Integration or Transformation?

A cross-national study of information and communication technology in school education

 

Appendix 6.17

 

6.17   The preparedness of Australian states for transformative Phase 3

 

Table 35: Australian states and their preparedness for transformative Phase 3.

 

State

Professional development

Infrastructure

Curriculum frameworks and preparedness for transformative Phase 3

 

ICT basic skills

ICT classroom integration

ICT skills for on-line and independent learning

Student:
computer ratio

Bandwidth per school (Kbits/s) 1

Quality of framework for ICT across the curriculum

Readiness for Phase 3

ACT

Information Literacy training.
Developing and maintaining IT competencies 2

WebQuests

The O'Connell Information and Resource Centre

4.6:1 6

64.29

Grade 10 IT skills certification

Software acquisition Stage 4: mapped against curriculum requirements on whole school basis, accessible from home

NSW

TILT

TILT+

 

11:14

29.23

 

 

NT

n/a

Maths - No Fear! Project 5

Create & Communicate project

Improve Access Improve Opportunity and LATIS projects

9.03

Principal directed pilots Making IT work

Open Learning Support Unit.

QLD

55 per cent of teachers to achieve the minimum standards for teachers learning technology by 2001 3

n/a

n/a

? better than other states 7

79.77

Multi-literacies

Virtual School (but only for distance education)

SA

High levels of staff competence were identified in basic computing operation and word processing;

middle range competence for integration 8

Relatively low level competence in Internet use 8

5:1 (2001 target) 8

11.59

 

 

WA

Notebooks for teachers scheme

 

 

5:1 (secondary)

10:1 (primary)

(2002 targets) 9

63.99

 

 

Tas

IRT (basic skills): 90% of state school teachers have done at least one module

 

 

6:1

27.60

 

 

Vic

Laptops for teachers scheme

67% of teachers reported intermediate or advanced IT skills 10

 

4.65:1 11

46.09

Applications based

 

(Sources: 1 Moon, 1999; 2 Nethercott, 2000; 3 Education Queensland (2000c); 4 Department of Education and Training, NSW (2000) p 106; 5 Northern Territory Department of Education, 2000; 6 ACT Department of Education & Community Services, 2000; 7 Education Queensland, 2000d p 29; 8 Department of Education, Training and Employment, SA 2000; 9 Vardon, 1998; 10 Department of Education, Employment and Training (Victoria), 2000, p. 32; 11 ibid, p 43)