The NSW Department of Education’s program for providing technology in schools is not up to date with the needs of an increased student population and the modern emphasis on ICT.

That’s according to the Information and Communication Technologies in Schools for Teaching and Learning report, released by the NSW Auditor-General, Margaret Crawford.

“Many schools are struggling to keep up with growing ICT needs within available funding,” Crawford said in the report. “The Department needs to review whether its current technology programs provide schools with sufficient resources and support to meet the Department’s strategic goals for 21st century classrooms.”

The report, which looked at how ICT is being used for teaching and learning in NSW public schools, urges the Department of Education to review its Technology for Learning funding model – last updated in 2004.

The annual funding of $35.3 million provides schools with an average of $23 per student for ICT, and one device per eight students, with the average age of devices exceeding four years.

To supplement this, schools fund ICT through Parents and Citizens Association fundraising, and general school budgets.

ACS President Anthony Wong has welcomed the report, hoping it will assist Australia’s transition to a digital and knowledge economy.

“We are committed to seeing the New South Wales Government and all State and Territory Governments build digital literacy in classrooms, both for teachers and students. The development of core digital skills can assist in future-proofing our economy,” said Wong.

“Without teachers being supported, how can we expect our future generations to participate in the digital economy?”

The report also outlined, that with 80% of teachers now providing opportunities for students to use technology in their classes, they must be provided with access to devices for use outside the classroom.

“Most teachers are using ICT in the classroom, however, teacher access to devices outside the classroom varies between schools,” the report stated.

“With limited access to devices outside of the classroom, teachers may not be able to effectively integrate ICT into lessons.”

Alongside access to technology outside the classroom, the report also stressed the importance of professional learning in helping teachers develop effective ICT learning strategies.

“Australian ICT coordinators reported a lack of teacher ICT skills, a lack of effective professional learning and a lack of incentives for teachers to incorporate ICT in their teaching as the biggest problems they faced.”

“The Technology for Learning program provides only part of overall school spending on ICT.

“Schools use supplementary funding for student and teacher devices, data projectors, interactive whiteboards, and technical support.”

Much of the ageing technology in schools today is a product of the Commonwealth’s 2009-2013 Digital Education Revolution, which provided laptops for Year 9 students and installed wireless networks in secondary schools. One in eight current devices are from the last year of the program.

“This equipment is now considered beyond end-of-life, though most secondary schools are still using it,” Crawford said.

She also outlined, that with 80% of teachers now providing opportunities for students to use technology in their classes, they must be provided with access to devices for use outside the classroom.

“Most teachers are using ICT in the classroom, however, teacher access to devices outside the classroom varies between schools.

“With limited access to devices outside of the classroom, teachers may not be able to effectively integrate ICT into lessons.”

The report identified that teachers would be able to better use ICT to enhance teaching and learning through increased professional learning programs.

And while the Department has shown professional learning to be effective, only few courses on ICT in classrooms are offered. These occur mainly in Sydney, excluding teachers from regional areas.

“Australian ICT coordinators reported a lack of teacher ICT skills, a lack of effective professional learning and a lack of incentives for teachers to incorporate ICT in their teaching as the biggest problems they faced.”