Technology Archives - ĢƵ /category/technology/ Wed, 25 Mar 2026 00:07:16 +0000 en-US hourly 1 https://wordpress.org/?v=7.0 /wp-content/uploads/2019/12/cropped-CCG_Logo_Vertical_Colour-32x32.png Technology Archives - ĢƵ /category/technology/ 32 32 AI at ĢƵ: Supporting Students to Think Ethically, Learn Effectively and Act Responsibly /ai-at-clonard-supporting-students-to-think-ethically-learn-effectively-and-act-responsibly/?utm_source=rss&utm_medium=rss&utm_campaign=ai-at-clonard-supporting-students-to-think-ethically-learn-effectively-and-act-responsibly Wed, 25 Mar 2026 00:00:25 +0000 /?p=932348 AI at ĢƵ: Supporting Students to Think Ethically, Learn Effectively and Act Responsibly As part of our One Pace Beyond pillar to develop Thriving Change Agents, we continue to work…

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AI at ĢƵ: Supporting Students to Think Ethically, Learn Effectively and Act Responsibly

As part of our One Pace Beyond pillar to develop Thriving Change Agents, we continue to work towards our 2025–2028 Strategic Commitment to optimise the creative, productive and ethical use of digital technologies through the implementation of the ĢƵ AI Roadmap.

Following the success of our AI policy and protocol development, along with staff professional learning with Matt Esterman in 2025, we are now taking the next step in our AI journey with students, staff and families.

This work is guided by our 2026 Annual Action Plan goal of enabling students to be ethical, effective and responsible users of AI. On Monday 16 March, Matt Esterman and Dr Tim Kitchen returned to ĢƵ to work alongside our community as we shaped what this looks like in practice across learning, teaching and assessment.

Listening to Student Voice

A key part of this work has been listening carefully to students. This year, 492 students completed an AI student perception survey, and student representatives from every year level participated in five focus groups across the day to look at these results and propose some initiatives moving forward.

What the Survey Told Us

The student survey reinforced the urgency of this work:

  • 88% of students already use AI tools for school, many on a weekly or daily basis. This is not an emerging trend. It is current practice.
  • Digital safety literacy is critically low. Only 15% of students report using privacy or security settings on AI platforms.
  • Students strongly see AI as a productivity tool, with slightly more mixed views about its impact on learning, highlighting the need for explicit guidance.

Student Focus Groups

Students engaged in open feedback forums to share their perceptions, concerns and ideas about AI in their learning. They explored survey findings, reviewed current policy, and took part in design sprints imagining resources the school could create, including workshops, posters and learning experiences.

Across all groups, several consistent themes emerged:

  • AI as a tool, not a replacement. Students were clear that AI should support thinking, learning and teaching and not replace it. Writing was frequently described as a form of thinking, and students spoke openly about the risk of losing learning when work is outsourced.
  • Concerns about over‑reliance. Shortcutting and dependency were seen as real risks. One message appeared repeatedly: too much AI means less learning.
  • The need for supervision and explicit teaching. Students agreed AI use should be age appropriate, supervised and taught intentionally.
  • Legitimate and valued uses. Students identified appropriate uses such as summarising complex content, refining drafts, setting goals, supporting neurodivergent learners and helping when they don’t yet know how to ask for help.

Students consistently framed AI as an amplifier, not an escape: a way to do better work, not avoid doing the work.

Risks Students Are Naming

Students were also clear‑eyed about the risks.

The dominant concern was learning loss, that relying on AI can mean not actually developing skills or understanding. Plagiarism and the fear of “getting caught” generated high anxiety, alongside concerns about incorrect or biased information. Privacy and data leakage were raised explicitly, as were environmental costs and copyright issues.

Notably, one group framed the risk in long term terms: “losing chances at jobs” connecting AI misuse at school to consequences well beyond the classroom.

The key message here is important: students are not naïve about AI. They can articulate both its value and its risks.

What Students Are Asking For

Perhaps the strongest signal from the focus groups was that students want to be partners, not passive recipients.

Students proposed:

  • Student led communication, including workshops, assemblies, videos and posters created by students for students.
  • Clear, direct and visible policy, consistently applied across classrooms. Students want everyone; teachers, students, families and leaders on the same page.
  • Ongoing education, not one‑off assemblies. One group suggested a regular AI learning structure so expectations and skills are revisited over time.
  • Engagement over enforcement, linking AI learning to wellbeing, PB4L and motivation rather than punishment.

Learning Together as a Community

Alongside student work, staff participated in beginner and advanced AI learning sessions, learning leaders explored implications for assessment, and families were invited into the conversation through a parent session designed to cut through the hype.

Families explored practical ways to navigate AI at home, using a simple framework to guide conversations around access, privacy, critical thinking, learning, wellbeing and ethics. A consistent message emerged: conversations matter more than controls, and values matter more than technical expertise.

Where to Next?

This work reflects our commitment to learning with students, not just for them. By listening carefully, setting clear expectations and building shared understanding, we are supporting young people to navigate AI with confidence, integrity and care.

AI is already part of students’ lives. Our joint responsibility is to ensure it strengthens learning, protects thinking and supports the formation of thoughtful, ethical and capable learners.

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]]> Where Can Science Take You? /where-can-science-take-you/?utm_source=rss&utm_medium=rss&utm_campaign=where-can-science-take-you Fri, 15 Aug 2025 04:07:19 +0000 /?p=929973 Where Science Can Take You – ĢƵ Alumni in Focus This National Science Week, we’re celebrating four incredible ĢƵ alumni who are making their mark in the world of science.…

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Where Science Can Take You – ĢƵ Alumni in Focus

This National Science Week, we’re celebrating four incredible ĢƵ alumni who are making their mark in the world of science.

From ĢƵ to Global Conservation – Meet Emma Day

Inspiring change from local roots to international waters!

As part of National Science Week, we’re proud to celebrate Emma Day (Class of 2009), whose career has taken her from the classrooms of ĢƵ to global climate and conservation leadership.

After studying biology at ANU and completing a Masters at Oxford, Emma’s journey led her through international NGOs and government, from marine plastic pollution to whale conservation.

Today, as Assistant Director at the Department of Climate Change, Energy, the Environment and Water, Emma represents Australia in the International Whaling Commission, championing the global protection of marine species.

Her passion for science was sparked right here, especially through ĢƵ’s Sustainability Committee, where she first saw the power of local action.

Emma says “Don’t underestimate yourself and reach for opportunities outside your comfort zone,”

Let’s celebrate Emma and all the changemakers using science to build a better world.

Seeing Science Differently – Meet Madeline Baker

From ĢƵ classrooms to cutting-edge vision science, Madeline Baker (Class of 2015) is using her passion for health and biology to create real-world impact.

Madeline is currently undertaking a PhD exploring the link between eating disorders and ocular health, while also working in policy, advocacy, and teaching at Deakin University. She’s previously worked as a Research Fellow, Lecturer, and Optometrist in the public health sector.

Her scientific journey was sparked at ĢƵ, where Psychology, Biology, and Health inspired her future studies, and Further Maths laid the groundwork for her love of statistics.

A natural leader from her school days as Liturgy Leader and World Youth Day delegate, Madeline continues to lead in both the lab and the classroom.

And when she’s not researching or teaching, you’ll find her out exploring nature with her dog Maple!

Madeline shows us that science can take many forms and with curiosity, compassion, and courage, it can change lives.

Fighting Cancer with Science – Meet Maria Deronjic

From chemistry class at ĢƵ to the frontlines of breast cancer research, Maria Deronjic (Class of 2018) is using science to make a difference.

Maria is currently completing a Master’s degree focused on how manipulating metabolism could slow the progression of breast cancer. She’s deep in thesis writing (40,000 words!) and already turning heads, her recent research presentation was awarded the highest score out of 100 entries, competing against seasoned doctors and professors.

Her journey began with a spark for science in Chemistry and Biology classes at ĢƵ, inspired by teachers like Miss Tolan and Ms. Driessen.

Maria says: “I was captivated by science from a young age, it was clear my future would be in this field.”

Maria plans to continue her research, explore the world, and one day pursue a PhD. Her story is a powerful reminder that young scientists from all walks of life can lead the way in solving the world’s challenges.

Let’s cheer her on this National Science Week!

Powering Progress – Meet Lejla Makas

From ĢƵ to leading safety and environmental operations in Australia’s fuel industry, Lejla Makas (Class of 2006) proves that STEM can take you anywhere.

After starting a Commerce degree, Lejla realised her true passion lay in Chemistry and Maths -inspired by ĢƵ teachers like Ms Tolan and Mrs Curran. She pivoted into a Bachelor of Chemical Engineering and never looked back.

Lejla’s trailblazing journey includes being one of the first female site operators in a petrochemical company and now leading a national team in Safety, Environment, Learning, and Emergency Management in the petroleum sector.

Lejla says: “Back yourself and give things a go. Don’t be afraid of STEM. These careers offer incredible opportunities and skills that can take you anywhere.”

This Science Week, we’re proud to highlight alumni like Lejla, whose determination and curiosity are fuelling change.

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]]> 3D Design visit to Geelong Tech /3d-design-visit-to-geelong-tech/?utm_source=rss&utm_medium=rss&utm_campaign=3d-design-visit-to-geelong-tech Fri, 13 Jun 2025 04:26:13 +0000 /?p=928879 Last Thursday, two classes of Year 9 students attended a small session at the Geelong Tech School to try out 3D design using their “CAD it” session. Students used an…

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Last Thursday, two classes of Year 9 students attended a small session at the Geelong Tech School to try out 3D design using their “CAD it” session. Students used an industry CAD program called “OnShape” to design their own container and lid of a shape and size of their choosing.

Some reviews for students and staff are:

I made the lid of my cupcake and I printed it out, I also got a yummy Coke and mini M&Ms. Avah L

So, this is the school where the magic happens. I’m just helping girls to create sketches and to refine them, so that they can create a finished product. Iteration is really the key to success here, improving things as they go so that they get better and better. Mr Vanderstoep

It’s been fantastic today to see the girl’s sketches come to life as 3D printouts. Mrs Rixon

I did a few prototypes and worked on the way I wanted my container and lid to look. Georgia A

I feel so smart doing this. Georgia F

This is so great, and fun. I’m learning so much. Alyssa P

It’s totally so fun. Steph W

It was a fun day. Sadie C

A huge thankyou to Lachie and Jen from Geelong Tech School for teaching our students valuable creative skills and to the wider tech school staff for helping facilitate a wonderful excursion.

Billy Binedell
Laboratory Technician Science and Technology

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]]> Safe and Ethical use of AI /safe-and-ethical-use-of-ai/?utm_source=rss&utm_medium=rss&utm_campaign=safe-and-ethical-use-of-ai Fri, 13 Jun 2025 00:49:19 +0000 /?p=928867 As artificial intelligence (AI) becomes more integrated into our daily lives—from chatbots to content creation tools—it’s essential that we, as a school community, remain vigilant about the potential risks it…

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As artificial intelligence (AI) becomes more integrated into our daily lives—from chatbots to content creation tools—it’s essential that we, as a school community, remain vigilant about the potential risks it poses, especially for young people.

At ĢƵ we are placing a strong focus on thesafe and ethical use of AI, aligning with our commitment to child safety and digital wellbeing. While AI offers exciting opportunities for learning and creativity, it also raises concerns aroundprivacy, misinformation, and exposure to inappropriate content.

We encourage all parents and carers to engage in conversations with their daughters about how they use AI tools, and to explore trusted resources together. A great starting point is theeSafety Commissioner’s website, which offersfree online learning modules and guidanceon navigating AI and other digital technologies safely.

Visit:

Together, we can ensure that our students are not only digitally skilled but also digitally safe.

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]]> Assistive Tech Team Challenge /assistive-tech-team-challenge/?utm_source=rss&utm_medium=rss&utm_campaign=assistive-tech-team-challenge Thu, 17 Oct 2024 23:47:13 +0000 /?p=925868 Assistive Tech Team Challenge 15-16 October What would you invent to make life better for a person living with disability? ĢƵ entered a Year 9 the first ever Assistive Tech…

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Assistive Tech Team Challenge 15-16 October

What would you invent to make life better for a person living with disability?

ĢƵ entered a Year 9 the first ever Assistive Tech Team Challenge run by Geelong Tech School in partnership with Barwon Health. The team members were: Sophie N, Alistair F, Phoebe N, Charlie G & Hannah G. Eight other teams entered from a number of Geelong schools.

The 40 students who gathered for the two-day workshop were challenged to design Assistive Tech devices or equipment to help people with disability in everyday life. They worked within a Design Thinking process to develop and realise their ideas: Empathise, Define, Ideate, Prototype and Test.

Diana, an occupational therapist who works with Motor Neurone Disease patients helped students to understand the needs of people with disability. She brought in examples of good and bad tech for helping users with tasks such as dressing, showering, eating, mobility and getting in and out of a car.

Students then defined the task and ideated with a “100 ideas” protocol before developing concept sketches. The bulk of the time was spent in making prototypes to communicate ideas. Team ĢƵ designed flotation devices to help disabled people to swim. One prototype strapped around the legs, for users with lower body paralysis. The other one supported the head for users with arm problems.

Other inventions from students included a Swiss Army style tool for doing up buttons and zips, an exoskeleton to assist arm movement, low-cost customised cutlery and a GPS wheelchair. Prototypes were then tested through discussions with GTS staff and finally presented to staff and industry experts for feedback.

“I really liked the creative aspect of it. Being able to make our ideas a reality was an awesome experience.” Alistair

“Brainstorming ideas was good; I liked to hear what everyone was thinking.” Hannah

“I enjoyed sharing ideas and then putting them into action.” Charlie

“I like how it gave us a chance to explore different lives and create stuff. We got to think and not get told what the solutions are.” Phoebe

“I enjoyed making our prototype and going to Maccas after.” Sophie

“It was learning and building at the same time. Kids were very proactive and engaging. Go ĢƵ Tech Team!” Helia

“The students made a great team to create some innovative designs.” Billy

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]]> STEM Maker Projects 2023 /stem-maker-projects-2023/?utm_source=rss&utm_medium=rss&utm_campaign=stem-maker-projects-2023 Fri, 27 Oct 2023 04:45:16 +0000 /?p=921194 The post STEM Maker Projects 2023 appeared first on ĢƵ.

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]]> Australian STEM Video Game Challenge /australian-stem-video-game-challenge/?utm_source=rss&utm_medium=rss&utm_campaign=australian-stem-video-game-challenge Fri, 15 Sep 2023 00:46:42 +0000 /?p=920893 Disaster Survival (makecode.com) A group of fantastic Year 7 students decided they would like to design and build a game together and enter into the Australian STEM Video Game challenge…

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A group of fantastic Year 7 students decided they would like to design and build a game together and enter into the Australian STEM Video Game challenge showing Agency in Learning. The theme for 2023 was “Construction and Destruction”. They were entered in the Year 7-9 open platform.

As a group, they had to design elements of the gameplay, including the graphic design, music, movement, and interaction of the sprites. They also needed to create a Game Design Document (GDD) that included their roles, the timeline, the game description, goals, objectives, controls, and lots more. They used class time and lots of their lunchtimes, showing real collaboration and working with each other to make the game even better. They worked through their ideas and disagreements with respect for each other and a great sense of humour. Each person took on their role and met their deadlines, asking for help and support as needed. The students made it through to the second round and received feedback for their game and certificates for their efforts.

“What a great job, it’s clear a lot of effort went into this. The GDD was excellently documented. A lot of detail went into each of the different sections which was great. The game itself was fun to play, and I liked the link to the theme .” Tim

“I really love the concept and the design. It would have been great to have more than one level to play! The music is nice and it is great how you change the music. You could also consider having more than one type of material, such as paper or plastic that burns more and where the character has to choose the right material to protect the house. They can then also see what happens if they choose different types of material.” Ѳé

Great work team!

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]]> Year 9 DigiSTEM excursion /3d-print-excursion/?utm_source=rss&utm_medium=rss&utm_campaign=3d-print-excursion Mon, 07 Aug 2023 02:42:02 +0000 /?p=920236 On Wednesday 2 August two of our Year 9 DigiSTEM classes attended Geelong Tech School to print their 3D designs. The design brief specified a container and a lid not…

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On Wednesday 2 August two of our Year 9 DigiSTEM classes attended Geelong Tech School to print their 3D designs.

The design brief specified a container and a lid not larger than a Rubik’s cube. Students’ solutions came in all shapes and sizes, including boxes, hearts, a wheelie bin and a shamrock. A few students even designed a container for their air pod case to sit in.

Some of the students commented on how much they like the excursion. Some students mentioned on how, ‘it was such a fun experience’, and, ‘this excursion has opened up my mind to new and exciting ideas that I could use for the future.’

Thanks to Georgia D for helping out as roving photographer and Billy B for tech support.

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]]> Tech Leaders AI training day /tech-leaders-ai-training-day/?utm_source=rss&utm_medium=rss&utm_campaign=tech-leaders-ai-training-day Fri, 04 Aug 2023 05:05:44 +0000 /?p=920366 The 2023 Tech Leaders underwent training in AI, to better understand how it is changing our world. A generative chat AI that they used was https://www.codebreakeredu.com/chat/. This requires no sign…

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The 2023 Tech Leaders underwent training in AI, to better understand how it is changing our world. A generative chat AI that they used was . This requires no sign in and can support students in personalised learning.

Here is what some of our students had to say:

Elissa A
A Day of AI helped us to understand more about the technology we are growing up with as wll as the benefits and even some of the dangers that can come from it. This experience really challenged us to think about how technology is used and how we can use it in a way that can be beneficial to the school environment.

Layla M
A day of AI helps us to understand the harms and benefits of AI. It helped us to understand how the world is moving forward with AI. The Experience was super fun and I had a blast learning new things about AI and about my fellow Tech Leaders, it had lots of fun activities and was super helpful.

Perri H
Day Of AI helps us understand all about AI and what it is. We learnt about the harms and benefits of AI and understand how it impacts our lives. My experience was very fun and interesting, and I learnt so much about how AI works and how it impacts our lives.

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]]> Years 7 & 8 ICT Champions DreamHack Excursion /years-7-8-ict-champions-dreamhack-excursion/?utm_source=rss&utm_medium=rss&utm_campaign=years-7-8-ict-champions-dreamhack-excursion Fri, 14 Oct 2022 06:51:34 +0000 /?p=913645 Last month, the Year 7 & 8 ICT Champions went to the DreamHack Event Melbourne. The event was attended by over 21,000 attendees and included many guest speakers, displays, activities…

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Last month, the Year 7 & 8 ICT Champions went to the DreamHack Event Melbourne. The event was attended by over 21,000 attendees and included many guest speakers, displays, activities and games.

One guest presenter spoke about their time as a streamer on Twitch / TikTok. They talked about being careful with your information, the pros, and cons of their jobs, and just the day-to-day life as a content maker. Overall, the students thought it was a very informative and enjoyable day.

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