[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-247264-105":53,"doc-detail-247264-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","resourcing-digital-technologies-resource-mapping-template","RESOURCING DIGITAL TECHNOLOGIES - resource mapping template","","Schools implementing the Australian Curriculum: Digital Technologies can plan teaching resources through a resource audit and a clear storage and sharing approach. The curriculum supports both plugged and unplugged learning, using hardware or offline, game-based and printable activities to build knowledge, processes, and production skills. A provided template supports resource mapping, and the document lists options such as posters and card sets, emulator websites, suitable hardware, public datasets, offline programming software, and learning apps, including recommended sources and guidance.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":36,"@type":70,"position":76},"https://docshare.wps.com/template/forms/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/resourcing-digital-technologies-resource-mapping-template/247264/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/resourcing-digital-technologies-resource-mapping-template/247264.png","ImageObject",442,249,{"name":88,"@type":89},"Dozel","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-23","2026-09-12",true,{"@type":98,"interactionType":99,"userInteractionCount":79},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"Why should schools audit Digital Technologies resources?","Question",{"text":108,"@type":109},"To plan where to store and share resources, and, if budget allows, decide what to upgrade or buy new.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What does “unplugged” learning mean in this curriculum context?",{"text":113,"@type":109},"Activities, games, or experiences that do not require hardware, power, or an internet connection.",{"name":115,"@type":106,"acceptedAnswer":116},"What kinds of resources are suggested for classroom use?",{"text":117,"@type":109},"A mix of posters and card sets, activities and games, emulator websites, suitable hardware, public datasets, offline versions of popular software, and specific apps for different year levels.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},247264,1791459628,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":35,"category_name":36,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":79,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":76,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":139,"read_time":9},962085662650,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","| |  |\n| --- | --- |\n| RESOURCING DIGITAL TECHNOLOGIES |  |\n| \u003Cbr>Figure 1: Students can use broken and old hardware to investigate how digital systems function.\u003Cbr>\u003Cbr>Figure 2: A set of 16 cards for students to use ina decision tree animal classification activity by the Australian Computing Academy (ACA) Source: [https://aca.edu.au/resources/decision](https://aca.edu.au/resources/decision)trees-animal-trading-cards/ | In the implementation of the Australian Curriculum: Digital Technologies it may be beneficial for schools to consider what resources will be most useful in teaching curriculum. It is recommended that schools audit their resources in order to plan where to store, how to share and, if budget permits, what to upgrade or buy new.\u003Cbr>The Digital Technologies curriculum requires students to gain knowledge and understanding as well as processes and production skills. This can be taught with hardware or equipment (plugged) or through activities, games or experiences that do not need hardware, power or an internet connection (unplugged) . For example, students could use broken and old laptops, phones and ICT equipment to explore digital systems (Figure 1) .\u003Cbr>Apart from using hardware, there are many ways to teach using resources such as picture books that address Digital Technologies concepts, apps, printable resources (Figure 2) and offline versions of software that can be used for visual or text-based programming.\u003Cbr>In reviewing resources , schools could consider what other resources could enhance their current collection. There could be a benefit in organising resources in a database or spreadsheet format so that it could be sorted. The template shown in Figure 3 and provided blank on page 3 may also aid this process. |\n| Figure 3: An example of a resource mapping template |  |\n\n| Types of resources\u003Cbr>Resources might include a combination of plugged and unplugged items. The DTIF resources [webpage](webpage www.tinyurl.com/DTIF-resources and)[ ](webpage www.tinyurl.com/DTIF-resources and)[www.tinyurl.com/DTIF-resources](webpage www.tinyurl.com/DTIF-resources and)[ and](webpage www.tinyurl.com/DTIF-resources and) the following list provide some suggestions. |  |\n| --- | --- |\n| Unplugged and printable resources\u003Cbr>• Posters and card sets:\u003Cbr>– ACA [https://aca.edu.au/resources/](https://aca.edu.au/resources/) (e.g. Figure 4)\u003Cbr>– DTiF [https://www.australiancurriculum.edu.au/resources/digital](https://www.australiancurriculum.edu.au/resources/digital)technologies-in-focus/resources/key-ideas-and-concepts/\u003Cbr>• Activities and games\u003Cbr>– CS Unplugged [https://csunplugged.org/en/](https://csunplugged.org/en/)\u003Cbr>– CS Field Guide [https://csfieldguide.org.nz/en/](https://csfieldguide.org.nz/en/) | \u003Cbr>Figure 4: Cyber security cards by the ACA |\n| Emulator websites\u003Cbr>Emulators allow the user to interact with hardware by means of virtual simulation. Students can use visual or text-based programming to convert algorithms they have written into code and to test that code using the emulators online, with or without physical hardware.\u003Cbr>• Autodesk Tinkercad (Figure 5) [www.tinkercad.com](www.tinkercad.com)\u003Cbr>• [Make Code](Make Code www.microsoft.com/en-au/makecode)[ ](Make Code www.microsoft.com/en-au/makecode)[www.microsoft.com/en-au/makecode](Make Code www.microsoft.com/en-au/makecode)\u003Cbr>Hardware*\u003Cbr>Schools should do their own research to determine the most suitable, age-appropriate and affordable hardware for their context. The Digital [Technologies Hub](Technologies Hub www.digitaltechnologieshub.edu.au)[ ](Technologies Hub www.digitaltechnologieshub.edu.au)[www.digitaltechnologieshub.edu.au](Technologies Hub www.digitaltechnologieshub.edu.au) provides resources to support teaching with a wide range of hardware including:\u003Cbr>Ozobot, micro:bit, Makey Makey, Bee-Bot and Blue-Bot (Figure 6) , Edison, Lego robotics and many more.\u003Cbr>Public datasets\u003Cbr>Datasets (Figure 7) provide valuable opportunities for students in Ye","cbCaifsKK7VVnBeS","https://ap.wps.com/l/cbCaifsKK7VVnBeS","pdf",631562,"English","# Resourcing Digital Technologies\n## Resource mapping approach\n## Types of resources","[{\"question\":\"Why should schools audit Digital Technologies resources?\",\"answer\":\"To plan where to store and share resources, and, if budget allows, decide what to upgrade or buy new.\"},{\"question\":\"What does “unplugged” learning mean in this curriculum context?\",\"answer\":\"Activities, games, or experiences that do not require hardware, power, or an internet connection.\"},{\"question\":\"What kinds of resources are suggested for classroom use?\",\"answer\":\"A mix of posters and card sets, activities and games, emulator websites, suitable hardware, public datasets, offline versions of popular software, and specific apps for different year levels.\"}]","RESOURCING DIGITAL TECHNOLOGIES - resource mapping template | PDF",1789241032]