Reflection

 

Illusion of Access: Unveiling the Reality of Technology in Education

In an era where technology is spread through every aspect of our lives, the integration of digital tools in education seems like a natural progression. Yet, beneath the surface a disparity exists despite the widespread access to internet and technology devices. The latest data from the NAP-ICT Literacy 2022 Report (ACARA, 2023) reveals that only a fraction of students have achieved proficiency in technology skills. At first glance, classrooms teeming with laptops, tablets, and interactive whiteboards paint a picture of technological advancement. However, access alone does not equate to proficiency. While many students have access to technology, not all possess the necessary skills to harness its full potential. This raises crucial questions about the effectiveness of the approach to integrating technology in education. 

The Australian Curriculum outlines the essential knowledge, understanding, and skills for students across their first 11 years of schooling, preparing them for the challenges of the future world. (ACARA, 2024). Aligning this with the Alice Springs (Mparntwe) Education Declaration (Department of Education, 2019) recognises the critical role of digital technologies in education and emphasises the importance of preparing students to thrive in a rapidly evolving digital landscape. The Declaration recognised the need for equitable access to technology resources, the development of digital literacy skills, and the integration of digital technologies across the curriculum to support students in becoming confident, creative, and successful lifelong learners.

The rationale for including the Technologies learning area in the Australian Curriculum is due to acknowledging the profound impact of technologies on societies globally. It aims to cultivate a mindset that values innovation, responsible decision-making, and long-term societal and environmental well-being. Despite statistics showing that 97.1% of children under the age of 15 have internet access at home, with an average of 7.8 devices per household, there remains a significant gap in proficiency levels. Only 55% of students have achieved the proficient standard in the NAP-ICT 2022 cycle, indicating a pressing need to address this disparity. Additionally, the Technologies learning area plays a pivotal role in nurturing a diverse and adept STEM workforce, preparing students for further study and diverse career paths. This holistic approach not only equips students to handle the challenges of the future but also empowers them to actively shape their world, encouraging a culture of innovation and sustainability (ACARA, 2022).

Despite the exponential growth in digital resources and online learning platforms, proficiency levels in technology skills remain alarmingly low. This begs the question – why are so many students falling short of the "proficient standard"? The answer lies in the gap between access and its effective application of technology in the learning process. The accompanying infographic reveals this gap, showing the urgent need for a paradigm shift in technology integration. One identified obstacle to this shift is the competence confidence of educators. Teaching coding, for example, poses challenges for teachers who are not digital natives themselves. The unfamiliarity with coding languages and programming concepts are just some examples of why it is necessary to provide ongoing professional development, so teachers are equipped with the skills and confidence to integrate technology effectively within their classrooms.

With respect to classroom practice there are platforms and initiatives and educational tools that support technology integration in the classroom. Platforms like Scratch!,from MIT offer educators and students accessible and engaging opportunities to explore coding, programming and computational thinking in a supportive, user-friendly environment. Through Scratch! students are free to be creative by designing interactive stories, animations, and games, thereby supporting the development of their problem-solving skills and digital literacy. Similarly, initiatives like Hour of Code provide structured support and resources for teachers to incorporate coding into their curriculum, regardless of their prior experience or expertise. By utilising these platforms and initiatives, educators can not only demystify technology for themselves but also empower students to become active creators and innovators in the digital age.

In conclusion, while the landscape of technology integration in education presents challenges, it also offers promising opportunities for innovation and growth. By addressing the gap between access and proficiency, improving educator confidence, and leveraging impactful platforms and initiatives, a more equitable and empowered generation of learners can be developed.

 

References

Australian Bureau of Statistics. (2011). Main Features - Children of the digital revolution. Abs.gov.au; c=AU; o=Commonwealth of Australia; ou=Australian Bureau of Statistics. https://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4102.0Main+Features60Jun+2011

Australian Curriculum Assessment and Reporting [ACARA]. (2022). Technologies |. Australian Curriculum. https://v9.australiancurriculum.edu.au/teacher-resources/understand-this-learning-area/technologies

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2023). NAP–ICT Literacy 2022 Public Report. In nap.edu.au. https://www.nap.edu.au/docs/default-source/default-document-library/2022-nap-ictl-public-report-(pdf-8-05-mb).pdf

Australian Curriculum Assessment and Reporting [ACARA]. (2024). Why do we have an Australian Curriculum? V9.Australiancurriculum.edu.au. https://v9.australiancurriculum.edu.au/f-10-curriculum/f-10-curriculum-overview/background

Department of Education. (2019). The Alice Springs (Mparntwe) education declaration. Department of Education. https://www.education.gov.au/alice-springs-mparntwe-education-declaration/resources/alice-springs-mparntwe-education-declaration