Recent reports highlight a significant digital skills gap in Australian schools, posing challenges for both educators and students.
A 2024 study by the Australian National University (ANU) Tech Policy Design Centre and the Australian Computer Society (ACS) revealed that over two-thirds of teachers struggle to implement the existing Digital Technologies Curriculum, and just 25% felt adequately supported to address these challenges, leading to low student engagement and a decline in students pursuing technology careers.
According to the Digital Skills Organisation, Australia faces a critical shortage of over 370,000 digital experts and digitally enabled workers in Australia by 2026.
Despite ongoing challenges with unreliable internet and varying staff IT skills, one Northern Territory school is making significant strides in developing children’s literacy skills through targeted and culturally relevant technology integration.
Gunbalanya Independent Public School students are demonstrating increased engagement and proficiency in basic IT skills, while staff confidence in using technology to enhance teaching, particularly in literacy and numeracy, is growing.
In partnership with educational charity Schools Plus, Gunbalanya IPS plans to roll out additional equipment, including Smart Boards and laptops, and embark on a strategic planning process to ensure long-term resource allocation and staff upskilling for continued progress in leveraging technology to improve student outcomes.
Project lead Kelly Green has nearly 40 years of teaching experience, largely serving in remote NT schools, as well as Darwin, Queensland and the United Kingdom. She says that with the support of Schools Plus, Gunbalanya IPS has been able to reinvigorate its approach to Digital Literacy and building capacity for engagement with the world online.
“Staying abreast of the rapid changes and expectations in IT Education has been difficult as a remote school with limited access to specialists and technical support,” Green told The Educator.
“The generosity of Schools Plus has meant we have a fresh start, with new equipment, resources and strategic thinking, to map out a long-term plan for stronger integration of Digital Literacy.”
Green said the Schools Plus coach guided all phases of the school’s planning and implementation, using the Schools Plus tool to address key factors in leadership, teaching and learning and engagement of families and community.
“The School Board initiated this project through concerns that our students desperately needed deeper understandings about Cybersafety, appropriate and productive use of IT platforms and everyday skills in accessing a range of devices,” Green explained.
“In order to deliver quality Digital Literacy learning programs in classrooms, it has been essential to focus on building community-based knowledge.”
Green said this enabled the Indigenous School Staff to benefit from opportunities to grow their own skills to support classroom practice, whilst providing teachers and students with advice and direction on the management of culturally sensitive materials such as digital artefacts and online interactive features.
“We have only just begun this journey, with the 2025 School Curriculum Maps featuring the integration of Digital Literacy and use of technologies in all aspects of our learning, including Learning on Country Programs,” Green said.
“Our future direction includes elevating our students as leaders in community-based Digital Projects, particularly in reference to capturing and protecting community stories and historical materials.”