EUB409 Innovative Learning and Teaching with Digital Technologies
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUB409 |
|---|---|
| Equivalent(s): | EUB101 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,816 |
| International unit fee | $4,932 |
Unit Outline: Flexible Period - 03A 2026, Online (Start Date: 19 Jan 2026)
| Unit code: | EUB409 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUB101 |
Overview
In this unit you will explore the use of digital technologies in learning and teaching. You will consider the place of digital technologies in learning and teaching in early childhood, primary school, and secondary school settings, and engage with educational theory and research as well as relevant curricula and policy requirements. Building on reflections of previous professional practice and experience, you will identify opportunities for improvement or innovation, and then design an innovative digital learning experience.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply professional knowledge to the use of digital technologies in learning and teaching.
- Use educational theory and research to analyse current professional practice and experience, and to justify approaches to digital learning and teaching.
- Reframe reflections on past professional practice and experience using digital technologies to identify opportunities for improvement and innovation.
- Identify how digital learning and teaching can be enacted for diverse learners and practice environments.
- Design innovative approaches to digital learning and teaching that are safe, responsible and ethical.
- Plan for collaboratively implementing innovative approaches to learning and teaching with digital technologies.
Content
In this unit, you will:
- use educational theory and research, as well as relevant curricula and policy, to consider the role of digital technologies in learning and teaching
- engage with the impact of GenAI on learning and teaching, and consider factors related to responsible and ethical use, including equity, wellbeing and environmental impact
- reflect on professional practice and experience to identify ways to enact digital learning and teaching
- design an innovative approach to digital learning and teaching.
Learning Approaches
In this unit you will learn through engaging in:
- collaborative activities including, creative inquiry activities, group work, and discussions
- individual activities including, engaging with online content, readings and asynchronous tasks
- reflective activities focussed on previous professional practice and experience
- activities focussed on ways to activate learning and teaching using digital technologies
- authentic assessment tasks that are focussed on using reflection as the basis for agentic and purposeful innovation.
Feedback on Learning and Assessment
In this unit, you will receive feedback as follows:
- formative feedback from peers and tutors during tutorials and associated activities
- constructive feedback from tutors on summative assessment tasks.
Assessment
Overview
You will complete two pieces of assessment:
- Report - You will write a reflective analysis of the use digital technologies in learning and teaching. Based on this analysis, you will identify opportunities for improvement or innovation.
- Presentation - You will collaboratively design and pitch an innovative digital learning experience, followed by Q&A, and individually write a justification.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Reflective analysis of digital technologies in learning and teaching
Use educational theory and literature to analyse your current experiences using digital technologies in learning and teaching, including generative artificial intelligence. Reflect on how digital technologies were used to
support students to engage in their learning, including participation and learning of students with disability, and actions relating to the safe, responsible, and ethical use of digital technologies. You will compare how digital technologies were used in learning and teaching while on professional experience to the activities undertaken in this unit. You are to use educational theory and literature to evaluate these pedagogical uses of digital technologies, in particular, research about how students learn, and research about expanding curriculum learning opportunities for students.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Design, implement and pitch an innovative digital teaching strategy
Identify a problem of teaching practice in a school or early childhood setting. Collaboratively, design, implement and pitch an innovative digital teaching strategy that uses digital technologies that addresses the problem of teaching practice. Your teaching strategy needs to expand curriculum learning opportunities for students and support student participation, including those with disabilities. Your pitch is intended to demonstrate the strategy to teaching colleagues, including how it is safe, ethical, and responsible. Q&A: Your group will answer questions from peers/the tutor following your pitch.
Individually, you will write a research-based justification for your digital teaching strategy and explain how you will support teaching colleagues when they implement your strategy.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Understand how students learn
Relates to: Reflective analysis of digital technologies in learning and teaching, Design, implement and pitch an innovative digital teaching strategy - Strategies to support full participation of students with disability
Relates to: Reflective analysis of digital technologies in learning and teaching
2 Professional Knowledge: Know the content and how to teach it
- Information and Communication Technology (ICT)
Relates to: Reflective analysis of digital technologies in learning and teaching, Design, implement and pitch an innovative digital teaching strategy
3 Professional Practice: Plan for and implement effective teaching and learning
- Use teaching strategies
Relates to: Design, implement and pitch an innovative digital teaching strategy - Select and use resources
Relates to: Reflective analysis of digital technologies in learning and teaching, Design, implement and pitch an innovative digital teaching strategy
4 Professional Practice: Create and maintain supportive and safe learning environments
- Use ICT safely, responsibly and ethically
Relates to: Reflective analysis of digital technologies in learning and teaching, Design, implement and pitch an innovative digital teaching strategy
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED34 Bachelor of Early Childhood Education (Birth to Five)
- Knowledgeable: Integrate theory, curriculum and context to plan, implement and evaluate learning and teaching.
Relates to: ULO1, Reflective analysis of digital technologies in learning and teaching - Scholarly: Analyse and interpret scholarly and professional literature to inform decision-making in early childhood education and care.
Relates to: ULO2, Reflective analysis of digital technologies in learning and teaching, Design, implement and pitch an innovative digital teaching strategy - Inclusive: Apply inclusive, culturally safe and strengths-based principles to plan for and respond to children, families and communities in early childhood education and care.
Relates to: ULO4, Reflective analysis of digital technologies in learning and teaching, Design, implement and pitch an innovative digital teaching strategy - Collaborative: Collaborate with children, families, colleagues, wider communities and other professionals to promote child learning development and wellbeing outcomes
Relates to: ULO6, Design, implement and pitch an innovative digital teaching strategy - Reflective: Critically reflect on practice to engage in continuous quality improvement in early childhood contexts.
Relates to: ULO3, Reflective analysis of digital technologies in learning and teaching, Design, implement and pitch an innovative digital teaching strategy - Professional: Apply policy, legislative requirements, codes of conduct and ethical principles to early childhood practice.
Relates to: ULO5, Design, implement and pitch an innovative digital teaching strategy
ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Apply professional knowledge to learning areas, learning and learners.
Relates to: ULO1, Reflective analysis of digital technologies in learning and teaching - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Reflective analysis of digital technologies in learning and teaching, Design, implement and pitch an innovative digital teaching strategy - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO4, Reflective analysis of digital technologies in learning and teaching, Design, implement and pitch an innovative digital teaching strategy - Innovative: Create innovative future-focused learning.
Relates to: ULO5, Design, implement and pitch an innovative digital teaching strategy - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, Design, implement and pitch an innovative digital teaching strategy - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO3, Reflective analysis of digital technologies in learning and teaching, Design, implement and pitch an innovative digital teaching strategy
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Reflective analysis of digital technologies in learning and teaching - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Reflective analysis of digital technologies in learning and teaching, Design, implement and pitch an innovative digital teaching strategy - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO4, Reflective analysis of digital technologies in learning and teaching, Design, implement and pitch an innovative digital teaching strategy - Innovative: Create innovative future-focused learning.
Relates to: ULO5, Design, implement and pitch an innovative digital teaching strategy - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, Design, implement and pitch an innovative digital teaching strategy - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO3, Reflective analysis of digital technologies in learning and teaching, Design, implement and pitch an innovative digital teaching strategy
ED59 Bachelor of Education (Secondary)
- Knowledgeable: Apply professional knowledge of learning areas, learning and learners.
Relates to: ULO1, Reflective analysis of digital technologies in learning and teaching - Scholarly: Consider the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Reflective analysis of digital technologies in learning and teaching, Design, implement and pitch an innovative digital teaching strategy - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO4, Reflective analysis of digital technologies in learning and teaching, Design, implement and pitch an innovative digital teaching strategy - Innovative: Create innovative future-focused learning.
Relates to: ULO5, Design, implement and pitch an innovative digital teaching strategy - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO6, Design, implement and pitch an innovative digital teaching strategy - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO3, Reflective analysis of digital technologies in learning and teaching, Design, implement and pitch an innovative digital teaching strategy