didn't like the idea that they couldn't print out what we were learning, but Miss said it had something to do with the privacy of everyone in the class. I really liked the lesson and I've take a photo of the login page and my password so I can retry the quizzes again at home tonight. Mum doesn't believe me when I say I'm doing homework online, I'll definitely have to show her this one!
After all our definitions were transferred across by Miss Ebs, we had to complete a short quiz on what we had learnt. I got a few wrong but the program told me right away and let me have another go. Links also popped up for the periodic table and other videos so if I'm still stuck after I practise some more, I can always go back and try again. I didn't realise the bell was about to go, I was busy following links. I found that the Khan Academy have lessons on maths too, and Miss Ebs said we could create our own tab in our page, and add whatever lessons we wanted in there. I might do that before the maths exam next term.
As we were packing up Miss Ebs asked us what we liked and didn't like about using the Khan Academy for revision. Most of us agreed that it was awesome, and easy to understand. Some people didn't like the idea that they couldn't print out what we were learning, but Miss said it had something to do with the privacy of everyone in the class. I really liked the lesson and I've take a photo of the login page and my password so I can retry the quizzes again at home tonight. Mum doesn't believe me when I say I'm doing homework online, I'll definitely have to show her this one!
Week Twelve
Reflection on Online Professional Learning Networks
Throughout this assessment I have made reference to the PLNs I have developed, contributed to and supported while engaging in this unit. As per the Graduate Standards (6.2 and 7.2) laid out by the Australian Institute for Teaching and School Leadership, it is evident that I have an understanding of the relevant and appropriate sources of professional learning for teachers and understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
Reflection on Online Professional Learning Networks
Throughout this assessment I have made reference to the PLNs I have developed, contributed to and supported while engaging in this unit. As per the Graduate Standards (6.2 and 7.2) laid out by the Australian Institute for Teaching and School Leadership, it is evident that I have an understanding of the relevant and appropriate sources of professional learning for teachers and understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
References Centre for Innovation in Research and Training. (2017). Group Work in the Classroom. Retrieved from https://cirt.gcu.edu/teaching3/tips/groupwork
Collins, R. (2014). Skills for the 21st Century: teaching higher-order thinking, Curriculum & Leadership Journal, 12(14), 1-2.
CQU Moodle. (2017). What is pedagogy? Retrieved from https://moodle.cqu.edu.au/mod/book/view.phy
Australian Institute for Teaching and School Leadership. (2047). Australian Professional Standards for Teachers. Retrieved from https://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list?&s=7
The Khan Academy. (2017). Atoms and Molecules. Retrieved from https://www.google.com/url?q=https://www.khanacademy.org/science/chemistry/atomic-structure-and-properties/skill-check-for-atoms-molecules-and-ions/e/atomic-structure-skill-check
The University of Queensland Institute of Teaching and Learning Innovation. (2017). Pedagogical Benefits. Retrieved from http://www.uq.edu.au/teach/video-teach-learn/ped-benefits.html
The State of Queensland (Department of Education and Training). (2017). Using Communication Technologies. Retrieved from http://education.qld.gov.au/actsmartbesafe/students/technology/using-ct.html
The State of Queensland (Department of Education and Training). (2016). Curriculum Activity Risk Assessment Activity Guidelines. Retrieved from http://education.qld.gov.au/curriculum/carmg/media-studies.html
Collins, R. (2014). Skills for the 21st Century: teaching higher-order thinking, Curriculum & Leadership Journal, 12(14), 1-2.
CQU Moodle. (2017). What is pedagogy? Retrieved from https://moodle.cqu.edu.au/mod/book/view.phy
Australian Institute for Teaching and School Leadership. (2047). Australian Professional Standards for Teachers. Retrieved from https://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list?&s=7
The Khan Academy. (2017). Atoms and Molecules. Retrieved from https://www.google.com/url?q=https://www.khanacademy.org/science/chemistry/atomic-structure-and-properties/skill-check-for-atoms-molecules-and-ions/e/atomic-structure-skill-check
The University of Queensland Institute of Teaching and Learning Innovation. (2017). Pedagogical Benefits. Retrieved from http://www.uq.edu.au/teach/video-teach-learn/ped-benefits.html
The State of Queensland (Department of Education and Training). (2017). Using Communication Technologies. Retrieved from http://education.qld.gov.au/actsmartbesafe/students/technology/using-ct.html
The State of Queensland (Department of Education and Training). (2016). Curriculum Activity Risk Assessment Activity Guidelines. Retrieved from http://education.qld.gov.au/curriculum/carmg/media-studies.html