Titled Tech skills for the next generation and produced by the Australian National University (ANU) Tech Policy Design Centre and the Australian Computer Society (ACS), the report provides the most comprehensive snapshot yet, of how Australian teachers are faring as they grapple with the implementation of the Digital Technologies Curriculum in schools.
The report argues that as emerging technology continually shifts how we connect and do business, all Australians – not just technology professionals – need digital skills for full participation in society and the economy.
The new report draws on a 2023 national survey of teachers in primary and secondary schools, and input from experts across the education sector and has found that more than two thirds of teachers are struggling to implement the existing Digital Technologies Curriculum.
Only one quarter of respondents reported having enough support to address these challenges.
The result is low student engagement in the classroom and fewer students pursuing technology careers.
The report also flagged that the number of Year 11 and 12 students studying technology subjects has fallen in recent years.
“Due to its relatively recent introduction, and rapidly evolving, sometimes highly technical content compared to more established subjects such as English and Mathematics, strategies and resources that teachers routinely apply to prepare lessons are not necessarily applicable, not available, or hard to access and find,” the report reads.
“These challenges are compounded by the additional pressures on teachers from broader issues like the national teacher shortage, which leads to more teaching out-of-field and difficulties in accessing and attending essential professional development and training.”
Founding director of the ANU Tech Policy Design Centre (TPDC), Professor Johanna Weaver, says tech is already embedded in every aspect of our lives and will only be more so for generations to come.
“We need to stop teaching tech like it is a bolt-on and start treating it as fundamental, like English and Maths,” she says.
“The good news is there are policy levers that the federal and state governments can pull today to better support teachers.
“Without this support, we risk widening the digital divide and creating a society where the next generation of Australians are not equipped to navigate the increasingly complex digital world.”
The report argues that better support for teachers will help the nation meet future technology workforce demands and prepare all young Australians with the skills to adapt to new technologies in the increasingly complex digital economy.
Its recommended actions address four key areas that it says require immediate attention “so Australia can realise the full potential of the DTC”.
They include ensuring there are accessible ready-to-use teaching resources, embedding digital-readiness training in Initial Teacher Education (ITE), supporting ongoing professional development and training for teachers, and elevating awareness of the Digital Technologies Curriculum in the community, particularly with regards to parents and carers.
Sharon Singh, chair of ACS’ ICT Educators Committee, says it is critical that as a nation, we prioritise educating our next gen in digital literacy and digital technologies and support teachers, because it is the best way to prepare these young people for the world that lies ahead.
The reports says it is estimated that Australia will need an additional 237,000 technical workers by 2030, yet at present rates only 10,600 local tertiary graduates in ICT are being generated each year.
“Engaging them in digital technologies and empowering them as early as possible and throughout their school education can also lead to more Australians pursuing further education in technology fields and into a technology-focused career,” Singh explains.
Weaver says most existing tech skills initiatives focus on current and immediate term skills gaps.
“But if we don’t simultaneously take the long-term view recommended in this report, we risk generationally embedding tech skills shortages in Australia,” she explains.
“More broadly, new and potentially disruptive technologies become available every day and we want all Australians to understand the safety, privacy, and security implications, and be empowered to harness the best of technology to shape a positive future.”
ACS chief executive Josh Griggs says her company has been delighted to work with ANU on tech skills for the next generation.
“Given the importance of students’ digital skills, this report gives policymakers and educators direction on effectively delivering the current curriculum and how we can continuously improve.
“We look forward to working with all education groups and agencies in ensuring our kids have the skills to thrive in the digital economy.”
Digital Technologies Curriculum refers to the F-10 learning area in which students use computational thinking and information systems to define, design and implement digital solutions. The core concepts specific to this curriculum are digital systems, data representation, data acquisition, data interpretation, abstraction, specification, algorithms, implementation, and privacy and security.
