Measuring the impact of technology donations

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Measuring

the Impact

of Digital

Access for

school

students

Understanding the impact of digital access for Australian school aged

students

Introduction

For over 43 years WorkVentures have been committed to aiding young people gain meaningful skills, training

and jobs and providing affordable technology and connectivity to those who are digitally excluded.

Whilst young people are considered highly digitally included by the Australian Digital Integration Index (ADII), the

National Assessment of Information and Communications Skills (NAP-ICT) have found that slightly more than

50% of year 6 to year 10 students achieved a proficient standard in ICT1,2. Addressing digital inclusion and

ability is paramount to the impact WorkVentures provide in their provision of refurbished laptops program for

school age students.

It is, however widely known, that robust data pertaining to the impact of addressing the digital divide for school

aged students is nationally limited. It was with this in mind that in 2022 WorkVentures commenced a 12 month

project aimed at gathering insights from measuring the impacts technology donations can have on digital

inclusion for school aged students.

Digital Inclusion

Digital inclusion remains a global issue with over a third of the world population digitally excluded3.

The key barriers influencing digital inclusion on a global scale include affordability, accessibility and

digital ability.

While Australia is considered a digitally included country by global standards, it is estimated that 9.4% of

Australians are highly excluded 4. This indicates that approximately 2.3 million Australians do not have

access to reliable internet or devices, and maintain limited digital ability. As a result, addressing issues of

affordability and digital ability are central to reducing the digital divide.

1.

ACEReSearch, 2018, NAP sample assessment ICT literacy: years 6 and 10, 2017napictlreport_final.pdf

2.

Australian Digital Inclusion Index, 2023, Measuring Australia’s Digital Divide, https://www.digitalinclusionindex.org.au/wp-content/uploads/2023/07/ADII-2023-Summary_FINAL-Remediated.pdf

3.

United Nations, 2021, ITU: 2.9 billion people still offline, https://www.un.org/en/delegate/itu-29-billion-people-still-offline

4.

Australian Digital Inclusion Index, 2023, Measuring Australia’s Digital Divide, https://www.digitalinclusionindex.org.au/wp-content/uploads/2023/07/ADII-2023-Summary_FINAL-Remediated.pdf

Document Classification: KPMG Public

© [year] [legal member firm name], a [jurisdiction] [legal structure] and a member firm of the KPMG global organization of independent

member firms affiliated with KPMG International Limited, a private English company limited by guarantee. All rights reserved.

Contents

01

Method and Approach

05

02

Context of Digital Inclusion

08

03

Baseline Analysis

11

04

Final Analysis

17

05

Appendix 1: School Profiles

24

Method and

Approach

01

MEASURING IMPACT OF LAPTOP DONATIONS METHODOLOGY

A two part survey approach was undertaken to measure the impact of laptop

donations to students

Initial discovery

Research into digital inclusion

within the Australian and global

context to inform key data

points to measure across the

two surveys.

Survey 1: 134 responses

Upon provision of laptops,

students were asked to

undertake a survey which

formed the baseline

measurement of students’

accessibility, ability and

affordability to digital

connections and devices.

Interim research and

analysis

Analysis of Survey 1 results

supported by research into

ICSEA, IRSD, and ADII data to

identify trends and relationships

with digital inclusion.

Survey 2: 71 responses

Approximately 9 months after the

provision of laptops, students

were asked to undertake a survey

which measured the impact

donations have had on their ability

and accessibility to connections

and devices.

Final Report

Analysis and insights into the

changes in accessibility,

improvements in digital literacy

as well as educational and

social impacts a laptop

donation has had over a 9

month period.

A collaborative approach was used to develop the surveys, which was

distributed across participating schools

CONSULTATION APPROACH

Alignment Meetings

Bimonthly and additional calls (as necessary) were held with the WorkVentures

team across 12 months to develop detailed planning, risk management and execution

of a co-designed approach to school consultation and the impact measurement of

laptop donations. These calls were critical in providing direction and alignment across

Survey 1 and Survey 2, highlighting additional data sources to support understanding

of digital inclusion and in the testing of interim findings.

School Engagement

178 donated laptops were distributed across 6 participating schools in 5 different

states. Recipient schools were chosen at the discretion of the Australian Business

and Community Network (ABCN), with each maintaining student populations of

relatively lower socio-educational backgrounds. Communications with these schools

were managed by a representative from KPMG’s Corporate Citizenship team. This

included communications surrounding the two student surveys, correspondence with

a school principal and facilitation of an in-person interview with a recipient student.

DATA LIMITATIONS

Given the scope of this program of work, the survey dataset contains certain

limitations. These include;

Students selected to receive a laptop donation were chosen at the discretion of

recipient schools.

There is limited, no, or non available data obtained by Australian schools that

can robustly indicate what percentage of students at any given school are digitally

excluded. Due to the small number of participants in this study, extrapolation

of findings over a larger population cannot be made to ascertain the level of

nation-wide digital exclusion among school aged students.

71 responses were received for Survey 2 which does not reflect the entire

population of 134 responses within Survey 1.

Context of

Digital Inclusion

02

While Australia is experiencing accelerated digital transformation, our most

vulnerable socio-demographics groups are facing digital exclusion

Digital Inclusion is recognised as

having the capabilities and access to

confidently use information

communication technologies (ICTs).

The Australian Digital Inclusion

Index (ADII) has been developed to

report on the current state of Digital

Inclusion within the nation and

utilises three measures;

Access,

Affordability, and

Ability.

“Exclusion from the digital world can exacerbate other forms of social

exclusion such as access to health services, employment opportunities

and education”

Carnegie Trust 2

Australians are experiencing accelerated digital transformation

across both their social and economic life, with services

increasingly being delivered through digital channels to connect

Australians to healthcare, financial, education and community

services.

However despite increasing connections, certain demographics

are struggling to readily afford, and/or access ICTs, and/or are

unconfident in using new digital technologies.

According to the 2023 Australian Digital Inclusion Index, 9.4% of

the population are highly digitally excluded 1. This represents

approximately 2.3 million Australians 1. This group of Australians

are disproportionally represented by low-income, the elderly and

vulnerable socio-demographic groups.

WHY IS DIGITAL INCLUSION IMPORTANT

1.

Australian Digital Inclusion Index, 2023, Measuring Australia’s Digital Divide, https://www.digitalinclusionindex.org.au/wp-content/uploads/2023/07/ADII-2023-Summary_FINAL-Remediated.pdf

2.

CarnegieUK, 2016, The role of digital exclusion in social exclusion, LOW-2697-CUKT-Digital-Participation-Report-REVISE.pdf (d1ssu070pg2v9i.cloudfront.net)

3.

PWC Australia, 2022, The life-changing potential of digital inclusion, The life-changing potential of digital inclusion (pwc.com.au)

Individuals with low levels of income, education, aged 65+ and

living regionally are generally at greater risk of being digitally

excluded 1. The ADII has identified three key critical barriers to

digital inclusion, which include access to ICTs, affordability to get

online, and an individual’s digital ability/ literacy to enjoy the full

opportunities of ICTs in a safe manner.

As such in continuing to address digital exclusion, key areas of

opportunities for the private and public sectors to focus on

include;

Improvement in digital literacy programs for at-risk

demographics;

Increasing internet connectivity through investment in

infrastructure;

Increasing awareness and the ease of accessing low-cost

services available to low-income groups,

Optimising services for mobile use and 3,

Providing opportunities for excluded citizens to participate in

the digital workforce/ education to integrate digital upskilling

into daily life 3.

HOW DIGITAL INCLUSION CAN BE

ADDRESSED

As digital learning environments become more prevalent, having access to

and maintaining proficiency in using ICTs is critical for students to leverage

educational opportunities, attain employment skills and connect with peers

As digital learning environments

become more prominent in schools,

access to and the ability to use online

resources and educational tools has

become essential for students’

education 1. As a result, students that

are digitally excluded may require

more time completing homework and

assignments, putting them at risk of

falling behind in school and missing

out on opportunities for improved

educational outcomes.

IMPROVED EDUCATIONAL

OUTCOMES

ACCESS TO EMPLOYMENT

OPPORTUNITES

Digital exclusion can have significant

impacts on social connections for

students 2. Lack of access to online

platforms and tools used for

communication and collaboration,

such as social media, online forums,

and virtual learning environments can

make it harder for students to

connect with their peers and form

meaningful relationships. This may

negatively affect their social and

emotional well-being 2.

SOCIAL CONNECTION

Digital literacy is becoming a core

skill of the workplace, with an

increasing number of interactions and

transactions taking place online. With

many jobs of the future likely

requiring workers to have a high level

of digital literacy and technology

skills, it is critical students can learn

about and familiarise themselves with

the latest technologies 3. Students

who are digitally included have the

opportunity to develop and refine

their digital literacy skills, giving them

an advantage in the job market.

WORKFORCE READY

Digital exclusion can negatively

impact students' job opportunities by

limiting access to job listings, career

development resources, and

professional networking sites 2.

Barriers in applying for jobs online,

participating in virtual job interviews

and working remotely can also lower

students’ chances of securing

employment within certain industries.

These barriers to entering the job

market may exacerbate existing

socio-economic disparities 2.

1.

Victoria University, 2022, Digital Divide: school closures increasing inequality, Digital Divide: School closures increasing inequality | Victoria University (vu.edu.au)

2.

Telematics and Informatics Journal: Volume 72, 2022, The self-reinforcing effect of digital and social exclusion: the inequality loop, The self-reinforcing effect of digital and social exclusion: The inequality loop - ScienceDirect

3.

McKell Institute Queensland, 2021, Bridging Queensland’s Digital Divide, 210903-Full-report.pdf (mckellinstitute.org.au)

Baseline

Analysis

03

11

Survey 1 analysis, approach and key findings

It is estimated that 19.17% of all

schools in Australia experience

similar levels of socio-educational

and relative socio-economic

disadvantage as the survey

sample.

Key Findings

An initial survey was distributed to the students who were the recipients of laptop donations, referred to as

Survey 1. This survey sought to explore students’ experiences pre-donation in relation to key components

of digital inclusion including access, affordability and ability. These insights have informed a baseline of

students’ level of digital inclusion. Further resources of the Index of Relative Socio-Economic

Disadvantage (IRSD) and the Index of Community Socio-Educational Advantage (ICSEA) were used to

enhance an understanding of potential barriers to digital inclusion students faced.

01

02

Research into Digital Inclusion

An external scan of digital inclusion resources including published reports and government data sources

was undertaken to inform a set of initial survey questions for students.

Distribution of the initial survey and analysis of data

The survey was distributed to the six recipient schools. These schools were chosen at the discretion of

ABCN and maintain school populations of relatively greater socio-educational disadvantage. The survey

was open for 6 weeks to collect data and initial insights were determined.

03

Research into additional indices

Three indices of the IRSD, ICSEA and Australian Digital Inclusion Index (ADII) were used to explore

relationships and trends in digital access and affordability and the data from the first sample.

The Index of Relative Socio-Economic Disadvantage (IRSD): is a broad measure of disadvantage,

indicating areas of economic and social disadvantage at a suburb level.

The Index of Community Socio-Educational Advantage (ICSEA): indicates a school’s relative

socio-educational advantage. Student factors of influence include parents’ occupation and education,

school factors include geographical location and proportion of Indigenous students.

The Australian Digital Inclusion Index (ADII): indicates the level of digital inclusion to a local

government area level. Data from the IRSD supports the ADII in determining the extent to which

socio-economic disadvantage is associated with digital exclusion.

Across all 6 schools, 72% of

surveyed students experienced

reduced or no access to a

computer after school.

84% of surveyed students indicated

that a lack of adequate access to a

computer meant that they either

frequently, often or occasionally

had trouble finishing class work

and assignments.

12

NO COMPUTER ACCESS

% of students who previously had reduced or no access to a computer after school

St Johns Park

High School

Swan View

Senior High

School

Loganlea State

High School

Woodridge

State High

School

Wirreanda

Secondary

School

VIC University

Secondary

College

INTERNET ACCESS

% of students with access to reliable internet at home/ place of study

53%

Loganlea State

High School

Wirreanda

Secondary

School

Swan View

Senior High

School

VIC University

Secondary

School

St Johns Park

High School

Woodridge

State High

School

24%

35%

83%

75%

95%

100%

100%

84%

100%

40%

86%

Across all 6 schools, over 90% of surveyed students indicated that they had reliable

internet at home or at their place of study, with only 10% indicating that they did not

have sufficient internet connection.

This data point highlights that a majority of the sample have internet access, and is

supported by 99% of those with access finding their home/ place of study data allowance

and internet connection speed sufficient to do their homework and assignments.

Across all 6 schools, 72% of surveyed students experienced reduced or no access

to a computer after school.

Of students who did have access to a computer after school, 79% of them shared this

with someone else in their household.

This reduced access to computers outside of school is likely to have both educational

and social impacts on students as highlighted in a Smith Family report which determined

that students who don’t have access to the internet at home felt excluded and struggled

to participate fully in class and homework activities 2.

Access relates to opportunities to gain reliable internet connections, use various digital devices and students’ capacity to have frequent online access. Affordability which is

the percentage of household income required to gain good quality uninterrupted connectivity can influence access 1. Of our sample, 5 out of 6 recipient schools are

geographically located in areas of relative greater socio-economic disadvantage, which can influence affordability and access. Initial data provides insights into student’s

experiences regarding digital access and affordability prior to receiving a laptop donation.

1.

Australian Digital Inclusion Index, 2023, Measuring Australia’s Digital Divide, https://www.digitalinclusionindex.org.au/wp-content/uploads/2023/07/ADII-2023-Summary_FINAL-Remediated.pdf

2.

The Smith Family, 2021, Making an impactful difference: Supporting young Australians through education, 2020-21-annual-report.pdf (thesmithfamily.com.au)

While the majority of surveyed students had internet access, many

experienced significant challenges in accessing a computer after school

Legend

Survey 1 Data

13

The use of ICTs in the completion of homework and assignments has become intrinsic to the approach to learning pursued by many schools in the wake of the

pandemic 1. This has created a burden on students who struggle with consistent access to ICTs, as it can potentially impact their educational outcomes, engagement in

classwork and digital ability when compared against their peers.

DIGITAL LITERACY ACROSS RESPONDENTS

Student self-assessment of confidence level on a 1 to 5 scale

IMPACT OF LIMITED COMPUTER ACCESS ON CLASSWORK

% of students who have trouble finishing class work and assignments

Across all 6 schools, 84% of surveyed students indicated that a lack of adequate

access to a computer meant that they either frequently, often or occasionally had

trouble finishing class work and assignments.

Limited access impacted the sample of students beyond their required homework and

assignments, with 85% of surveyed students indicating they either frequently, often or

occasionally had trouble finding information they would like to learn about due to lack

of access.

At the conclusion of the survey students were invited to self-rank their confidence in their

digital ability on a scale from 1 to 5. 94% of students indicating they are confident

using a computer, with the average of all responses at 4.4.

While students have self-ranked themselves as highly competent, research suggests that

Australian secondary students have limited knowledge about how to troubleshoot issues

or maintain the functionality of computers. This is supported by the National Assessment

of Information and Communication Skills (NAP-ICT) finding that only 50% of Year 6 and

Year 10 students achieved a proficient standard in ICT in 2017 2.

1.

Gonski Institute for Education UNSW, 2021, Growing Up Digital Australia: Phase 2 technical report, Growing Up Digital (unsw.edu.au)

2.

National Assessment Program, 2017, NAP Samples Assessment in ICT Literacy, https://www.nap.edu.au/results-and-reports/national-reports

St Johns Park

High School

Swan View

Senior High

School

79%

VIC University

Secondary

School

Wirreanda

Secondary

School

Woodridge

State High

School

Loganlea State

High School

88%

95%

65%

100%

86%

4.6

4.1

4.0

4.6

3.7

5.0

St Johns Park

High School

Swan View

Senior High

School

Loganlea State

High School

Woodridge

State High

School

Wirreanda

Secondary

School

Vic University

Secondary

School

Legend

Survey 1 Data

Students indicated that restricted access has affected their ability to complete

school work, however, this did not affect their confidence in using computers

14

RECIPIENT SCHOOLS AND THEIR CORRELATION

BETWEEN THE ICSEA, IRSD AND ADII INDICES1,2,3

62

64

66

68

70

72

74

76

650

700

750

800

850

900

950

1000

Swan View:

Swan View

SHS

Morphett

Vale:

Wirreanda SS

St Albans: Vic

University SC

St Johns

Park: St

Johns Park

HS

Logan

Central:

Woodridge

SHS

Loganlea:

Loganlea

SHS

1.

Australian Curriculum, Assessment & Reporting Authority, School profile 2022, ACARA - Data Access Program

2.

Australian Bureau of Statistics, Statistical Area Level 2 (SA2) Index oof Relative Socio-economic Disadvantage 2016, 2033.0.55.001 - Census of Population and Housing: Socio-Economic Indexes for Areas (SEIFA), Australia, 2016 (abs.gov.au)

3.

Australian Digital Inclusion Index, ADII score by location 2022, The national picture (digitalinclusionindex.org.au)

1 2 3

2 3

2 3

(IRSD): Areas of economic

and social disadvantage at a

suburb level

(ICSEA): A school’s relative

socio-educational advantage.

A higher ICSEA indicates a

school has a relatively higher

level of educational

advantage

(ADII): The level of digital

inclusion to a local

government area level

Students at recipient schools are more likely to encounter barriers of

access and affordability which can lead to experiencing digital

exclusion. A similar correlation (subject to a greater sample data set), can

be drawn for other schools residing within areas of greater relative socio-

economic disadvantage. IRSD data supports the ADII data in determining

the extent of socio-economic disadvantage associated with digital exclusion.

50% of recipient schools are located in local government areas

(LGAs) that are less digitally included than their peers across their

respective state (ADII).

All 6 schools are located in suburbs identified as having greater relative

socio-economic disadvantage (IRSD). This indicates these suburbs

experience relatively greater proportions of households with low income,

lower educational attainment, high unemployment and jobs in relatively

unskilled qualifications.

Most schools who received donated laptops are located in suburbs of greater

relative socio-economic disadvantage, which can often lead to barriers

surrounding affordability and access to ICTs.

15

928

951

963

930

884

930

650

700

750

800

850

900

950

1000

1050

1100

Swan View

Senior High

School

Wirreanda

Secondary

School

Vic Uni

Secondary

College

St Johns Park

High School

Woodridge

State High

School

Loganlea State

High School

ICSEA SCORES ACROSS RECIPIENT SCHOOLS1

Standardised mean of 1000

for both ICSEA and IRSD

The highest ICSEA scoring recipient school (Victoria University

Secondary School) is more educationally disadvantaged than 71%

of schools in Australia. The lowest ICSEA scoring recipient school

(Woodridge State High School) is more educationally disadvantaged

than 95% of schools in Australia1.

Leveraging data points from ICSEA and IRSD, it can be estimated that

1,862 Australian schools (grades K-12 across 5 states represented in

the sample), experience similar levels of socio-educational and relative

socio-economic disadvantage as that of the sample1. ICSEA and IRSD

data indicates this represents 19.17% of all schools in Australia and

589,639 full time equivalent enrolments in 20221. This representation

of statistical demographics highlights the risk to digital exclusion these

schools and students are more likely to be exposed to.

While it is challenging to extrapolate the data of this report to determine

a number or percentage of actual students experiencing digital

exclusion (given outlined limitations of these samples), it would appear

that educational disadvantage in Australia is widespread in the K-12

system.

A deep dive into the six school’s ICSEA scores highlights the broad experience

of relative socio-educational disadvantage across the sample.

1.

Australian Curriculum, Assessment & Reporting Authority, School profile 2022, ACARA - Data Access Program

2.

Australian Bureau of Statistics, Statistical Area Level 2 (SA2) Index oof Relative Socio-economic Disadvantage 2016, 2033.0.55.001 - Census of Population and Housing: Socio-Economic Indexes for Areas (SEIFA), Australia, 2016 (abs.gov.au)

(IRSD): Areas of economic and social

disadvantage at a suburb level

(ICSEA): A school’s relative socio-

educational advantage. A higher ICSEA

indicates a school has a relatively higher level

of educational advantage

Final

Analysis

04

17

Survey 2 analysis, approach and key findings

97% of Survey 2 respondents

indicated that their new laptop

supported them in completing their

homework and assignments.

Troubleshooting technical issues are

a key area of opportunity in enhancing

student’s digital ability

Overall, 97% of Survey 2 respondents

felt that their new laptop allowed them

to practice and subsequently improve

in at least one of the six skills which

contribute to the ADII’s measure of

Digital Ability.

Key Findings

Following a 9 month period, students were surveyed again to determine the impact receiving a laptop

had on social and educational outcomes. Following analysis of Survey 1 and identification of key

insights, the final survey sought to explore how donated laptop had reduced barriers to accessibility and

whether they had enhanced students’ digital abilities / literacy, social engagement and academic

performance. As a result, the questions in Survey 2 focused on testing the digital ability of students.

Analysis of Survey 1 and distribution of Survey 2

Survey 1 data was analysed in the context of supporting IRSD, ICSEA and ADII index data and

informed key data points Survey 2 sought to test. In particular, in Survey 1 the students’ average

confidence rating in using computers was 4.4 out of 5. This contradicted desktop literature, which

indicated that Australian students were often not proficient in ICTs. As a result, Survey 2 focused on

exploring digital ability, probing the students with questions on cyber security and troubleshooting

issues to gain a more reliable self-assessment. Survey 2 was distributed to the same six recipient

schools and sample of students with the exception of 2022 Year 12 students. This survey received 71

responses from 5 of the 6 recipient schools, in comparison to 134 responses in Survey 1.

Survey 2 analysis and impact measurement

Analysis of Survey 2 responses highlighted the impact the donated laptop had had on individual

students and across the sample more broadly. Indicators of this impact surfaced in areas of digital

accessibility and ability reflected in quantifiable student self-assessments in addition to testimonials.

Areas of opportunity

Key learnings identified across the survey insights and external research highlighted areas of

opportunity to be considered in measuring digital inclusion and quantifying impacts of change. These

were grouped under themes of advocacy and impact measurement and can be considered beyond

specific demographics.

01

02

03

18

IMPACT OF COMPUTER DONATION ON CLASSWORK

% of students who have seen an improvement in their grades they believe they can

attribute to their laptop

COMPUTER ACCESS OUTSIDE OF SCHOOL

A laptop donation has not provided all students in this sample unrestricted digital access, with

18.3% of Survey 2 respondents sharing their device. However, this represents a

significant transition in comparison to Survey 1, where 79% of students who did have

access to a computer after school had to share it with someone else.

Of those who are sharing their new laptop, 50% found that sharing their device is

impacting their capacity to complete their homework and or assignments.

In comparison to Survey 1 where 10% of students faced challenges accessing reliable internet,

2.8% of Survey 2 students experience insufficient internet access at their place of study

highlighting potential ongoing barriers to affordability and students’ digital inclusion.

Over the 9 month period between the two surveys, 97% of Survey 2 respondents found their

laptop supported them in completing their homework and assignments. This increase

directly contrasts the 84% of Survey 1 students indicating a lack of adequate access to a

computer meant that they either frequently, often or occasionally had trouble completing their

homework and assignments

Data indicates that students felt empowered in navigating information sources online with 95%

of Survey 2 respondents determining that they could find reliable information on the internet to

complete their schoolwork.

83.1% of Survey 2 respondents experienced an improvement in their grades they felt

they could attribute to their laptop.

One student further qualified this as “I no longer have to share my device, I can take my time

when doing school work, allowing more time to check my work making sure it is high quality”

Laptop donations have impacted various components of students' sense of digital inclusion, enabling them to connect "at a personal level", engage in online learning

materials like "Mathletics" and "Mathisfun.com" as well as support their workforce readiness in "helping submit resumes". With 72% of Survey 1 students experiencing

reduced or no access to a computer after school, now only 18% of Survey 2 students indicate they share access.

81.70%

18.30%

Shared

Not shared

% of students with reliable internet access

14.10%

83.10%

2.80%

Reliable

Sometimes

Insufficient

St Johns Park

High School

Swan View

Senior High

School

Loganlea State

High School

Woodridge

State High

School

Wirreanda

Secondary

School

83%

73%

86%

72%

93%

Donations have improved students’ access to the digital world and have

largely had a positive impact on educational outcomes

% of students who share their laptop

19

Increased accessibility has supported students’ level of digital inclusion

through enhanced opportunities for social connection

Students’ level of access to ICTs in addition to their digital ability, are key factors which influence their capacity to socially participate in the digital world. This has become

critical as a result of the evolving, intertwined relationship between social and digital inclusion. Addressing this relationship and empowering digitally disadvantaged

students acts to reduce broader social barriers and inequalities, and enhance social mobility and life opportunities1,2.

RELATIONSHIP BETWEEN SOCIAL AND DIGITAL INCLUSION

83% of Survey 2 respondents are using social media. Of students using social

media, their primary activities include sharing photos (28%), posting about things they

like (27%) in addition to talking to new people and forming connections (16%).

For 49% of Survey 2 respondents, having their own laptop has supported them

in developing their social media and connection skills. This is a key skill which

forms the ADII’s measure of Digital Ability and includes activities like deciding what to

share, how and who with as well as communicating with others 3.

The relationship between the use of social media and connection skills’ is further

highlighted in students’ digital confidence level. This is supported by the finding that

80% of students using social media reported they felt highly confident using

computers compared to 54% of those not using social media.

Students using social media also demonstrated an awareness of the need to stay

safe and mitigate potential risks arising from its use. This was seen in 97% of users

keeping their personal information private, and 85% exercising caution about

which friend/ follow requests they accept.

16.91%

83.09%

Yes

No

5.00%

28.00%

27.00%

24.00%

16.00%

Sharing my

location

Talking to

new people

Sharing

photos

Posting

things I like

Other

Students’ use of social media

Students’ primary activities on social media

1.

Telematics and Informatics Journal: Volume 72, 2022, The self-reinforcing effect of digital and social exclusion: the inequality loop, The self-reinforcing effect of digital and social exclusion: The inequality loop - ScienceDirect

2.

Universal Access in the Information Society, 2023, Research on vulnerable people and digital inclusion: toward a consolidated taxonomical framework, Research on vulnerable people and digital inclusion: toward a consolidated taxonomical framework | SpringerLink

3.

Australian Digital Inclusion Index, 2023, Measuring Australia’s Digital Divide, https://www.digitalinclusionindex.org.au/wp-content/uploads/2023/07/ADII-2023-Summary_FINAL-Remediated.pdf

20

STAYING SAFE ONLINE

Specific actions undertaken by % of students in the sample to ensure their personal cyber security

A significant majority of Survey 2 respondents are creating strong passwords, being

cautious with their personal information and avoiding suspicious links and

attachments when online1. This represents an increase against 2018 eSafety research on

youth, kids and digital dangers which identified that only 67% of users actively manage their

online presence2.

This may be due to students’ increased digital maturity and exposure to online dangers, a

hypothesis supported by the survey, which showed 92% of students being able to correctly

identify potential phishing activities.

However, while students indicate an awareness of the need to be safe online, there is a

gap in acting on this. This is highlighted as 77% of students recognising the importance of

enabling two-factor authentication yet only 61% have actually set it up.

A large proportion of Survey 2 respondents are taking active steps to ensure they are safe online. By being cyber safe, students are empowered to explore, participate

and make informed decisions in the digital world, fostering positive digital identities and enhancing their ability to navigate the digital landscape with confidence. These

cyber security activities support a foundation for troubleshooting abilities through the effective identification of digital threats and vulnerabilities. However, student data

indicates troubleshooting technical issues is an area of digital ability which needs to be addressed.

1.

Self assessed by the student and is unable to be validated against government recommendations.

2.

The Office of the eSafety Commissioner, 2018, State of play – youth, kids and digital dangers, http://esafety.gov.au/about-the-office/research-library

3.

ACEReSearch, 2018, NAP sample assessment ICT literacy: years 6 and 10, 2017napictlreport_final.pdf

TROUBLESHOOTING ABILITY ACROSS RESPONDENTS

Student self-assessment of confidence level on a 1-5 scale

As identified in NAP-ICT research and corroborated by Survey 2 data, Australian secondary

students are less confident in their knowledge about how to troubleshoot issues and maintain

the functionality of their computers3. This is demonstrated as the average confidence rating

in troubleshooting issues by survey 2 students was 3.35 out of 5.

Over 18% of students encountered technical issues with their laptop over the 9 month

period since receiving their donation. Of these students, 15% were able to resolve the

issue(s) themselves, 62% with the support of friends/ family and 8% through WorkVentures’

technical support and concerningly 15% were unable to resolve their issue(s). This highlights

a need to upskill students in the maintenance, communicate the availability of WorkVenture’s

technical support and empower them to independently diagnose and resolve technical

problems to ensure efficient functionality and productivity of device use.

93%

61%

82%

85%

59%

43%

3%

Creating

strong

passwords

Using 2FA

Being cautious

with personal

information

Avoiding

suspicious links

& attachments

Regularly

updating

windows

Regularly

running

antivirus scans

Not taking any

of the listed

actions

3.6

2.8

3.5

2.9

3.3

St Johns Park

High School

Swan View

Senior High

School

Loganlea State

High School

Woodridge

State High

School

Wirreanda

Secondary

School

Students are taking precautionary actions to stay safe online, however many

are not confident in their ability to troubleshoot technical issues

21

IMPACT OF COMPUTER DONATION ON DIGITAL SKILLS

Specific skills students feel their new computer has helped them develop by % of sample

97% of Survey 2 respondents felt that their new computer allowed them to practice

and subsequently improve in at least one of the six skills which contribute to the

ADII’s measure of Digital Ability. Most notable developments were in the areas of basic

operational, for 77% of Survey 2 respondents, followed by information navigation and

digital communication skills.

Increased access, awareness and exposure to the digital world over the 9 month

period encouraged students to re-assess their confidence level in using

computers. In Survey 1, students rated their digital confidence as 4.4 out of 5 in

comparison to Survey 2 where students’ rating dropped to 4.14 out of 5. As highlighted in

the section on troubleshooting, this may be due to students encountering technical

issue(s) with their computers which they often required support in resolving in addition to

an enhanced appreciation of the scale of the digital world.

The ADII measures Digital Ability across six components which include: basic operational, advanced operational, information navigation, social, creative and

automation1. As part of Survey 2, students were asked to determine which of these skills having their own computer has helped them improve.

1.

Australian Digital Inclusion Index, 2023, Measuring Australia’s Digital Divide, https://www.digitalinclusionindex.org.au/wp-content/uploads/2023/07/ADII-2023-Summary_FINAL-Remediated.pdf

77%

54%

55%

46%

54%

31%

18%

Basic

operational

55%

49%

3%

Advanced

operational

Information

navigation

Digital

comms.

Social media

& social

connection

Digital

creative

Productivity

tools

Basic coding

Other

No additional

“I can put more effort into

essays and be more

creative with my work in

ways that I couldn’t on

my phone. My grades

have really improved. It’s

been great to have a

laptop, and it’s made

everything so much

easier”

LAPTOP RECIPIENT:

SWAN VIEW SENIOR

HIGH SCHOOL

“The most significant

change that I have found

using my own laptop is

that I can get

assessments and

homework done on time.

And I can use it any time

when I need to.”

LAPTOP RECIPIENT: ST

LOGANLEA STATE HIGH

SCHOOL

“Now I can save the work

that I do in class and be

confident that I'll find it

again when I'm at home,

when I need to study”

LAPTOP RECIPIENT:

LOGANLEA STATE

HIGH SCHOOL

Increased access to computers have had a tangible impact on student’s

overall digital skills and ability

22

There are various areas of opportunity to improve digital inclusion in

Australia

CONTINUED ADVOCACY AND

COLLABORATION

MEASUREMENT OF LONG-TERM

IMPLICATIONS

One of the key challenges in measuring the extent of digital exclusion

amongst high school students is the absence of reliable and comprehensive

data on digital exclusion within Australian schools. This includes

understanding the long term implications of digital exclusion, along with the

benefits and impact of technological donations.

Collecting data that reveals disparities in digital access, affordability and ability

across demographics, coupled with an exploration of the impact of long term

digital exclusion can help to substantiates advocacy efforts, underscore the

necessity for change, and inform policy discussions.

Departments of Education should consider enhanced collaboration with

organisations that are trying to tackle digital exclusion and work together to

develop data tracking mechanisms and processes.

This can facilitate targeted solutions including: funding models to support

digital access and digital literacy programs and integration of digital literacy

and computer skills into school curricula to equip students with essential

digital skills from an early age.

Additionally, it is crucial to undertake further research to understand the

impact computer donations/ increased access can have on academic

performance/ digital ability to provide further valuable insights for informed

decision-making.

Continued and increased advocacy plays a pivotal role in raising awareness,

fostering policy change, and driving action to improve digital inclusion in Australia.

Numerous organisations are addressing digital exclusion within the Australian

context, however it seems that this often done independently leading to

fragmented data, which may lead to difficulties assessing impact. As such,

continued activities to effectively reduce the digital divide across demographics

hinge upon cohesive cross-sector collaboration.

This involves collaboration between government agencies, NGOs, businesses,

and community organisations to combine resources and expertise for more

potent advocacy. The establishment of a dedicated national coordination body or

platform would enable seamless communication, collaboration, and knowledge

sharing among diverse stakeholders. Additionally, creating a centralised

repository for best practices, toolkits, and resources can serve as a valuable

learning hub, enabling organisations to glean insights from one another's

successes and challenges.

Effective advocacy should prioritise the development and implementation of

policies that prioritise digital inclusion, addressing key factors like infrastructure,

affordability, and digital skills. In addition, engaging directly with policymakers

through consultations, submissions, and meetings remains crucial for conveying

the critical importance of digital inclusion in Australia.

Appendix 1:

School Profiles

05

24

Swan View Senior High School

Swan View High School is located in the City of Swan LGA, WA. The school has a

strong focus on further education partnerships, being part of the Defence

Industries Pathways program and the University of Western Australia's Aspire

program1.

The City of Swan is home to more than 163,000 residents2. In 2022, the City of

Swan recorded an ADII score of 74, above the WA average3.

Lack of internet access is not a key barrier for Swan View Senior High School

students, with only 15% of laptop recipients surveyed indicating that they do not

have access to reliable internet at home or their place of study. However, access

to a computer remains an issue for students at Swan View High School, with 55%

indicating they do not have sufficient access to a computer after school hours. Of

students who do have access to a computer after school hours, 60% of them have

to share the device with another person in their household.

These trends have led to 80% of the students surveyed claiming that they

frequently, often or occasionally have difficulty completing school work.

OVERVIEW

33

Survey 1

Respondents

40

Laptops

Distributed

15

Survey 2

Respondents

After a 9 month period since receiving the laptops, 93% of students indicated that

their laptop supported them in completing my homework and assignments. In

addition, 73% of students indicated they saw an improvement in their grades that

they believe can be attributed to their new laptop.

Specific skills Swan View Senior High students feel their new computer have

helped them develop include 87% in basic operational, 73% in digital

communication.

Previously, 60% of students who had access to a computer after school had to

share the device with someone else. However, only 13% of students are still

sharing their device with someone else in their household, indicating that laptop

donations have supported challenges relating to access.

In addition, students on average rated themselves a 3.6 out of 5 for their

confidence level in the ability to troubleshoot and resolve technical issues with

their laptop. Similarly, students rated themselves 3.8 out of 5 in their overall

confidence in using a computer. This indicates that there is further work needed to

be done to support students in their digital ability.

1.

Australian Curriculum Assessment and Reporting Authority, 2022, Swan View Senior High School, Home | My School

2.

Profile.id, 2022, City of Swan, Home | City of Swan | Community profile (id.com.au)

3.

ADII, 2021, The national picture, The national picture (digitalinclusionindex.org.au)

25

Wirreanda Secondary School

Wirreanda Secondary School is located in Onkaparinga LGA, SA. The school is

often is recognised for its quality, inclusive and equal access education

opportunities for all members of the Onkaparinga community1.

Located on the southern fringe of Adelaide, Onkaparinga is home to more than

170,000 residents2. Wirreanda Secondary School serves a low socio-economic

community, with the majority of students recorded within the lowest quartile of

socio-educational advantage1.

Onkaparinga residents have high quality access to ICTs, with the LGA recording

an ADII score of 73, in comparison with the SA average of 68.53. Much of the

difference between Onkaparinga and the SA average is in digital ability which is

usually amplified in regional areas.

Higher access to ICTs is reflected in the results, with the majority of laptop

recipients surveyed indicating that they have access to reliable internet at home or

their place of study.

However, access to a computer remains a key barrier for students, with 40%

indicating that they did not have access to a computer after school hours.

17

Survey 1

Respondents

20

Laptops

Distributed

Survey 2

Respondents

Of the 60% of students who did have access to a device after school hours, 30%

had to share it with someone else in their household. As a result, 65%

acknowledged that they frequently, often or occasionally had difficulty completing

school work because they did not have access to a computer.

After a 9 month period since receiving the laptops, 100% of students indicated

that the laptop has supported them in their school work, with 83% of students

indicating they saw an improvement in their grades that they believe can be

attributed to their new laptop.

Only 16% of students are still sharing their device with someone else in their

household, indicating that laptop donations have supported challenges relating to

access.

In addition, students on average rated themselves a 2.8 out of 5 for their

confidence level in the ability to troubleshoot and resolve technical issues with

their laptop. Similarly, students rated themselves 3.8 out of 5 in their overall

confidence in using a computer. This indicates that there is further work needed to

be done to support students in their digital ability.

OVERVIEW

1.

Australian Curriculum Assessment and Reporting Authority, 2022, Wirreanda Secondary School, Home | My School

2.

Profile.id, 2021, City of Onkaparinga, Home | City of Onkaparinga | Community profile (id.com.au)

3.

ADII, 2021, The national picture, The national picture (digitalinclusionindex.org.au)

26

Victoria University Secondary College

Victoria University Secondary College is located in Brimbank LGA, VIC. The

College serves a low socio-economic community, with 52% of students being

recorded within the lowest quartile of socio-educational advantage1,2.

Brimbank residents have high quality access to ICTs, with the LGA recording an

ADII score of 73, above the VIC average of 713. Victoria University Secondary

College school reflects this trend, with the school recently integrating ICTs into

their Literacy and Numeracy curriculums.

Higher access to ICTs is reflected in the results, with all laptop recipients

surveyed indicating that they have access to reliable internet at home or their

place of study. However, access to a computer remains a key barrier for students,

with 83% indicating that they did not have access to a computer after school

hours.

Of the students who did have access to a device after school hours, all of them

had to share it with someone else in their household. As a result, laptop recipients

surveyed acknowledged that they frequently, often or occasionally had difficulty

completing school work because they did not have access to a computer.

OVERVIEW

Survey 1

Respondents

20

Laptops

Distributed

Survey 2

Respondents

1.

Australian Curriculum Assessment and Reporting Authority, 2022, Victoria University Secondary College, Home | My School

2.

Profile.id, 2021, City of Brimbank, Home | City of Brimbank | Community profile (id.com.au)

3.

ADII, 2021, The national picture, The national picture (digitalinclusionindex.org.au)

27

St Johns Park High School

St John’s Park High School is located in Fairfield LGA, NSW. The LGA is

considered as one of the most disadvantaged in NSW, ranking the 4th most

disadvantaged in the state 1. As a result, it is unsurprising that St John’s Park High

School serves a low socio-economic community, with 63% of students being

recorded within the lowest quartile of socio-educational advantage2.

A key contributor to Fairfield’s heightened disadvantage is the proportion of low

income households. Approximately 23.5% of Fairfield households are classified

as low income, in comparison to the NSW average of 19.7%1.

In addition, Fairfield residents often do not have equitable access to ICTs that

would benefit education, with the LGA recording an ADII score of 693. This is

further highlighted by 22.2% of households not having access to the internet1.

These trends are reflected in the school’s survey results, with 60% of laptop

recipients surveyed indicating that they do not have access to reliable internet at

home or their place of study.

36

Survey 1

Respondents

36

Laptops

Distributed

28

Survey 2

Respondents

As a result, it is clear that lack of internet access is a key barrier for St Johns Park

High School students. Similarly, access to a computer is another barrier for

students at this school, with 75% indicating they do not have access to a

computer after school hours. These results have led to 86% of the students

surveyed claiming that they frequently, often or occasionally have difficulty

completing school work.

After a 9 month period since receiving the laptops, 96% of students indicated that

the laptop has supported them in their school work, with 86% of students

indicating they saw an improvement in their grades that they believe can be

attributed to their new laptop.

Specific skills students feel their new computer has helped them develop include

71% in basic operational, 46% in digital communication.

In addition, students on average rated themselves a 3.4 out of 5 for their

confidence level in the ability to troubleshoot and resolve technical issues with

their laptop. Students rated themselves 4.1 out of 5 in their overall confidence in

using a computer. This indicates that there is further work needed to be done to

support students in their digital ability.

OVERVIEW

1.

Profile.id, 2021, Fairfield City, Home | Fairfield City | Community profile (id.com.au)

2.

Australian Curriculum Assessment and Reporting Authority, 2022, St Johns Park High School, Home | My School

3.

ADII, 2021, The national picture, The national picture (digitalinclusionindex.org.au)

28

Woodridge State High School

Woodridge State High School is located in Logan City LGA, QLD. The school

serves a low socio-economic community, with 75% of its students recorded in the

lowest quartile of socio-educational advantage1. This is reflected in the school’s

ICSEA score of 8842.

Logan is one of the fastest growing LGAs in Australia, and is expected to

accommodate a significant proportion of South East Queensland’s population

growth over the next 20 years. With 70% of Logan City classified as rural, semi-

rural or land for conservation, significant ICT infrastructure will be required to meet

the community’s growing needs3.

Despite Logan City’s need to expand ICT infrastructure in priority greenfield,

residential and industrial development areas, 86% of Woodridge students still

have access to reliable internet at home or their place of study. However, access

to a computer remains a key barrier for students, with 66% indicating that they did

not have access to a computer after school hours. Of students who do have

access to a computer after school hours, 60% of them have to share the device

with another person in their household.

17

Survey 1

Respondents

20

Laptops

Distributed

Survey 2

Respondents

These trends have led to 86% of the students surveyed claiming that they

frequently, often or occasionally have difficulty completing school work.

After a 9 month period since receiving the laptops, 100% of students indicated

that their laptop supported them in completing my homework and assignments. In

addition, 75% of students indicated they saw an improvement in their grades that

they believe can be attributed to their new laptop.

Specific skills students feel their new computer has helped them develop include

57% in basic operational, 43% in productivity tools.

Previously, 60% of students who had access to a computer after school had to

share the device with someone else. However, only 37% of students are still

sharing their device with someone else in their household, indicating that laptop

donations have supported challenges relating to access.

In addition, students on average rated themselves a 2.8 out of 5 for their

confidence level in the ability to troubleshoot and resolve technical issues with

their laptop. Similarly, students rated themselves 3.8 out of 5 in their overall

confidence in using a computer. This indicates that there is further work needed to

be done to support students in their digital ability.

OVERVIEW

1.

Australian Curriculum Assessment and Reporting Authority, 2022, Woodridge State High School, Home | My School

2.

Profile.id, 2021, City of Logan, Home | City of Logan | Community profile (id.com.au)

3.

Logan City Council, 2019, City of Logan Community Infrastructure Strategy 2019 - 2041, Community infrastructure strategy 2019-2041 (logan.qld.gov.au)

29

Loganlea State High School

Loganlea State High School is located in Logan City LGA, QLD. The school

serves a low socio-economic community, and its students face inequitable access

to ICTs. This is highlighted in the school facilitating a ‘bring your own device

program’, however only 70 of its 742 students have a device that they can bring to

school1. This is further reflected in Logan City LGA’s ADII score of 67, which is

below the QLD average of 712.

Despite Logan City LGA’s need to expand ICT infrastructure in priority greenfield,

residential and industrial development areas, all of Loganlea State High School

laptop recipients still have access to reliable internet at home or their place of

study. However, access to a computer remains a key barrier for students, with

95% indicating that they did not have access to a computer after school hours.

These trends have led to 95% of the students surveyed claiming that they

frequently, often or occasionally have difficulty completing school work.

20

Survey 1

Respondents

22

Laptops

Distributed

15

Survey 2

Respondents

After a 9 month period since receiving the laptops, 100% of students indicated

that their laptop supported them in completing my homework and assignments. In

addition, 93% of students indicated they saw an improvement in their grades that

they believe can be attributed to their new laptop.

Specific skills students feel their new computer has helped them develop include

87% in basic operational, 80% in advanced operational.

Only 13% of students are sharing their device with someone else in their

household, indicating that laptop donations have supported challenges relating to

access.

In addition, students on average rated themselves a 3.3 out of 5 for their

confidence level in the ability to troubleshoot and resolve technical issues with

their laptop. Similarly, students rated themselves 4.3out of 5 in their overall

confidence in using a computer. This indicates that there is further work needed to

be done to support students in their digital ability.

OVERVIEW

1.

Brenton Farleigh Principal of Loganlea State High School, 2022, Letter of Thanks

2.

ADII, 2021, The national picture, The national picture (digitalinclusionindex.org.au)

30

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