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Digital Technologies unit (EPR380)

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Location: Launceston, Online

Introduction

This unit presents the theory, methods and practice of teaching using digital technologies. You will critically reflect on Digital Literacy (previously ICT) based issues in light of modern theorists' views of the transformative effect of Digital Technologies in education, and learn to select and evaluate computer-based learning materials, software and new technologies for educational purposes. The unit ensures that you are familiar with a wide range of computer applications and digital technologies and their use in educational settings. Assessment will focus on your personal capacity with Digital Literacy, your capability to integrate digital technologies into teaching practice and your readiness to transform curriculum content and pedagogy with Digital Technologies.

Summary

Unit name Digital Technologies
Unit code EPR380
Credit points 12.5
College/School Arts and Society
Faculty of Education
Discipline Education
Coordinator Doctor Zi Siang See
Available as an elective? No
Delivered By University of Tasmania
Level Advanced

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

Location Study period Attendance options Available to
Launceston Semester 1 This unit is available through on-campus delivery Available to International Students Available to Domestic Students
Online Semester 1 This unit is available through off-campus delivery Available to International Students Available to Domestic Students
  • Key:
  • This unit is available through on-campus delivery On-campus
  • This unit is available through off-campus delivery Off-Campus
  • Available to International Students International students
  • Available to Domestic Students Domestic students
Note

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Units are offered in attending mode unless otherwise indicated (that is attendance is required at the campus identified). A unit identified as offered by distance, that is there is no requirement for attendance, is identified with a nominal enrolment campus. A unit offered to both attending students and by distance from the same campus is identified as having both modes of study.

Key Dates

Study Period Start date Census date WW date End date
Semester 1 22/2/2026 16/3/2026 19/4/2026 13/6/2026

* 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 2026 are indicative and subject to change. Finalised census dates for 2026 will be available from the 1st October 2025. Note census date cutoff is 11.59pm AEST (AEDT during October to March).

About Census Dates

Learning Outcomes

  • Identify appropriate strategies for teaching the subject Digital Technologies
  • Operate new computer software and teach students/children with a range of abilities to use it
  • Critically reflect on school Digital Literacy based issues in light of modern theorists' views of the transformative effect of Digital Literacy in education, and articulate how this relates to your own teaching practice
  • Exhibit leadership by demonstrating a vision of technology infusion, and developing the technology skills of others

Fee Information

Field of Education Commencing Student Contribution 1,3 Grandfathered Student Contribution 1,3 Approved Pathway Course Student Contribution 2,3 Domestic Full Fee 4
070199 $592.00 $592.00 not applicable $2,562.00
  • Available as a Commonwealth Supported Place
  • HECS-HELP is available on this unit, depending on your eligibility3
  • FEE-HELP is available on this unit, depending on your eligibility4

1 Please refer to more information on student contribution amounts.
2 Please refer to more information on eligibility and Approved Pathway courses.
3 Please refer to more information on eligibility for HECS-HELP.
4 Please refer to more information on eligibility for FEE-HELP.

If you have any questions in relation to the fees, please contact UniConnect or more information is available on StudyAssist.

Please note: international students should refer to What is an indicative Fee? to get an indicative course cost.

Requisites

Prerequisites

(EDU102 or ESH102) and (EDU203 or ESH203)

Teaching

AssessmentCase study analysis (20%)|Project A (40%)|Project B (40%)
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/
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): 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 
Tyldum, M. (Director) (2014). The imitation game [film]. USA: Roadshow Films.  
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 Technology & 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
Raspberry Pi Foundation (2022) The Big Book of Computing Content. https://helloworld.raspberrypi.org/books/big_book_of_computing_content 
Raspberry Pi Foundation (2022) The Big Book of Computing Pedagogy. https://helloworld.raspberrypi.org/books/big_book_of_pedagogy 
Liikkanen, L. A. (2016, May). UX Strategy as a Kick-starter for Design Transformation in an Engineering Company. In Proceedings of the 2016 chi conference extended abstracts on human factors in computing systems (pp. 816-822). https://dl.acm.org/doi/10.1145/2851581.2851590 
Ferreira, M.N.F., Wangenheim, C.

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