To effectively implement a whole-school Digital Technologies program, you must identify the resources that you have and those that will be required; both physical and human.
The focus of the technology audit is to determine the requirements needed to support the school’s curriculum plans for Digital Technologies.
Use the following templates to conduct a technology audit based on curriculum needs.
Select a relevant a template to highlight the technology requirements across the school.
What is the ratio of devices to students that you will need to work towards in order to implement the Digital Technologies curriculum in the most effective way?
Is your bandwidth and Wi-Fi capacity adequate to ensure your site is future-proofed in relation to the implementation of the Digital Technologies curriculum?
Wifi image credit: Ricardo_Duque/Pixabay
You may have gradually implemented this curriculum, which may involve supporting volunteers and early adopters in the first instance. This may include:
This audit will provide a brief snapshot of staff capacity.
Who on staff can lead and enable others? Who is confident and proficient? Who are hesitant or dependent on support from other colleagues?
To assist with the overall school plan it may be useful to audit the teachers’ capacity and expertise to implement ICT and Digital Technologies. These ACARA resources are designed for teachers to self-assess their ICT Capability and Digital Technologies proficiency.
It may be useful for teachers to clarify the relationship between ICT Capabilities and Digital Technologies and how do they differ.
Refer to the DT Hub’s ICT VS Digital Technologies suggested resources.
Any gaps identified through the audit process can inform future staffing with schools appointing staff with the desired qualifications and experience.
Ensure that all staff members have access to high-quality professional learning. Consider mentoring and coaching as potential options for teacher professional learning. Refer to Professional Learning advice in the Engage with the curriculum section.
View this article in which the specialist teacher describes the use of mentoring and coaching in developing their whole-school approach: Implementation of STEM @ Baringa.
Sustainability is an important aspect to consider. It is to the school’s advantage to skill up as many staff as possible to ensure implementation continues and evolves even with inevitable staff changes. It may be worth looking at the DTiF project’s professional learning ecosystem model to consider engaging with a range of organisations as a means of enhancing project sustainability and extending the reach of human resources. This example is from St James Catholic College.
This document outlines the seven principles of highly effective professional learning.
This guide shares principals' plans, experiences and reflections about how they were using coaching and mentoring conversations to support teachers in their schools.
Describes phases involved in a coach working one-to-one with a teacher, to model and observe classroom practice and to support reflection and professional conversation about practice.
While we have identified technology as a focus of the audit, schools should be aware that much of the Digital Technologies curriculum can be introduced using an unplugged approach. Often the concept that is the focus of the lesson can be introduced without technology (unplugged).
An outstanding resource to view is CS Unplugged which identifies key concepts of the Digital Technologies curriculum with novel ways to introduce these without the use of technology.
You can also search the DT Hub for unplugged activities using the site’s search. The Bebras Australia Computational Thinking Challenge also provides challenges that can be completed online or provided to students as printed worksheets.
The Australian Computing Academy also provides unplugged resources.