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
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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