Correction: Towards a governance roadmap for educational technology in Australian schools

The use of Information and Communication Technologies (ICT) for teaching and learning has become essential for quality education. This includes ICT tools such as computers, the Internet, software and a range of devices. Despite this, the infrastructure in Saudi Arabia does not currently allow the widespread implementation of ICT in the education system (Albugami & Ahmed, 2015). A comparative analysis of the similarities and differences of ICT implementation for learning and teaching in Australian and Saudi Arabian primary schools is the focus of this study. The analysis aimed to provide guidance as to how Saudi Arabia might benefit from the increased implementation of ICT tools in primary schools. The investigation was conducted using four constructs of the Technological Pedagogical Content Knowledge Framework: Technological Knowledge (TK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPACK) (Schmidt, Baran, Thompson, Mishra, Koehler & Shin, 2009). Importantly, it drew upon the framework for conceptualising the stages of ICT integration proposed by (Niess, Ronau, Shafer, Driskell, Harper, Johnston, & Kersaint, 2009). The following overarching research questions were intended to guide the qualitative and quantitative collection and analysis of data so that a comparative study of the use of ICT in schools could be completed: 1. What is the current state of ICT usage for teaching and learning in selected primary schools in Saudi Arabia and Australia? 2. What are the similarities and differences in ICT adoption and implementation for learning and teaching between selected schools in Saudi Arabia and Australia? 3. What recommendations can be made for improving ICT usage in teaching and learning in primary schools in Saudi Arabia and Australia? A correlational comparative study was conducted that collected data from teachers (n = 112) and students (n = 440) at state and independent/private primary schools in both the Kingdom of Saudi Arabia (KSA) (n = 4) and Australia (n = 2). The three research questions were investigated in two phases. Phase One involved the collection of quantitative data from surveys administered to both students and teachers concerning ICT usage both inside and outside of school, and their perceptions of the effectiveness of ICT for learning and teaching. In addition, teachers were surveyed on ICT use in teaching and learning TPK. Phase Two consisted of the collection of qualitative data through interviews with a sample of 27 teachers from both Saudi Arabia (n = 18) and Australia (n = 9). Those teachers participated in face-to-face and telephone interviews and provided their responses to both structured and unstructured questions. Statistical analyses using Kruskal-Wallis and Chi-Square tests revealed a significant difference between private and public Saudi Arabian primary schools in the implementation of the TPACK framework. While no significant differences were found to exist between the selected independent and state Australian primary schools, Saudi Arabian private schools overall were found to be more likely than Saudi Arabian public schools to have adopted expectations that reflected the TPACK model than did Saudi Arabian public schools. Through the NVivo software, qualitative data analysis revealed teachers’ perceptions of ICT use, and the effect of educational policy on teachers’ ICT use. Australian students were more generally positive about the ways in which they can use ICTs in the classroom effectively to enhance their education than were Saudi students. Further, Australian teachers, like their Saudi counterparts, were very aware of the need for the integration of ICT into education and were certainly in favour of it. By drawing up the Niess et al. (2009) framework, the findings suggested that the sample of Saudi Arabian primary schools most reflected the stages of recognising and accepting the use of ICT in teaching and learning, while the sample of Australian schools studied most reflected aspects which indicated that they had moved beyond the recognising and accepting phases, and demonstrated that they were adapting, exploring and advancing ICT use in teaching and learning. This study concludes with a set of recommendations for teachers, schools and policymakers to enhance the use of ICT for teaching and learning in both Saudi Arabian and Australian schools. As a result, this study has the potential to contribute to an improved understanding among policymakers, schools and teachers in relation to how ICT can become more widely utilised both in the classroom and at home to achieve higher-quality education outcomes, which is important for the long-term growth and development of both nations’ education systems.

Internationally, there has been increasing interest in the governance of educational technology (EdTech) in schools. While other nation states have legislative frameworks that address privacy and related concerns (often referred to as ‘hard’ regulation), Australia has largely depended on ‘soft’ regulation in the form of policy and guidelines to govern EdTech. With thousands of EdTech products and services already being used in Australian schools, there is a need for all stakeholders to better understand the privacy and related risks associated with EdTech to sharpen our collective focus on governance in the context of emerging legislative progress. Bringing together research from the fields of education and computer and data sciences, this article contributes an extensive interdisciplinary analysis of EdTech data practices and the risks to students and their families associated with these practices. Moreover, the article provides a comprehensive mapping of how EdTech is governed in Australia, setting this against international regulatory approaches. The article concludes with a new initial road map to progress transparent and accountable governance of EdTech in Australian schooling.

Schools increasingly rely on Educational Technology (‘EdTech’) products for administrative functions and teaching. While offering significant benefits, EdTech raises concerns about providers’ information-handling practices and extensive student data collection, often involving third parties. This article examines one EdTech website used in Australian schools as illustrative of broader information practices. Focusing on Australia, it outlines legal and policy frameworks governing children’s information collection, use and disclosure by EdTech providers, and discusses the national Safer Technology for Schools initiative. Adopting a child rights lens, this article argues that schools and education authorities have an important role in protecting students’ personal information, as well as promoting their agency and developing the digital and data literacy of students and teachers. Ultimately, however, EdTech providers must do the ‘heavy lifting’. This article explores proposed reforms to Australia’s privacy laws and considers their likely future impact on the Australian EdTech sector.

Objectives To detail how human anatomy is currently being taught and assessed in Australian and New Zealand medical schools. Methods Medical schools in Australia and New Zealand were invited to respond to an online survey of their teaching and assessment of human anatomy in the 2018 academic year. The results are compared with 2008 data. Changes in curricula and teaching methods are reported. Results Despite robust media and academic discussion over the last decade, very little has changed in the amount of anatomy teaching or assessment of anatomy in Australasian medical schools. One exception is that most universities have invested in new technology for teaching; however, the use of new technologies is irregular. Conclusions Australian and New Zealand medical schools should actively and cohesively respond to the changing requirements for anatomy education, or risk being left behind our international counterparts in the provision of anatomy education, to the detriment of doctors’ training and the healthcare system.

After more than two decades of computers in education in Australian schools there is still confusion at all levels about why technology matters and widespread reluctance to move beyond the tokenistic use of computers in classrooms. Why? The reasons are probably many and varied but this chapter proffers the notion that the confusion and reluctance stems from the lack of a shared vision, at the school and classroom level, and the lack of pragmatic teaching frameworks that take into account the realities of teaching in the 21st century. In this chapter scenario planning will be applied to the conundrum that is, Information and Communication Technologies in Education (ICTE). The focal point selected will be how ICT’s impact on teaching and learning. The organizational mental models that exist range from, the use of ICT underpinned by constructivist theory, to the behaviorist view, that technology makes learning faster, easier and cheaper. Colliding forces and trends include; outcomes based curriculum, rapidly changing technology, and increasing accountability. Two themes are chosen. The first theme, not surprisingly, is the technology itself. We can choose to saturate teaching and learning with technology or not. The second theme is teaching and learning theory. The two themes are placed on a continuum, intersected, and positioned on a matrix. From the matrix scenarios are extracted and presented as vignettes. It will be argued that the scenario planning stages of establishing a focal point, identifying organizational mental models, and conducting an environmental scan can greatly assist schools in developing a shared vision, and that the teasing out of narratives can greatly assist in the development of realistic teaching methods.

Assessing the privacy of digital products in Australian schools: Protecting the digital rights of children and young people

This chapter presents the perspective of an Information and Communications Technology (ICT) integration specialist on how mobile devices and apps are being used in several Western Australian primary schools to improve students’ literacy across a range of contexts and curriculum areas. In her role, the author is responsible for assisting teachers in Independent sector schools with Technologies, ICT Literacy and Science, Technology, Engineering and Mathematics (STEM) education and has worked extensively in helping teachers design rich cross-curricular tasks and programmes that harness a range of digital technologies, including mobile devices. The chapter presents several examples of how teachers in Western Australian Independent schools have used mobile tools across the curriculum in rich tasks, and how this has supported students’ literacy learning. Although this chapter makes specific references to Australian curricular requirements and contexts, it is envisaged that the practical examples and insights presented will be more broadly applicable in helping practitioners use mobile technologies to enhance literacy learning across the curriculum.

Recent trends in Science, Technology, Engineering, and Mathematics (STEM) education are focused on developing problem-solving skills and computational thinking and empowering students with the STEM discipline's knowledge to solve real-world problems. STEM incorporates an interdisciplinary approach that includes inquiry, analysis, critical thinking, practical experimentation, and cooperative problem-solving. Technological advancements are offering new ways to integrate new tools such as drones, robotics and gaming in teaching and learning practices and modify the pedagogical approaches that are more appealing and engaging. This paper presents an innovative pedagogical approach and practice that integrate drone technology and block-based programming to foster students' computation thinking in a STEM context. The block-based visual programming languages provide an interactive environment to connect the blocks and write programs. The study was conducted in six Australian schools. Students were assigned projects to automate drones using the DroneBlocks app and make programs to fly the drone in different geometrical patterns; straight line, arch, rectangle, triangles and zig-zag and integrate the various manoeuvres; bounce, 8D flips, and throw & go along flight paths. Students' computational thinking development was examined with an emphasis on their performance in formulating and problem-solving. Results have shown that integrated drone and programming pedagogy contributed significantly to students' learning of developing computational thinking for problem-solving and decomposing a problem into smaller parts in a sequence that includes mathematical algorithms to write programs.

The professional development of beginning and experienced teachers has been widely recognised as a key component in the integration of information and communications technologies (ICT) into teaching and learning activities in Australian schools. Many initiatives have been taken, particularly since the mid-1990s, to assist beginning and experienced teachers to use ICT to increase learning opportunities, enhance learning activities, and improve learning outcomes for students. Some of the approaches taken to familiarise teachers about ICT are outlined here, using case studies of 'good practice' to illustrate key features. Other approaches focusing on learning with, rather than about new technology, are also noted

The article reveals the issues of application of foresight technologies in aviation education. Aviation education covers a wide range of educational programs related to aviation and is characterized by a technical, practical orientation, safety requirements, an interdisciplinary and integrated approach. The author indicates the possibility of using foresight technologies in aviation education through methods that improve the processes of education and training of aviation industry specialists. The tools for forecasting technological changes, innovative learning, timely adjustment, analysis of market trends, monitoring of legislation and adaptation to changes in the external environment are highlighted. The foresight methods in the article include scenario planning, the Delphi method, technology roadmaps, and network analysis. The successful use of foresight technologies in various fields of education demonstrates their importance and potential in anticipating and forecasting future changes through higher education, vocational education, distance learning, e-learning, continuing education, retraining and advanced training. The use of foresight technologies in aviation education is implemented through forecasting future technological changes, integrating virtual and augmented reality, developing collective thinking, substantiating and implementing innovative projects and research. The article summarizes the advantages and features of the possibilities of using foresight technologies in aviation education, which ensures high quality of education and compliance with modern requirements of the market environment.

Digital technology is compulsory in schools in most states at most year levels in Australia. However, a recent survey of over 400 Australian schools in 2019 found that 96% have had difficulty hiring qualified technology teachers and 39% of schools have reduced the amount of technology education they offer. We have observed that there is a shortage of teachers who feel qualified to teach coding. To address this problem, we launched CS in Schools (see https://csinschools.com), a successful in-class professional development programme for teachers that helps schools build a robust digital technology capability in their students. Our programme matches pedagogy with content expertise, by matching a volunteer computing professional with a secondary school teacher, and helping that teacher develop their coding skills in the classroom over a six month period. This experience paper describes the approach we took in piloting our programme with 10 teachers in~8 schools who taught over 1,100 students in 2019. We also describe our current scale-up in 2020 to work with around 60 teachers, around 40 volunteers, over 25 schools, and more than 6,000 students. Our goal is to work with hundreds of schools in 2021.

This national study investigated determinants of in-service and pre-service teacher self-efficacy to teach digital technologies to school school students. The research examined how personal computing ability, computing values and beliefs, outcomes expectancy and perceived digital literacy were related to self-efficacy to teach the digital technologies curriculum. Data were collected using a snowballing sampling approach through a comprehensive national survey based on existing research instruments. The multiple regression analysis (n = 366) examined effects for pre-service teachers, in-service teachers, primary school teachers, secondary school technologies teachers and secondary school non-technologies teachers as separate cohorts. Results indicated that personal computing ability had the strongest association with self-efficacy to teach digital technologies across all cohorts. Perceived digital literacy was significantly associated with self-efficacy for teaching digital technologies for all practising teachers, though not pre-service teachers. for all cohorts, outcomes expectancy was significantly associated with self-efficacy for teaching digital technologies, whereas computing values and beliefs was not significantly associated for any cohort. The findings of this study suggest that professional learning and pre-service teacher education should focus on developing teachers’ computing capabilities rather than their computing values and beliefs to best equip them to teach the digital technologies curriculum.

This paper presents comparative research which examines issues in teaching Indigenous primary school students in Australia and the USA. It portrays the dilemmas for teachers and students when the curriculum is dominated by a monocultural, Eurocentric ethos. It then describes schools that have moved towards an alternative curriculum. In discussing postcolonial challenges for teacher educators and education policy makers arising out of these issues, the paper continues the debate about postcolonial approaches to cross-cultural and anti-racist education for Indigenous children in their community contexts. It argues that elements for significant educational change exist in both countries, and discusses how these changes need to be expanded and systematised to achieve a culturally powerful curriculum in Indigenous schools.

This report identifies the way in which Australian law schools represent themselves as dealing with technology in the law. It canvasses four components considered relevant to establishing how law schools represent their engagement with technology in legal education. Through a desktop, survey of law school websites, it canvasses four components considered relevant to establishing how law schools represent their engagement with technology in legal education: • Current identifiably technology-based subject offerings in the LLB and JD; • Technology-specific extra-curricular programs within the law school; • Graduate attributes embracing digital capabilities (howsoever styled); • Research programs explicitly embracing law and technology or related themes.

Disparities in the technology practices, skills and knowledge of school students still exist, despite widespread investment, and use in schools. In order to understand why inequalities remain, we first need a more nuanced understanding of students’ technology practice, including understanding how their backgrounds, circumstances and experiences shape their perceptions of and engagement with technology. This paper proposes that research in the field of educational technology would benefit from a sociological framing in order to highlight how and why students use technology at school and in their everyday lives. The paper reports on a qualitative embedded case study of 13–16‐year‐old students in two Australian secondary schools. In‐depth case studies of two selected students illustrate the complex nature of students’ technology practice. Bourdieu’s concepts of field, habitus and capital are used as a lens through which to view and understand inequalities in students’ technology practice. The findings demonstrate the utility of sociological theory in educational technology research by highlighting systems and structures of reproduction and transformation. Furthermore, the findings can inform an approach to teaching and learning that considers students’ varied experiences, knowledge, perspectives and backgrounds relating to technology.