Australia needs to close the Digital Divide so that ALL students can succeed
May 20, 2021 2.00pm AEST
Tackling digital inequality in Australia is now more important than ever. (O’Brien, 2020; Wilson, 2020).
As the world rapidly becomes more digitised and automated, especially in response to COVID 19, technology has the power to influence and enhance people’s lives (Australian Curriculum Assessment and Reporting Authority [ACARA], 2018c; ACARA, 2018d; ADIA, 2020a). This means it is crucial that all students are able to learn about and work with digital technologies (ACARA, 2018c; ACARA, 2018d; ADIA, 2020a). “People often think the digital divide exists in developing countries but not in Australia” (Anderson, 2015, p. 51). Remote learning during the pandemic has opened people’s eyes to the lack of digital inclusion for many students in Australia (Preston, 2020). How does the digital divide affect students in Australia and what action needs to be taken so that they can all succeed?
The Digital Divide in Australia
“The ‘Digital Divide’ is the gap between those who can access and use modern information and communications technology… and those who cannot” (World Vision Australia & The Australian Literacy and Numeracy Foundation [WVA & ALNF] 2021, p. 5).
The latest Australian Bureau of Statistics [ABS] figures show that 14% of Australian households (more than 2.5 million Australians) remain offline (ABS, 2018; Thomas et al., 2020).
The Australian Digital Inclusion Index [ADII] measures online participation in Australia in relation to access, affordability and digital ability (Thomas et al., 2020). The 2020 ADII shows that digital inclusion in Australia is increasing, but the rate of increase is slowing, with a rise of only 1.1 from 2019 (Thomas et al., 2020).
It also shows that those with low levels of income, education and employment and those living in regional places are still less digitally included (Thomas et al., 2020). There is a huge gap between poorer (43.8) and richer (73.8) Australians (Thomas et al., 2020).
What does this mean for Australian students?
Approximately 800,000 students in Australia (20%) are from low-income families (Flack et al., 2020, Robinson et al., 2020 as cited in Thomas et al., 2020). These families lack access to technology, their expenditure on digital services relative to their income is higher and they have lower digital ability (Thomas et al., 2020). Their ADII score is lower than the national average and other families with school age children (Thomas et al., 2020).
A 2020 report for the Australian Education Union (AEU) uses the latest ABS Census data (2016) to identify the “persistent long term gap in [digital] access’ that many students face (Preston, 2020, p.3). This research reported that a larger proportion of students from low income families (9%) compared to high income families (1%) had no internet access at home, students from public schools were twice as likely than those from Catholic or independent schools and public school students in remote areas and Indigenous students were much more likely to have no home internet (Preston, 2020).
The impact on educational outcomes and futures
Education is becoming more dependent on technology and internet access as they are used for homework research and to access learning materials and online classrooms (WVA & ALNF, 2021). Even before COVID 19, studies have shown that using home computers for educational purposes and using the internet can positively affect a student’s academic performance and that there is “a correlation between low levels of access to ICT ownership and lower educational attainment” (Harris et al., 2017; Victoria University, n.d).
The way we live and work has been undergoing rapid change due to digital technologies (Thomas et al., 2020). COVID 19 has accelerated these changes with digital literacy skills becoming a requirement of 87% of jobs in Australia and an increase in demand for skilled digital professionals projected in the next decade and beyond (DESE, 2019; RMIT, 2021).
“Digital exclusion will have an ongoing negative impact on the educational outcomes of students”, particularly those with low-socioeconomic backgrounds, which will limit their future employment opportunities and participation in society (Broadbent & Papadopoulos, 2013; Henderson, 2011; O’Brien, 2020; Potts Rosevear, 2020; Thomas et al., 2020, p. 24).
The Australian Education System and Technology
Within the goals of the Alice Springs (Mparntwe) Education Declaration 2019 the Australian Government commits to promoting excellence and equity in education by working with the education community to empower learners to overcome barriers and to support all students to become productive and informed users of existing and emerging technologies (Education Council, 2019).
The Australian Curriculum incorporates ICT Capability as a general capability, alongside literacy and numeracy and the Technologies learning area provides students with opportunities to learn about and work with ‘traditional, contemporary and emerging technologies’ (ACARA, 2018a; ACARA, 2018b; Howard & Mozejko). This incorporation of 21st century skills and technology into education is said to provide an opportunity to address inequality (AG, 2021; Diaz & Lee, 2020).
Research has also suggested that it increases inequality as teachers in lower socio-economic schools use technology for ‘less meaningful’ learning tasks – calling it ‘the second digital divide’ (Warschauer & Matuchniak 2010 as cited in Howard & Mozeiko, 2015). Teachers need to be well trained and able to use technology effectively in their teaching practices (Anderson, 2015).
A review of the Australian Curriculum is currently underway to make sure it is equipping Australian students with the knowledge and skills they need for 21st century workplaces (AG, 2021). The proposed revisions include updates to the Technologies Curriculum by removing out-dated content, adding new content and providing clarity and guidance about teaching expectations (ACARA, 2021). It remains to be seen whether this review facilitates an updated Australian Curriculum that can better support learners to overcome digital exclusion barriers.
Action needs to be taken
With NBN improving access, the ADII has identified digital ability and affordability as the areas requiring attention (Thomas et al., 2020). There are initiatives currently available however they are uncoordinated and many of them do not target those who are identified as least digitally included (ADIA, 2020a; Thomas et al., 2020). The government, business and not-for-profit sectors need to work together to deliver better outcomes for disadvantaged societies (O’Brien, 2020; Thomas et al., 2020).
COVID 19 has motivated the Australian Government to include a $1.2 billion investment in Australia’s digital future in the 2021-22 Federal Budget for their Digital Economy Strategy 2030 (Prime Minister of Australia, 2021). During the pandemic the Government invested in digital priorities and an Indigenous Digital Inclusion Plan is being developed (AG, 2021).
In a Media Release on 6 May 2021, the ADIA expressed their disappointment that the Strategy “does not include digital inclusion as a cornerstone” and focuses only on “advanced digital skills and emerging technologies without addressing the needs of Australians lacking basic digital skills” (ADIA, 2021). It calls on the Australian Government to create an approach for businesses, non-profits and governments to work together, establish a ‘Digital Capabilities Framework’, provide permanent internet affordability measures and ensure that government websites comply with accessibility standards (ADIA, 2021).
Read more in the ADIA’s National Digital Inclusion Roadmap: https://www.digitalinclusion.org.au/wp-content/uploads/2020/10/ADIA-A-National-Digital-Inclusion-Roadmap.pdf
In relation to education specifically, the AEU is calling for a “digital equity audit to determine the impact on students of a lack of access to the internet and digital resources” and the development of a comprehensive plan to address the digital exclusion of vulnerable students, made in consultation with the education profession and supported by funding and resources (AEU, n.d; Barnard 2020). Melodie Potts Rosevear, CEO of Teach for Australia, also suggested the development of a ‘digital resourcing standard’ (Potts Rosevear, 2020).
Hopefully the momentum COVID 19 has stimulated to bridge the digital divide continues and the gap will finally be closed soon (Rastogi et al., 2020).
How can you help?
You can give donations to not-for-profit organisations, such as The Smith Family, the Brotherhood of St Laurence and Save the Children; raise awareness by becoming a digital inclusion influencer and/or give support/partner with the cause (e.g Good Things Foundation (GTF))(ADIA, 2020b; GTF, 2021; Temple, 2020).
As my son prepared for NAPLAN earlier this week using a mathematics learning website at home, I was reminded of the advantage that he has over other students who do not have access to the internet at home and a parent with adequate digital ability to provide support. We need to ensure that appropriate action is taken to close the digital divide so that all students have equal opportunities for success in their education and their future.
References
Australian Bureau of Statistics. (2018). Household use of information technology: 2016-17 financial year https://www.abs.gov.au/statistics/industry/technology-and-innovation/household-use-information-technology/latest-release
Australian Curriculum and Assessment Reporting Authority. (2018a). Australian curriculum: General Capabilities.https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/
Australian Curriculum and Assessment Reporting Authority. (2018b). Australian curriculum: Overview.https://www.australiancurriculum.edu.au/f-10-curriculum/learning-areas
Australian Curriculum and Assessment Reporting Authority. (2018c). Australian curriculum: Technologies: Digital Technologies: Rationale.https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/digital-technologies/rationale
Australian Curriculum and Assessment Reporting Authority. (2018d). Australian curriculum: Technologies: Introduction. https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/introduction/
Australian Curriculum and Assessment Reporting Authority. (2021). What has changed and why? Proposed revisions to the foundation – year 10 (F-10) Australian curriculum: Technologies. Australian Curriculum Review. https://www.australiancurriculum.edu.au/media/7126/ac_review_2021_technologies_whats_changed_and_why.pdf
Australian Digital Inclusion Alliance. (2020). A national digital inclusion roadmap. https://www.digitalinclusion.org.au/wp-content/uploads/2020/10/ADIA-A-National-Digital-Inclusion-Roadmap.pdf
Australian Digital Inclusion Alliance. (2021, May 6). Media release: ADIA calls for government action on digital inclusion. https://www.digitalinclusion.org.au/release-adia-calls-for-government-action-on-digital-inclusion
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Howard, S. K. & Mozejko, A. (2015). Considering the history of digital technologies in education. In M. Henderson & G. Romero (Eds.), Teaching and Digital Technologies: Big Issues and Critical Questions (pp. 157-168). Port Melbourne, Australia: Cambridge University Press. https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2830&context=sspapers
Obrien, L. (2020, June 30). Pandemic exposes digital divide. The Smith Family. https://www.thesmithfamily.com.au/about-us/media/2020/pandemic-exposes-digital-divide
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Thomas, J., Barraket, J., Wilson, C.K., Holcombe-James, I., Kennedy, J., Rennie, E., Ewing, S. & MacDonald, T. (2020). Measuring Australia’s digital divide: The Australian digital inclusion index 2020,RMIT and Swinburne University of Technology, Melbourne, for Telstra. https://digitalinclusionindex.org.au/wp-content/uploads/2020/10/TLS_ADII_Report-2020_WebU.pdf
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