Course Outline

EDU780 Teaching Technologies: Curriculum and Pedagogy

Course Coordinator:Natalie McMaster ( School:School of Education and Tertiary Access

2022Semester 2

USC Sunshine Coast

Blended learning Most of your course is on campus but you may be able to do some components of this course online.

Please go to the USC website for up to date information on the
teaching sessions and campuses where this course is usually offered.

What is this course about?


This course introduces you to the technologies discipline area and technologies across the curriculum. You will evaluate traditional, contemporary and emerging technologies for teaching and learning with primary students. You will engage in critical and creative thinking, including understanding interrelationships in systems when solving complex problems. You will make informed and ethical decisions about the role, impact and use of technologies in the economy, environment and society for a sustainable future.

How will this course be delivered?

Activity Hours Beginning Week Frequency
Blended learning
Tutorial/Workshop 1 – The tutorial requires on-campus engagement in hands-on activities using a range of technologies and materials to support learning how to apply the design process. 2hrs Week 1 10 times
Independent Study/Research – You are required to engage in self-directed learning using the Canvas course modules, associated activities, current research/reading via USC library databases and the required textbooks and resources. 2hrs Week 1 10 times

Course Topics

  • Design and Technologies Curriculum
  • Technology and society
  • Engineering principles and systems
  • Food and fibre production and food specialisations
  • Materials and technologies specialisation
  • Design solutions
  • Digital Technologies
  • Digital systems
  • Representation of data
  • Cybersafety and ethical issues
  • Digital communications

What level is this course?

700 Level (Specialised)

Demonstrating a specialised body of knowledge and set of skills for professional practice or further learning. Advanced application of knowledge and skills in unfamiliar contexts.

What is the unit value of this course?

6 units

How does this course contribute to my learning?

Course Learning Outcomes On successful completion of this course, you should be able to... Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... Professional Standard Mapping * Australian Institute for Teaching and School Leadership
1 Demonstrate implementation of effective learning within Design and Technologies and Digital Technologies for primary schools by critically evaluating learning theories, teaching frameworks, Australian Curriculum content, pedagogy and resources in a cross-curriculum capacity. Analyse and reflect on ethical and personal teaching knowledge and skills. Knowledgeable
1.1, 1.2, 3.6, 4.5, 6.1, 6.2, 6.3, 6.4, 7.4
2 Implement teaching strategies and learning activities using technologies suitable for early childhood and primary school students that integrate literacy, numeracy, legislative, administrative and ethical considerations. Knowledgeable
Creative and critical thinker
2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7

* Competencies by Professional Body

Australian Institute for Teaching and School Leadership
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents / carers in the educative process
4.5 Use ICT safely, responsibly and ethically
6.1 Identify and plan professional learning needs
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
7.4 Engage with professional teaching networks and broader communities

Am I eligible to enrol in this course?

Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.


Enrolled in Program ED707


Not applicable


Not applicable

Specific assumed prior knowledge and skills (where applicable)

Not applicable

How am I going to be assessed?

Grading Scale

Standard Grading (GRD)

High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).

Details of early feedback on progress

Students will be provided academic progress feedback during the first third of the teaching semester. This feedback will be provided during the tutorials through group and individual discussion activities up to the delivery of the first assessment task.
The tasks in the course will be completed with a focus on your chosen specialisation and other integrated components as required by the Course Coordinator. 

Assessment tasks

Delivery mode Task No. Assessment Product Individual or Group Weighting % What is the duration / length? When should I submit? Where should I submit it?
All 1 Artefact - Creative, and Oral Individual 20%
10 minute media video presentation
Week 5 Online Submission
All 2 Journal Individual 40%
Completion of the workbook activities (approx 1500 words)
Week 7 Online ePortfolio Submission
All 3 Written Piece Group 40%
Sequence of 6 lessons written on approved lesson plan template (approx 2000 words) and written rationale (750 words).
Week 10 Online Assignment Submission with plagiarism check
All - Assessment Task 1:Media video presentation
The goal of this task is to demonstrate your understanding of digital citizenship, which includes cyber safety, cyber ethics and cyber bullying, in the context of the teaching profession through designing a professional development presentation.
Product: Artefact - Creative, and Oral
You are being asked to design and create a 10-minute media video presentation for your teacher colleagues; for example, to bepresented at a staff meeting. The media presentation is to cover: 1) cyber safety, 2) cyber ethics, 3) cyber bullying, 4) their potential risks from a personal and professional and legislative lens, and 5) your future students’ physical safety andemotional safety in the absence of responsible digital citizenship behaviour, both inside and outside the school environment.
No. Learning Outcome assessed
Applied knowledge of the concepts, substance and structure of the Australian Curriculum: Technologies and integration with other learning areas when teaching students about digital citizenship, cyber safety, cyber ethics and cyber bullying.
1 2
Justification of selection of relevant examples and resources to support your students learning about cyber safety, cyber ethic and cyber bullying.
Synthesis of credible literature associated with digital citizenship surrounding a teacher’s personal profile and digital footprint from a moral and ethical perspective as well as from a governmentally legislative stance.
Production and design of a video with clear verbal and written narration, written communication skills and academic literacies including grammar, English expression, APA7 referencing conventions and technical accuracy.
All - Assessment Task 2:Critical reflection journal
The goal of this task is to document the design process and evidence the completion of artefacts for five design challenges. Demonstrating your knowledge of the concepts, substance and structure of both of the Technologies subjects.
Product: Journal
Using a workbook provided in PebblePad, you will build an e-portfolio which documents your understanding of Technologies curriculum and pedagogies. Each week in your folio (weeks 1-7) you will complete the activities and engage in reflection to demonstrate your developing knowledge of the design process. In tutorials you will be assigned design briefs which you will collaboratively design a solution for by applying design and systems thinking and design processes to investigateideas, generate and refine ideas, plan, produce and evaluate designed solutions. The design process for each design brief will need to be documented in your workbook.In week one you will need to submit your workbook so that ongoing formative feedback can be provided on your progress prior to the final submission date.
No. Learning Outcome assessed
Critically analyse and reflect on own experiences and understandings of teaching technologies in a reflection folio.
Apply knowledge of design and systems thinking and design processes via reflections on completed design challenges
Apply knowledge of the concepts, substance and structure of the Technologies subject areas.
Apply written communication skills and academic literacies including English expression grammar, spelling, punctuation, and reference academic sources in the field of Technologies using APA7 referencing conventions.
All - Assessment Task 3:Teaching and Learning Sequence of Lessons with Rationale
The goal of this task is to demonstrate knowledge of the Australian Curriculum: Design and Technologies subject, and technological, pedagogical and content knowledge, through creation of a Design Challenge sequence of lessons for primary school students, based on the Design Process. .
Product: Written Piece
This is a partnered task - you and your partner will be assigned a technologies topic and context for the design challenge. 

You and your partner are to design and develop a written sequence of 6 lessons, appropriate to a primary school-year level from Prep to Year 6. The teaching sequence is to derive from the Design and Technologies subject of the Australian Curriculum: Technologies and integrate with other curriculum areas, including the general capabilities. The sequence of lessons will use a problem-based learning approach whereby, the primary school-aged students collaboratively apply design and systems thinking and design processes to investigate ideas, generate and refine ideas, plan, produce and evaluate designed solutions for an identified authentic need. Consideration should be given to appropriateness and authenticity to the age group, collaboration between the students, lesson sequence and appropriate alignment between the curriculum outcomes, lesson’s objective(s) and the assessment(s). Consideration should also be given to curriculum alignment, cross curriculum priorities and any general capabilities that are met with the design challenge activity, including literacy and numeracy in your specialisation learning area.
No. Learning Outcome assessed
​Applied knowledge and understanding of the Technologies curriculum including alignment of curriculum, lesson objectives, learning activities and assessment.
Sequenced innovative Design Challenge for students in primary school with a design brief linked to solving a real-life problem using a problem-based learning approach.
Demonstration of age-appropriate pedagogy, resources and materials for teaching technologies and identification of safety requirements and ethical considerations
Demonstrate written communication skills and academic literacies including English expression grammar, spelling, punctuation, APA referencing conventions. Group collaboration and individual effort.​

Directed study hours

A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Directed study hours may vary by location. Student workload is calculated at 12.5 learning hours per one unit.


Period and Topic Activities
Week 1
The future of work - technologies and society
Week 2
The Australian Curriculum Technologies
Week 3
STEM in the Curriculum
Week 4
Food and fibre production
Week 5
Food Specialisations
Week 6
Digital Systems
Week 7
Data representation
Week 8
Backward design and the Technology Curriculum's design process
Week 9
Pedagogies and planning for Technologies education
Week 10
Current and emerging technologies

What resources do I need to undertake this course?

Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.

Prescribed text(s) or course reader

Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.

Required? Author Year Title Edition Publisher
Required Peter Albion,Coral Campbell 2018 Technologies Education for the Primary Years n/a Cengage AU
Required Howell, J., & McMaster, N. 2022 Teaching with Technologies: Pedagogies for collaboration, communication, and creativity n/a Oxford University Press

Specific requirements

It is the students' responsibility to attend classes and keep up with the course readings and other preparatory activities. Any equipment required for the tutorial presentation is up to the student to source.

How are risks managed in this course?

Health and safety risks for this course have been assessed as low. It is your responsibility to review course material, search online, discuss with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself with the University’s general health and safety principles by reviewing the online induction training for students, and following the instructions of the University staff.

What administrative information is relevant to this course?

Assessment: Academic Integrity

Academic integrity is the ethical standard of university participation.  It ensures that students graduate as a result of proving they are competent in their discipline.  This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.

Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person.  You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.

In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin.  This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.

Assessment: Additional Requirements

Eligibility for Supplementary Assessment

Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:

The final mark is in the percentage range 47% to 49.4%
The course is graded using the Standard Grading scale
You have not failed an assessment task in the course due to academic misconduct

Assessment: Submission penalties

Late submission of assessment tasks may be penalised at the following maximum rate: 
- 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. 
- 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. 
- A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.


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Study help

For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.

If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or

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To book a confidential appointment go to Student Hub, email or call 07 5430 2890.

Links to relevant University policy and procedures

For more information on Academic Learning & Teaching categories including:

  • Assessment: Courses and Coursework Programs
  • Review of Assessment and Final Grades
  • Supplementary Assessment
  • Administration of Central Examinations
  • Deferred Examinations
  • Student Academic Misconduct
  • Students with a Disability

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