Too many Australian students lack the basic technology they need to attend school. Here are 5 ways to fix this problem.

We often assume that Australian students are tech savvy and have access to a computer, reliable internet connection and adequate data.

But this is not necessarily the case, despite the importance of technology in our lives.

In our research Published today, we surveyed 445 teachers and staff in NSW schools. They told us that a significant number of students lack the technology and basic skills they need for their education.

What is “digital inclusion”

Digital inclusion means that everyone can access and use digital technology fairly and equitably.

A a growing number of researches shows that digital inequality can reflect social inequality. Marginalized and underserved communities, such as Indigenous peoplesthose of lower socio-economic And non-English speaking backgroundsare often also excluded from digital.

Students must have a suitable device to work on, such as a laptop or computer, a fast internet connection, and adequate data. They must also have the skills to use this technology and receive technical support if they need it.

International research shows that those those without adequate access to technology cannot fully participate in their schooling and risk falling behind their peers. Thus, digital exclusion can have serious consequences on the education of children and young people.

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Our research

Concerns about some students not having access to technology are not new. But the pandemic and online learning highlighted the problem. Even though we are now out of lockdown, lack of access to technology remains an issue for many students.

To better understand the situation, in 2023 we surveyed 445 teachers, principals and support staff across NSW to assess their concerns about digital exclusion before, during and after the pandemic. Responses came from primary and secondary schools in the public and private sectors.

We were particularly interested in Western Sydney due to concerns raised by local service providers. We also collected responses from other parts of Sydney and regional New South Wales.

What we found

We found that during school closures, additional resources (such as laptops and dongles) were provided to students who needed them. However, much of this support ended after the lockdowns.

With the cost of living rising, school staff told us that many students now have less access to the technology they need than before the pandemic. And this, even if schools depend more and more on it for learning.

There is a marked gap between the responses of teachers from public schools and those from private schools.

When asked if they thought the technology schools provided for students to take home was adequate, only 46% of public school teachers said yes, compared to 96% of non-government teachers.

There was also a geographical difference. Only 25 per cent of teachers in western Sydney felt school facilities were adequate, compared to 36 per cent in regional New South Wales and 76 per cent in the rest of Sydney.

Not enough resources at home

Many teachers also identified issues with students’ access to technology outside of school. When asked if students had adequate access to devices for learning at home, only 32% of teachers in Western Sydney said yes, compared to 39% in regional New South Wales and 59 % in the rest of Sydney.

Many students also rely solely on their cell phones to complete homework assignments, even though these devices are not suitable for most educational tasks. This included 37% of students from Western Sydney, 25% from regional New South Wales and 17% from other parts of Sydney.

When asked if they thought students had adequate tech support at home: 10% of teachers in Western Sydney said yes, compared to 5% in regional NSW and 24% for the rest of Sydney.

School staff also told us that very few pupils from groups we know are vulnerable to digital exclusion have the technology they need. When asked if students had sufficient access to, could afford and adequately use the technology they needed for their education, they felt this was the case for:

• 19% of asylum seeker and refugee students

• 28% of students from disadvantaged socio-economic backgrounds

• 30% of indigenous students

• 34% of students from non-English speaking backgrounds and “physically disabled students”

• 36% “students with special needs”.

How can we improve digital access for students?

Our research also presents five ways to improve students’ access to the technology they need for their education and lives beyond school.

1. Don’t assume students are digitally included: schools need to recognize that many students may not have devices, internet at home, or skills to plan lessons and activities.

2. Meet the digital needs of students: Schools should review “Bring Your Own Device” policies to ensure they do not disadvantage students. Governments may need to provide more funding so that all students have access to the technology they need.

3. Teaching digital culture in schools: develop school-specific resources, including materials in different languages ​​and partner with local organizations to help parents support their children’s learning

4. Invest in community infrastructure: providing areas most in need with free, secure public Wi-Fi and creating “device banks” to lend equipment to students in need

5. Schools and researchers need to work together to collect better information: so they can better understand the problem and find solutions.

If we allow this level of digital exclusion to persist, the consequences could be serious for individual students, our economy and our society. If we make changes now, we can ensure that all students have the tools they need to navigate an increasingly digital world.