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Digital Technologies unit (EMT608)

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Unit year 2027

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Location: Hobart, Online

Introduction

EMT608 Teaching Digital Technologies is designed specifically for pre-service teachers undertaking a Master of Teaching. It will analyse the distinctions between Digital Literacy (previously ICT) and Digital Technologies and explore how computers can be used, with a major focus on Digital Literacy General Capability or the Digital Technologies subject of the Australian Curriculum. This unit also provides opportunities for you to demonstrate your practical applications of Digital Literacy or Digital Technologies. In addition, you will demonstrate your capacity to design good teaching and assessment strategies, and ethically apply contemporary and emerging computer technology in your professional practice.

Summary

Unit name Digital Technologies
Unit code EMT608
Credit points 6.25
College/School Arts and Society
Faculty of Education
Discipline Education
Coordinator Doctor Zi Siang See
Delivered By University of Tasmania
Level Postgraduate

Sustainable Development Goals

The Unit Coordinator has identified that this unit aligns with the following UN Sustainable Development Goals. We welcome your thoughts and feedback on the alignment of the unit with these goals.

Availability

Specific information on 2027 unit availability will be available in August

Key Dates

Study Period Start date Census date WW date End date
Semester 2 4/7/2027 26/7/2027 29/8/2027 23/10/2027
Semester 1 21/2/2027 15/3/2027 18/4/2027 12/6/2027

* The Final WW Date is the final date from which you can withdraw from the unit without academic penalty, however you will still incur a financial liability (refer to How do I withdraw from a unit? for more information).

Unit census dates currently displaying for 2027 are indicative and subject to change. Finalised census dates for 2027 will be available from the 1st October 2026. Note census date cutoff is 11.59pm AEST (AEDT during October to March).

About Census Dates

Learning Outcomes

  • Apply digital solutions to reflect good teaching and assessment in Digital Technologies
  • Critically evaluate your own teaching of Digital Technologies
  • Differentiate Digital Literacy (previously ICT) from Digital Technologies, particularly in the context of the Australian Curriculum
  • Develop Digital Literacy knowledge and production skills to reflect good teaching and assessment in your own specialism

Fee Information

2027 fee information will be available in August.

Teaching

Teaching Pattern

Online:

Weekly online tutorials (2 hours)

 

On-Campus:

Weekly face-to-face tutorials (Hobart, semester 2 only) (2 hours)

This unit is conducted wholly online in Semester 1. However, enrolled students in Semester 2 have the option of attending on-campus tutorials in Hobart.

AssessmentProject (100%)
TimetableView the lecture timetable | View the full unit timetable

Textbooks

Required

Digital Technologies Hub (2022). Understanding Digital Technologies. https://www.digitaltechnologieshub.edu.au/understanding-dt/

ACARA (2022) Learning area downloads (Technologies) https://v9.australiancurriculum.edu.au/downloads/learning-areas

Ledger, S. (2019). Micro-teaching 2.0: Technology as the classroom. Australasian Journal of Educational Technology, 2019, 36(1).        https://ajet.org.au/index.php/AJET/article/view/4561

Tellis, W. (1997). Introduction to Case Study. The Qualitative Report, Vol. 3, No. 2 http://www.nova.edu/ssss/QR/QR3-2/tellis1.html  

Candy, L. (2006). Practice-Based Research: A Guide. CCS Report: 2006-V1.0 November. University of Technology Sydney.         https://www.creativityandcognition.com/wp-content/uploads/2011/04/PBR-Guide-1.1-2006.pdf

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), pp.1017-1054.

Davis, F. D.; Bagozzi, R. P.; Warshaw, P. R. (1989), “User acceptance of computer technology: A comparison of two theoretical models”, Management Science, 35 (8), pp.982-1003.
Recommended

ACARA (2022). Australian Curriculum: Technology (Digital Technologies). https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/digital-technologies/
Henderson, M. & Romeo. G. (Eds) (2015). Teaching and Digital Technologies: Big Issues and Critical Questions. Sydney: Cambridge University Press. ISBN:      9781107451971
Bell, T., Witten, I. & Fellows, M. (2010). Computer Science unplugged.
DEEWR (2009). Belonging, being & becoming: The early years learning framework     for Australia. Barton, ACT, Australia.
Chin, CK.H., Fluck, A., Chong, C.L., Penesis, I., Ranmuthugala, D. & Coleman, B. (2017). Higher order thinking through Calculus for Kids, Journal of Digital Learning and Teaching Victoria, 4, (1) pp. 26-31.     
Fluck, A. & Dowden, T. (2013). On the cusp of change: Examining pre-service teachers’ beliefs about ICT and envisioning the digital classroom of the future. Journal of Computer Assisted Learning 29(1) 43-52.
Koehler, M., & Mishra, P. (2008). Introducing TPCK in Handbook of technological content knowledge, AACTE committee on innovation and technology (Ed). New York, USA: Routledge.     
Turing, A. (1950). Computing Machinery and Intelligence. Mind 49: 433-460.     
http://phil415.pbworks.com/f/TuringComputing.pdf or.     
http://www.csee.umbc.edu/courses/471/papers/turing.pdf 
Angeli, C., Voogt, J., Fluck, A., Webb, M., Cox, M., Malyn-Smith, J., & Zagami, J. (2016). A K-6 computational thinking curriculum framework: Implication for teacher knowledge. Educational Technology & Society 19(3) 47-57, International Forum of Educational Tecnology & Society.
Michael, D.R. & Chen, S.L. (2005). Serious Games: Games That Educate, Train, and Inform. Muska & Lipman/Premier-Trade. 

Marsh, T. & Costello, B.M. (2012). Experience in Serious Games: Between Positive and Serious Experience. Proceedings of the Third international conference on Serious Games Development and Applications.
Ledger, S. (2019). Simulation in Higher Education: Choice, Challenges and Changing Practice. Advances in Social Science, Education and Humanities Research, Vol. 387
Gray, C., & Malins, J. (2004). Visualizing research: a guide to the research process in art and design. Ashgate Publishing Limited.
Ledger, S., Burgess, M., Rappa, N., Power, B., Wong, K.W., Teo, T. & Hilliard, B. (2022). Simulation platforms in initial teacher education: Past practice informing future potentiality. Computers & Education, Vol. 178, Elsevier. 
See, Z.S., Matthews, B., Donovan, J.,, Goodman, L., Hight, C., Egglestone, P., Amin, M. & Ooi, W.(2020). Extended Reality Interactive Wall: User Experience Design Research-Creation. Virtual Creativity, Volume 10, Number 2, pp. 163-174(12), Intellect.
Horst, R. & Dorner, R. (2018). Opportunities for Virtual and Mixed Reality Knowledge Demonstration. ISMAR Adjunt 2018.

Amin, M. (2019). The Benefit of Designing for Everyone. A Report prepared by PwC Australia.https://centreforinclusivedesign.org.au/wp-content/uploads/2020/04/inclusive-design-infographic-report-digital-160519.pdf
Keane, T. & Fluck, A.E. (2023) Teaching Coding in K12 Schools. Springer.

Bower, M,. & Mengersen, B.V. (2025) Creative Technologies Education Students as Digital Designers, Routledge.

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