Using Interactive Multimedia to Engage Year 9 ITD Students
As part of the 2024 Learning Showcase at the State High School where I work, I was chosen for a 10-week pedagogical improvement program focused on increasing engagement in my Year 9 Industrial Technology & Design (ITD) class.
The project centred around the strategic use of pre-recorded instructional videos to support student learning through interactive devices such as smartboards, tablets, and laptops.
My goal for my showcase was to…
“To enhance the engagement of Year 9 ITD students by emphasising critical information and organising student interactions through pre-recorded interactive multimedia.”
This initiative directly aligned with two key elements of The New Art and Science of Teaching (NASOT) framework:
– Element 8: Recording and Representing Content
– Element 16: Highlighting Critical Information
Project Design & Intent
The Year 9 Furnishing Pathways unit, LED Lamp Project, provided the ideal context for innovation.
Traditionally, students relied on verbal demonstrations or whiteboard sketches in a fast-paced workshop environment.
Recognising that many students benefit from the ability to revisit instructions and visualise processes at their own pace, I developed and embedded pre-recorded, step-by-step video content into our interactive classroom systems.
Students accessed these videos during both theory and practical sessions.
Through Microsoft Teams, Class Notebook and the classroom’s interactive TV, the resources could be paused, rewound and referred to during hands-on activities, empowering students to work more independently and confidently.
Focus on NASOT Elements
Element 8: Recording & Representing Content
I applied strategies from NASOT Element 8 by designing visual and linguistic resources that students could interact with non-linearly. These included:
– Demonstration videos using multiple camera angles
– Layered instructions embedded into PowerPoint slides
– Workshop visuals supported by flowcharts and graphic organisers
These approaches align with Marzano’s guidance, where students deepen understanding by representing content both linguistically and non-linguistically (Marzano Resources, 2016).
Element 16: Highlighting Critical Information
Key strategies implemented from Element 16 included:
– Repetition and visual cueing of critical content
– Interactive questions within video segments
– Advance organisers and scaffolded summaries
These strategies help students distinguish between essential and peripheral information, improving retention and comprehension (Marzano Resources, 2016).
Evidence of Impact
• Student engagement visibly improved—students became more self-reliant.
• Faculty feedback praised the quality and utility of the video resources.
• Student outcomes included improved task completion, better-quality practical work, and stronger reflective writing.
Example student reflection:
“I liked how I could go back and rewatch the mitre joint demo—it helped when I forgot which way to hold the chisel.”
Staff Development
The presentation was received very well and as a result I was asked to present the Showcase to our Faculty and then to the entire staff for the following years Professional Development day presentation. The Showcase allowed our faculty to purchase video equipment, a 75″ Touchboard and three 65″ Touchboard interactive TV’s, all on rolling stands for our workshops. The other faculty members enjoyed the presentation and ongoing benefit of having interactive devoces within the workshp.
Reflection and Next Steps
This Showcase helped me refine a replicable workflow: record, upload and scaffold digital content in a way that’s purposeful – not just for engagement, but for deep understanding. The next iteration will include student-created videos and AI-generated revision quizzes to extend interactivity.
Raised platforms will be built for each bench so students can access information, complete work and answer spot quizzes through their laptops.
25/07/2025 update: Raised platforms have been made for one workshop. As they are used and feedback is obtained from students and fellow teachers, the design will be modified before producing sets for the other four workshops.
Related APSTs
1.5: Differentiate teaching to meet the specific learning needs of students across the full range of abilities
2.6: Use effective teaching strategies to integrate ICT into learning and teaching programs
3.4: Select and use resources
3.5: Use effective classroom communication
4.5: Use ICT safely, responsibly and ethically
References
Marzano Resources. (2016). The New Art and Science of Teaching: Recording and Representing Content. Marzano Compendium of Instructional Strategies.
Marzano Resources. (2016). The New Art and Science of Teaching: Highlighting Critical Information. Marzano Compendium of Instructional Strategies.
Australian Institute for Teaching and School Leadership. (2011). Australian Professional Standards for Teachers (APST). Retrieved from https://www.aitsl.edu.au
