New report highlights challenges in implementing digital technologies curriculum
Australia's Tech Policy Design Centre's recent report outlines the need for improved digital technologies education. Despite the curriculum's introduction in 2014, significant challenges persist, including low teacher understanding and insufficient support, mirroring issues faced in New Zealand. With the introduction of New Zealand's digital technologies curriculum in 2017, similar barriers have been identified (although we don’t have a shiny new report like this one), stressing the importance of teacher training and resource availability.
Key Findings from the Report
Teacher Challenges: Australian teachers face significant difficulties with rapidly evolving content, lack of resources, and insufficient professional development. A staggering 67% of teachers reported facing challenges when teaching the Digital Technologies Curriculum (DTC), and only 27% felt they had enough support to address these challenges .
How to teach the DTC: The report reveals that 76% of teachers are developing their own lesson plans, with 82% finding it difficult to locate ready-made content. This lack of accessible resources is a significant barrier to effective teaching .
Declining Student Engagement: The report also highlights a decline in student interest in ICT subjects during Years 11 and 12, leading to fewer students pursuing ICT in further education and careers .
Equity Issues: Socio-economic factors and geographic location continue to influence access to digital education resources, widening the digital divide. The report notes that these inequities contribute to disparities in students’ digital skills and future job prospects .
Report Recommendations
The report suggests several strategies to address these challenges, including enhancing teacher training, increasing access to ready-to-use teaching resources, embedding digital readiness in initial teacher education, and raising community awareness about the importance of digital technologies education.
Our challenges here in Aotearoa New Zealand mirror those reflected in this report, teacher training when we implemented our own curriculum was woeful and there has been limited investment since. In speaking with teacher led associations the feedback I hear aligns with these report recommendations yet the Ministry is instead investing in a rewrite of the curriculum - without addressing these systemic issues.
Importance for the Future Economy and Job Prospects
Getting digital technologies education right is crucial for the future economy and job prospects of today's ākonga (learners). As technology advances rapidly, the workforce demands higher digital literacy and technical skills. Students proficient in digital technologies will be better prepared for high-demand roles in various sectors, driving innovation and economic growth. Moreover, a well-equipped workforce can address skill shortages and enhance our (and Australia's) competitive edge in the global market.
However, the complexity of digital technologies makes it hard for those outside the industry to fully grasp its importance. While it’s easy for students and the general public to see themselves as consumers of technology, it’s much harder to conceptualise becoming creators and producers of digital tech. This is why it’s essential to integrate digital technologies education into the core curriculum alongside traditional subjects like reading, writing, and mathematics, as it not only supports these skills but also prepares students for a future where they can actively shape the technology they use.
Call to Action
If we all agree there is a need to address these challenges so we can equip the next generation with the essential digital skills required for the future workforce, ensuring that they are not just consumers of technology but also its creators and innovators. The next question is how do we go about it?
Many reports have been produced, some politicians recognise the importance of digital tech skills yet policy makers and others don’t take the action required.
I have highlighted aspects of the decline in investment and update previously in the blog post New Zealand's Digital Skills Gap: A Looming Threat to Our Economic Future:
Between 2010 and 2023 domestic training in digital technology declined by 33%".
"Government investment and tertiary provision in digital technologies training declined by $22 million (40%) between 2012–2022".
As Dr Claire Robinson, CEO of Toi Mai has said “there has been no strategic coordination across government”.
So again I ask the question - how do we get governments to take digital technologies as seriously as they have taken a shortage in construction workers in recent years?
What is industries role in solving this? we can’t do it alone but we need a willing partner who can address the issues highlighted in the Australian report.
