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©Karen Macpherson 1

2013 AIS ICT Management and 2013 AIS ICT Management and Leadership ConferenceLeadership Conference

Stay Agile – the game is Stay Agile – the game is changingchanging

Workshop 3A, 31 May 2013Workshop 3A, 31 May 2013

DIGITALDIGITAL TECHNOLOGY AND TECHNOLOGY AND AUSTRALIANAUSTRALIAN TEENAGERSTEENAGERS

Consumption, Study and CareersConsumption, Study and Careers

Dr Karen MacphersonDr Karen Macpherson


The survey (July – October 2012)

1. Teenager consumption of ICT - What do young people do when they are not at school? How do

they use ICT?

2. Teenager perceptions and attitudes to ICT - in classroom teachingas an area of study in high school

3. Teenager understanding of ICT -as an area of study at universityas a career


July – October 2012The study:

ACT high schools Government and independent 202 students, 8 schools 12-18 years Female and male Low, Medium and High ICSEA


1. Teenagers out-of-school:Activities and ICT consumption


0

10

20

30

40

50

60

70

80

90

100Pe

rcen

tage

Every day Every day or Several times a week (combined)

Fig 1: out-of-school activities

Every day

family

hmwkchoresTV

Fbk


Digital technology in the home by school ICSEA

0

20

40

60

80

100

120

Laptop Homecomputer

Wii PC Playstation iPad Xbox Tablet Mac

Technology

Perc

enta

ge

Low Medium High

Figure 3: Digital technology in the home by school ICSEA (n = 202)


ACT Teenagers – trends in activities by Age

0

20

40

60

80

100

120

12 13 14 15 16 17 18

Age (Years)

Perc

enta

ge Sleep Mobile

Facebook

Games

Casual Job


Do you ever spend time reading or thinking?

“No (laughs) … doing yoga. I have my phone away from me then. But I just like having it with me.”

Year 12 girl


Fig 9Facebook and Computer Games "every day" and "several times a week" combined by Gender

69

21

56

61

0

10

20

30

40

50

60

70

80

Facebook Computer games

Perc

enta

ge

Girls

Girls

Boys

Boys


Principal reasons for using technology

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Communicate friends Relax Find information Communicate family Create Buy and sell

Purpose

Perc

enta

ge

Every day Several times a week About once a week Once or twice a month Not at all

Fig 11


What do you do after school?

“Usually working on assignments and homework and I try to get those done by the due date and after school cooking

dinner, cleaning up the house and that sort of thing and if time maybe Facebook.”

Year 9 boy

“Umm… I’ve got a job so I go to work most afternoons otherwise I go to the gym or do assignments.”

Year 10 girl


2. ICT at high school


Why or why not, would you like your teachers to use more or less technology in the classroom?

They're not very good with technology usually.

They are too reliant on it and it's annoying when technology fails

because it doesn't always work

The teachers are really bad at using technology

Depends on the teacher and subject. Some subjects (eg Maths) are not suited to technology. Some teachers are incompetent.

It can be distracting and when it fails the (technology) lesson can't go ahead

Because they often don't know how to use it property and it wastes time

sometimes unreliable and time consuming

teachers try to seem impressive using it but don't really know what they're doing; wastes time

Indiffernt really if the teacher is incapaable

It should not take away the actual teacher teaching properly

They are often inept, slowing down learning

(Responses not corrected for grammar or spelling)

Student comments on teacher use of technology in the classroom


Research Across all subjects

Playing COD: MW3 or Minceraft or skyping Teaching

EVERYTHING Learning and work

Reacher tasks, creat (word) I woundn't want ot because I'd get distracvted

nearly everything, use laptops with drawing tablets Taking notes etc

watching videos and doing assignments Research, improvement in technology

Work Computer Aided Drawings Couras

finding information Computer studies, reasearch

playing games assignments, homework and in-class tasks

Maths Mainly to type work up

Make writting a lot eaiser Taking notes and interacting with tachers

Games Researching and learning with the aid of media (like YouTube)

Doing assignments to interact with students

Gaming Typing up work. Assignments

lerning, play games Games and helpful information

Creative purposes Science laboratory to design and try out interesting experiments

Videos (Responses not corrected for grammar or spelling)

Suggestions for use of technology at school


Enjoys studying IT by School Year

0

5

10

15

20

25

30

35

7 8 9 10 11 12

School Year

Perc

enta

geFig 14


"Would you like to study IT as a subject at school?

41

5445

50

40

30

17

6

1526

31

4052

57

53

31 29

19 20 1826

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

12 13 14 15 16 17 18

Age (years)

Perc

enta

ge

Yes No Don't know

Fig 12


Reasons for wanting to study IT at school

Reasons for NOT wanting to study IT at school

Because we have a lot of IT today and it's good to learn

Its a bit hard

Its fun and creative Cause it's not interesting

I find it interesting and its one of my strengths

not that interested

I like computers I reather learn otehr things but I would if I did nothing else

It is interesting and an important thing to know.

I'm not interested in IT

So I learng how to use the computer well Not Sure what I want to do with IT

I like using computers It tends to be tedious plus I don't feel a large benefit from it.

Because I like to understand what happens "behind the scenes"

doesn’t look enjoyable

I think it is very fun Not the place I want to be

to learn new things Responses not corrected for grammar or spelling

Table 12: Reasons for wanting to study (or not to study) IT at school


"Would like to study IT" by "Has studied IT"

50

30

27

39

2331

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Yes No

Has studied IT

Perc

enta

ge

Yes No Don't know

Fig 13


n Yes % No %

Don’t Know

%

Do you like studying Science? 200 64 24 12

Do you enjoy doing Maths? 201 60 31 9Are you interested in how computers work? 202 52 28 20

Table 21: Interest in Science, Maths and Computers


Are you interested in how computers work?

35

54

69

56 56

33

43

18

12

19

2228

55

44

47

35

12

2216

12 13

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

12 13 14 15 16 17 18

Age (years)

Perc

enta

ge

Yes No Don't know

Fig 17


"Interest in how computers work" and "I would like to study IT at school" by Age

0

10

20

30

40

50

60

70

80

12 13 14 15 16 17 18

Age (years)

Perc

enta

ge

Interested in how computers work Would like to study IT

Fig 18


Are you interested in studying IT?

“Yes - it is interesting and an important thing to know.”Year 9 boy

“No – I already know it and it’s boring.”Year 11 girl


3. ICT - uni and careers


Perceptions of studying IT at university

9

62

55

22

36

16

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Degree of difficulty (n = 156) Level of interest (n = 174)

Perc

enta

ge

Easy Interesting

Not very easy Not very interesting

Don’t know Don’t know

Figure 19: Perceptions of Difficulty and Interest in studying IT at university


Response options(n = 202) %1. They do graphic design, make websites and design computer games 682. They design newer, better, faster computers, microchips and mobiles 643. They write software, computer programs and apps 764. They are computer network managers and analysts and they program computers 785. They design robots and computer systems to help doctors 446. They manage big computer databases in businesses 717. They design things like automatic landing systems for planes 40

Table 22: What do you think a person who works in an ICT job does?


n Yes%

Would having a job in IT let you think creatively?

193 80

Would working in IT be fun? 189 52

Would working in IT mean sitting at a computer all day?

192 54

Table 24: Responses to questions on perceptions of IT jobs


"When I finish my education I want a job ..."

91

6759 58

27

10

9

31

34 38

40

32

0 27 5

34

57

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

That is interesting That is well paid That lets me becreative

That will make adifference to

people/help society

Where I can use IT,science or maths

Where I don’t have touse IT, science or

maths

Response options

Perc

enta

ge

Important Moderately important Not very important

Fig 20


What do you want to be when you grow up?

“I want to be Prime Minister of a semi-artificial island I’m designing”

Year 7 boy

“I want to be a physicist because I enjoy physics and science,or an architect because I enjoy being creative and I like design.”

Year 8 girl

“I like the idea of being a programmer or an investment bankerbecause I like selling things and coding.”

Year 9 boy

“Possibly a plumber. The work is interesting and it is generally well paid.”Year 10 boy

“Either a music producer or an author, because I’m interested in it.”Year 12 girl


Low ICSEA Years 7 and 8 High ICSEA Years 7 and 8

I love animals, so I think I might want a career in animal care.

Prim Minister of a semi-artificial island I'm designing or programmer

Maybe a chef or an author of a bestseller, I don't know

I want to be an architecture beuse I love designing houses

Not really. Doctor. I like the atmosphere in the hospital

. I want to be something to do with horses or a history teacher

no. I would like to be a lawyer, it's fun arguing with people.

Police women, lawyer, nurse because I think I would enjoy it.

I want to be a defender of human rights because everyone deserves a happy life :)

I would love to be a cheff or pe teacher Scientist, programmer, author or Music teacher

I would like to be in a job to do with sport (eg: Sports statistician).

(Responses are not corrected for grammar or spelling)

I would like to be a doctor when I grow up as it will let me communicate with the society and meet new people. However I wouldn’t mind having a job in IT either.

Table 26: Comparison High and Low ICSEA Years 7 and 8 - Careers


SO WHAT?How do these findings stack up with some commonly-held

assumptions about teenagers? Assumptions –

1. They spend most of their time playing computer games and going on Facebook.

2. Always on their mobiles.

Not so. Teenagers are much more rounded than popular media would have us believe. Evidence: interviews and “out-of-school” activities results

Yes – but depends on age.

We need to distinguish between ICT and:•communication uses - which increase with age are not gender-related; •recreation uses, eg games- which decrease with age and are gender-related.

To teenagers, technology consumption is not worthy of remark. It is normal.


Summary - FindingsAssumptions, cont –

3. Teenagers are really confident with technology.True.

4. Teenagers know much more about technology than adults do.Depends. Confidence is not the same as competence.

5. Teenagers generally think that ICT is “boring”.Some do. But many are undecided. There is a range of misperceptions about ICT as a subject at school; what ICT jobs entail; and what careers are available. These perceptions are correlated with age, gender, and ICSEA.


ImplicationsImportant opportunities:

1. Many students in early-mid high school are “undecided” about whether they would like to study ICT.

2. Many students are interested in “how computers work”.

3. Most students want a career that is interesting, well paid, allows creativity and “helps people”. “Enjoyment” and “interest” are frequently used qualifiers when teenagers talk about both ICT, and careers generally.

4. Many students think studying ICT at uni would be interesting, but not very easy (this is a classic example of a worthwhile and achievable goal in “goal setting theory” - Locke).


ImplicationsClear opportunities to engage students -

1. To challenge perceptions about IT as “boring” 2. To capitalise on existing interest and “undecided” group3. To close the gap between “interested in computers” and “want to

study IT”HOW? Emphasise fun, creativity, interest and challenge, teamwork and involvement

4. To provide opportunities for students to find out more about the range of work in ICT careers (creative and interesting)

5. To help them “join the dots” between what they want in careers generally – interesting, well paid work that helps people, and what ICT careers can offer

FOCUS: school years 7-9; and girls


Implications - summaryWe need to - Engage with students at the right age Utilise their enthusiasm Challenge their misperceptions Help them “join the dots” between generalised career aspirations and what

ICT can offer

Important: where do students learn their attitudes to ICT?1. Parents2. Educators3. Significant others (older siblings, family friends etc)4. Media (TV shows, internet, movies)5. Professionals practicing in the field

5th group: structured learning opportunities through mentoring/work experience with ICT professionals is very effective.


Australian labour force insufficient

to meet current and projected ICT job demand

PROBLEM

SOLUTIONS

INNOVATION(change way work is done)

5. EDUCATION(increase number of

skilled workers)IMMIGRATION(import skills)

Increase ICT university and other tertiary

enrolments/completions

Design initiatives to attract more students into studying in the field

Increase demand to study ICT

Attract more students

How to generate more ICT graduates?

How?

Capture student interest at important stages

of their schooling

Range of co-and extra-curricula activities

to reward ICT interest

Design teaching curricula to provide necessary

information to students

Ensure high quality informed teaching

How?

How?

How?

RESEARCH –

Ask students:What they like to use technology forWhat subjects they like at schoolWhat their perceptions are of ICT studyWhat they want in careers generallyTheir perceptions of ICT careers specifically

1

2

3 4

6 7

8

910

11

12

13

14

Australian labour force insufficient

to meet current and projected ICT job demand

INNOVATION(change way work is done)

IMMIGRATION(import skills)

Increase ICT university and other tertiary

enrolments/completions


Attract more studentsIncrease ICT university

and other tertiary enrolments/completions



How?

How?


How?


How?


How?

How?


How?


How?


of their schooling






of their schooling



Ensure high quality informed teaching




of their schooling



2

3 4


National interest Industry and jobs;Professional bodies

Teachers

StudentsStudents

Parents

2. Initiatives: Science leaders; FIRST; Robocup

1. Consumption, perceptions and aspirations

Government policyEducation sector

What does the evidence say?

The solutionThe solution


The Roslin Institute, University of Edinburgh – work experience for high school students


Griffith University “spaghetti bridge” Three day introduction to science and technologyFor years 9/10

University of CanberraWIL project – DEEWR fundedFor undergraduates


ICT Experience Center, De Verdieping The Netherlands


University of Canberra INSPIRE Centrenew ways of working and learning digitally: preservice teachers


Australian Defence Force Defence Technical Scholarships For years 11 and 12


Originated in Victoria; now licensed Australia-wide


Initiatives

Australian Academy of Sciencesuite of professional learning and curriculum resources for teachers


Mechatronics• Mechatronics is a relatively young engineering

discipline, which combines skills from mechanical, electrical, computer and software engineering.

• Mechatronics studies systems that result from the interconnection of sensors, computers, and force actuators with components like robots, vehicles, aircraft, structures, and circuits.

http://www.gungahlincollege.act.edu.au/our_college/unique_programs/smart/a=?168512


FIRST

Macquarie University – hosts annual national competition – for school children and teens


Robocup

Main Objective: To encourage young people to take an interest in scientific and technological fields, to cultivate their interest through robotic competitions through hands on creation.


Conclusion:Needs analysis

What do we need to do

to get thereWhere we want to be

Where we arenow

RelevantEngagingChallengingWell taughtWell fundedCareer pathsRemunerationJob satisfaction

Where we want to be

Where we arenow

What do we need to do

to get there

Where we want to be

Where we arenow


‘‘A mind is a terrible thing to waste’A mind is a terrible thing to waste’

Nobel Prize Laureate Prof Peter Doherty, University of Melbourne


Dr Karen MacphersonProfessional Associate

Faculty of Education, Science, Technology and MathsUniversity of Canberra, Australia

[email protected]

Report available at: www.theeducationinstitute.edu.au/eduinstitute/

node/159

mailto:[email protected]

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