Unit rationale, description and aim

The Technologies in Early Childhood Education curriculum unit equips pre-service teachers with the skills to use technologies safely and meaningfully in early childhood education and care (ECEC) settings. It aligns with Belonging, Being, and Becoming: The Early Years Learning Framework for Australia, the Alice Springs (Mparntwe) Education Declaration, and the Australian Children’s Education and Care Quality Authority National Model Code. The unit helps pre-service teachers plan, document, assess, and support children’s learning with technologies while fostering their development as informed members of a digital society.

Pre-service teachers will explore age-appropriate technologies for documenting learning, planning curriculum-aligned play-based experiences, and assessing development. Foundational knowledge will focus on rights-based, philosophical, and theoretical perspectives on technology's role in enhancing play and learning. Emphasis is placed on play-based pedagogies that encourage safe and healthy engagement with technology. Accessible learning materials support pre-service teachers throughout the unit.

2026 10

Campus offering

No unit offerings are currently available for this unit.

Prerequisites

Nil

Incompatible

EDES104 Digital Cultures and Capabilities

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.

Explain rights-based, philosophical, and theoretic...

Learning Outcome 01

Explain rights-based, philosophical, and theoretical perspectives informing educator provision of technology-related activities in early childhood education and care (ECEC) settings. (APST 2.1; ACECQA B3, B4, B7, C2, E2, F3)
Relevant Graduate Capabilities: GC1, GC2, GC7, GC12

Apply key elements of national curriculum framewor...

Learning Outcome 02

Apply key elements of national curriculum frameworks and position statements informing educator provision of technology-related activities in early childhood education and care (ECEC) settings. (APST 2.1, 2.3, 2.6, 3.4; ACECQA B3, B4, B7, C2, E2, F3)
Relevant Graduate Capabilities: GC1, GC2

Demonstrate skills that encompass cultural capabil...

Learning Outcome 03

Demonstrate skills that encompass cultural capabilities and community mindedness to work effectively with a range of stakeholders. (APST 7.1, 7.2, 7.3; ACECQA A1, C1, DI, E3, F2, F3)
Relevant Graduate Capabilities: GC4, GC5, GC6

Plan multimodal play experiences involving technol...

Learning Outcome 04

Plan multimodal play experiences involving technologies that reflect Early Years Learning Framework (V2.0) Principles, Practices, and Learning Outcomes. (APST 2.1, 2.5, 3.4; ACECQA A1, B2, B3, B4, B7, C1, C2, F3)
Relevant Graduate Capabilities: GC2, GC3, GC8, GC9, GC10, GC11

Create learning resources using a range of current...

Learning Outcome 05

Create learning resources using a range of current and emerging digital technologies and support literacy and numeracy demands of the activities. (APST 4.4, 4.5; ACECQA A1, C1, D1, E3, F2, F3)
Relevant Graduate Capabilities: GC1, GC2, GC7, GC8, GC9, GC10, GC11

Content

Topics will include:

  • Study of national and state curriculum frameworks, position statements, and governmental organisations to set the context for using technologies in early childhood education 
  • Examination of children’s rights-based perspectives regarding educator use of technologies in early childhood education
  • Study of governmental screen time guidelines 
  • Privacy and consent for children and families
  • Balancing diverse perspectives: Ethical tensions in using digital technologies in Early Childhood Settings
  • Digital technologies and resources in EC teaching strategies, documentation and assessment
  • Examination of philosophical perspectives regarding the educator provision of technology-related activities for young children 
  • Educator provision of technology-related activities for young children 
  • Play-based pedagogies informing educator provision of technology-related activities for young children 

Assessment strategy and rationale

A range of assessment procedures will be implemented to support the achievement of unit learning outcomes and the development of graduate attributes, in alignment with University's assessment requirements. These procedures include the creation of a multimodal experience plan and a reflectively informed proposal for professional practice.

Pre-service teachers are expected to engage with generative AI tools ethically and responsibly. Any use of AI must be clearly declared, specifying the sections of the assessment in which it was used and outlining how it contributed, whether through idea generation, drafting, or editing.

The assessment tasks are purposefully designed to demonstrate evidence of meeting each learning outcome. To pass the unit, pre-service teachers must:

  1. submit all required assessment tasks,
  2. demonstrate achievement of every learning outcome,
  3. obtain a minimum score of 50% on both Assessment Task 1 and Assessment Task 2, and
  4. achieve an overall minimum grade of 50% for the unit.


Overview of assessments

Assessment Task 1: Reflection and Practice Propos...

Assessment Task 1: Reflection and Practice Proposal 

Part A: Critical Reflection

Choose one recommended resource and reflect on how young children are positioned within a digital world. Use scholarly literature to explore safe, ethical, and responsible digital technology use based on the perspective presented in your chosen document. Focus your reflection on one of the following areas:

  • Developmental appropriateness
  • Screen time: research and guidelines
  • Cultural responsiveness and family diversity
  • Children’s rights and voice
  • Privacy and consent

Part B: Practice Proposal

Develop a practical plan that demonstrates responsible and ethical integration of digital technologies in an infant and toddler setting. The plan should promote collaborative learning, cultural competence, and a sense of community. Include the following:

  • A communication strategy that uses digital tools (e.g., secure messaging, digital portfolios, apps) to engage families from diverse cultural backgrounds
  • One or two developmentally appropriate, tech-supported activities (e.g., digital photo displays, recorded family voices)
  • Ethical guidelines for educators addressing privacy, consent, screen exposure, and cultural considerations, adaptable to the unique needs and values of families and communities


Weighting

50%

Learning Outcomes LO3, LO5
Graduate Capabilities GC1, GC2, GC4, GC5, GC6, GC7, GC8, GC9, GC10, GC11
Standards APST(GA)4.4, APST(GA)4.5, APST(GA)7.1, APST(GA)7.2, APST(GA)7.3, ACECQA -A1, ACECQA -C1, ACECQA -D1, ACECQA -E3, ACECQA -F2, ACECQA -F3

Assessment Task 2: Multimodal Play Experience Pl...

Assessment Task 2: Multimodal Play Experience Plan and Presentation 

Pre-service teachers will individually design a multimodal play experience for children aged 3–5, using an inquiry-based pedagogical approach. The experience must integrate age-appropriate popular culture, media, and digital technologies in safe, meaningful ways, aligned with Learning Outcomes from the Early Years Learning Framework V2.0 (EYLF).

Part A – Experience Plan (15%)

Design a detailed, contemporary play experience incorporating popular culture themes (e.g., familiar storylines or characters), media (e.g., imaginative or pretend technologies), and digital tools (e.g., apps, programmable toys). Your plan must outline timing, resources, intentional teaching strategies, and clear links to EYLF Learning Outcomes.

Part B – Presentation (35%)

Present your multimodal play experience to your tutorial group using your choice of format (e.g., poster, demonstration, or video). Incorporate physical props and/or digital media as appropriate.

  • Articulate the rights-based, theoretical, or philosophical perspectives shaping your approach to technology in ECEC.
  • Include an annotated version of your experience plan highlighting how it supports children's cognitive (e.g., imagination) and social (e.g., collaboration) development and aligns with the EYLF planning cycle.



Weighting

50%

Learning Outcomes LO1, LO2, LO4
Graduate Capabilities GC1, GC2, GC3, GC7, GC8, GC10, GC11, GC12
Standards APST(GA)2.1, APST(GA)2.3, APST(GA)2.5, APST(GA)2.6, APST(GA)3.4, ACECQA -A1, ACECQA -B3, ACECQA -B4, ACECQA -B7, ACECQA -C2, ACECQA -E2, ACECQA -F3

Learning and teaching strategy and rationale

This learning and teaching strategy positions pre-service teachers as empowered adult learners, developing the capabilities to integrate technologies meaningfully into early childhood education and care (ECEC) settings. Drawing on the Early Years Learning Framework V2.0, national declarations, and quality standards, the unit encourages inquiry-based, student-centred learning underpinned by play-based pedagogies.

Pre-service teachers will explore age-appropriate technologies that support planning, documentation, and assessment of children’s learning. Emphasis is placed on children's rights, healthy digital habits, and safe engagement with technology. Through flexible modes of delivery—such as face-to-face or online lectures, interactive seminars, guided readings, and reflective forums—learners are supported in developing digital pedagogical skills and theoretical understanding.

Learning experiences are designed to reflect real-world practice, encouraging pre-service teachers to co-construct knowledge with children, foster creativity through curriculum-aligned play, and promote digital citizenship. Strategies scaffold self-regulated learning and collaborative problem-solving, guided by adult learning principles.

Podcasts and webinars provide opportunities for reflection and connection with peers and lecturers. This integrated approach supports pre-service teachers in becoming digitally confident professionals who can thoughtfully embed technology into young children’s play and learning experiences.

ACECQA Curriculum Specifications

In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:

  • Relating to

    Learning, development and care

    Relevant Learning OutcomeLO3, LO4, LO5

  • Relating to

    The Australian curriculum

    Relevant Learning OutcomeLO5

  • Relating to

    Numeracy, science and technology

    Relevant Learning OutcomeLO1, LO2, LO5

  • Relating to

    Language and literacy

    Relevant Learning OutcomeLO1, LO2, LO5

  • Relating to

    Creative arts and music

    Relevant Learning OutcomeLO1, LO2, LO5

  • Relating to

    Alternative pedagogies and curriculum approaches

    Relevant Learning OutcomeLO3, LO4, LO5

  • Relating to

    Play based pedagogies

    Relevant Learning OutcomeLO1, LO2, LO4

  • Relating to

    Developing family and community partnerships

    Relevant Learning OutcomeLO3, LO5

  • Relating to

    Historical and comparative perspectives

    Relevant Learning OutcomeLO1, LO2

  • Relating to

    Ethics and professional practice

    Relevant Learning OutcomeLO3, LO5

  • Relating to

    Management and administration

    Relevant Learning OutcomeLO3, LO5

  • Relating to

    Professional identity and development

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

Australian Professional Standards for Teachers - Graduate Level

In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:

  • Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

    Relevant Learning OutcomeLO1, LO2, LO4

  • Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

    Relevant Learning OutcomeLO2

  • Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.

    Relevant Learning OutcomeLO4

  • Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.

    Relevant Learning OutcomeLO2

  • Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

    Relevant Learning OutcomeLO2, LO4

  • Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.

    Relevant Learning OutcomeLO5

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

    Relevant Learning OutcomeLO5

  • Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.

    Relevant Learning OutcomeLO3

  • Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

    Relevant Learning OutcomeLO3

  • Relating toUnderstand strategies for working effectively, sensitively and confidentially with parents/carers.

    Relevant Learning OutcomeLO3

Representative texts and references

Representative Texts and References

Australian Children's Education and Care Quality Authority. (2024). National model code for early childhood education and care. https://www.acecqa.gov.au/sites/default/files/2024-07/National%20Model%20Code%20Taking%20Images%20and%20Videos.pdf

Australian Children’s Education and Care Authority. (2025). Guide to the National Quality Standard. https://www.acecqa.gov.au/sites/default/files/2025-01/Guide-to-the-NQF-250101.pdf

Australian Government Department of Education. (2019). Alice Springs (Mparntwe) Education Declaration https://www.education.gov.au/indigenous-education/resources/alice-springs-mparntwe-education-declaration

Australian Government Department of Education. (2022). Belonging, being and becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Australian Government Department of Health, Disability and Ageing. (2021). Physical activity and exercise guidelines for all Australians: For infants, toddlers and preschoolers (birth to 5 years). https://www.health.gov.au/topics/physical-activity-and-exercise/physical-activity-and-exercise-guidelines-for-all-australians/for-infants-toddlers-and-preschoolers-birth-to-5-years

 Chesworth, L. (2021). Observing, recognising and responding to children’s funds of knowledge and interests. Birth to 5 Matters: Non-statutory guidance for the Early Years Foundation Stage. https://www.birthto5matters.org.uk/wp-content/uploads/2021/03/Observing-recognising-and-responding-to-Childrens-funds-of-knowledge-and-intrests.pdf

Department of Education and Training. (2016). Victorian early years learning and development framework. https://www.education.vic.gov.au/Documents/childhood/providers/edcare/veyldframework.pdf

 Early Childhood Australia (ECA). (2025). Statement on young children and digital technologies. Updated URL pending.

Recommended References

Edwards, S. (2023). Concepts for early childhood education and care in the postdigital. Postdigital Science and Education, 5(3), 777–798. https://doi.org/10.1007/s42438-022-00356-7  

 Farrugia, R. C., & Busuttil, L. (2021). Connections and disconnections between home and kindergarten: A case study of a 4‐year-old child’s digital practices and experiences in early childhood. British Journal of Educational Technology, 52(6), 2178–2191. https://doi.org/10.1111/bjet.13140

 Gibbons, A. (2010). Reflections concerning technology: A case for the philosophy of technology. In S. Blake, & S. Izumi-Taylor (Eds.), Technology for early childhood education and socialization: Developmental applications and methodologies (pp. 1–19). Information Science Reference. https://doi.org/10.4018/978-1-60566-784-3

 Grieshaber, S., Caughey, J., Highfield, K., & Donahoo, D. (2025). Changing everyday pedagogical practices with digital technologies. In S. Edwards & L. Straker (Eds.), Young children in digital society: Now and into the future. Advance online publication. https://doi.org/10.4324/9781003460930

Harrison, E., & McTavish, M. (2018). ‘i’Babies: Infants’ and toddlers’ emergent language and literacy in a digital culture of iDevices. Journal of Early Childhood Literacy, 18(2), 163–188. https://doi.org/10.1177/1468798416653175

 Hopkins, R. (2023). Relooking at photography use in early childhood education and care in Aotearoa New Zealand. The First Years: Nga 27 - Tau Tuatahi. New Zealand Journal of Infant and Toddler Education, 25 (1), 27–31. https://www.auckland.ac.nz/assets/education/research/docs/FYJ-Vol25-Iss1-2023-internew.pdf

 Nolan, A., & Moore, D. (2025). Broadening the notion of peer-to-peer interactions when young children engage with digital technology. Early Childhood Education Journal, 53(5), 1341–1353. https://doi.org/10.1007/s10643-024-01662-4

 Nuttall, J., Rooney, T., Gunn, A. C., & White, E. J. (2023). The impact of digital documentation platforms on early childhood educators’ work in Australia and New Zealand. Technology, Pedagogy and Education, 32(2), 257–273. https://doi.org/10.1080/1475939X.2023.2177720 

 Wilson, S., Murcia, K., Cross, E., & Lowe, G. (2024). Digital technologies and the early childhood sector: Are we fostering digital capabilities and agency in young children? Australian Educational Researcher, 51(4), 1425–1443. https://doi.org/10.1007/s13384-023-00647-3

Wood, E., Nuttall, J., Edwards, S., & Grieshaber, S. (2020). Young children's digital play in early childhood settings: Curriculum, pedagogy and teachers' knowledge. In O. Erstad, R. Flewitt, B. Kümmerling-Meibauer & I. Pereira and Í. S. Pires Periera (Ed.). The Routledge handbook of digital literacies in early childhood (pp. 214–226). Routledge. https://doi.org/10.4324/9780203730638


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