Evaluating the evidence for educational technology: Part 2 – enabling learning

Key messages:

1. Despite the increase in the availability of educational technology (edtech), Australian students’ digital literacy skills have decreased over time. Students need to be taught the skills relevant to acquiring digital literacy: practising digital safety and wellbeing, investigation, creating and exchanging, and managing and operating content.
2. Implemented well, edtech has the potential to deliver greater benefits to several student cohorts, including those with disabilities, those learning remotely, and students from Aboriginal and Torres Strait Islander communities.
3. However, despite the likely benefits, there are potential drawbacks associated with the overuse of technology, including the negative effects of screen time on student learning, as well as indirect effects (such as impacts on anxiety and social relationships).
4. Teachers' perspectives, including the value they place on edtech, can influence its effective use. Confidence and ability to use edtech also have a significant impact on student outcomes.
5. School-based professional learning (PL), especially PL that is collaborative and includes applied practice, is particularly effective for improving knowledge of, and attitudes towards, edtech and its importance for developing the digital literacy of students.

Introduction/why read:

Edtech has been a hot topic in the media in recent years, but what does the evidence say about the benefits and drawbacks? AITSL has produced a 2-part research report series on edtech in Australia; to keep you up-to-date with emerging trends and share resource lists to help you navigate new challenges.

Part 1 looks at the explosion in available technologies, such as ChatGPT and Google’s Gemini, as well as the cycle of new technology.

Part 2 looks at the social impacts of these technologies. What does the evidence say about digital literacy, diverse learners and bullying? What promotes effective use in an Australian classroom?