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.

• Year 6
• Technologies
• 3 activities
• 20 min–40 min

Learning Objectives

1. Explain how proper device care contributes to environmental sustainability.
2. Compare the economic and environmental benefits of repairing versus replacing a digital device.
3. Design a set of practical, actionable tips for extending the lifespan of common digital devices.
4. Identify common causes of technology obsolescence and premature failure.

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.

Prepare & details

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.

Setup: Flexible space for group stations

Materials: Role cards with goals/resources, Game currency or tokens, Round tracker

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

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.

Prepare & details

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?'

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

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

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.

Prepare & details

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.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

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

Teaching This Topic

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.

What to Expect

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.

Watch Out for These Misconceptions

Common Misconception

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

What to Teach Instead

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.

Common Misconception

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

What to Teach Instead

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

Assessment Ideas

Discussion Prompt

After The Digital Divide Map, prompt students to share one surprising fact they discovered and explain how it connects to opportunities in education or work.

Quick Check

During The Accessibility Challenge, ask students to hold up a colored card when they encounter a barrier they couldn’t overcome, then discuss what design change would have helped.

Peer Assessment

After Fair or Unfair AI, have students exchange their written responses and use a checklist to evaluate whether their partner provided specific examples of bias and clear reasoning.

Extensions & Scaffolding

• Challenge early finishers to design an accessibility feature for a new app and present their prototype to the class.
• Scaffolding for struggling students: Provide sentence starters like, 'This AI might be biased because...' to guide their analysis during Fair or Unfair AI.
• Deeper exploration: Invite a guest speaker who works in assistive technology to discuss how real-world design decisions impact users daily.

Key Vocabulary

Planned Obsolescence	The practice of designing products to become outdated or non-functional after a certain period, encouraging consumers to buy new ones.
E-waste	Discarded electronic devices, which can contain hazardous materials and contribute to pollution if not disposed of properly.
Repairability	The ease with which a product can be repaired, often related to the availability of parts, tools, and clear instructions.
Durability	The ability of a product to withstand wear, pressure, or damage; a measure of how long a product is likely to last.