The New Zealand Council for Education Research (NZCER) has released a report on the role of Digital Technologies in the primary and intermediate years of schooling in New Zealand, drawing on data obtained from a survey of schools conducted in August/September 2016. This provides some really valuable insights into the situation in schools (for a direct link to the Key Findings click here), neatly summarized in the following infographic:

Licensed under Creative Commons – see here for full report.

Having read the Key Findings from the report and the three blog posts from the report’s author Rachel Bolstad, here are a few things that stood out to me:

• Teachers indicated that student use of technology was still focused around a few key things e.g. practicing skills (think Mathletics and skills repetition/speed work) researching (the ever present “google search”) or creating presentations in documents / slide shows
• Other uses of technology were less common e.g. game based learning (Minecraft Education Edition is a good example of how to do this successfully), programming and genuine multi-media work.
• Many teachers did indicate they wanted to harness technology to enable their students to collaborate with students/schools/others outside of their own school but were struggling to make this happen. It was unclear why this did not happen, but one way to forge these relationships is with activities like Mystery Skype, which can then lead to truly Global Citizens connected with fellow learners around the world.
• Whilst most teachers thought Digital Technologies provided positive gains in the classroom, 10% (still quite high in my view) thought the negatives/frustrations outweighed the positives.
• Principals identified the obvious challenges to deeper integration of Digital Technologies into the primary curriculum, including issues around equity of access, funding challenges and costs around professional development of teaching staff.
• I was surprised that so few teachers have built their own online Professional Learning Network (PLN). This was quite prevalent in the previous school I worked in, and there seems to be a wide range of networks utilizing social media to connect teachers with teach other to share ideas, resources, best practice or just some much-needed encouragement!

Whilst the above came from the data surveying primary and intermediate aged schools, in her first blog post Rachel Bolstad did share data from the 2015 NZCER study of secondary schools with some interesting data showing how digital technologies were being used in secondary classrooms:

Credit: Rachel Bolstad, blog post here

It’s a similar trend perhaps – many teachers saying they don’t use technology for a range of more innovative uses (game based learning, distance learning, coding etc) but would like to. The aspirations are there – identifying the blockers is the next step!

Back the 2016 Primary/Intermediate data on programming:

• Only 19% of teachers said their students were using digital technologies for coding or programming (15% “sometimes”, 4% “often”).
• A further 43% said they would like this to be happening in their classrooms.

In her third blog post, Bolstad identified a key point: a lot of the coding and makerspace programmes happening in school are, to all intents and purposes, extra-curricular ones, occurring at lunch times, after school and usually because an enthusiastic teacher (or parent!) is helping to drive it. This is an important point to acknowledge, as it highlights the fact that many schools still struggle to “find time” or integrate this into their core curriculum programmes. This will change, of course, with the NZ Government announcement about new Digital Curriculum Standards and subsequent investment to make this happen.

Another fascinating point to emerge from the research, perhaps lending some weight to the challenges of equity, were found in the answers to the questions around what sort of opportunities students had to access coding, gaming or makerspace activities in schools:

• 41% of teachers said their students DID have access
• 41% of teachers said their student did NOT have access
• 17% were not sure…..
• BUT in Decile 9-10 schools this was 49% said yes students did have access compared to just 26% in Decile 1-2 schools.

Overall, it seems that activities like coding and gaming still remain less common in schools and a marginal activity that majority of students do not participate in:

Credit: Rachel Bolstad blog post here

It is fantastic to have this level of research and analysis based off recent survey data and I do encourage you to read the entire findings by clicking the link below:

NZCER Digital Technologies Survey