The Digital Education Revolution in Australia
The Australian federal government has committed $2.2 billion on ICT initiatives over the past 7 years to bridge the digital divide in Australian schools. The focal point of the initiatives is the Digital Education Revolution, which aims to provide meaningful and substantial change to teaching and learning through the use of technology.
See more about Global Initiatives that are bridging the digital divide on Lessons from Abroad page
In the Digital Education Revolution policy, computers are represented as ‘enhancing the learning experience of every high school student in the country’ (Rudd, Smith & Conroy, 2007, p. 4). The data indicates that in Australia, there were 967,000 computers purchased, one device for every Year 9-13 student, (OECD, 2011). Although students were provided with computer hardware, Helsper and Eynon (2009), noted that many teachers lack a vision of how to implement effective classroom practice and pedagogy. The result is that many Australian teachers are still teaching in the same way they did before the digital revolution. Without ongoing professional development, a major concern for the future is an increasing digital divide between teachers and students that undermines teachers’ confidence in their ability to impart knowledge (Helsper & Eynon, 2009).
To address this disparity, the Fair Go Project (2006) provided university educational partnerships with low socio-economic schools to provide teachers with the pedagogical scaffolding, feedback and professional development required to meaningfully engage their students in learning through ICT and creating a school and classroom environment where students identified with their school projects and cared about their learning outcomes.
Has the Digital Education Revolution initiative made a difference in bridging the digital divide?
See more about Global Initiatives that are bridging the digital divide on Lessons from Abroad page
In the Digital Education Revolution policy, computers are represented as ‘enhancing the learning experience of every high school student in the country’ (Rudd, Smith & Conroy, 2007, p. 4). The data indicates that in Australia, there were 967,000 computers purchased, one device for every Year 9-13 student, (OECD, 2011). Although students were provided with computer hardware, Helsper and Eynon (2009), noted that many teachers lack a vision of how to implement effective classroom practice and pedagogy. The result is that many Australian teachers are still teaching in the same way they did before the digital revolution. Without ongoing professional development, a major concern for the future is an increasing digital divide between teachers and students that undermines teachers’ confidence in their ability to impart knowledge (Helsper & Eynon, 2009).
To address this disparity, the Fair Go Project (2006) provided university educational partnerships with low socio-economic schools to provide teachers with the pedagogical scaffolding, feedback and professional development required to meaningfully engage their students in learning through ICT and creating a school and classroom environment where students identified with their school projects and cared about their learning outcomes.
Findings from Australia’s Digital Education Revolution
Has the Digital Education Revolution initiative made a difference in bridging the digital divide?
Lane (2012) contends that the initiative has:
1. Impelled schools to move forward from an Industrial Age model,into technology normalisation, where ICT is more seamlessly incorporated in classroom practice.
2. Provided the infrastructure, through robust cabling and individual devices, to lay the foundation for BYOD and beyond.
3. Aided in developing the mindset of schools and teachers to integrate technology into classroom practice and pedagogy.
1. Impelled schools to move forward from an Industrial Age model,into technology normalisation, where ICT is more seamlessly incorporated in classroom practice.
2. Provided the infrastructure, through robust cabling and individual devices, to lay the foundation for BYOD and beyond.
3. Aided in developing the mindset of schools and teachers to integrate technology into classroom practice and pedagogy.
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