Lismore resident Kylie Miller has two boys in Years 9 and 11. 

As one of the many working parents concerned about her children’s education, recent changes to the education system and the HSC structure because of Covid-19 have her and her boys worried. 

Kylie’s concerns are echoed in a recently released Gonski education report 'Growing Up Digital Australia’ which paints a worrying picture of changed learning conditions in Australian schools.

Recent changes to the HSC curriculum by the NSW Education Standards Authority (NESA) mean her older boy is now missing out on crucial parts of his education.

Both boys are also having a hard time adjusting to home schooling and missing the social aspects of going to school.

HSC changes this year have included the cancelling of group drama and music performances, and the cancelling of VET work placements for students studying the practical pathway through high school.

While the focus has been on the impact on students in year 12, Kylie is concerned about the uncertainty of the future for her son in Year 11, who is studying the Alternative Pathways Program. 

Package deal

Kylie said his future relies on work placements going ahead in order for him to achieve the desired skills so he can work a trade after completing school. 

“Year 11 and 12 is a package deal for students,” Kylie said.

“A lot of this year will be disrupted and we are concerned that the boys will have to spend longer at school because they won’t have completed the requirements at the end of the year. 

“The Vocational Education Training (VET) is a major component of the Year 11 learning for my son.

“He was ready to send letters to employers to prepare to work placement – and some of his friends had already put plans in place for their placements.”

Now, the family is worried about what the future holds, with no idea of when, or if, things will get back to normal. 

“Will some kids drop out if extra schooling involved?” Kylie said. 

“What’s the alternative? They would have looked for employment, but that’s not an option any more - young adolescents with minimal work experience will now be thrown into the mix with others looking for employment.”

Rather be at school

“The kids have told me they would rather be at school,” Kylie said. “Not every student manages online learning easily – it’s more challenging at home.

“We try to find appropriate spaces at home for them to study in and have a reliable internet connection. You really need to use your own self discipline and have a routine.”

Kylie said her two children have different learning styles, with one navigate online study better than the other.

“When the school term finished before Easter, the school was improving home monitoring and encouragement, with more face to face explanations of things in zoom online meetings,” she said. 

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Gonski report paints worrying future

The Gonski Institute for Education at UNSW Sydney has released the first in a series of 'Growing Up Digital Australia' reports, with initial research painting a worrying picture of changed learning conditions in Australian schools. 

Well before the COVID-19 pandemic hit Australia, children’s significant access to digital technology and its impacts on learning and wellbeing had become a major concern for educators.

The first research phase found nine out of ten teachers and principals in Australia have observed an increased number of students with emotional, social and behavioural challenges in school today compared to just five years ago. 

Decline in readiness to learn

Three out of five Australian educators have seen a decline in students’ readiness to learn and two-thirds have observed more children arriving at school tired.

Now, with more than 85% of children across Australia being taught remotely at home, with a heavy emphasis on learning using media and digital technology, this research takes on an extra dimension.

Children have entered a period of even greater exposure to screen-based technologies where no-one can be sure what impact, both positive and negative, this will have.

This first research phase of 'Growing Up Digital Australia' will form crucial benchmark data as we start to understand what the Covid-19 world and the post Covid-19 world will look like for children.

“Biggest educational experiment in history” 

The study also suggests there are some serious concerns regarding access and equity when teaching and learning move to rely more on available technologies in schools and homes.

Gonski’s deputy director and the report’s co-author Professor Pasi Sahlberg said “what is happening with our kids now is the biggest educational experiment in history”.

“As adults, we have much to learn about their habits, and the benefits and pitfalls of screen-based technologies for them. 'Growing Up Digital Australia' sets out to do just that. 

“Based on our research, it is clear the problems facing young people today are complex. Simply banning devices in schools or homes will not help students navigate the digital minefield.”

The Institute has partnered with Harvard Medical School, the University of Alberta and Alberta Teachers Association on the international digital technology, learning and health research project Growing Up Digital in Australia.

The project has the potential to be the world’s largest study of technology, learning and health impacts on K–12 students.

The study’s phase 1 findings were drawn from 1876 responses to a survey of teachers, principals and school support staff in all sectors (Government, Catholic and Independent) from preschool to Year 12 which ran from September to the end of the school year in 2019.

Read the full Growing Up Digital Australia Phase 1 Technical Report.

Key facts

·       43% of Australian teachers and principals believe digital technologies enhance their teaching and learning activities, while 84% believe digital technologies are a growing distraction in the learning environment.

·       60% of teachers believe technology has positively impacted the learning experience for students with disabilities.

·       59% of respondents observed a decline in students’ overall readiness to learn in the last 3–5 years.

·       78% of teachers say students’ ability to focus on educational tasks has decreased.

·       83% of teachers agree that students’ socio-economic circumstances have some impact on access to technology they need for learning in school.