Digital Education Revolution
As digital technologies and the Internet are changing and shaping Australian society, it is clear that individuals who have limited or no access to or knowledge of digital technologies, have a limited capacity to successfully contribute and benefit from society. As such these individuals are placed at a disadvantage when compared to other members of society (McNair 2000).
Essentially to help bridge the digital divide within Australia, the Australian Labor Party in 2007 proposed the Digital Education Revolution (DER), an initiative that promised to provide Australian schools and their students with innovative learning technologies (Australian Labor Party 2007).
Two of the main aims of the DER include;
- Provide students with access to the National Broadband Network (NBN):
This means that students will have similar bandwidth connection
capabilities at home and school, to help them maximize the benefits offered
by online curriculum content. For example, using NBS students will have
access to virtual excursions, ebooks and video conferences with more
knowledgeable others (Australian Labor Party 2007). The video below briefly
explains the benefits schools have noticed since the introduction of NBN.
As digital technologies and the Internet are changing and shaping Australian society, it is clear that individuals who have limited or no access to or knowledge of digital technologies, have a limited capacity to successfully contribute and benefit from society. As such these individuals are placed at a disadvantage when compared to other members of society (McNair 2000).
Essentially to help bridge the digital divide within Australia, the Australian Labor Party in 2007 proposed the Digital Education Revolution (DER), an initiative that promised to provide Australian schools and their students with innovative learning technologies (Australian Labor Party 2007).
Two of the main aims of the DER include;
- Provide students with access to the National Broadband Network (NBN):
This means that students will have similar bandwidth connection
capabilities at home and school, to help them maximize the benefits offered
by online curriculum content. For example, using NBS students will have
access to virtual excursions, ebooks and video conferences with more
knowledgeable others (Australian Labor Party 2007). The video below briefly
explains the benefits schools have noticed since the introduction of NBN.
For further information on the National Broadband Network see:
NBN: Connecting Australia to a better future
NBN: Connecting Australia to a better future
- Provide every upper secondary students will be with their own netbook,
laptop or tablet computer (National Secondary School Computer Fund):
This means that students will have access to their own personal commuting
devices, which they can use within the classroom or at home (Department
of Education, Employment and Workplace Relations 2011). Research
conducted by Howard and Carceller (2011) on NSW schools with 1:1 laptop
access suggests that personal laptops within the classroom motivate
students, increase both students and teacher technological confidence,
increase access to the Internet and online resources and make learning
authentic and meaningful. Primary schools within NSW are also receiving
funding to purchase technology and some have invested their funds in
tablet computing devices, such as iPads. The video below is from a study
conducted by Goodwin (2012) about how primary schools are using tablet
computing devices within innovative ways to motivate and increase students
learning.
For further information on the 1:1 computer devices see:
Goodwin 2012, Use of Tablet Technology in the Classroom
Howard & Carceller 2011, Digital Education Revolution in New South Wales: Report of the 2010 data collection
Goodwin 2012, Use of Tablet Technology in the Classroom
Howard & Carceller 2011, Digital Education Revolution in New South Wales: Report of the 2010 data collection
Digital Education Revolution: Critical Reception
Although the NBN and National Secondary Computer Fund have been implemented under the DER, with the aim of increasing students access to digital resources and the Internet; tools which are required for students to develop the 21st century skills of critical thinking, creativity, collaboration and communication that are crucial for effective participation within the complex knowledge driven economy of modern society; teachers who responded to the NSW-DER (2012) teacher survey revealed their dissatisfaction with the government policy.
NSW-DER (2012) surveyed teachers revealed that although the National Secondary Computer Fund is extremely advantageous for underprivileged students who can not afford access to the Internet or computer devices, the introduction of personal computers within the classroom has lead to problems such as;
- students being off task as they have access to social media and
games during class
- uncharged computing devices
- increased lesson preparation time
- teachers spending more time teaching students how to use the
technology than curriculum content
By increasing student access to computer technologies and the Internet both in the classroom and at home, the Australian government has inadvertently created a digital divide between what students are doing with technology at home and what they are doing with technology in formal educational contexts (Buckingham 2007). For example, Warschauer and Matuchniak (2010) reveal that children from high income backgrounds use the Internet to create content and engage with higher order thinking skills, which children from low income backgrounds do not.
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