Unit rationale, description and aim
This unit introduces pre-service teachers to the Technologies learning area with a focus on curriculum knowledge, inclusive pedagogy, and future-oriented digital practices. Through a constructivist lens, students will explore how technologies - both digital and design - can support learners to investigate, create, problem-solve, and communicate in authentic and meaningful ways.
Students will engage in collaborative, inquiry-driven experiences that allow them to critically explore the role of technology in shaping teaching and learning. They will examine national and stage technologies curriculum and consider how to design learning experiences that are ethical, inclusive, and responsive to learners’ diverse needs and contexts. This includes deep, scaffolded engagement with frameworks such as TPACK, SAMR, Universal Design for Learning, and the ethical use of generative artificial intelligence.
The aim of this unit is to empower future teachers to co-construct engaging learning environments where technology is used not as an add-on, but as an integral tool for inquiry, creativity, collaboration, and equity. Students will develop confidence, critical digital capability, and professional judgement to plan and reflect on technology-enhanced teaching in diverse primary classrooms.
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.
Apply national/state and systemic policy and sylla...
Learning Outcome 01
Explain the use of a range of theoretical framewor...
Learning Outcome 02
Justify pedagogical decisions in designing technol...
Learning Outcome 03
Design inclusive technologies’ learning experience...
Learning Outcome 04
Content
Topics will include:
· Evidence-based strategies for collaborative and inquiry-driven learning in Design and Digital Technologies, including SAMR and TPACK frameworks
· Curriculum and policy in Digital and Design Technologies, national and state-based
· Core concepts in Digital and Design Technologies, including Knowledge and understanding and Processes and production skills strands
· Exploring First Nations knowledges and technologies
· Fostering critical thinking, problem-solving and creativity through Digital and Design Technologies
· Designing inclusive and accessible learning and assessment activities that cater to diverse learner needs, including UDL and assistive technologies
· Planning and teaching collaborative, technology-rich learning experiences, including responsible and ethical use of physical and digital resources
· Developing future-ready design and digital technologies units
· Digital literacies and reflective practice, considering digital fluency, professional identity, and ongoing professional learning aligned with the Australian Professional Standards for Teachers
· Generative AI and other emerging technologies in primary classrooms
Assessment strategy and rationale
This unit reflects a constructivist approach to the design of assessment to promote learning that aligns with professional expectations in the technologies learning area. Each task is designed to scaffold knowledge, foster reflective and collaborative practice, and develop confidence in designing inclusive, technology-rich learning experiences.
Task 1 focusses on design technologies curriculum. Pre-service teachers design a learning and assessment project task and present it through an online environment. They will engage in hand-on production skills to create an above standard worked example. Task 2 focusses on digital technologies curriculum. In groups, pre-service teachers will present their findings from collaborative analysis and modification of a resource designed to supporting learning in digital technologies. They should include reflective appraisal of the pedagogical value, inclusive design, and ethical implications of using the resource. Together, these tasks balance individual accountability with collaborative inquiry, ensuring graduates are equipped for future-focused teaching in diverse classrooms.
The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome. To pass this unit, students are required to submit all assessment and achieve an overall passing grade of 50% across the two tasks.
Overview of assessments
Assessment Task 1: Design Technologies Learning a...
Assessment Task 1: Design Technologies Learning and Assessment Task
Design and develop an original Design Technologies learning task that is applicable in a primary classroom and linked to a defined problem and a sustained inquiry sequence. Prepare the task for implementation, including: (1) articulation of the real-world scenario that underlies the problem or inquiry, (2) three innovative activities that will guide students to producing a solution, (3) guide for students and teachers to make judgements about the product/solution aligned with relevant curriculum, and (4) an ‘Above satisfactory’ worked example. Present your task and related teaching, learning and assessment resources using an online platform. Provide critically reflective analysis of the task and its pedagogical design with reference to relevant theoretical and evidence-based literature.
50%
Assessment Task 2: Digital Tool Showcase In grou...
Assessment Task 2: Digital Tool Showcase
In groups, select a digital learning tool or resource that is designed to support primary students learning in Digital Technologies. Conduct a critical analysis of the tool and its pedagogical design using relevant frameworks, such as TPACK and SAMR. Then, create a presentation that: (1) introduces the tool or resource, (2) demonstrates its use and any modifications that are required, (3) outlines safety and ethical considerations, and (4) justifies its use including links to theoretical and evidence-based literature and alignment with curriculum.
50%
Learning and teaching strategy and rationale
This unit is grounded in constructivist pedagogy, emphasising inquiry, collaboration, and creative engagement with digital and design technologies. Learning experiences are structured to encourage students to co-construct knowledge through active participation, problem-solving, and reflection. Students explore the Technologies curriculum through hands-on experimentation, digital tool exploration, and scenario-based planning tasks that mirror authentic teaching practice.
The unit employs a flipped learning model with asynchronous online learning to build theoretical understanding, that is applied through curated tutorials experiences. These tutorials prioritise collaborative exploration, critical discussion, tool demonstrations, and peer feedback, allowing students to apply and extend their understanding in context.
The content of the unit is designed to reflect professional expectations and support the development of teacher identity. It promotes broadening curriculum knowledge, inclusive and ethical use of technologies, and growth in digital capability and reflective teaching practice. This approach supports the development of adaptive, capable, and reflective educators ready to navigate digitally rich classrooms and effective teaching and learning across Design and Digital Technologies.
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
Child health, wellbeing and safety
Relevant Learning OutcomeLO1, LO2
Relating to
Diversity, difference and inclusivity
Relevant Learning OutcomeLO3, LO4
Relating to
Learners with special/additional needs
Relevant Learning OutcomeLO3, LO4
Relating to
Alternative pedagogies and curriculum approaches
Relevant Learning OutcomeLO3, LO4
Relating to
Teaching methods and strategies
Relevant Learning OutcomeLO2, LO3
Relating to
Australian curriculum
Relevant Learning OutcomeLO1
Relating to
Numeracy, science and technology
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Curriculum planning, programming and evaluation
Relevant Learning OutcomeLO2, LO3
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 research into how students learn and the implications for teaching.
Relevant Learning OutcomeLO1
Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
Relevant Learning OutcomeLO2, LO3, LO4
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
Relating toOrganise content into an effective learning and teaching sequence.
Relevant Learning OutcomeLO1, LO2
Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Relevant Learning OutcomeLO1, LO2
Relating toDemonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Relevant Learning OutcomeLO3, LO4
Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.
Relevant Learning OutcomeLO1, LO3
Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Relevant Learning OutcomeLO3, LO4
Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.
Relevant Learning OutcomeLO3, LO4
Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Relevant Learning OutcomeLO1, LO2, LO3
Relating toInclude a range of teaching strategies.
Relevant Learning OutcomeLO1, LO2, LO3
Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Relevant Learning OutcomeLO1, LO2, LO3
Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Relevant Learning OutcomeLO4
Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.
Relevant Learning OutcomeLO2, LO3, LO4
Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.
Relevant Learning OutcomeLO2
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 OutcomeLO3, LO4
Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Relevant Learning OutcomeLO3
Australian Institute for Teaching and School Leadership (AITSL) Core Content
On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the AITSL Core Content:
Relating toHow the brain applies attained knowledge to solve problems by accessing memory or combining and re-combining memory to generate possible solutions.
Relevant learningLO1
Relating toThe key features of coherent and deliberate planning and sequencing of tasks and lessons including curriculum-aligned learning objectives, clear descriptions of how students will show evidence of mastery, the common progression of learning in a subject area and the critical curriculum knowledge needed for students to progress.
Relevant learningLO1, LO3
Relating toHow to sequence tasks within a lesson that build upon each other, meet students where they are in their learning and help them understand the progression of skills needed to attain mastery.
Relevant learningLO1, LO3
Relating toHow to explicitly model new skills and content through ‘worked examples’ that clearly demonstrate how to complete the task, followed by a progressive removal of scaffolding as students become more proficient.
Relevant learningLO1, LO2, LO3
Relating toHow to explicitly deliver reading and writing instruction through discipline and discipline-specific curriculum and pedagogical studies as outlined in standard 4.2.
Relevant learningLO3
Relating toHow to deliver explicit numeracy instruction followed by a progressive removal of scaffolding as students become more proficient through a combination of underpinning mathematical concepts and skills (numerical, spatial, graphical, statistical, and algebraic); mathematical thinking and strategies; and general thinking skills as appropriate to discipline and discipline-specific curriculum and pedagogical studies as outlined in standard 4.2.
Relevant learningLO1
Relating toHow to plan and implement practices that create a predictable and safe environment for students by reducing variance in classroom environment – for example, classroom arrangement, consistent location of prompts, consistent use of space, visible rules, and routines.
Relevant learningLO2
Relating toThe content covered in the Australian Curriculum Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority across stages and subjects.
Relevant learningLO3
Relating toThe evidence-based approaches to cater for specific needs and disabilities that a teacher may encounter during their career, with a focus on needs with high prevalence in Australian classrooms. Content should be developed in collaboration with appropriate subject matter expertise from a range of disciplines – for example, linguistics, psychology, health, and education.
Relevant learningLO4
Representative texts and references
Recommended Texts and Documents
ACARA. (2015). Technologies | V9 Australian Curriculum. Australiancurriculum.edu.au. https://v9.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/technologies#technologies
Department of Education. (2023). Australian Framework for Generative Artificial Intelligence (AI) in Schools - Department of Education, Australian Government. Department of Education. https://www.education.gov.au/schooling/resources/australian-framework-generative-artificial-intelligence-ai-schools
Recommended References
ACARA. (2019). Aboriginal and Torres Strait Islander Histories and Cultures | V9 Australian Curriculum. Australiancurriculum.edu.au. https://v9.australiancurriculum.edu.au/curriculum-information/understand-this-cross-curriculum-priority/aboriginal-and-torres-strait-islander-histories-and-cultures
Albion, P., Campbell, C., & Jobling, W. (2022). Technologies education for the primary years (2nd ed.). Cengage.
Asad, M. M., Sherwani, F., Hassan, R. B., & Churi, P. (2021). Innovative Education Technologies for 21st Century Teaching and Learning (pp. 1–14). Taylor & Francis Group.
Aubrey-Smith, F., & Twining, P. (2023). From EdTech to PedTech. Taylor & Francis.
CAST. (2024). The UDL guidelines. CAST. https://udlguidelines.cast.org/
Couch, J. D. (2023). Rewiring Education. BenBella Books.
Department of Industry, Science and Resources. (2024, October 11). Australia’s AI Ethics Principles. Industry.gov.au. https://www.industry.gov.au/publications/australias-artificial-intelligence-ethics-principles/australias-ai-ethics-principles
Fullan, M., Quinn, J., & McEachen, J. J. (2018). Deep Learning : Engage the World Change the World. SAGE Publications.
History and Technology - 8 Ways. (2014). 8 Ways. 8 Ways. https://www.8ways.online/history-and-technology
Howell, J., & Mcmaster, N. (2022). Teaching with technologies: Pedagogies for collaboration, communication, and creativity. Oxford Univ Press.
Jisc. (2025). Individual digital capabilities. JISC. https://digitalcapability.jisc.ac.uk/what-is-digital-capability/individual-digital-capabilities/
Jones, D. (2023). Modern PBL. Everything Edtech Series.
Kitchen, T. (n.d.). The best way to learn is to make. Creativity in a Gen AI world. (2nd ed.). Mammoth Learning.
Leask, M., & Younie, S. (2024). Teaching and Learning with Technologies in the Primary School. Taylor & Francis.
Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). “Together we are better”: Professional learning networks for teachers. Computers & Education, 102(102), 15–34. https://doi.org/10.1016/j.compedu.2016.06.007