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EDTS240 Technologies Education , EDTE260 Technologies Curriculum, Pedagogy and Assessment in the Early Years

Unit rationale, description and aim

The Technologies curriculum is designed to provide learning opportunities for students that facilitate the development of critical and creative thinking skills to solve real–world problems. Aligning with the education goals from the Alice Springs (Mparntwe) Education Declaration, realisation of these mandates requires the adoption of constructivists principles to support ‘hands–on’, student–centred teaching and learning strategies.

In this unit, pre–service teachers will establish a knowledge base in the areas of curriculum, pedagogy and assessment in F–6 Technologies national curriculum. The understanding of curricula will be provided from a Catholic, State and Independent school perspective. More specifically, it will familiarise pre–service teachers with both the Design and Technologies and the Digital Technologies components of the Australian Curriculum. This will include syllabus content and requirements, approaches to lesson planning and delivery, the use of project–based learning, and current and emerging digital technologies for resource development. Pre–service teachers will experiment and evaluate a range of digital technologies resources to support meaningful technology pedagogy, and will learn to differentiate between ICT capabilities and Digital Technologies.

The aim of this unit is to develop pre–service teacher’s awareness of the unique language, literacy, general capabilities and cross–curriculum priorities of the technologies to meet the learning needs of a diverse range of students.

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 - apply relevant national/state and systemic policy and syllabus documents which set the context for the Australian Curriculum: Technologies (GA5, GA8; APST 2.1; ACECQA B2)

LO2 - describe a range of theoretical frameworks relating to teaching with technologies, including professional ethical standards that facilitate the safe and responsible use of digital technologies in learning and teaching (GA4; APST 2.1, 2.6, 4.5; ACECQA C4, C5).

LO3 - select, document, implement and evaluate, a range of strategies, including project-based learning, appropriate to the teaching and learning of the Australian Curriculum: Technologies, that reflect the general capabilities and cross-curriculum capabilities, to meet diverse student learning styles and prior experiences (GA4, GA5, GA8, GA9, GA10; APST 1.2, 2.1, 2.2, 2.3, 3.3, 5.1; ACECQA B2, C5, C7)

LO4 - research, evaluate and develop learning resources using a range of current and emerging digital technologies and support literacy and numeracy demands of the activities (GA4, GA8, GA9, GA10; APST 2.1, 2.5, 2.6, 3.4)

Graduate attributes

GA4 - think critically and reflectively 

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

GA8 - locate, organise, analyse, synthesise and evaluate information 

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.

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

2.2 Organise content into an effective learning and teaching sequence.

2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

3.3 Include a range of teaching strategies.

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.

5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.


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

B Education and curriculum studies

B2. The Australian curriculum

C. Teaching Pedagogies

C4. Teaching methods and strategies

C5. Children with diverse needs and backgrounds

C7. Contemporary society and pedagogy


Topics will include:

  • Study of relevant national, state and systemic policy and syllabus statements to set the context for the Australian Curriculum: Technologies within the Foundation to Year 6 context
  • Study of the aims, objectives, outcomes, content and assessment requirements of the relevant Australian Curriculum: Technologies syllabus
  • Examination of a range of theoretical frameworks relating to teaching of and with technologies
  • Approaches to planning and development of project-based teaching and learning strategies
  • Teaching and learning strategies, that include the general capabilities and cross-curriculum priorities, to meet a range of student learning styles and prior experiences
  • Design and Technologies knowledge and understanding and processes and production skills - identify needs, opportunities or problems and use design process and design thinking to develop solution
  • Digital Technologies knowledge and understanding and processes and production skills – defining and solving problems through digital systems, critical and creative thinking and applying computational thinking
  • The language and literacy of the technologies
  • Ethics, values and contemporary influences involved in the teaching of the technologies subject.
  • Professional learning and associations

Learning and teaching strategy and rationale

This unit may be offered on-campus, online or in a blended mode. This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the teaching period comprising of directed tasks and self-study. 

An emphasis is placed on pre-service teachers as adult learners with responsibility for their own learning and who are capable of problem solving. The learning in this unit is enquiry-based, learner-focused and student centred. Teaching and learning strategies are designed to be flexible and promote self-regulated and guided learning, underpinned by adult learning principles and may include:

  • Lectures face-to-face or online to enhance knowledge
  • Seminars, tutorials or workshops; online activities to engage in active learning
  • Reading guides which involve directed reading as well as self-directed online study materials
  • Discussion Forum online postings and responses designed to encourage peer collaboration
  • Webinars and podcasts for lecturer and student communication and for further information.

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 include the development of a Design Technologies Project-based assessment task and a Digital Technologies project solution.

Minimum Achievement Standards

In order to pass this unit, participants are required to submit or participate in all assessment tasks. The assessment tasks and their weighting for this unit are designed to demonstrate achievement of each learning outcome.

Electronic Submission, Marking and Return

Assessment task submission and return of marked assessment will be done through Turnitin on LEO. Tasks will be marked and returned three weeks after the assessment is completed.

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning OutcomesGraduate Attributes

Assessment Task 1

Design and Technologies Project-based Site


LO1, LO2, LO3, LO4

GA4, GA5, GA8, GA9, GA10

Assessment Task 2

Digital Technologies Contemporary Teaching


LO1, LO2, LO3, LO4

GA4, GA5, GA8, GA9, GA10

Assessment Task 1: Design Technologies Project-based site

Task Requirements

Part A – Project-Based Learning

Participants are to design and develop an original 7-10 days (7-10 hour) project-based learning (PBL) task, appropriate to a primary school year level of your choice. The problem and sustained inquiry sequence is to derive from the Design and Technologies Curriculum and should integrate with other curriculum areas, including ICT as a general capability. The PBL task must be underpinned by the learning theories addressed during lectures and tutorials, for example, project-based learning, SAMR, TIM, etc.

The PBL task will be presented as a website, and should be a minimum of four web pages:

1. Challenging Problem or Question Statement – A real-world scenario needs to be presented that describes the nature and scope of the problem.

2. Sustained Inquiry – include three innovative activities that will guide students to produce a well-considered judgment, to support their solution to the problem. Utilise a range of theories to ensure activities are scaffolded e.g. Bloom’s Taxonomy, Gardener’s Multiple Intelligences

3. Assessment Strategy – guide for students to determine whether the learning outcomes of the task are met.

4. Work Sample – ‘Above satisfactory’ work sample of each of the activities and problem solution


Part B – Project-Based Learning Reflection

Write a critical reflection addressing how and where the project-based learning task you have designed is underpinned by project-based learning and other theories. The critical reflection must be more than anecdotal; reference must be made to the readings and the theoretical content covered during the lectures and tutorials (approx. 400 words). 

Assessment Task 2 – Digital Technologies Contemporary Teaching

Part A – Digital Technologies Lesson Plan

In groups of 3, develop a series of three sequential lessons/learning activities.

Using the ACU lesson plan template and the Digital Technologies Syllabus you are to create a sequence of three, contemporary and detailed 30-minute lessons. The lessons are to be based on the Years 5 and 6 Digital Technologies Outcomes and Content. Your lessons must integrate the meaningful use of at least one digital technological tool or application and be innovative in approach.

The lesson plans should specify clearly: the syllabus, year level, outcomes, cross-curriculum priorities, general capabilities, timed lesson content and teaching strategies and resources required, including technological. Accompanying the lesson plan should be all the resources required to teach the lesson. If resources have been taken from existing texts or URLs ensure they are clearly referenced.

Part B – Innovative Teaching Performance

In the same group of 3, students are to identify the most creative and engaging 15-minutes from the lessons planned in Part A. Students are to teach the 15-minute lesson, with each group member participating equally to the lesson delivery. The teaching performance must have the tutorial group actively participating in the lesson. 

Representative texts and references

Required text(s)

Australian Curriculum Assessment and Reporting Authority. (2015). Australian Curriculum: Technologies. , Canberra, ACT: Australian Curriculum Assessment and Reporting Authority.

Relevant State and Territory curriculum documents. 

Recommended references

Albion, P., Campbell, C., & Jobling, W. (2018). Technologies education for the primary years. South Melbourne, Vic: Cengage Learning Australia.

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 and creativity. South Melbourne, Vic: Oxford University Press.

Larmer, J., Ross, D., & Mergendoller, J.R. (2017). PBL starter kit: To-the-point advice, tools and tips for your first project in middle or high school. Novato, CA: Buck Institute for Education.

Thompson, S., & Thompson, N. (2008). The critically reflective practitioner. Basingstoke, England: Palgrave Macmillan.

Whitton, D., Barker, K., Nosworthy, M., Humphries, J., & Sinclair, C. (2016). Learning for teaching: Teaching for learning (3rd ed.). South Melbourne, Vic: Cengage Learning Australia


Appropriate Journals and Websites

Australian Council for Computers in Education (ACCE) (

Australasian Journal of Educational Technology

ACARA, Technologies

Buck Institute for Education:

Digital Technologies Hub -

Computer Science Unplugged

Grok Learning -

Introduction to Computational Thinking for Every Educator


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