Digital literacy isn’t new. We have had computers in schools since the 80s. We have mobile phones since the 90s. The big shift was in the 90s. It has only really been since 2009 that there has been a massive push to get technology up and running in classrooms – all classrooms. Not just a computer room for occasional use. In Australia we have made a big commitment to this and used a lot of time , energy and thinking to ensure our students are comfortable with technology and digitally literate. So what is the headline?
School computer use may be affecting literacy and numeracy skills, OECD study says
If you read the article it suggests technology doesn’t teach literacy – teachers do. The article did not highlight the real strength of Australian schools for which we do need recognition. It has been hard work . There have been numerous stakeholders and the level of collaboration across school communities and key technology providers and advisers has been a J learning curve and pretty impressive:
“By analysing international test results for 15-year-olds, the OECD found Australians perform significantly above the average in digital reading, and in particular, have strong web-browsing skills, are better able to plan and execute a search, evaluate the usefulness of information, and assess the credibility of sources online.”
We need recognition for that but we are also aware we are at the stage now where we can enhance and improve what we are doing. Getting the juggernaut rolling was a monumental team effort and the best learning and teaching I have seen in education. I have seen a lot of rollouts in 42 years as a teacher. The technology roll out has been a demanding and appropriate learning programme for teachers because they have been challenged very thoroughly and tested really well.
For this reason I think we need to be careful about what we say about technology and literacy. Everything in books is on the net. A computer , its application and use , is far more demanding than any print based course both as a teacher and learner. The literacy demands are complex and can be met but it is not as easy as getting out a book and putting pen to paper. Computers and mobile technology offer so many different forms of communication and each has to be weighed up, quantified and analysed. Additionally, as teachers, we have been providing a significant role in language development. Technology has been critical in evening the playing field in this area. In Australia , differentiation of the curriculum really matters. Our classes comprise students from different cultures, language backgrounds and we include students like those on the autism spectrum and with special needs. We include everyone as much as we can because we have a belief that is right. We have become quite expert in creating learning environments for all sorts of students because it is about their needs.There has been a better accommodation of a broader range of students in classroom because technology has helped us create and find suitable materials. We have been working on personal learning plans and technology has facilitated that.
National and international tests are important and the results are always interesting but drawing hasty or illogical connections from results is not doing us or the testing justice.
- What was being tested when the OECD tested for literacy?
- How were these tests performed?
- Were the tests performed so students could operate from their natural strengths?
- Did they look at the composition of classes across countries?
- In Australia we are teaching students who have English as a first, second, third, fourth and even fifth language. Did we account for that in our testing?
- Were students allowed to take the test in their strongest language?
- We have a highly transient world population for all sorts of reasons. Were those factors considered?
We need to ask the questions, get the answers and look at how we can use technology to improve what needs improving. We have access to everything. How we effectively use that is what teaching is about.