Youth digital literacy declining, says ICT report

National test finds widespread use of technology has failed to ensure required skills levels among the young

Camberwell Primary School Year 6 students Rhea, Grace, Kayleigh, James and Brando using iPads. Picture: Stuart McEvoy.

The prolific use of digital technology among young people has ­failed to boost digital literacy skills, as national data reveals a slump in student proficiency over recent years.

Results from the latest Nat­ional Assessment Program’s ­information and communication technology (ICT) sample test has shown that just 53 per cent of Year 6 students were proficient — ­attaining a “challenging but reasonable” level of achievement — down from 62 per cent in 2011.

For Year 10 students, 54 per cent of students attained proficiency, which rose from 52 per cent in 2014 but remained lower than the 2008 peak when two-thirds of students were found to be proficient.

The Australian Curriculum Assessment and Reporting Authority described the results as “stable”, but conceded that there was room for improvement, particularly among indigenous students and those attending remote schools.

“The findings in this report suggest that there is an opportunity in Australia for student ICT literacy to improve, despite the survey showing high frequencies of device usage, positive attitudes towards technology and the continued prolific and pervasive use of entertainment and communications applications,” said ACARA chairwoman Belinda Robinson.

The report, to be released today, reveals that widespread exposure to, and use of, digital technology is not enough in itself to boost digital literacy.

While experience using digital technology was positively associated with ICT achievement, students who reported frequent use of technology for entertainment, such as watching videos, gaming or streaming music, performed more poorly on the test.

Girls performed significantly better than boys, who were also more likely to report using technology for entertainment.

“Use is one thing; understanding the impact of that use is very different,” said Monash University senior education lecturer Michael Phillips. “When you think about what young people use technology for, they use their mobile phones often for things like organising social ­activities, which certainly develops their communication and collaboration skills. But that’s different to … what teachers want them to be doing.”

Conducted every three years, the NAP ICT test requires participants to undertake a range of online tasks such as using the internet for research, planning, designing and uploading digital content, and analysing web page analytics.

Students are also quizzed on their use of digital technology, as well as how ICT education plays out in their classroom.

Last year’s participants reported frequent use of word-processing and presentation software as well as using the internet for research. But they rarely engaged in technological activities such as writing code, creating programs or building their own websites.

Mr Phillips said there appeared to be a disconnect between the Australian curriculum — which aims to assist students to develop ICT capability by learning to use technology to access, create and communicate information and ideas across the various subject areas — and teachers’ skill and confidence in applying that in the classroom.

ACARA chief executive Robert Randall said the curriculum was relatively new, having been available since 2015. He said the impact of its more expensive rollout should be visible by 2020.

At Camberwell Primary School in Melbourne’s east, students have their own iPads from Year 2 and use technology to solve problems, research, collaborate, read, write and present.

Principal Janet Gale is hoping that a budding relationship with a New Caledonian school, L’Ecole Yvonne Dupont, will enrich the students’ experience with digital technology. “More and more we’re trying to use technology to make connections and encourage students’ engagement,” she said.