Technologies · Year 6

Active learning ideas

Making Tech Last Longer

Active learning works for this topic because students need to experience the real-world consequences of digital ethics firsthand. When they simulate barriers or analyze data, they move from abstract ideas to tangible understanding about fairness and access in technology.

• ACARA Content Descriptions
• AC9TDI6K04

• 20–40 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 30 min · Small Groups

Simulation Game: The Accessibility Challenge

Students try to complete a simple digital task (like finding a bus timetable) while simulating a disability, such as using only one hand or wearing glasses that blur their vision. They then discuss how the website could be redesigned to be more inclusive.

Explain how taking care of a device can help the environment.

Facilitation Tip

During The Accessibility Challenge, ask students to reflect on how their temporary disabilities made them feel in order to link empathy to design decisions.

What to look for

Pose the question: 'Imagine your tablet screen cracked. What are the first three things you would consider before deciding whether to repair it or buy a new one?' Guide students to discuss cost, environmental impact, and data loss.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Inquiry Circle
• 40 min · Small Groups

Inquiry Circle: The Digital Divide Map

Groups research internet access rates in different parts of Australia and the Asia-Pacific. They create a 'heat map' showing where access is low and brainstorm three ways this lack of technology might affect a student's ability to learn.

Compare the benefits of repairing a broken device versus buying a new one.

Facilitation Tip

For The Digital Divide Map, circulate while students work to prompt them with questions like, 'Who might be missing from your map and why?'

What to look for

Provide students with a list of common device care actions (e.g., 'clean the screen regularly', 'don't leave it in direct sunlight', 'use a protective case'). Ask them to circle the actions that help prevent damage and put a star next to actions that help the environment. Discuss their choices.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Think-Pair-Share
• 20 min · Pairs

Think-Pair-Share: Fair or Unfair AI?

Students are given a scenario where an AI is used to pick the 'best' student for an award based only on their grades. In pairs, they discuss what information the AI might be missing (like effort or kindness) and whether this is a 'fair' use of technology.

Design a set of tips for classmates on how to extend the life of their digital devices.

Facilitation Tip

During Fair or Unfair AI, record student ideas on the board to visibly track their evolving understanding of bias.

What to look for

Students draft a short 'Tech Care Tip Sheet' for classmates. They exchange drafts and provide feedback using a checklist: 'Is each tip clear and easy to understand?', 'Does the tip help the device last longer?', 'Is there at least one tip related to environmental care?'

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teachers often start with concrete examples to confront misconceptions about neutrality in technology. Avoid rushing to abstract explanations; instead, use structured discussions to let students uncover biases themselves. Research suggests that peer dialogue deepens understanding better than lectures, especially when students must justify their reasoning to classmates.

Successful learning looks like students recognizing how design choices affect people’s ability to use technology. They should articulate why inclusive design matters and identify biases in algorithms or access issues in their communities.

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Watch Out for These Misconceptions

• During The Accessibility Challenge, watch for students who assume accessibility tools are only for a small group of people.

  After the activity, have students list every person in their class who benefited from the tools they used today, such as glasses wearers or those with temporary injuries.

• During The Digital Divide Map, watch for students who believe the digital divide only exists in far-away places.

  Have students compare data from their local area with global statistics to highlight gaps in their own community.

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Methods used in this brief

• Simulation Game
• Inquiry Circle
• Think-Pair-Share