Credit points


Campus offering

No unit offerings are currently available for this unit



Unit rationale, description and aim

This unit is important for all teachers as it focuses on the use of technologies in 21st Century learning. There is now an expectation, with the emphasis on technologies in all facets of life, that teachers need to have a strong basis and an ability to demonstrate a theoretical and technical knowledge of the use of technologies in education so as to support their students’ learning. This includes exploring strategies for teaching with technologies and developing activities for both ICT capabilities and digital technologies. Participants will examine technology as a context, stimulus and tool for learning.

The aim of this unit is to provide pre and in-service teachers with an understanding of the practical implications of technology for education across various learning environments so as to cater for the variety of learning needs in schools today.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

On successful completion of this unit, students should be able to:

LO1 - Analyse a range of theoretical frameworks relating to teaching with information and communication technology (GA4; APST 1.2; ACECQA A8, B1, B2, B3, C7)

LO2 - Embed an understanding for the use of digital technology in teaching with reference to current research and practice (GA5; APST 1.2, 2.1, 2.6, 7.4; ACECQA B3, C7, D1, E2, F1)

LO3 - Explore the implementation of digital technologies in a variety of learning and teaching situations (GA10; APST 2.6, 3.4, 5.5, 7.1; ACECQA B3, C4, E3)

LO4 - Implement the literacy of technology in creative ways to meet a range of student learning styles, prior experiences, special needs and language backgrounds (GA1, GA9, GA10; APST 1.3, 2.6; ACECQA B3, B9, C1, C4, D2, D4, D5, E2, E3, F1)

LO5 - Create resources that integrate technology into the curriculum (GA4, GA9, GA10; APST 2.6, 3.4, 5.5; ACECQA B3, B9, E2)

LO6 - Critique relevant international, national and state documents on digital technology as they relate to the use of these technologies in the classroom (GA4; APST 4.5, 7.2; ACECQA B1, B2, B3, C7).

Graduate attributes

GA1 - demonstrate respect for the dignity of each individual and for human diversity

GA4 - think critically and reflectively 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA9 - demonstrate effective communication in oral and written English language and visual media 

GA10 - utilise information and communication and other relevant technologies effectively.


On successful completion of this unit, pre-service teachers should be able to:

1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

5.5 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.

7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

ACECQA Curriculum Specifications

On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:

A. Psychology and child development 

A8. Transitions and continuity of learning (including transition to school)

B. Education and curriculum studies

B1.  Early Years Learning Framework

B2.  The Australian curriculum

B3.  Numeracy, science and technology

B9.  Curriculum planning, programming and evaluation

C. Early childhood pedagogies 

C1.  Alternative pedagogies and curriculum approaches

C4.  Teaching methods and strategies

C7.  Contemporary society and pedagogy

D. Families and community partnerships

D1. Developing family and community partnerships

D2.  Multicultural education

D4. Socially inclusive practice

D5. Culture, diversity and inclusion.

E. History and philosophy of early childhood  

E2.  Contemporary theories and practice

E3.  Ethics and professional practice.

F. Early childhood professional practice

F1.  Leadership


Topics will include:

  • Application of learning theories to the use of digital technologies in classroom teaching practice
  • An examination of constructivist approaches to teaching with technology
  • Appropriate management structures for the use of digital technologies in teaching
  • The role of the teacher in creating the context for the effective use of content and non-content software in an educational setting
  • Using digital technologies in establishing learning centres
  • The components of information and communications technology (ICT) systems in education
  • International, national, state, school, early childhood, and other relevant digital technology documents
  • The computer as a personal productivity tool
  • Future directions for teaching and learning in the 21st Century
  • Teaching, learning and literacy strategies to meet a range of student learning styles, prior experiences and special needs.

Learning and teaching strategy and rationale

This unit is generally taught fully online across a 12-week semester.

Participants should anticipate undertaking 150 hours of study for this unit including a variety of flexible teaching and learning strategies, dependent on the needs of the particular group and the technologies available. These may include access to the Learning Environment Online (LEO), self-paced readings, webinars (recorded and available on the LEO site), online discussions, hands-on exercises, experiential learning, problem solving, and exploration of a broad range of technologies.

Technology Enhanced Learning

As this is a fully online unit, it is expected that students will have an Internet connected computer. They are also expected to be self-motivated learners who will regularly engage with content and discussion forums in the online modules as well as explore content with others where appropriate. 

Assessment strategy and rationale

A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with university assessment requirements. Such procedures may include, but are not limited to: folio of practical tasks, project to exhibit skills learned in the unit, multimedia production/ presentation, reading tasks with online discussion and responses, practical demonstration of information literacy skills through consistent use of technology. Assessment tasks will be presented in various formats to show skills with ICT.

 Minimum Achievement Standards

The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome. Both assessments are completed individually.

In order to pass this unit, students are required to submit both assignments.

Active participation in online discussion is also important as these forums provide opportunities for rich discussion and elaboration of ideas that will enhance learning in this unit and assist students to develop the skills and knowledge required to create the resources required in the assessment tasks.

Electronic Submission, Marking and Return

All assessments will be submitted and returned via the LEO interface.

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning OutcomesGraduate Attributes

Assessment Task 1

Creation of a multimedia production incorporating practical (ICT general capabilities) classroom activities addressed in the unit


LO1, LO3, LO4, LO5

GA1, GA4, GA9, GA10

Assessment Task 2

Planning, implementing and evaluating a digital resource created in a web interface for sharing Digital Technologies teaching and learning in an educational setting.


LO2, LO4, LO6

GA4, GA5, GA10

Representative texts and references

Required text(s)

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2017). Australian Curriculum Technologies. Retrieved from

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2017). Australian Curriculum Technologies: Digital Technologies. Retrieved from

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2017). Australian Curriculum General Capabilities: ICT. Retrieved from

Recommended references

Henderson, M., & Romeo, G. (Eds.). (2015). Teaching and digital technologies: Big issues and critical questions. Port Melbourne, Vic: Cambridge University Press.

Howell, J. (2012).Teaching with ICT: Digital pedagogies for collaboration & creativity. South Melbourne, Vic: Oxford University Press.

Martinez, S. & Stager, G. (2013). Invent to learn: Making, tinkering and engineering in the classroom. Constructing Modern Knowledge Press.

Mishra, P., & Koehler, M. J. (2009, May). Too cool for school? No way! Learning & Leading with Technology, 36(7), p.14-18.

Papert, S. (1980). Mindstorms. New York: Basic Books.

Appropriate Journals and Websites

Australian Educational Computing

Australasian Journal of Educational Technology

British Journal of Educational Technology

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