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Abstract
Technology has significantly impacted our work and leisure spaces, but education is still working to build a bridge between the technological knowledge and skills required for living now and preparing students for their future. Although a reduction in the cost of technology has led to increased access and connectivity within schools, where teachers now have a plethora of tools and resources available for them to use in teaching and learning, little has changed in classrooms. Teachers are attempting to provide effective instruction with and about digital technologies often with limited knowledge and skills themselves. This study investigated Australian primary teachers’ self-assessment of their digital technology proficiency. Through an online survey and interviews teachers were asked about their access to professional development and their knowledge and skills related to the digital technologies curriculum. This paper provides an analysis of their self-assessment. Barriers and enablers are identified along with practice implications to be considered.
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